ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Student-Writers&apos; Views on Replacing Teacher Feedback with Peer Feedback and Computer-Based Feedback
Author: Alnasser, Suliman Mohammed Nasser
Date: 2018-09-00
Type: Journal Articles
Subjects: Student Attitudes,Feedback (Response),Peer Evaluation,Writing Processes,Second Language Learning,English (Second Language),Males,Undergraduate Students,Foreign Countries,Computer Assisted Instruction,Writing Skills

In the last two decades, a large number of studies have emphasized the significant impact feedback (FB) has on students' writing. This emphasis has replaced the notion that teacher-based feedback (TBF) is the only source of feedback with the notion that there are other sources, such as peer feedback (PF) and computer-based feedback (CBF), that can be employed. It is commonly reported in the literature that writing teachers suffer from the burden of providing feedback, which gives rise to the need for finding alternative sources. Thus far, no studies have investigated the possibility of substituting TBF with FB that is jointly provided by peers and computer software. Therefore, the purpose of the study referred to here was to investigate foreign language (L2) student-writers' views on whether or not peer and computer feedback can replace TBF, and how efficient these types of feedback are in a writing class. The study adopted a quasi-experimental approach that included quantitative (pre- and post-questionnaires) and qualitative (an open-ended section) methods. The participants in the study were 15 male English as a foreign language (EFL) undergraduate students undertaking a writing course in an English programme at a Saudi university. The duration of the study was 10 weeks, during which the participants went through four cycles of multi-draft essay writing. The intervention excluded the teacher from offering feedback and replaced the teacher's feedback with a systematic process that involved receiving feedback from fellow students and from a computer software application. The main conclusions of the study suggest that students are not yet ready to let go of teacher feedback, and that feedback provided by intermediate level learners can raise concerns on the part of the learners. Overall, the participants reported having a positive experience with the intervention. The implications and limitations of the study, and recommendations based on the findings are also presented.
Integrating Critical Thinking Skills in Reading Courses at the University Level the Case of Faculty of Letters and Humanities, Beni-Mellal, Morocco
Author: Elmouhtarim, Said
Date: 2018-09-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Reading Skills,Reading Instruction,Instructional Effectiveness,Skill Development,Integrated Activities,College Freshmen,Student Attitudes,Foreign Countries

Critical thinking has been used and debated since the time of great philosophers such as Plato and Socrates. Its real origin is deeply rooted in the logic and questioning process used by these early philosophers. In recent times many scholars and researchers have conducted studies concerning the benefits and effects of critical thinking skills in different disciplines to the extent that now we are speaking about critical thinking movement whose benefits are much discussed in educational curricula. In language learning, activities that enrich learners' conceptual knowledge ranging from listening, reading, speaking, and writing tasks can foster critical thinking skills. Within this framework, a study was carried out at Sultan Moulay Slimane University, Faculty of Letters and Humanities in Beni-Mellal. The aim of this study is twofold. First, to see the possibility of integrating critical thinking skills in reading courses; second, to investigate the attitudes of the students towards such integration of critical thinking. Two research tools were used: an experiment followed by a questionnaire. The findings revealed that after the experiment, which consisted of exposing the students to tasks involving critical thinking when dealing with the reading skill, the students developed an awareness of critical thinking skills and dispositions. They developed the ability of interpretation, analysis, inquisitiveness, truth-seeking, problem-solving, evaluating information and decision making. Besides, their attitudes towards the integration of critical thinking while dealing with reading were reported to be positive.
&quot;Make Them Take an &apos;IELTS Test&apos; in Arabic&quot;! Resentment of and Resistance towards English and English-Medium Instruction in the UAE
Author: Solloway, Anthony J.
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Usage,Public Opinion,Language of Instruction,Advertising,Native Speakers,Semitic Languages,Student Attitudes,Cultural Maintenance,Cultural Differences,Language Teachers,Second Language Instruction,Islam

English in the United Arab Emirates (UAE) has grown to become the primary language of trade and retail, the mass media and advertising, and the de facto medium of instruction in federally-sponsored institutions of higher education (HE). In recent years, however, the widespread proliferation of the English language in this otherwise conservative Arabic-speaking country has become increasingly controversial. Indeed, resentment of and resistance towards English on the part of Emiratis has been found to exist in relation to English-language mass advertising (Nickerson &amp; Crawford Camiciottoli, 2013) and English-medium instruction (EMI) within HE (Issa, 2013, March 6). In addition, there is growing concern that 'native'-English-speaking teachers from largely secular, 'inner circle' countries will inadvertently transmit values, ontologies, and epistemologies contrary to those of their Muslim students (Ibrahim, 2013) and their traditional, tribal-based, gender-segregated society. In order to determine whether there existed any evidence of resistance towards the place of English in the present-day UAE on the part of Emirati HE students, a bilingual (Arabic/English) survey was conducted with a group of students completing a foundation programme at a major federal HE institution. The findings reveal some not inconsiderable ambivalence towards English and EMI, especially in the realms of cultural integrity and language policy.
Comparison of Communication Apprehension in L1 and Communication Apprehension in L2 among MA Students with Different Ages Majoring in English in an International Program in Bangkok
Author: Rimkeeratikul, Sucharat
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Programs,Graduate Students,Comparative Analysis,Communication (Thought Transfer),Anxiety,Second Language Learning,Second Language Instruction,English (Second Language),Age Differences,Native Language,Student Attitudes,Measures (Individuals),Public Speaking,Teaching Methods,Language Usage,Meetings,International Education,Thai,Majors (Students)

The current study investigates and compares communication apprehension (CA) of the first-year MA students majoring in English in an international program in Bangkok of the academic year 2017. The research questions are: a) Is there any difference between CA in L1 (Thai) and CA in L2 (English) among the students in the study, b) Is there any difference in CA in L1 among the students in terms of their ages, and c) Is there any difference in CA in L2 among the students in terms of their ages. Quantitative approach is employed by making use of the Personal Report Communication Apprehension (PRCA-24). T-test is used to analyze the data. The participants are 32 students divided into 2 groups according to their ages. The results indicate that the students' CA in L1 is lower than their CA in L2 across contexts. Students who are 30 years old or older are found to be with higher CA in L1 in meetings and public speaking contexts. However, for CA in L2, there is no difference among the students regarding their age difference. Benefits from this research for the students may occur when their instructors get the insight into their students' communication traits when using L1 and L2 and they may select appropriate methods when teaching in the classroom and choose effective ways of communication when giving advice for writing a thesis or an independent study to the students of this MA program.
Key Conceptions on Learner Autonomy and Particular Links with the Algerian Educational Context
Author: Fedj, Samia
Date: 2018-09-00
Type: Journal Articles
Subjects: Personal Autonomy,Professional Autonomy,Correlation,Student Centered Learning,Teacher Role,Definitions,Concept Formation,Cultural Context,Learning Processes,Second Language Learning,Independent Study,Foreign Countries

In the last three decades, the construct of learner autonomy has been a voguish word in the educational literature. It has been explored from a variety of perspectives and spheres, for it is a multifaceted notion that involves several parameters and tenets such as: taking control over learning, assuming responsibility, conducting independent action and exercising the freedom of choice. Its convolution, indeed, has yielded multiple directions that led to a great deal of discussion and research. However, a clear depiction of what 'learner autonomy' is and what it essentially conceals is not well represented. Hence, this paper aims at providing a clear account and a relevant review of the significant conceptions embedded within the term so as to gain a deeper understanding of it. To this end, the paper tackles the following issues: (1) the origins of autonomy; (2) learner autonomy definitions; (3) versions of learner autonomy; (4) learner autonomy and its relation to teacher autonomy; and finally (5) learner autonomy across cultures, as it puts forward important associations to the Algerian educational setting.
State of the Practice of Team Science in Speech-Language Pathology and Audiology
Author: Wood, Carla
Date: 2021-09-00
Type: Journal Articles
Subjects: Cooperation,Speech Language Pathology,Audiology,Doctoral Students,College Faculty,Researchers,Research Training,Readiness,Risk,Safety,Gender Differences,Status

Purpose: The purpose of this study was to investigate engagement in collaborative research (team science) and perceptions of related knowledge and skills to inform personnel preparation and workforce development efforts. Method: A questionnaire was used to solicit information about the team science-related experiences of 220 doctoral students, faculty, and research scientists in speech-pathology and audiology. Additionally, the questionnaire surveyed participants' perceptions of readiness, benefits, and challenges to team science. Results: Results demonstrated low percentages of respondents had received training in collaborative research (17%), and those with training were more likely to engage in cross-disciplinary collaborative research. Group differences were found with female researchers reporting lower psychological safety than male researchers. The most frequently cited advantages of team science included diverse perspectives, collective expertise, innovative ideas, and productivity. Conversely, common challenges included time constraints, finding collaborators, and differing expectations. Implications: Because this study yielded group difference in psychological safety between groups that differed in gender and position, results suggest additional efforts may be necessary to ensure that imbalances in the power structure of members are not allowed to dissuade members from actively contributing to team activities. Additional training opportunities in team science could support the degree to which professionals in communication science and disorders engage in collaborative research.
Factor Analysis of the Attitude toward Parent Involvement Survey with Preservice Teachers
Author: Nathans, Laura
Date: 2021-00-00
Type: Journal Articles
Subjects: Factor Analysis,Student Attitudes,Preservice Teachers,Parent Participation,Student Surveys,Test Validity,Attitude Measures

This study involved validating the structure of the &quot;Attitude Toward Parent Involvement Survey&quot; (&quot;ATPIS&quot;). The survey was administered 1,729 times to preservice teachers along with Knowledge assessments at the beginning and end of a course on parent involvement. An exploratory factor analysis was conducted to validate the factors using more sophisticated statistical software. The analysis was conducted to validate the structure of the instrument and compare the factor structure with the factor structure obtained in a previous factor analysis. The main dimensions that the survey evaluated were parent involvement activities initiated by the teacher and parent involvement activities initiated by the parent. It replicated the original three factors and showed a strong fit. Fit statistics supported the three-factor structure in a confirmatory factor analysis. The three factors were Partners in Learning, Teacher-Initiated Activities, and Parent-Initiated Activities. Concurrent and predictive validity were assessed through correlating &quot;ATPIS&quot; scores and knowledge assessment scores at pre-and posttest. Results yielded limited evidence for concurrent validity at posttest and predictive validity. Current post-Knowledge assessment scores were correlated in four instances with current post-Attitude subscale scores (concurrent validity) and two pre-Attitude subscale scores were correlated with two post-Knowledge assessment subscale scores (predictive validity). The fact that the measure is valid and contains reliable subscales suggests its usefulness for identifying students who would involve parents once they became teachers. The 20-year-old measure needs revision to include family engagement and diversity.
EFL Student Teachers&apos; Lesson Planning Processes: A Grounded Theory Study
Author: Jantarach, Vachira
Date: 2018-09-00
Type: Journal Articles
Subjects: Grounded Theory,Pedagogical Content Knowledge,Teacher Education Programs,Second Language Learning,Second Language Instruction,English (Second Language),Student Teachers,Lesson Plans,Student Teacher Attitudes,Feedback (Response),Majors (Students),Language Teachers,Teacher Supervision,Elementary Secondary Education,Foreign Countries

Lesson planning employs both pedagogical and content knowledge. The processes are complex and student teachers, undergoing practicum, struggle to plan. However, studies that explain processes drawn from a qualitative inquiry to explain the practice are rare. The purpose of this study is to generate a theory to explain Thai EFL student teachers' lesson planning by adopting the grounded theory. The research questions include 1) How do the Thai EFL student teachers design their lesson plans? 2) How do the student teachers implement the lesson plans? and 3) What action do the student teachers take after implementing the lesson plans? The research instruments are semi-structured interviews as well as observations of 22 student teachers majoring in Teaching English. The data is analyzed by means of coding to identify emerging categories and generate a substantive theory. A constant comparative analysis of the data generates a grounded theory of EFL student teachers' lesson planning, illustrating cyclical processes of four stages. The first stage is pre-planning, where personnel and institutions have an influence by giving information necessary for planning. The second stage is planning, showing both linear and non-linear processes. The third stage is implementing plans, observed by school and university supervisors. Student teachers agree, partly disagree or entirely disagree with feedback and use or do not use the feedback to improve subsequent plans. Finally, the last stage is reflecting/evaluating, showing modes of communication and a reflective process for both problems and success.
English Speaking Teaching Model in Distance Education
Author: Sritulanon, Apisara
Date: 2018-09-00
Type: Journal Articles
Subjects: Distance Education,Second Language Learning,Second Language Instruction,English (Second Language),Pretests Posttests,Feedback (Response),Speech Communication,Videoconferencing,Teaching Methods,Guidelines,Teacher Attitudes,Student Attitudes,Instructional Effectiveness,Flipped Classroom,Language Proficiency,Teaching Assistants,Undergraduate Students,Computer Mediated Communication,Foreign Countries,Audiolingual Methods,Communicative Competence (Languages),Asynchronous Communication,Synchronous Communication

This study is developmental research attempting to explore a practical model to teach English speaking in distance courses via videoconferencing technology. Therefore, the Dick and Carey instructional model design is used as guidelines in developing a proposed English Speaking Teaching Model (ESTM). The research was divided into four phases. The first phase featured the examination of stakeholders' perceptions, i.e. distance learning centre administrators (DLCs), DLC teaching assistants, broadcasting English teachers, and students who were studying via videoconferencing. In the second phase, the primary teaching model was designed based on the conceptual framework and the results from Phase 1. In the third and fourth phases, the evaluation of the model effectiveness was implemented in three trials: one-to-one, small group, and field trials. In each trial, a pre-test and a post-test were employed to examine students' speaking abilities before and after the application of each revised model. Additionally, thorough feedback was collected through researcher's observation notes, course teacher and teaching assistant journals and students' interviews. A questionnaire was also employed to examine students' satisfaction after studying through the ESTM in the last trial. Results from both data revealed that the students were satisfied with the proposed model. The suggestions from students' interviews, teachers' journals and observation notes were employed to revise the third model draft, to be used as the final ESTM, which comprises teaching activities in six stages: a speaking pre-test at the beginning of the course, study before class, teaching and practice time in class, lesson review after class, a speaking mid-test during the course, and a speaking post-test at the end of the course.
Comparison of Chemical Engineering Undergraduate Curriculum of Universities in China and Ethiopia
Author: Aytenew, Getaye
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chemical Engineering,Undergraduate Study,Curriculum,Cultural Differences,Course Content,College Credits,Educational Quality,Cultural Influences

In this paper, a comparative evaluation of the undergraduate program of Chemical Engineering curriculums of Chinese and Ethiopian universities was performed. The study employed systematic qualitative methods to synthesize the current qualitative researches into an explanatory process. To comprehend the Chemical Engineering curriculum structure in two countries, a survey of courses from each country institution is presented. Since both countries use harmonized chemical engineering curriculum with their respective institution, top university from each country was taken as a representative sample, Tsinghua University (THU) from China and Addis Ababa University (AAU) from Ethiopia. The major aspects in the comparison were the lengths of the programs, measurement of student workload, practical curriculum, and the ratio of general, core, compulsory and non-compulsory courses. At the THU, the minimum length for the undergraduate program is 4 years, whereas at AAU a minimum of 5 years is expected. While general education courses occupy 70% of the total credit in the THU curriculum showing more emphasis on general courses, the AAU curriculum gives more focus to core courses by allocating 70% of its total credit. The THU curriculum proves to be more flexible, offering more elective courses at different stages of the program; the AAU curriculum has provided the chance for a range of specialty streams offering elective courses in the final year of the program. Thus, it is highly appreciable for both countries' universities to optimistically add more courses to their present curriculum based on their socio-economic trait, cultural backgrounds, national demands, and resource availabilities.
Processing English Formulaic Expressions in Situation-Bound Utterances: Strategies Used by Francophone ESL Learners in Thailand
Author: Ambele, Eric A.
Date: 2018-09-00
Type: Journal Articles
Subjects: Phrase Structure,French,Native Language,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Language Processing,Cultural Influences,African Culture,Learning Strategies,Foreign Students,Undergraduate Students,Native Speakers,Comparative Analysis,Task Analysis,Oral Language,Transfer of Training,Language Proficiency,Sociolinguistics,Pragmatics,Teaching Methods,Language of Instruction

In examining how English as a second language (ESL) learners process English formulaic expressions in a nonnative English context, this study aims to investigate the strategies that learners use and how first language (L1) culture and conceptual knowledge could influence the use of the strategies. This study is guided by the research question of how francophone ESL learners in Thailand process formulaic expressions in situation-bound utterances (SBUs). Three Francophone Cameroonian learners of English in a university in Thailand (served as the experimental group) and two native English speakers (as the control group) participated in this study. Oral Discourse Completion Task (DCT) was employed to elicit data and evaluated based on 4 categories: (1) Native-like English; (2) Towards Native-like English; (3) Francophone English; and (4) Irrelevant English. The result showed that among the three francophone participants in the study whose native languages were French, 60% DCT responses were Towards Native-like (TNE), 30% were Francophone English (FE), 10% were Native-like English (NE). There was no response from the DCTs, according to the analysis, that was irrelevant English. A further analysis of the three categories revealed that the learners primarily used simplification, verbosity, literal salience, and L1 cultural transfer strategies in processing formulaic expressions. This study corroborates the seemingly weak connection of English linguistic proficiency and sociolinguistic competence in ESL learner's pragmatic knowledge, as well as the reliance on L1 conventionalized conceptualization in processing English formulaic expressions. Implications for teaching formulaic expressions in a nonnative English as a foreign language (EFL) context in general, and Thai context in particular are also discussed.