Case Studies of Multilingual/Multicultural Asian Deaf Adults: Strategies for Success.

PubMed

Wang, Qiuying; Andrews, Jean; Liu, Hsiu Tan; Liu, Chun Jung

2016-01-01

Case studies of adult d/Deaf or Hard of Hearing Multilingual Learners (DMLs) are few, especially studies of DMLs who learn more than one sign language and read logographic and alphabetic scripts. To reduce this paucity, two descriptive case studies are presented. Written questionnaires, face-to-face interviews, and self-appraisals of language-use rubrics were used to explore (a) the language and literacy histories of two adult Asian DMLs who had learned multiple languages: Chinese (spoken/written), English (written), Chinese Sign Language, and American Sign Language; and (b) how each language was used in different cultural communities with diverse conversational partners. Home literacy environment, family support, visual access to languages, peer and sibling support, role models, encouragement, perseverance, and Deaf identity all played vital roles in the participants' academic success. The findings provide insights into the acquisition of multiple languages and bi-literacy through social communication and academic content.

High School Foreign Language Students' Perceptions of Language Learning Strategies Use and Self-Efficacy.

ERIC Educational Resources Information Center

National Capital Language Resource Center, Washington, DC.

This study investigated the relationship of language learning strategies use and self-efficacy of high school students learning Chinese, German, Russian, Japanese, and Spanish. Through two questionnaires, The Language Learning Strategies Questionnaire and The Self-Efficacy Questionnaire, researchers were able to collect and analyze data on…

Exploring Prospective EFL Teachers' Perceived Self-Efficacy and Beliefs on English Language Learning

ERIC Educational Resources Information Center

Genç, Gülten; Kulusakli, Emine; Aydin, Savas

2016-01-01

Learners' perceived self-efficacy and beliefs on English language learning are important in education. Taking into consideration the important impact of individual variables on language learning, this study seeks to highlight the relationship between Turkish EFL learners' beliefs about language learning and their sense of self-efficacy. The…

CALL: A Triangle of Triangles

ERIC Educational Resources Information Center

Montoro, Carlos; Hampel, Regine

2012-01-01

Institutional investment in technology and infrastructure for the provision of new online and self-access language learning opportunities is not always accompanied by the necessary changes in the practices of learners, practitioners and managers in higher education (Wertsch, 2002). As a result, feelings of frustration, helplessness and confusion…

Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes

ERIC Educational Resources Information Center

Ardasheva, Yuliya; Wang, Zhe; Adesope, Olusola O.; Valentine, Jeffrey C.

2017-01-01

This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain…

Effects of Computer Assisted Learning Instructions on Reading Achievement among Middle School English Language Learners

ERIC Educational Resources Information Center

Bayley-Hamlet, Simone O.

2017-01-01

The purpose of this study was to examine the effect of Imagine Learning, a computer assisted language learning (CALL) program, on addressing reading achievement for English language learners (ELLs). This is a measurement used in the Accessing Comprehension and Communication in English State-to-State (ACCESS for ELLs or ACCESS) reading scale…

Investigation the Relationship among Language Learning Strategies, English Self-Efficacy, and Explicit Strategy Instructions

ERIC Educational Resources Information Center

Yang, Pei-Ling; Wang, Ai-Ling

2015-01-01

The present study aims to investigate the relationship among EFL college learners' language learning strategies, English self-efficacy, and explicit strategy instruction from the perspectives of Social Cognitive Theory. Three constructs, namely language learning strategies, English learning self-efficacy, and explicit strategy instruction, were…

Scenario-Based Spoken Interaction with Virtual Agents

ERIC Educational Resources Information Center

Morton, Hazel; Jack, Mervyn A.

2005-01-01

This paper describes a CALL approach which integrates software for speaker independent continuous speech recognition with embodied virtual agents and virtual worlds to create an immersive environment in which learners can converse in the target language in contextualised scenarios. The result is a self-access learning package: SPELL (Spoken…

An Evaluation of an Automated Approach to Concept-Based Grammar Instruction

ERIC Educational Resources Information Center

Lyddon, Paul A.

2012-01-01

Acquiring sufficient linguistic proficiency to perform competently in academic and professional contexts generally requires substantial study time beyond what most language programs can offer in the classroom. As such, teachers and students alike would benefit considerably from high quality self-access materials promoting independent learning out…

Self-Regulated Out-of-Class Language Learning with Technology

ERIC Educational Resources Information Center

Lai, Chun; Gu, Mingyue

2011-01-01

Current computer-assisted language learning (CALL) research has identified various potentials of technology for language learning. To realize and maximize these potentials, engaging students in self-initiated use of technology for language learning is a must. This study investigated Hong Kong university students' use of technology outside the…

Self-Efficacy in Second/Foreign Language Learning Contexts

ERIC Educational Resources Information Center

Raoofi, Saeid; Tan, Bee Hoon; Chan, Swee Heng

2012-01-01

This study reviews the empirical literature of self-efficacy, a central component of social cognitive theory, in the area of second language learning by focusing on two research questions: first, to what extent, has self-efficacy, as a predicting variable, been explored in the field of second language learning? Second, what factors affect…

Self-Determination, Engagement, and Identity in Learning German: Some Directions in the Psychology of Language Learning Motivation

ERIC Educational Resources Information Center

Noels, Kimberly A.; Chaffee, Kathryn; Lou, Nigel Mantou; Dincer, Ali

2016-01-01

Drawing from Self-Determination Theory and diverse theories of language learning motivation, we present a framework that (1) represents a range of orientations that students may take towards learning German, and (2) explains how these orientations are connected to language learning engagement and diverse linguistic and non-linguistic outcomes. We…

Effects of Experience Abroad and Language Proficiency on Self-Efficacy Beliefs in Language Learning.

PubMed

Kim, Hyang-Il; Cha, Kyung-Ae

2017-01-01

Experience abroad has been recognized as one of the best investments for second or foreign language learning. A lot of research has examined its impact on language learning from linguistic as well as non-linguistic perspectives. Nonetheless, literature on the relationships between and among experience abroad, language proficiency, and self-efficacy beliefs in language learning seems to still be cursory and thus the present study chose to focus on these aspects in more detail. To do so, 259 Korean English as a foreign language students answered the Questionnaire of English Self-Efficacy as well as completed a background questionnaire. Statistical analyses identified two underlying factors of self-efficacy beliefs-production and comprehension-that helped analyze the data from a new perspective. Using this two-factor structure of self-efficacy, it was found that the combination of experience abroad and English proficiency were indeed related to these self-efficacy factors. In addition, the results indicate that students may have benefitted most in self-efficacy formation in production and comprehension aspects when they have four to six months of experience abroad.

Topological self-organization and prediction learning support both action and lexical chains in the brain.

PubMed

Chersi, Fabian; Ferro, Marcello; Pezzulo, Giovanni; Pirrelli, Vito

2014-07-01

A growing body of evidence in cognitive psychology and neuroscience suggests a deep interconnection between sensory-motor and language systems in the brain. Based on recent neurophysiological findings on the anatomo-functional organization of the fronto-parietal network, we present a computational model showing that language processing may have reused or co-developed organizing principles, functionality, and learning mechanisms typical of premotor circuit. The proposed model combines principles of Hebbian topological self-organization and prediction learning. Trained on sequences of either motor or linguistic units, the network develops independent neuronal chains, formed by dedicated nodes encoding only context-specific stimuli. Moreover, neurons responding to the same stimulus or class of stimuli tend to cluster together to form topologically connected areas similar to those observed in the brain cortex. Simulations support a unitary explanatory framework reconciling neurophysiological motor data with established behavioral evidence on lexical acquisition, access, and recall. Copyright © 2014 Cognitive Science Society, Inc.

Self-Access and the Adult Language Learner.

ERIC Educational Resources Information Center

Esch, Edith, Ed.

The immediate stimulus for this collection of papers was a conference, Self-Access and the Adult Language Learner, organized by the Centre for Information on Language Teaching and Research (CILT) and the Language Centre of the University of Cambridge in December 1992 at Queen's College, Cambridge. Several 1-day conferences on the same theme were…

The Interaction of Motivation, Self-Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups

ERIC Educational Resources Information Center

Kormos, Judit; Csizér, Kata

2014-01-01

Autonomous learning and effective self-regulatory strategies are increasingly important in foreign language learning; without these, students might not be able to exploit learning opportunities outside language classrooms. This study investigated the influence of motivational factors and self-regulatory strategies on autonomous learning behavior.…

The Impact of Language on Educational Access in South Africa. CREATE Pathways to Access. Research Monograph No. 24

ERIC Educational Resources Information Center

Lafon, Michel

2009-01-01

The role of Medium of Instruction or Language of Learning and Teaching has not received sufficient attention as a factor denying meaningful access to education in South Africa. Yet the majority of under-performing learners are also children who learn in a language that is not their mother-tongue. This research aims to assess how recent language…

Fostering Learner Autonomy: Power and Reciprocity in the Relationship between Language Learner and Language Learning Adviser

ERIC Educational Resources Information Center

Ciekanski, Maud

2007-01-01

Developments in lifelong learning and learner autonomy have given fresh impetus to the debate about learning without formal teaching. This paper concerns the educational relationship between learner and adviser in self-directed schemes. Two French self-directed language learning set-ups were observed, one situated at university level (Systeme…

Language Learning Strategies and Language Self-Efficacy: Investigating the Relationship in Malaysia

ERIC Educational Resources Information Center

Wong, Mary Siew-Lian

2005-01-01

This study explored graduate pre-service teachers' language learning strategies and language self-efficacy and the relationship between these two constructs. Seventy-four graduate English-as-a-second-language (ESL) pre-service teachers (13 males, 61 females) from a teachers' college in Kuching, Sarawak, Malaysia, participated in this study. These…

Why Are You Learning a Second Language? Motivational Orientations and Self-Determination Theory.

ERIC Educational Resources Information Center

Noels, Kimberly A.; Pelletier, Luc G.; Clement, Richard; Vallerand, Robert J.

2003-01-01

Examined self-determination theory (SDT) in the language learning context. Involved the development of a valid and reliable instrument to assess different subtypes of intrinsic and extrinsic motivation and explored the link between these motivational sub-types and various orientations to language learning. Showed instrumental orientation and the…

Lowering Foreign Language Anxiety through Self-Regulated Learning Strategy Use

ERIC Educational Resources Information Center

Martirossian, Armineh; Hartoonian, Anahid

2015-01-01

Foreign language classroom anxiety (FLCA) and self-regulated learning strategies (SRLSs) are important factors that influence language learning process in negative and positive ways respectively. The aim of this study was to explore the relationship between FLCA and SRLSs. To this end, 100 university students majoring in TEFL were selected. For…

Systems of Goals, Attitudes, and Self-Related Beliefs in Second-Language-Learning Motivation

ERIC Educational Resources Information Center

Kormos, Judit; Kiddle, Thom; Csizer, Kata

2011-01-01

In the present study, we surveyed the English language-learning motivations of 518 secondary school students, university students, and young adult learners in the capital of Chile, Santiago. We applied multi-group structural-equation modeling to analyze how language-learning goals, attitudes, self-related beliefs, and parental encouragement…

The Study on Reading Strategy of Students Learning Japanese as a Second Language.

ERIC Educational Resources Information Center

Toriyama, Kyoko

A study investigated whether a classification scheme for learning strategies used in ESL (English-as-a-Second-Language) instruction is applicable to strategies used in learning Japanese as a second language. Four metacognitive strategies were examined (directed attention, selective attention, self-monitoring, self-management). Subjects were 30…

Let's Tweet in Chinese! Exploring How Learners of Chinese as a Foreign Language Self-Direct Their Use of Microblogging to Learn Chinese

ERIC Educational Resources Information Center

Hsiao, Ya Ping; Broeder, Peter

2014-01-01

Twitter is becoming increasingly popular as a medium for language learning. This study explores self-directed learning via social interactions that use Twitter as an interactive learning environment. The participants in this study were thirty university students of Chinese as a foreign language at levels 1 and 2 of the "Hanyu Shuiping…

Training Language Teachers to Sustain Self-Directed Language Learning: An Exploration of Advisers' Experiences on a Web-Based Open Virtual Learning Environment

ERIC Educational Resources Information Center

Bailly, Sophie; Ciekanski, Maud; Guély-Costa, Eglantine

2013-01-01

This article describes the rationale for pedagogical, technological and organizational choices in the design of a web-based and open virtual learning environment (VLE) promoting and sustaining self-directed language learning. Based on the last forty years of research on learner autonomy at the CRAPEL according to Holec's definition (1988), we…

Enhancing Learners' Self-Directed Use of Technology for Language Learning: The Effectiveness of an Online Training Platform

ERIC Educational Resources Information Center

Lai, Chun; Shum, Mark; Tian, Yan

2016-01-01

Enhancing self-directed use of technology for language learning is essential for maximizing the potential of technology for language learning. Understanding how to construct learner training to promote this critical competency is of great significance. This study examined the effectiveness of an online training platform aimed at enhancing the…

Practices and Strategies of Self-Initiated Language Learning in an Online Social Network Discussion Forum: A Descriptive Case Study

ERIC Educational Resources Information Center

Hsieh, Hsiu-Wei

2012-01-01

The proliferation of information and communication technologies and the prevalence of online social networks have facilitated the opportunities for informal learning of foreign languages. However, little educational research has been conducted on how individuals utilize those social networks to take part in self-initiated language learning without…

Tools and Trends in Self-Paced Language Instruction

ERIC Educational Resources Information Center

Godwin-Jones, Robert

2007-01-01

Ever since the PLATO system of the 1960's, CALL (computer assisted language learning) has had a major focus on providing self-paced, auto-correcting exercises for language learners to practice their skills and improve their knowledge of discrete areas of language learning. The computer has been recognized from the beginning as a patient and…

Self-Instruction and Success: A Learner-Profile Study.

ERIC Educational Resources Information Center

Jones, Francis R.

1998-01-01

Interviews with adults experienced in foreign language self-instruction generated profiles of language experience at learner and self-instructed language-token levels. Results showed separations between languages with and without self-instruction. The most effective learning route was starting with classwork. Ab initio self-instruction produced…

A Framework for Developing Self-Directed Technology Use for Language Learning

ERIC Educational Resources Information Center

Lai, Chun

2013-01-01

Critical to maximizing the potential of technology for learning is enhancing language learners' self-directed use of technology for learning purposes. This study aimed to enhance our understanding of the determinants of self-directed technology use through the construction of a structural equation modelling (SEM) framework of factors and…

The Language-Learning Self, Self-Enhancement Activities, and Self Perceptual Change

ERIC Educational Resources Information Center

Sampson, Richard

2012-01-01

This article presents an overview of action research conducted in an EFL university context, regarding primarily the relationship between individual possible self-images, socially constructed possible self-images, and language-learning motivation. The study used three cycles of action research over the course of one 15-week university semester,…

Creating Excitement and Involvement in the Foreign Language Classroom by Getting Away from the Textbook.

ERIC Educational Resources Information Center

Wattenmaker, Beverly; Lock, Joanne

This paper presents a method for making foreign language learning meaningful and interesting through using language as a tool for communicating about the self and others. Drawing from techniques developed by behavioral scientists, the foreign language was used to develop students' self-awareness and confidence. Learning activities were created,…

Self-Study with Language Learning Software in the Workplace: What Happens?

ERIC Educational Resources Information Center

Nielson, Katharine B.

2011-01-01

Many language training software packages are intended for self-study and marketed as complete language learning solutions; however, little is known about how well they work or under what conditions they should be used. This article reports on a research study conducted at the University of Maryland Center for Advanced Study of Language that…

Using Self-Regulated Learning Strategies in Enhancing Language Proficiency with a Focus on Reading Comprehension

ERIC Educational Resources Information Center

Abbasian, Gholam-Reza; Hartoonian, Anahid

2014-01-01

Self-regulated learning strategies have recently received a remarkable attention by researchers. The aim of this study was to explore the relationship between self-regulated learning strategies and students' language proficiency as well as their reading comprehension. To do so, 115 Iranian EFL university students were selected. First, a TOEFL test…

Applying Measurement of Situational Self-Determination Theory to Use of a Self-Access Centre at a Japanese University

ERIC Educational Resources Information Center

Robson, Graham G.; Hardy, Darrell J.

2018-01-01

One way to promote autonomy in the second language can be through the use of Self-access Centres (SACs). These are spaces for students to engage in activities such as self-study or communication with other learners, or native-speakers of the target language. However, merely having these spaces available does not guarantee that students will use…

From Pedagogically Relevant Corpora to Authentic Language Learning Contents

ERIC Educational Resources Information Center

Braun, Sabine

2005-01-01

The potential of corpora for language learning and teaching has been widely acknowledged and their ready availability on the Web has facilitated access for a broad range of users, including language teachers and learners. However, the integration of corpora into general language learning and teaching practice has so far been disappointing. In this…

Achieving Developmental Synchrony in Young Children With Hearing Loss

PubMed Central

Mellon, Nancy K.; Ouellette, Meredith; Greer, Tracy; Gates-Ulanet, Patricia

2009-01-01

Children with hearing loss, with early and appropriate amplification and intervention, demonstrate gains in speech, language, and literacy skills. Despite these improvements many children continue to exhibit disturbances in cognitive, behavioral, and emotional control, self-regulation, and aspects of executive function. Given the complexity of developmental learning, educational settings should provide services that foster the growth of skills across multiple dimensions. Transdisciplinary intervention services that target the domains of language, communication, psychosocial functioning, motor, and cognitive development can promote academic and social success. Educational programs must provide children with access to the full range of basic skills necessary for academic and social achievement. In addition to an integrated curriculum that nurtures speech, language, and literacy development, innovations in the areas of auditory perception, social emotional learning, motor development, and vestibular function can enhance student outcomes. Through ongoing evaluation and modification, clearly articulated curricular approaches can serve as a model for early intervention and special education programs. The purpose of this article is to propose an intervention model that combines best practices from a variety of disciplines that affect developmental outcomes for young children with hearing loss, along with specific strategies and approaches that may help to promote optimal development across domains. Access to typically developing peers who model age-appropriate skills in language and behavior, small class sizes, a co-teaching model, and a social constructivist perspective of teaching and learning, are among the key elements of the model. PMID:20150187

Facilitating Teachers' Reuse of Mobile Assisted Language Learning Resources Using Educational Metadata

ERIC Educational Resources Information Center

Zervas, Panagiotis; Sampson, Demetrios G.

2014-01-01

Mobile assisted language learning (MALL) and open access repositories for language learning resources are both topics that have attracted the interest of researchers and practitioners in technology enhanced learning (TeL). Yet, there is limited experimental evidence about possible factors that can influence and potentially enhance reuse of MALL…

Investigation on the Relationship among Language Learning Strategies, Critical Thinking and Self-Regulation Skills in Learning English

ERIC Educational Resources Information Center

Altay, Betül; Saracaloglu, Asuman Seda

2017-01-01

This study aimed to examine the relationship among language learning strategies, critical thinking skills and self-regulation skills of preparation class students. In this process, students were interviewed and courses were observed so as to profile students' management of learning situations and their awareness for these strategies through a…

Self-Regulated Learning in Learning Environments with Pedagogical Agents that Interact in Natural Language

ERIC Educational Resources Information Center

Graesser, Arthur; McNamara, Danielle

2010-01-01

This article discusses the occurrence and measurement of self-regulated learning (SRL) both in human tutoring and in computer tutors with agents that hold conversations with students in natural language and help them learn at deeper levels. One challenge in building these computer tutors is to accommodate, encourage, and scaffold SRL because these…

Self-Regulated Learning in the Digital Age: An EFL Perspective

ERIC Educational Resources Information Center

Sahin Kizil, Aysel; Savran, Zehra

2016-01-01

Research on the role of Information and Communication Technologies (ICT) in language learning has ascertained heretofore various potentials ranging from metacognitive domain to skill-based practices. One area in which the potentials of ICT tools requires further exploration is self-regulated language learning, an active, constructive process in…

Language Distance Learning for the Digital Generation

ERIC Educational Resources Information Center

Duran-Cerda, Dolores

2010-01-01

The purpose of this article was to shed light on the potential of distance learning to overcome challenges in distance, space, time, and human and economic resources that limit access to language learning opportunities in cultural, literary, historical, geographical, and cross-cultural frames. Language and literature educators collectively have…

Teacher Perspectives on the Integration of Mobile-Assisted Language Learning

ERIC Educational Resources Information Center

Grimshaw, Jennica; Cardoso, Walcir; Collins, Laura

2017-01-01

Mobile-Assisted Language Learning (MALL) provides second language (L2) learners and teachers with resources to enhance the learning experience, including its anytime, anywhere accessibility (Traxler, 2007). However, factors such as lack of confidence with technology (Son, 2014) and time limitations (Godwin-Jones, 2015) may prevent teachers from…

Dutch courage? Effects of acute alcohol consumption on self-ratings and observer ratings of foreign language skills.

PubMed

Renner, Fritz; Kersbergen, Inge; Field, Matt; Werthmann, Jessica

2018-01-01

A popular belief is that alcohol improves the ability to speak in a foreign language. The effect of acute alcohol consumption on perceived foreign language performance and actual foreign language performance in foreign language learners has not been investigated. The aim of the current study was to test the effects of acute alcohol consumption on self-rated and observer-rated verbal foreign language performance in participants who have recently learned this language. Fifty native German speakers who had recently learned Dutch were randomized to receive either a low dose of alcohol or a control beverage that contained no alcohol. Following the experimental manipulation, participants took part in a standardized discussion in Dutch with a blinded experimenter. The discussion was audio-recorded and foreign language skills were subsequently rated by two native Dutch speakers who were blind to the experimental condition (observer-rating). Participants also rated their own individual Dutch language skills during the discussion (self-rating). Participants who consumed alcohol had significantly better observer-ratings for their Dutch language, specifically better pronunciation, compared with those who did not consume alcohol. However, alcohol had no effect on self-ratings of Dutch language skills. Acute alcohol consumption may have beneficial effects on the pronunciation of a foreign language in people who have recently learned that language.

Learning English as a Second Language at the University Level in Jordan: Motivation, Self-Regulation and Learning Environment Perceptions

ERIC Educational Resources Information Center

Alzubaidi, Eman; Aldridge, Jill M.; Khine, Myint Swe

2016-01-01

The overarching aim of this study was to investigate students' perceptions of the learning environment and whether these influenced their motivation and self-regulation in learning English as a second language at the university level in Jordan. Our sample involved 994 students, drawn from 13 schools, within three faculties (humanities, health…

Motivational Orientations and Self-Efficacy Beliefs of Turkish Students towards EFL Learning

ERIC Educational Resources Information Center

Sener, Sabriye; Erol, Ismail Kaan

2017-01-01

Purpose: There has been a concern as to what motivates people to learn a foreign language among researchers. Another concern in EFL context is that students may not benefit from learning opportunities due to low self-efficacy and low motivation to learn a foreign language. The main goal of this study is to explore the motivational orientations of…

One More Reason to Learn a New Language: Testing Academic Self-Efficacy Transfer at Junior High School

ERIC Educational Resources Information Center

Fryer, Luke K.; Oga-Baldwin, W. L. Quint

2017-01-01

Self-efficacy is an essential source of motivation for learning. While considerable research has theorised and examined the how and why of self-efficacy in a single domain of study, longitudinal research has not yet tested how self-efficacy might generalise or transfer between subjects such as mathematics, native and foreign language studies. The…

A Study of Self-Identity Changes and Correlation of Influential Factors of Thai Students Studying English

ERIC Educational Resources Information Center

Boonchum, Patumporn

2009-01-01

English is regarded as an International Language. Most Thai students have to learn English as a Foreign Language (EFL). Significantly, learning languages, not only English, is related to a foreign culture's behavioral norms, and cultural values that usually determine a person's self-identity. Especially, students in English major may undergo…

Student Technology Use in a Self-Access Center

ERIC Educational Resources Information Center

Castellano, Joachim; Mynard, Jo; Rubesch, Troy

2011-01-01

Technology has played an increasingly vital role in self-access learning over the past twenty years or so, yet little research has been conducted into learners' actual use of the technology both for self-directed learning and as part of everyday life. This paper describes an ongoing action research project at a self-access learning center (SALC)…

My Personal Mobile Language Learning Environment: An Exploration and Classification of Language Learning Possibilities Using the iPhone

ERIC Educational Resources Information Center

Perifanou, Maria A.

2011-01-01

Mobile devices can motivate learners through moving language learning from predominantly classroom-based contexts into contexts that are free from time and space. The increasing development of new applications can offer valuable support to the language learning process and can provide a basis for a new self regulated and personal approach to…

From Belief to Action: Omani EFL Teachers' Self-Efficacy in Relation to Their Teaching of English as a Foreign Language

ERIC Educational Resources Information Center

Al-Shukri, Abdullah Khamis

2016-01-01

Research has documented that teacher self-efficacy has positive impacts on different aspects of teaching and learning. Yet, research on teacher self-efficacy in the field of teaching English as a Foreign Language (EFL) is relatively limited. Considering the powerful impacts of teacher self-efficacy on teaching and learning, it is crucial to pursue…

Issues in bilingualism and heritage language maintenance: perspectives of minority-language mothers of children with autism spectrum disorders.

PubMed

Yu, Betty

2013-02-01

The author investigated the language practices of 10 bilingual, Chinese/English-speaking, immigrant mothers with their children with autism spectrum disorders. The aim was to understand (a) the nature of the language practices, (b) their constraints, and (c) their impact. The author employed in-depth phenomenological interviews with thematic and narrative analyses to yield themes. Interviewees reported that they adopted language practices perceived to be advantageous to intervention access and wellness. They valued Chinese language but did not pursue its use if it was believed to hinder the children's overall development of English acquisition. All of the mothers believed that bilingualism made learning more challenging. Many believed that it caused confusion or exacerbated disabilities. These deficit views of bilingualism were commonly reinforced by professionals. All of the mothers were motivated to help their children learn English but had no assistance to do so. Practices were sustainable only when they were aligned with families' preferred communication patterns. There is an urgent need for practitioners to be better informed about issues related to intergenerational language practices in minority-language families. Language use between parents and children is a complex matter that is unique to each family. Parents need to be supported to make language use decisions that are self-enhancing and congruent with their families' needs.

Continuous Chinese sign language recognition with CNN-LSTM

NASA Astrophysics Data System (ADS)

Yang, Su; Zhu, Qing

2017-07-01

The goal of sign language recognition (SLR) is to translate the sign language into text, and provide a convenient tool for the communication between the deaf-mute and the ordinary. In this paper, we formulate an appropriate model based on convolutional neural network (CNN) combined with Long Short-Term Memory (LSTM) network, in order to accomplish the continuous recognition work. With the strong ability of CNN, the information of pictures captured from Chinese sign language (CSL) videos can be learned and transformed into vector. Since the video can be regarded as an ordered sequence of frames, LSTM model is employed to connect with the fully-connected layer of CNN. As a recurrent neural network (RNN), it is suitable for sequence learning tasks with the capability of recognizing patterns defined by temporal distance. Compared with traditional RNN, LSTM has performed better on storing and accessing information. We evaluate this method on our self-built dataset including 40 daily vocabularies. The experimental results show that the recognition method with CNN-LSTM can achieve a high recognition rate with small training sets, which will meet the needs of real-time SLR system.

The Effects of Self-Explanation and Reading Questions and Answers on Learning Computer Programming Language

ERIC Educational Resources Information Center

Lee, Nancy

2013-01-01

The current study explored the differential effects of two learning strategies, self-explanation and reading questions and answers, on students' test performance in the computer programming language JavaScript. Students' perceptions toward the two strategies as to their effectiveness in learning JavaScript was also explored by examining students'…

Self-Regulation in the Learning Process: Actions through Self-Assessment Activities with Brazilian Students

ERIC Educational Resources Information Center

Punhagui, Giovana Chimentão; de Souza, Nadia Aparecida

2013-01-01

Learning a foreign language is, among other factors, based on the perception of one's own development and on undertaking strategies for greater communicative competence, which are founded in autonomous procedures that span the necessity for greater responsibility. As learning a language demands constant study, even after the school period--when…

Language Learning and the Politics of Belonging: Sudanese Women Refugees "Becoming" and "Being" "American"

ERIC Educational Resources Information Center

Warriner, Doris S.

2007-01-01

In this article, I explore the complicated relationship between ideologies of language and language learning, discourses of immigration and belonging, and the actual lived experiences of individual language learners. The analysis demonstrates how questions of educational access, economic stability, and social membership are all influenced by a…

Toward a Renewed Focus. Literacy in Early Language Programs

ERIC Educational Resources Information Center

Met, Mimi

2013-01-01

This article promotes literacy as a a powerful tool for learning new language. Although learners frequently think of comprehensible input as language that is heard, comprehensible input from print can also be accessed. Research has shown that reading has a powerful impact on language learning: much of the vocabulary that educated adults know has…

Orientations to Learning German: The Effects of Language Heritage on Second-Language Acquisition.

ERIC Educational Resources Information Center

Noels, Kimberly A.; Clement, Richard

1989-01-01

A study of college students' motivation for learning, and other social-psychological aspects of second language learning, found students learn German for instrumental, friendship, travel, identification/influence, and knowledge reasons. Fluency was related to motivation, and students of German heritage had higher self-confidence in the German…

Enhancing Online Language Learning as a Tool to Boost Employability

ERIC Educational Resources Information Center

Escobar, Sol; Krauß, Susanne

2017-01-01

Online learning is a very flexible way to build and improve language knowledge alongside other work and/or study commitments whilst at the same time encouraging autonomous learning, time management, self-motivation and other skills relevant to employability. Learning on your own, however, can also be daunting. Therefore, the Languages for All…

Interpretation and Use of K-12 Language Proficiency Assessment Score Reports: Perspectives of Educators and Parents. WCER Working Paper No. 2016-8

ERIC Educational Resources Information Center

Kim, Ahyoung Alicia; Kondo, Akira; Blair, Alissa; Mancilla, Lorena; Chapman, Mark; Wilmes, Carsten

2016-01-01

A number of English language proficiency exams target grades K-12 English language learners (ELLs) because of the rising need to identify their needs and provide appropriate support in language learning. A good example is the WIDA ACCESS for ELLs (hereafter ACCESS), designed to measure the English language proficiency of students identified as…

Learning Strategies Used by Successful Language Learners

ERIC Educational Resources Information Center

Thu, Tran Hoang

2009-01-01

This study examines the language learning strategies employed by successful learners of English as a foreign and second language. Two successful English learners whose first languages are Mandarin were interviewed, and asked to complete a questionnaire and a self-evaluation measure to indicate their perceived level of language proficiency as well…

Empowering the Language Learner: Language Learning Strategy Training and Self-Regulation in an EFL Classroom

ERIC Educational Resources Information Center

Torres, Gabriella

2013-01-01

The purpose of this paper is to illustrate how an understanding of the Good Language Learner models described in the SLA literature can be used to tailor and implement a program of learning strategy training and self-regulatory practices in the classroom to empower L2 learners in an EFL context. The paper begins by reviewing the various…

The Language Teacher, 2001.

ERIC Educational Resources Information Center

Swanson, Malcolm, Ed.; Long, Robert, Ed.

These issues of "The Language Teacher" examine second language learning issues in Japan, focusing on such topics as the following: language educators and labor law; using videofeedback to nurture self-monitoring skills; learning diaries in learner training; English for special learners; developing listening subskills with trivia;…

Sentence Processing in an Artificial Language: Learning and Using Combinatorial Constraints

ERIC Educational Resources Information Center

Amato, Michael S.; MacDonald, Maryellen C.

2010-01-01

A study combining artificial grammar and sentence comprehension methods investigated the learning and online use of probabilistic, nonadjacent combinatorial constraints. Participants learned a small artificial language describing cartoon monsters acting on objects. Self-paced reading of sentences in the artificial language revealed comprehenders'…

English Majors' Self-Regulatory Control Strategy Use in Academic Writing and Its Relation to L2 Motivation

ERIC Educational Resources Information Center

Csizér, Kata; Tankó, Gyula

2017-01-01

Apart from L2 motivation, self-regulation is also increasingly seen as a key variable in L2 learning in many foreign language learning contexts because classroom-centered instructive language teaching might not be able to provide sufficient input for students. Therefore, taking responsibility and regulating the learning processes and positive…

The Effect of Peer and Teacher Feedback on Changes in EFL Students' Writing Self-Efficacy

ERIC Educational Resources Information Center

Ruegg, Rachael

2018-01-01

Literature from education, educational psychology and second language acquisition has consistently found that self-efficacy is a key factor leading to increased language learning success. Students with more self-efficacy are claimed to have higher motivation and to expend more effort in the learning process. On the other hand, those with less…

The Effect of Mental Imaging Technique on Idiom Comprehension in EFL Learners

ERIC Educational Resources Information Center

Aydin, Burcu

2017-01-01

In an English Foreign Language learning context, where access to native like use of metaphorical language is limited, gaining this ability becomes challenging. For many years, foreign language educators didn't pay much attention to idiomatic language and assumed that idioms could only be taught through rote learning. For this reason, they face…

From the Learning Diary to the ELP: An E-Portfolio for Autonomous Language Learning

ERIC Educational Resources Information Center

Bertolotti, Greta; Beseghi, Micol

2016-01-01

In 2011 the Language Centre of the University of Parma introduced a self-study programme aimed at creating an autonomy-inspired language learning environment. Students are actively engaged in the management of their own learning and co-directed by advisors and teachers in the phases of planning, monitoring and assessment. Reflective diary writing…

Early Foreign Language Learning: The Biological Perspective.

ERIC Educational Resources Information Center

Peltzer-Karpf, Annemarie

A discussion of the biological and developmental issues in early second language learning first looks at psycholinguistic research on brain growth patterns and the relationship of first and second language learning. Focus is on three phenomena observed in the self-organization of living systems: selection of input data; organization of specialized…

Personality and Second Language Learning. Language in Education: Theory and Practice, No. 12.

ERIC Educational Resources Information Center

Hodge, Virginia D.

This annotated reading list addresses the problem of the paucity of literature dealing specifically with the relationship between personality and language learning. There is no general theoretical model that encompasses personality theory, self-concept, ego development, learning theory, motivation, and body image as they relate to…

The Learner as Course Planner and Director.

ERIC Educational Resources Information Center

Johnson, Francis C.; Wurr, Adrian; Edwards, Jeffery

This paper describes the KELP (Kanda-English Language Proficiency) Project, a project for self-directed English-as-a-Second-Language learning at Kanda University of International Studies (Japan). In the study, students plan and direct their own language learning programs, using individually designed learning contracts. Examples of three kinds of…

Investigating Reciprocal Meaning-Making as an Element of Intercultural Language Learning in the Languages Classroom

ERIC Educational Resources Information Center

Skene, Catherine

2013-01-01

The "Australian Curriculum: Languages" is based on an intercultural orientation to the teaching and learning of languages. Reciprocal meaning-making, or interpreting self in relation to others as language users, is a key element in an intercultural orientation. The concept of reciprocating is embedded in the language-specific curricula…

The Influence of Teacher Power on English Language Learners' Self-Perceptions of Learner Empowerment

ERIC Educational Resources Information Center

Diaz, Abel; Cochran, Kathryn; Karlin, Nancy

2016-01-01

English language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak…

Individualized Teaching and Autonomous Learning: Developing EFL Learners' CLA in a Web-Based Language Skills Training System

ERIC Educational Resources Information Center

Lu, Zhihong; Wen, Fuan; Li, Ping

2012-01-01

Teaching listening and speaking in English in China has been given top priority on the post-secondary level. This has lead to the question of how learners develop communicative language ability (CLA) effectively in computer-assisted language learning (CALL) environments. The authors demonstrate a self-developed language skill learning system with…

CLIL Students' Perceptions of Their Language Learning Process: Delving into Self-Perceived Improvement and Instructional Preferences

ERIC Educational Resources Information Center

Lasagabaster, David; Doiz, Aintzane

2016-01-01

Content and Language Integrated Learning (CLIL) has become a very popular approach in the belief that it may help to improve students' foreign language proficiency. Although some research has been conducted, there is a dearth of longitudinal studies on students' awareness of their language learning process in CLIL programmes. In this paper, 221…

Action Control, L2 Motivational Self System, and Motivated Learning Behavior in a Foreign Language Learning Context

ERIC Educational Resources Information Center

Khany, Reza; Amiri, Majid

2018-01-01

Theoretical developments in second or foreign language motivation research have led to a better understanding of the convoluted nature of motivation in the process of language acquisition. Among these theories, action control theory has recently shown a good deal of explanatory power in second language learning contexts and in the presence of…

Attitudes toward Task-Based Language Learning: A Study of College Korean Language Learners

ERIC Educational Resources Information Center

Pyun, Danielle Ooyoung

2013-01-01

This study explores second/foreign language (L2) learners' attitudes toward task-based language learning (TBLL) and how these attitudes relate to selected learner variables, namely anxiety, integrated motivation, instrumental motivation, and self-efficacy. Ninety-one college students of Korean as a foreign language, who received task-based…

Fostering Self-Regulated Learning through the European Language Portfolio: An Embedded Mixed Methods Study

ERIC Educational Resources Information Center

Ziegler, Nicholas Allan

2014-01-01

The European Language Portfolio (ELP) is an alternative assessment used in foreign language classes throughout Europe to support and record language learning. Directly linked to the Common European Framework of Reference for Languages (Council of Europe, 2001) proficiency guidelines, it is designed to achieve an ambitious dual goal: document…

Rural and remote speech-language pathology service inequities: An Australian human rights dilemma.

PubMed

Jones, Debra M; McAllister, Lindy; Lyle, David M

2018-02-01

Access to healthcare is a fundamental human right for all Australians. Article 19 of the Universal Declaration of Human Rights acknowledges the right to freedom of opinion and to seek, receive and impart information and ideas. Capacities for self-expression and effective communication underpin the realisation of these fundamental human rights. For rural and remote Australian children this realisation is compromised by complex disadvantages and inequities that contribute to communication delays, inequity of access to essential speech-language pathology services and poorer later life outcomes. Localised solutions to the provision of civically engaged, accessible, acceptable and sustainable speech-language pathology services within rural and remote Australian contexts are required if we are to make substantive human rights gains. However, civically engaged and sustained healthcare can significantly challenge traditional professionalised perspectives on how best to design and implement speech-language pathology services that seek to address rural and remote communication needs and access inequities. A failure to engage these communities in the identification of childhood communication delays and solutions to address these delays, ultimately denies children, families and communities of their human rights for healthcare access, self-expression, self-dignity and meaningful inclusion within Australian society.

Assessment of Deafblind Access to Manual Language Systems (ADAMLS)

ERIC Educational Resources Information Center

Blaha, Robbie; Carlson, Brad

2007-01-01

This document presents the Assessment of Deafblind Access to Manual Language Systems (ADAMLS), a resource for educational teams who are responsible for developing appropriate adaptations and strategies for children who are deafblind who are candidates for learning manual language systems. The assessment tool should be used for all children with a…

Learning Foreign Languages with ClipFlair: Using Captioning and Revoicing Activities to Increase Students' Motivation and Engagement

ERIC Educational Resources Information Center

Baños, Rocío; Sokoli, Stavroula

2015-01-01

The purpose of this paper is to present the rationale and outcomes of ClipFlair, a European-funded project aimed at countering the factors that discourage Foreign Language Learning (FLL) by providing a motivating, easily accessible online platform to learn a foreign language through revoicing (e.g. dubbing) and captioning (e.g. subtitling). This…

Second Life for Distance Language Learning: A Framework for Native/Non-Native Speaker Interactions in a Virtual World

ERIC Educational Resources Information Center

Tusing, Jennifer; Berge, Zane L.

2010-01-01

This paper examines a number of theoretical principles governing second language teaching and learning and the ways in which these principles are being applied in 3D virtual worlds such as Second Life. Also examined are the benefits to language learning afforded by the Second Life interface, including access, the availability of native speakers of…

The Construction of New Political Identities through the Internationally Distributed English Learning Textbooks

ERIC Educational Resources Information Center

Varzande, Mohsen

2015-01-01

Today, English education is very important but language learning has long been challenged since learning a second language is not only the mastery of its forms but also a process of identity construction and self-positioning in the second language. A review of recent studies shows that the cultural effects of learning English in the…

Creating Culturally Relevant Instructional Materials: A Swaziland Case Study

ERIC Educational Resources Information Center

Titone, Connie; Plummer, Emily C.; Kielar, Melissa A.

2012-01-01

In the field of English language learning, research proves that culturally relevant reading materials improve students' language acquisition, learning motivation, self-esteem, and identity formation. Since English is the language of instruction in many distant countries, such as Swaziland, even when English is not the native language of those…

Learner Perspectives on Task Design for Oral-Visual eTandem Language Learning

ERIC Educational Resources Information Center

El-Hariri, Yasmin

2016-01-01

Constituting a more specific form of online collaboration, eTandem Language Learning (eTLL) shows great potential for non-formal, self-directed language learning. Research in this field, particularly regarding task design, is still scarce. Focusing on their beliefs and attitudes, this article examines what learners think about how…

Sociocultural Theory Applied to Second Language Learning: Collaborative Learning with Reference to the Chinese Context

ERIC Educational Resources Information Center

Dongyu, Zhang; Fanyu, B.; Wanyi, Du

2013-01-01

This paper discusses the sociocultural theory (SCT). In particular, three significant concepts of Vyogtsky's theory: self-regulation, the Zone of Proximal Development (ZPD), and scaffolding all of which have been discussed in numerous second language acquisition (SLA) and second language learning (SLL) research papers. These concepts lay the…

Socio-Cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners

ERIC Educational Resources Information Center

Ozfidan, Burhan; Machtmes, Krisanna L.; Demir, Husamettin

2014-01-01

Sociocultural theories consider language learning as a social practice examines students as active participants in the construction of learning processes. This study investigates sociocultural theories' central concepts, which includes peer interaction and feedback, private speech, and self-efficacy. The present study is a case study of twenty…

The Link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-Rated English Proficiency among Chinese Learners

ERIC Educational Resources Information Center

Dewaele, Jean-Marc; Ip, Tsui Shan

2013-01-01

Previous research has suggested that high levels of Foreign Language Classroom Anxiety (FLCA) have a negative effect on foreign language learning (Horwitz, 2001; Lu & Liu, 2011) while moderate levels of Second Language Tolerance of Ambiguity (SLTA) are believed to boost foreign language learning (Ely, 1995). There is prima facie evidence that…

Students' Motivation toward English Language Learning at Undergraduate Level

ERIC Educational Resources Information Center

Ahmed, Mumtaz; Aftab, Maria; Yaqoob, Humaira

2015-01-01

The main purpose of this descriptive research is to explore the fact that why students are less motivated towards English language learning at undergraduate level. It also throws light upon the very facts of motivation with regard to the factors like student-teacher relationship, class room environment, self esteem or self respect, and willingness…

World Language Students' Ethnographic Investigations of Culture through Mobile Devices

ERIC Educational Resources Information Center

Tuttle, Harry G.; Tuttle, Lori A.

2017-01-01

World language teachers can transform how their students learn culture through the use of mobile devices. When world language students use their mobile devices to access authentic current culture, they go from being passive receivers of culture to active cultural investigators. These students go from learning thin surface culture to exploring…

On the Accessibility of Phonological, Orthographic, and Semantic Aspects of Second Language Vocabulary Learning and Their Relationship with Spatial and Linguistic Intelligences

ERIC Educational Resources Information Center

Zarei, Abbas Ali; Aleali, Maryam

2015-01-01

The present study was an attempt to investigate the differences in the accessibility of phonological, semantic, and orthographic aspects of words in L2 vocabulary learning. For this purpose, a sample of 119 Iranian intermediate level EFL students in a private language institute in Karaj was selected. All of the participants received the same…

A Road to Understanding: A Qualitative Study into Why Learners Drop out of a Blended Language Learning (BLL) Environment

ERIC Educational Resources Information Center

Stracke, Elke

2007-01-01

This paper addresses the views of students of blended language learning (BLL)--a particular learning and teaching environment, that combines face-to-face (f2f) and computer-assisted language learning (CALL). In this instance, the "blend" consisted of learners' independent self-study phases at a computer, with a CD-ROM, and traditional f2f…

The Receptive-Expressive Gap in the Vocabulary of Young Second-Language Learners: Robustness and Possible Mechanisms

ERIC Educational Resources Information Center

Gibson, Todd A.; Oller, D. Kimbrough; Jarmulowicz, Linda; Ethington, Corinna A.

2012-01-01

Adults and children learning a second language show difficulty accessing expressive vocabulary that appears accessible receptively in their first language (L1). We call this discrepancy the receptive-expressive gap. Kindergarten Spanish (L1)-English (L2) sequential bilinguals were given standardized tests of receptive and expressive vocabulary in…

Re-Conceptualizing the ELP as a Web 2.0 Personal Language Learning Environment

ERIC Educational Resources Information Center

Haines, Kevin; van Engen, Jeroen

2013-01-01

This paper addresses the reconceptualization of the ELP as a Personal Language Learning Environment (PLLE), encouraging learners towards greater self-regulation. Such a development fits in with the pedagogical function of the ELP by scaffolding the plurilingual, lifelong learning of languages. Web 2.0 social media tools allow learners to work with…

Nothing but a Fairy Tale: A Qualitative Study of Marriage Migration, Second Language Learning, and the Ideal Self

ERIC Educational Resources Information Center

Kolstrup, Kirsten L.

2017-01-01

This article explores how the global trends of marriage migration and tightening of immigration policies in the West interconnect with second language learning motivation. Specifically, this article considers how social positions, governmental regulations, and everyday contexts come together to complicate the expectations of language learning that…

The Impact of Contemplative Practices on Foreign Language Anxiety and Learning

ERIC Educational Resources Information Center

Scida, Emily E.; Jones, Jill N.

2017-01-01

This study looked at the impact of the integration of contemplative practices on foreign language anxiety, positive and negative affect, self-efficacy, classroom climate, and language learning in students enrolled in an advanced intermediate Spanish language course in the USA. Data included pre- and post-test surveys, exam scores to measure…

Self-Regulation and Approaches to Learning in English Composition Writing

ERIC Educational Resources Information Center

Magno, Carlo

2009-01-01

It is hypothesized in the present study that when learners are tasked to write a composition in a second language (such as English language for Filipinos), they use specific approaches to learning and eventually undergo self-regulatory processes. The present study tested a model showing the shift from process to outcome in writing (Zimmerman &…

Combining Self-Explaining with Computer Architecture Diagrams to Enhance the Learning of Assembly Language Programming

ERIC Educational Resources Information Center

Hung, Y.-C.

2012-01-01

This paper investigates the impact of combining self explaining (SE) with computer architecture diagrams to help novice students learn assembly language programming. Pre- and post-test scores for the experimental and control groups were compared and subjected to covariance (ANCOVA) statistical analysis. Results indicate that the SE-plus-diagram…

Virtual Task-Based Situated Language-Learning with "Second Life": Developing EFL Pragmatic Writing and Technological Self-Efficacy

ERIC Educational Resources Information Center

Abdallah, Mahmoud M. S.; Mansour, Marian M.

2015-01-01

This paper reports on an experimental research study that aimed at investigating the effectiveness of employing a virtual task-based situated language learning (TBSLL) environment mediated by Second Life (SL) in developing EFL student teachers' pragmatic writing skills and their technological self-efficacy. To reach this goal, a control-only…

A Triangular Approach to Motivation in Computer Assisted Autonomous Language Learning (CAALL)

ERIC Educational Resources Information Center

Raby, Francoise

2007-01-01

This study was carried out in a language centre, in French higher education. Teachers and researchers had contrived a pedagogical system labeled guided autonomy which combined class attendance in groups and self-study in the self-study room. This kind of autonomous and technologically enhanced learning system will be referred to as CAALL (Computer…

The Effect of Blog Use on Self-Regulatory Learning of Prospective German Language Teachers

ERIC Educational Resources Information Center

Seyhan Yucel, Mukadder

2013-01-01

The purpose of the study was to examine the effect of blog use on self-regulatory learning of prospective German language teachers. The study is semi-experimental. Pretest-posttest, experiment control model was used. Blog activities were conducted as extensive beyond classroom activities only for the experiment group. As the data collection tool…

Content and Language Integrated Learning in the Netherlands: Teachers' Self-Reported Pedagogical Practices

ERIC Educational Resources Information Center

van Kampen, Evelyn; Admiraal, Wilfried; Berry, Amanda

2018-01-01

In recent years, a surging uptake of content and language integrated learning (CLIL) has permeated the European context. This article presents the outcomes of a study about the self-reported pedagogical practices of CLIL teachers in the Netherlands. To investigate these teachers' pedagogies, a questionnaire was designed, validated and,…

L2 Motivation, Anxiety and Self-Efficacy: The Interrelationship of Individual Variables in the Secondary School Context

ERIC Educational Resources Information Center

Piniel, Katalin; Csizér, Kata

2013-01-01

Our study describes the relationship of second language learning motivation, self-efficacy, and anxiety; that is, how motivation, cognition, and affect might interact during the process of second language learning. Questionnaire data were collected from 236 Hungarian students studying at various secondary schools. Structural equation modeling was…

Edmodo Use to Develop Saudi EFL Students' Self-Directed Learning

ERIC Educational Resources Information Center

Khodary, Manal Mohamed

2017-01-01

This study aimed at exploring the effect of Edmodo use on developing Saudi English as a Foreign Language (EFL) students' Self-Directed Learning (SDL). It employed a quasi-experimental design that included a one group design. The participants (n = 45) were all fifth level students at Languages and Translation Department, Arar Faculty of Education…

Ecological View of the Learner-Context Interface for Online Language Learning: A Phenomenological Case Study of Informal Learners of Macedonian

ERIC Educational Resources Information Center

Belamaric Wilsey, Biljana

2013-01-01

Studies of informal language learning and self-instruction with online materials have recently come into prominence. However, those studies are predominantly focused on more commonly taught languages and there is a gap in the literature on less commonly taught languages (LCTL), precisely the languages that are often studied outside of formal…

Designing for Ab Initio Blended Learning Environments: Identifying Systemic Contradictions

ERIC Educational Resources Information Center

Ó Doinn, Oisín

2017-01-01

In recent years, Computer Assisted Language Learning (CALL) has become more accessible than ever before. This is largely due to the proliferation of mobile computing devices and the growth of open online language-learning resources. Additionally, since the beginning of the millennium there has been massive growth in the number of students studying…

Learning Trajectories and the Role of Online Courses in a Language Program

ERIC Educational Resources Information Center

Schulze, Mathias; Scholz, Kyle

2018-01-01

Currently there is a push toward offering more language courses online because they can provide students with new forms of social and learning interaction, widen their access to education, and offer an individualized learning experience in large classes. Little research exists examining how students transition between online and on-campus language…

The Digichaint Interactive Game as a Virtual Learning Environment for Irish

ERIC Educational Resources Information Center

Ní Chiaráin, Neasa; Ní Chasaide, Ailbhe

2016-01-01

Although Text-To-Speech (TTS) synthesis has been little used in Computer-Assisted Language Learning (CALL), it is ripe for deployment, particularly for minority and endangered languages, where learners have little access to native speaker models and where few genuinely interactive and engaging teaching/learning materials are available. These…

Development of Igbo Language E-Learning System

ERIC Educational Resources Information Center

Oyelami, Olufemi Moses

2008-01-01

E-Learning involves using a variety of computer and networking technologies to access training materials. The United Nations report, quoted in one of the Nigerian dailies towards the end of year 2006, says that most of the minor languages in the world would be extinct by the year 2050. African languages are currently suffering from discard by…

Examining the Potential of Fansubbing as a Language Learning Activity

ERIC Educational Resources Information Center

Lakarnchua, Onuma

2017-01-01

The learning of English can help learners to not only understand and enjoy cultural products of the target language community, but also allows them to share what they enjoy in their own language community, or other communities to which English grants them access, with the world. Fansubbing, or the amateur production of multilingual subtitles for…

Why Virtual, Why Environments? Implementing Virtual Reality Concepts in Computer-Assisted Language Learning.

ERIC Educational Resources Information Center

Schwienhorst, Klaus

2002-01-01

Discussion of computer-assisted language learning focuses on the benefits of virtual reality environments, particularly for foreign language contexts. Topics include three approaches to learner autonomy; supporting reflection, including self-awareness; supporting interaction, including collaboration; and supporting experimentation, including…

Self-Efficacy, Attitudes, and Choice of Strategies for English Pronunciation Learning

ERIC Educational Resources Information Center

Sardegna, Veronica G.; Lee, Juhee; Kusey, Crystal

2018-01-01

This article proposes a structural model of English language learners' self-efficacy beliefs, attitudes toward learning pronunciation skills, and choice of pronunciation learning strategies. Participants' responses (N = 704) to two self-reported questionnaires--Strategies for Pronunciation Improvement (SPI) inventory and Learner Attitudes for…

Language Assessment Literacy as Self-Awareness: "Understanding" the Role of Interpretation in Assessment and in Teacher Learning

ERIC Educational Resources Information Center

Scarino, Angela

2013-01-01

The increasing influence of sociocultural theories of learning on assessment practices in second language education necessitates an expansion of the knowledge base that teacher-assessors need to develop (what teachers need to know) and related changes in the processes of language teacher education (how they learn and develop it). Teacher assessors…

The Impact of an Online Learning Community Project on University Chinese as a Foreign Language Students' Motivation

ERIC Educational Resources Information Center

Cai, Shengrong; Zhu, Wei

2012-01-01

This study investigated the impact of an online learning community project on university students' motivation in learning Chinese as a foreign language. A newly proposed second language (L2) motivation theory--the L2 motivational self system (Dornyei, 2005, 2009)--guided this study. A concurrent transformative mixed-methods design was employed to…

The Effects of Learning-Style Based Activities on Students' Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

ERIC Educational Resources Information Center

Balci, Özgül

2017-01-01

This study investigated the effects of learning-style based activities on students' reading comprehension skills and self-efficacy perceptions in English foreign language classes. A quasi-experimental, matching-only pretest-posttest control group design was utilized. The study was conducted with freshmen university students majoring in Elementary…

The Relationship between Self-Confidence and Learning Turkish as a Foreign Language

ERIC Educational Resources Information Center

Tunçel, Hayrettin

2015-01-01

The purpose of this study is to identify whether there is a relationship between learning Turkish as a foreign language, and to what extent, if there is such a relationship. A screening model was used in this qualitative research study. Finding out the existence of a relationship between the subjects' self-confidence, and their success in learning…

Students' Perceptions of Teacher Impact on Their Self-Directed Language Learning with Technology beyond the Classroom: Cases of Hong Kong and U.S.

ERIC Educational Resources Information Center

Lai, Chun; Li, Xiaoshi; Wang, Qiu

2017-01-01

Teachers are important social agents who affect students' cognitive and social behaviors, including students' self-directed use of technology for language learning outside the classroom. However, how teachers influence student behaviors may vary across cultures, and understanding how teacher influences vary across different cultures is critical to…

Auditory access, language access, and implicit sequence learning in deaf children.

PubMed

Hall, Matthew L; Eigsti, Inge-Marie; Bortfeld, Heather; Lillo-Martin, Diane

2018-05-01

Developmental psychology plays a central role in shaping evidence-based best practices for prelingually deaf children. The Auditory Scaffolding Hypothesis (Conway et al., 2009) asserts that a lack of auditory stimulation in deaf children leads to impoverished implicit sequence learning abilities, measured via an artificial grammar learning (AGL) task. However, prior research is confounded by a lack of both auditory and language input. The current study examines implicit learning in deaf children who were (Deaf native signers) or were not (oral cochlear implant users) exposed to language from birth, and in hearing children, using both AGL and Serial Reaction Time (SRT) tasks. Neither deaf nor hearing children across the three groups show evidence of implicit learning on the AGL task, but all three groups show robust implicit learning on the SRT task. These findings argue against the Auditory Scaffolding Hypothesis, and suggest that implicit sequence learning may be resilient to both auditory and language deprivation, within the tested limits. A video abstract of this article can be viewed at: https://youtu.be/EeqfQqlVHLI [Correction added on 07 August 2017, after first online publication: The video abstract link was added.]. © 2017 John Wiley & Sons Ltd.

Motivation and Persistence of Learning among L2 Learners in Self-Instruction

ERIC Educational Resources Information Center

Takahashi, Chika

2013-01-01

This study examined the relationship between learners' motivation to learn a second language (L2) and persistence in their learning using self-instructional radio (SIR) materials with a sample of Japanese high school students learning English. L2 self-instruction remains under-researched, in spite of the importance of out-of-class learning…

Online English Learning Using Internet for English-as-a-Foreign-Language Students.

ERIC Educational Resources Information Center

Wang, Lih-Ching Chen; Dalton, David W.

Learning to communicate in English is an essential tool to access many resources via worldwide networks in the global society. Like students from many other countries, students in Taiwan study English for years, but lack opportunities to practice. For English-as-a-Second-Language students, the World Wide Web provides a learning environment in…

German Teaching: The German Journal of the Association for Language Learning, 1994-1997.

ERIC Educational Resources Information Center

Brien, Alistair, Ed.

1997-01-01

This journal focuses on teaching and learning German as a foreign language. Selected articles include the following: "Give Students Autonomy!" German in Great Britain"; "Open Access and Listening Skills"; "Communication with Computers"; "The Quest for Fluency and Accuracy"; "Binational Problem…

Apps and EFL: A Case Study on the Use of Smartphone Apps to Learn English by Four Japanese University Students

ERIC Educational Resources Information Center

Mindog, Emily

2016-01-01

This study explores, describes and analyzes the utilization of smartphone apps by four Japanese university students to support learning English as a Foreign Language (EFL). Findings indicate that intermediate language learners use apps to access content and communicate on SNS and are not keen on studying discrete language parts. Participants…

Developing Learner Autonomy for Oral Language on the Base of Emergent Metacognition

ERIC Educational Resources Information Center

Fu, Jing-yuan

2007-01-01

This paper conducted on an empirical study among 466 first-year semester diploma students of Wenzhou University, contemplates some metacognitive strategies for facilitating learners' self-autonomy for oral language learning. Oral language appropriateness and procuration within the context of globality and lifelong learning are essential to the…

Graduate Students' Perceptions of the Impact of the Alternative National English Course on the Improvement of Their English Language Learning and Their Learning Challenges at the University of Jordan

ERIC Educational Resources Information Center

Alkhawaldeh, Ahmad Mokbel

2017-01-01

This qualitative study addressed the English language learning needs and challenges expressed by a sample of 22 postgraduate students from diversified faculties in the University of Jordan. These students were required to take the Alternative National English course. They wrote a self-report reflecting on their English language learning needs and…

Teachers' Self-Initiated Professional Learning through Personal Learning Networks

ERIC Educational Resources Information Center

Tour, Ekaterina

2017-01-01

It is widely acknowledged that to be able to teach language and literacy with digital technologies, teachers need to engage in relevant professional learning. Existing formal models of professional learning are often criticised for being ineffective. In contrast, informal and self-initiated forms of learning have been recently recognised as…

Identifying Affirmative Beliefs about English Language Learning: Self-Perceptions of Thai Learners with Different Language Proficiency

ERIC Educational Resources Information Center

Wang, Tuntiga; Rajprasit, Krich

2015-01-01

Theoretically, beliefs about English language learning have a psychological factor, such as predicting the rate of success or failure among learners in the classroom context. However, learners with different levels of language proficiency may perceive such beliefs in a different way, which may lead to the development of special needs, in terms of…

Foreign Language Learning and Identity Reconstruction: Learners' Understanding of the Intersections of the Self, the Other and Power

ERIC Educational Resources Information Center

Sa'd, Seyyed Hatam Tamimi

2017-01-01

The present qualitative study sought to explore the relationship between English language learning and identity reconstruction from the viewpoints of Iranian language learners. The data were collected by means of focus-group interviews with forty-five male intermediate learners of English as a foreign language (EFL). To define the concept of…

Using Foreign Language Resources on the Internet.

ERIC Educational Resources Information Center

Dugan, J. Sanford; And Others

Use of the Internet in foreign language education, as a means of accessing authentic texts and current cultural information, is discussed. First, requirements for accessing the Internet are outlined, including obtaining an account, assessing software needs, and learning to navigate the network. General uses of the network are then examined, with…

The Effects of Response Modes and Cues on Language Learning, Cognitive Load and Self-Efficacy Beliefs in Web-Based Learning

ERIC Educational Resources Information Center

Chen, Ching-Huei; Huang, Kun

2014-01-01

An experiment was conducted to examine how different response modes for practice questions and the presence or absence of cues influenced students' self-efficacy beliefs, perceived cognitive load, and performance in language recall and recognition tasks. One hundred fifty-seven 6th grade students were randomly assigned to one of four conditions:…

Boosting Vocabulary Learning through Self-Assessment in an English Language Teaching Context

ERIC Educational Resources Information Center

Duque Micán, Adriana; Cuesta Medina, Liliana

2017-01-01

This study explores the influence of self-assessment of vocabulary competence on a group of students' oral fluency. Twenty-four young adult learners participated in a learning process that promoted their oral skills and vocabulary development. Self-assessment was mainly examined through the analysis of students' learning logs, field notes and…

ELT Documents: 103-Individualisation in Language Learning.

ERIC Educational Resources Information Center

British Council, London (England). English-Teaching Information Centre.

Articles on individualization in English language learning, a bibliography and list of selected additions to the English Teaching Information Centre archives (October 1977 - April 1978), and a list of recent publications are presented. An introduction by Elizabeth Smyth and the following articles are included: "Autonomy, Self-Directed Learning and…

Perspectives from the European Language Portfolio: Learner Autonomy and Self-Assessment

ERIC Educational Resources Information Center

Kuhn, Barbel, Ed.; Cavana, Maria Luisa Perez, Ed.

2012-01-01

Using constructivist principles and autonomous learning techniques the ELP has pioneered innovative and cutting edge approaches to learning languages that can be applied to learning across the spectrum. Although articles on the success of the ELP project have appeared in some academic journals, "Perspectives from the European Language…

"Multilingualizing" Composition: A Diary Self-Study of Learning Spanish and Chinese

ERIC Educational Resources Information Center

Severino, Carol

2017-01-01

Using her own experiences of keeping a journal while learning advanced Spanish creative writing and beginning Chinese during the same semester, the author illustrates that composition teachers' second language learning experiences--intimate and challenging encounters with a second language that multilingual composition students experience every…

Enhancing Students' Language Skills through Blended Learning

ERIC Educational Resources Information Center

Banditvilai, Choosri

2016-01-01

This paper presents a case study of using blended learning to enhance students' language skills and learner autonomy in an Asian university environment. Blended learning represents an educational environment for much of the world where computers and the Internet are readily available. It combines self-study with valuable face-to-face interaction…

Modeling the language learning strategies and English language proficiency of pre-university students in UMS: A case study

NASA Astrophysics Data System (ADS)

Kiram, J. J.; Sulaiman, J.; Swanto, S.; Din, W. A.

2015-10-01

This study aims to construct a mathematical model of the relationship between a student's Language Learning Strategy usage and English Language proficiency. Fifty-six pre-university students of University Malaysia Sabah participated in this study. A self-report questionnaire called the Strategy Inventory for Language Learning was administered to them to measure their language learning strategy preferences before they sat for the Malaysian University English Test (MUET), the results of which were utilised to measure their English language proficiency. We attempted the model assessment specific to Multiple Linear Regression Analysis subject to variable selection using Stepwise regression. We conducted various assessments to the model obtained, including the Global F-test, Root Mean Square Error and R-squared. The model obtained suggests that not all language learning strategies should be included in the model in an attempt to predict Language Proficiency.

Operationalizing Multilingualism: Language Learning Motivation in Turkey

ERIC Educational Resources Information Center

Thompson, Amy S.; Erdil-Moody, Zeynep

2016-01-01

This study is an examination of language learning motivation and multilingual status in the Turkish English as a foreign language (EFL) context. Using Dörnyei's L2 Motivational Self System (L2MSS) framework, specifically the ideal and ought-to L2 selves, this study examines the relationship between motivation and two operationalizations of…

Building Bridges against Violence: Service-Learning for Second Language Students

ERIC Educational Resources Information Center

Orban, Clara E.; Thompson, Martha E.

2007-01-01

In this essay, the authors argue that linking second language learners with communities that need their language skills can result in an empowering experience for students and for the communities with which they work. They describe a college-level service-learning project that was designed to help IMPACT Chicago, a women's self-defense…

Temporal Patterns of Long-Term Engagement with Learning an Additional Language

ERIC Educational Resources Information Center

Tasker, Isabel

2017-01-01

People studying an additional language in adult life do so through a diverse mix of self-directed and institutionally-situated efforts, extending over many years; and online and distance mode language learning offer increasingly flexible opportunities for formal study. Little is known, however, of the ways that long-term learners combine…

Intentions and Actions in Molecular Self-Assembly: Perspectives on Students' Language Use

ERIC Educational Resources Information Center

Höst, Gunnar E.; Anward, Jan

2017-01-01

Learning to talk science is an important aspect of learning to do science. Given that scientists' language frequently includes intentions and purposes in explanations of unobservable objects and events, teachers must interpret whether learners' use of such language reflects a scientific understanding or inaccurate anthropomorphism and teleology.…

TANGO, an International Collaborative Bilingual E-Learning Project

ERIC Educational Resources Information Center

Álvarez-Mayo, Carmen

2016-01-01

TANGO (Álvarez-Mayo, 2013) uses the cultural aspects of foreign languages to promote oral interaction, enabling students to become self-regulated learners. Through TANGO, foreign language students learn about the cultural intricacies of the Target Language (TL) and use the TL to practise and further develop their oral skills with a partner who is…

Language Learning Styles and Learning Strategies of Tertiary-Level English Learners in China

ERIC Educational Resources Information Center

Jie, Li; Xiaoqing, Qin

2006-01-01

This study focuses on the relationship between learning styles and language learning strategies in the EFL context in China. The study presents two kinds of data: quantitative and qualitative. In the quantitative study, the subjects consisted of 187 second-year undergraduates. Two self-reported inventories, the Chinese version of MBTI-G and a…

Self-Efficacy and Academic Performance in English

ERIC Educational Resources Information Center

Meera, K. P.; Jumana, M. K.

2015-01-01

This study reviews the relevant self-efficacy related literature, a central point of social cognitive theory, in the area of language learning. Role of self-efficacy in academic performance of learners is also considered. In the global world, English language has become the fundamental means of international affairs and communication. As a…

Living Language: Self-Assessment, Oral Production, and Domestic Immersion

ERIC Educational Resources Information Center

Dolosic, Haley N.; Brantmeier, Cindy; Strube, Michael; Hogrebe, Mark C.

2016-01-01

With 24 adolescent students enrolled in a French language summer camp, the present study examines the relationship between self-assessment and oral production in French, interpreting results through a framework of individual learning variables. Participants were surrounded by French inside and outside the classroom. Self-assessment was measured…

Language Immersion in the Self-Study Mode E-Course

ERIC Educational Resources Information Center

Sobolev, Olga

2016-01-01

This paper assesses the efficiency of the "Language Immersion e-Course" developed at the London School of Economics and Political Science (LSE) Language Centre. The new self-study revision e-course, promoting students' proficiency in spoken and aural Russian through autonomous learning, is based on the Michel Thomas method, and is…

Statistical Learning in Specific Language Impairment: A Meta-Analysis

ERIC Educational Resources Information Center

Lammertink, Imme; Boersma, Paul; Wijnen, Frank; Rispens, Judith

2017-01-01

Purpose: The current meta-analysis provides a quantitative overview of published and unpublished studies on statistical learning in the auditory verbal domain in people with and without specific language impairment (SLI). The database used for the meta-analysis is accessible online and open to updates (Community-Augmented Meta-Analysis), which…

Exploring the Relationship among International Students' English Self-Efficacy, Using English to Learn Self-Efficacy, and Academic Self-Efficacy

ERIC Educational Resources Information Center

Wang, Chih-hsuan; Harrison, Jamie; Cardullo, Victoria; Lin, Xi

2018-01-01

One of the major challenges for international students to pursue academic goals in the United States is English language proficiency, which often negatively affects academic success. Even students with confidence in their English language proficiency encounter challenges using English in class. Previous research indicates self-efficacy positively…

`Does it answer the question or is it French fries?': an exploration of language supports for scientific argumentation

NASA Astrophysics Data System (ADS)

González-Howard, María; McNeill, Katherine L.; Marco-Bujosa, Lisa M.; Proctor, C. Patrick

2017-03-01

Reform initiatives around the world are reconceptualising science education by stressing student engagement in science practices. Yet, science practices are language-intensive, requiring students to have strong receptive and productive language proficiencies. It is critical to address these rigorous language demands to ensure equitable learning opportunities for all students, including English language learners (ELLs). Little research has examined how to specifically support ELL students' engagement in science practices, such as argumentation. Using case-study methodology, we examined one middle school science teacher's instructional strategies as she taught an argumentation-focused curriculum in a self-contained ELL classroom. Findings revealed that three trends characterized the teacher's language supports for the structural and dialogic components of argumentation: (1) more language supports focused on argument structure, (2) dialogic interactions were most often facilitated by productive language supports, and (3) some language supports offered a rationale for argumentation. Findings suggest a need to identify and develop supports for the dialogic aspects of argumentation. Furthermore, engaging students in argumentation through productive language functions could be leveraged to support dialogic interactions. Lastly, our work points to the need for language supports that make the rationale for argumentation explicit since such transparency could further increase access for all students.

Self-Direction in On-Line Language Learning

ERIC Educational Resources Information Center

Rappel, L.

2017-01-01

This paper presents design based research on the role of self-direction in online learning by exploring elements of both individual and collective engagement as significant aspects of learning. By making the claim that online instruction draws on autonomous and social aspects of learning, this paper examines how online teaching environments are…

Drosophila FoxP Mutants Are Deficient in Operant Self-Learning

PubMed Central

Mendoza, Ezequiel; Colomb, Julien; Rybak, Jürgen; Pflüger, Hans-Joachim; Zars, Troy

2014-01-01

Intact function of the Forkhead Box P2 (FOXP2) gene is necessary for normal development of speech and language. This important role has recently been extended, first to other forms of vocal learning in animals and then also to other forms of motor learning. The homology in structure and in function among the FoxP gene members raises the possibility that the ancestral FoxP gene may have evolved as a crucial component of the neural circuitry mediating motor learning. Here we report that genetic manipulations of the single Drosophila orthologue, dFoxP, disrupt operant self-learning, a form of motor learning sharing several conceptually analogous features with language acquisition. Structural alterations of the dFoxP locus uncovered the role of dFoxP in operant self-learning and habit formation, as well as the dispensability of dFoxP for operant world-learning, in which no motor learning occurs. These manipulations also led to subtle alterations in the brain anatomy, including a reduced volume of the optic glomeruli. RNAi-mediated interference with dFoxP expression levels copied the behavioral phenotype of the mutant flies, even in the absence of mRNA degradation. Our results provide evidence that motor learning and language acquisition share a common ancestral trait still present in extant invertebrates, manifest in operant self-learning. This ‘deep’ homology probably traces back to before the split between vertebrate and invertebrate animals. PMID:24964149

Learning robot actions based on self-organising language memory.

PubMed

Wermter, Stefan; Elshaw, Mark

2003-01-01

In the MirrorBot project we examine perceptual processes using models of cortical assemblies and mirror neurons to explore the emergence of semantic representations of actions, percepts and concepts in a neural robot. The hypothesis under investigation is whether a neural model will produce a life-like perception system for actions. In this context we focus in this paper on how instructions for actions can be modeled in a self-organising memory. Current approaches for robot control often do not use language and ignore neural learning. However, our approach uses language instruction and draws from the concepts of regional distributed modularity, self-organisation and neural assemblies. We describe a self-organising model that clusters actions into different locations depending on the body part they are associated with. In particular, we use actual sensor readings from the MIRA robot to represent semantic features of the action verbs. Furthermore, we outline a hierarchical computational model for a self-organising robot action control system using language for instruction.

New Technologies, Same Ideologies: Learning from Language Revitalization Online

ERIC Educational Resources Information Center

Wagner, Irina

2017-01-01

Ease of access, production, and distribution have made online technologies popular in language revitalization. By incorporating multimodal resources, audio, video, and games, they attract indigenous communities undergoing language shift in hopes of its reversal. However, by merely expanding language revitalization to the web, many language…

Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching.

ERIC Educational Resources Information Center

Johnson, Keith, Ed.; Johnson, Helen, Ed.

This volume provides an up-to-date and comprehensive reference guide to the key concepts, ideas, movements, and trends of applied linguistics for language teaching. With over 300 entries of varying length, the volume includes essential coverage of language, language learning, and language teaching. Written in an accessible style, the entries draw…

The Impact of CLIL on Affective Factors and Vocabulary Learning

ERIC Educational Resources Information Center

Heras, Arantxa; Lasagabaster, David

2015-01-01

The aim of this article is twofold: to assess the effectiveness of a CLIL (content and language integrated learning) module on affective factors (motivation and self-esteem), and to test the purported blurring effect of CLIL on gender differences in foreign language learning. Forty-six students in their fourth year of compulsory secondary…

Modern Foreign Language Learning and European Citizenship in the Irish Context

ERIC Educational Resources Information Center

Hennebry, Mairin

2011-01-01

This paper presents some of the findings of a study investigating young people's attitudes towards Europe and the European Union and their self-reported learning about European citizenship in Ireland. The paper considers adolescents' attitudes and motivations for language learning in light of recent literature arguing for the role of modern…

Learner Agency in Language Learning: The Story of a Distance Learner of EFL in China

ERIC Educational Resources Information Center

Xiao, Junhong

2014-01-01

Learner agency plays a key role in self-regulated learning. Yet, there is a paucity of research into its role in the distance learning context. Using reflective narratives written by a distance learner of English in China, this longitudinal case study aims to investigate the ways in which learner agency mediates the language learning in the…

Mobile Assisted Language Learning in University EFL Courses in Japan: Developing Attitudes and Skills for Self-Regulated Learning

ERIC Educational Resources Information Center

Kondo, Mutsumi; Ishikawa, Yasushige; Smith, Craig; Sakamoto, Kishio; Shimomura, Hidenori; Wada, Norihisa

2012-01-01

This paper reports a project in which researchers at universities in Japan explored the use of Mobile Assisted Language Learning (MALL) practices by developing a learning module intended to help improve students' scores on the TOEIC Listening and Reading Tests. MALL practices are currently being developed at universities in Japan because almost…

On the Screen or Printed: A Case of EFL Learners' Online and Offline Reading the Press

ERIC Educational Resources Information Center

Rahimi, Ali; Behjat, Fatemeh

2011-01-01

A growing body of investigations on second language teaching and learning is now being devoted to the international use of network information and communication technology known as e-learning. Individualized self-paced e-learning offline and online are two of the common e-learning modalities used by language teachers and learners (Romiszowski…

The Challenge for Deaf and Hard-of-Hearing Students to Learn Foreign Languages in Special Needs Schools

ERIC Educational Resources Information Center

Kontra, Edit H.; Csizér, Kata; Piniel, Katalin

2015-01-01

Deaf and hard-of-hearing (D/HH) learners have the right to equal access to knowledge and information which entails equal opportunities in learning foreign languages (FLs). As part of a larger project, the present study aims at exploring how students in eight specialised institutions across Hungary perceive the challenge of learning a FL. Following…

Classrooms in the Wild: Learning Language and Life Skills in the KUIS Outdoor Sports Circle.

ERIC Educational Resources Information Center

Wurr, Adrian

The role of outdoor education activities in the Kanda University English language institute is described. The outdoor program was developed to unite faculty and students interested in recreational activities and provide an opportunity to explore common interests in nature, sports, and language learning. The activities develop self-esteem,…

Effects of Locus of Control and Learner-Control on Web-Based Language Learning

ERIC Educational Resources Information Center

Chang, Mei-Mei; Ho, Chiung-Mei

2009-01-01

The study explored the effects of students' locus of control and types of control over instruction on their self-efficacy and performance in a web-based language learning environment. A web-based interactive instructional program focusing on the comprehension of news articles for English language learners was developed in two versions: learner-…

Self-Directed Learning in Preparatory-Year University Students: Comparing Successful and Less-Successful English Language Learners

ERIC Educational Resources Information Center

Alghamdi, Fatimah M. A.

2016-01-01

There is consensus among those involved in teaching English as a foreign language (EFL) in the Saudi educational context that students' achievement in language learning is below expectations. Much research has been directed towards finding the reasons for low achievement amongst learners. However, very few studies have looked at parameters of…

Affective Education and Foreign Language Learning. The Challenge of Communication. ACTFL Review of Foreign Language Education, Vol. 6.

ERIC Educational Resources Information Center

Disick, Renee S.; Barbanel, Laura

The affective education movement and applications to foreign language learning are surveyed. Affective, or humanistic, education seeks to include self-knowledge, improved interpersonal communication, and clarification of one's values. Research studies show that thinking and feeling are intertwined. Emotion is present in the classroom and cannot be…

An Empirical Examination of the Association between Multiple Intelligences and Language Learning Self-Efficacy among TEFL University Students

ERIC Educational Resources Information Center

Moafian, Fatemeh; Ebrahimi, Mohammad Reza

2015-01-01

The current study investigated the association between multiple intelligences and language learning efficacy expectations among TEFL (Teaching English as a Foreign Language) university students. To fulfill the aim of the study, 108 junior and senior TEFL students were asked to complete the "Multiple Intelligence Developmental Assessment…

Foreign Language Learning Motivation in the Japanese Context: Social and Political Influences on Self

ERIC Educational Resources Information Center

Sugita McEown, Maya; Sawaki, Yasuyo; Harada, Tetsuo

2017-01-01

The study focuses on the role of different theories when considered together in a foreign language other than English (LOTE) context. Specifically, the study examines (a) to what extent influential second language (L2) motivational theories, when integrated, explain motivation to learn LOTEs, and (b) how the powerful status of English in Japan…

Teachers' Conceptions of Motivation and Motivating Practices in Second-Language Learning: A Self-Determination Theory Perspective

ERIC Educational Resources Information Center

Muñoz, Ana; Ramirez, Marta

2015-01-01

Based on self-determination theory, we conducted an exploratory study aimed at identifying teachers' beliefs about motivation and motivating practices in second-language teaching at a private language center in Medellin, Colombia. To gather data, 65 teachers were surveyed; from this initial group, 11 were interviewed and observed in class during…

Accessing English and Networks at an English-Medium Multicultural Church in East Canada: An Ethnography

ERIC Educational Resources Information Center

Han, Huamei

2014-01-01

Drawing from a larger ethnography of skilled Chinese immigrants' language learning during settlement in Toronto, this article explores the role of informal interactions in facilitating immigrants learning English as a second language and settlement. Examining various activities and networks available at an English-medium multicultural church, this…

Self-Directed Learning to Develop Autonomy in an Online ESP Community

ERIC Educational Resources Information Center

Yang, Yu-Fen

2016-01-01

Low foreign language achievers in vocational education often have a lack of learning strategies, a tendency to feel frustrated, and unwillingness to be involved. In order to develop vocational college students' autonomy, this study integrated on-site workshops with an online learning community by means of self-directed learning English for…

The Effects of Self-Determination on Learning Outcomes in a Blended Learning

ERIC Educational Resources Information Center

Joo, Young Ju; Lim, Kyu Yon; Han, Sang Yoon; Ham, Yoo Kyoung; Kang, Aran

2013-01-01

The purpose of the paper is to examine whether the sub-constructs of self-determination, that is, learners' perceived level of autonomy, competence, and relatedness, predict learning flow, persistence, and achievement in a blended learning context. Participants are 102 adult learners who voluntarily registered for a Chinese language learning…

Self-Directed Digital Learning: When Do Dental Students Study?

PubMed

Jackson, Tate H; Zhong, James; Phillips, Ceib; Koroluk, Lorne D

2018-04-01

The Growth and Development (G&D) curriculum at the University of North Carolina at Chapel Hill School of Dentistry uses self-directed web-based learning modules in the place of lectures and includes scheduled self-study times during the 8 am-5 pm school hours. The aim of this study was to use direct observation to evaluate dental students' access patterns with the self-directed, web-based learning modules in relation to planned self-study time allocated across the curriculum, proximity to course examinations, and course performance. Module access for all 80 students in the DDS Class of 2014 was recorded for date and time across the four G&D courses. Module access data were used to determine likelihood of usage during scheduled time and frequency of usage in three timeframes: >7, 3 to 7, and 0 to 2 days before the final exam. The results showed a statistically significant difference in the likelihood of module access during scheduled time across the curriculum (p<0.0001). Among the students, 64% accessed modules at least once during scheduled time in G&D1, but only 10%, 19%, and 18% in G&D2, G&D3, and G&D4, respectively. For all courses, the proportion of module accesses was significantly higher 0-2 days before an exam compared to the other two timeframes. Module access also differed significantly within each timeframe across all four courses (p<0.001). There was no association between module access and course performance. In this non-traditional, non-lecture, self-directed curriculum, students rarely accessed learning modules during syllabus-budgeted self-study time and accessed modules more frequently as course exams approached.

Issues in English Language Development. Proceedings of a Conference on Issues in English Language Development for Minority Language Education (Arlington, Virginia, July 24, 1985).

ERIC Educational Resources Information Center

InterAmerica Research Associates, Rosslyn, VA.

Papers presented in this conference report include: "Overview of Theories of Language Learning and Acquisition" (Diane Larsen-Freeman); "A Theory of Strategy-Oriented Language Development" (Michael Canale); "Motivation, Intelligence, and Access: A Theoretical Framework for the Education of Minority Language Students" (Edward De Avila); "Second…

Approaches to Learning and Student Acceptance of Self-Study Packages.

ERIC Educational Resources Information Center

Jones, Alice; Kember, David

1994-01-01

Examines the attitudes of physiotherapy students toward the replacement of conventional lectures with self-learning packages at the Hong Kong Polytechnic. Highlights include learning processes; a comparison of physiotherapy students with other students; and correlations between evaluation questions and English language fluency. (Contains 10…

Helping Children to Learn at Home: A Family Project to Support Young English-Language Learners

ERIC Educational Resources Information Center

Jasinski, Mary-Anne

2012-01-01

The Coalition for Equal Access to Education (CEAE) is a Calgary-based nonprofit organization committed to working with community, education, and government stakeholders to promote access to quality, equitable education and services for K-12 English-as-a-second-language (ESL) learners. CEAE is active in developing innovative projects, research…

Extending Talk on a Prescribed Discussion Topic in a Learner-Native Speaker eTandem Learning Task

ERIC Educational Resources Information Center

Black, Emily

2017-01-01

Opportunities for language learners to access authentic input and engage in consequential interactions with native speakers of their target language abound in this era of computer mediated communication. Synchronous audio/video calling software represents one opportunity to access such input and address the challenges of developing pragmatic and…

The relationship between English language learning strategies and proficiency of pre-university students: A study case of UMS

NASA Astrophysics Data System (ADS)

Kiram, Johannah Jamalul; Sulaiman, Jumat; Swanto, Suyansah; Din, Wardatul Akmam

2014-07-01

This paper seeks to investigate the relationship between language learning strategies and proficiency in English. Fifty-six pre-university students (22 males, 34 females) of University Malaysia Sabah participated in this study. Oxford's Strategy Inventory for Language Learning (SILL) self-report questionnaire was adopted to identify the students' language learning strategies, whereas their proficiencies were judged based on their Malaysian University English Test (MUET) Results. Pearson's correlation coefficient, Spearman's rank correlation coefficient and the t-test were utilized to make statistical interpretation about the relationship. The knowledge obtained from this study will be helpful for future studies on how to improve the quality of learning and proficiency in English.

Learning Diaries in the English as a Foreign Language Classroom: A Tool for Accessing Learners' Perceptions of Lessons and Developing Learner Autonomy and Reflection

ERIC Educational Resources Information Center

Porto, Melina

2007-01-01

The aim of this study was to learn from students' frame of reference how they experience foreign language classes. Data include learning diaries written during 2005 for more than 35 weeks (March to November). Subjects were 95 Argentine, Caucasian, mostly female, middle-class, Spanish-speaking College students between 19 and 21 years of age who…

Individual Differences in Early Language Learning: A Study of English Learners of French

ERIC Educational Resources Information Center

Courtney, Louise; Graham, Suzanne; Tonkyn, Alan; Marinis, Theodoros

2017-01-01

The present longitudinal study examines the interaction of learner variables (gender, motivation, self-efficacy, and first language literacy) and their influence on second language learning outcomes. The study follows English learners of French from Year 5 in primary school (aged 9-10) to the first year in secondary school (Year 7; aged 11-12).…

Online CLIL Scaffolding at University Level: Building Learners' Academic Language and Content-Specific Vocabulary across Disciplines through Online Learning

ERIC Educational Resources Information Center

Carloni, Giovanna

2012-01-01

Over the last two years, the University of Urbino, Italy, has been implementing Content and Language Integrated Learning (CLIL) courses in English across all disciplines. This study focuses on the online self-study CLIL scaffolding designed to help students involve in an Internationalization Project to build academic language and content-specific…

Developing a Technological Pedagogical Content Knowledge (TPACK) Assessment for Preservice Teachers Learning to Teach English as a Foreign Language

ERIC Educational Resources Information Center

Baser, Derya; Kopcha, Theodore J.; Ozden, M. Yasar

2016-01-01

This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that…

The Relationship between Language Learning Strategies, Proficiency, Age and Self-Efficacy Beliefs: A Study of Language Learners in Botswana

ERIC Educational Resources Information Center

Magogwe, Joel Mokuedi; Oliver, Rhonda

2007-01-01

This research seeks to extend our current knowledge by exploring the relationship between preferred language strategies, age, proficiency, and self-efficacy beliefs. Responding to the call for more replication of strategy research and for research in different cultural contexts, this research was undertaken in Botswana between 2002 and 2005. The…

Active physiology learning in a diverse class: an analysis of medical student responses in terms of sex, home language, and self-reported test performance.

PubMed

Higgins-Opitz, Susan B; Tufts, Mark

2012-06-01

The student body at the Nelson R. Mandela School of Medicine (NRMSM) is very diverse, representing many cultures, religions, and languages. Research has shown that weakness in English can impact student performance. Recent studies have also highlighted sex-based differences in students' learning and listening styles. These factors pose both challenges and opportunities for teachers of physiology. Student presentations were incorporated for a number of years into the traditional didactic second-year medical physiology curriculum at the NRMSM. Feedback obtained about the perceived benefits of these presentations for the learning of gastrointestinal and endocrine physiology included demographic data pertaining to students' sex, home language, and self-reported performance in tests. Analysis of the 50-item questionnaire responses, obtained over a 2-yr period, provided some interesting insights. Student responses to the items differed significantly in 27 of the 50 items in the questionnaire, based on sex alone (22%), sex and home language (7%), home language alone (37%), performance alone (26%), and performance and home language (7%). Our analyses of student perceptions support the findings of other studies and show that factors such as sex, home language, and student performance can play an important role in the way students are motivated to learn. In designing active learning strategies, academics need to take into account the potential influences that might affect student learning in diverse, multicultural, and multilingual classes.

Orthographic learning and self-teaching in a bilingual and biliterate context.

PubMed

Schwartz, Mila; Kahn-Horwitz, Janina; Share, David L

2014-01-01

The aim of this study was to examine self-teaching in the context of English as a foreign language literacy acquisition. Three groups comprising 88 sixth-grade children participated. The first group consisted of Russian-Hebrew-speaking bilinguals who had acquired basic reading skills in Russian as their first language (L1) and literacy and who were literate in Hebrew as a second language. The second group consisted of Russian-Hebrew-speaking bilinguals who had not learned to read in their native Russian but had acquired Hebrew as their first literate language. The third group consisted of Hebrew-speaking monolingual children who were literate in Hebrew. This design facilitated examining the effect of biliteracy and bilingualism on basic English reading skills. We hypothesized that due to the proximity between the Russian and English orthographies as opposed to the Hebrew-English "distance," the Russian-Hebrew-speaking biliterate group who acquired basic reading and spelling skills in L1 Russian would have superior self-teaching in English as opposed to the two other groups. The standard two-session self-teaching paradigm was employed with naming (speed and accuracy) and orthographic choice as posttest measures of orthographic learning. Results showed that after 4 years of English instruction, all three groups showed evidence of self-teaching on naming speed and orthographic recognition. The Russian-Hebrew-speaking biliterate group, moreover, showed a partial advantage over the comparison groups for initial decoding of target pseudowords and clear-cut superiority for measures of later orthographic learning, thereby showing self-teaching while supporting the script dependence hypothesis. Copyright © 2013 Elsevier Inc. All rights reserved.

Writing Self-Efficacy of International Students Learning Turkish as a Second Language

ERIC Educational Resources Information Center

Sahin, Munir; Genc, Bilal

2015-01-01

The purpose of this study is to investigate writing self-efficacy of international students majoring at Inonu University. Ninety-three participants were from seventeen countries and at the time of the study they had completed a one year Turkish language course before proceeding with their majors. In order to measure the writing self-efficacy of…

Study Abroad in Egypt: Identity, Access, and Arabic Language Learning

ERIC Educational Resources Information Center

Trentman, Emma Gale

2012-01-01

Study abroad is often viewed as an ideal setting to improve target language proficiency due to opportunities for extensive contact with locals in the target language. However, research on study abroad demonstrates that this local contact and target language use can be quite limited, and that there is considerable variation in the linguistic…

Corpus Linguistics for Korean Language Learning and Teaching. NFLRC Technical Report No. 26

ERIC Educational Resources Information Center

Bley-Vroman, Robert, Ed.; Ko, Hyunsook, Ed.

2006-01-01

Dramatic advances in personal computer technology have given language teachers access to vast quantities of machine-readable text, which can be analyzed with a view toward improving the basis of language instruction. Corpus linguistics provides analytic techniques and practical tools for studying language in use. This volume includes both an…

Language Learning Disabilities: The Ultimate Foreign Language Challenge

ERIC Educational Resources Information Center

DiFino, Sharon M.; Lombardino, Linda J.

2004-01-01

In today's world where great value is placed on global understanding, the acquisition of languages is essential. Academics would agree that the study of other languages provides students access to the cultural and intellectual heritage of cultures other than their own. Additionally, such study gives new and different perspectives on the structure…

Conversational Agents in E-Learning

NASA Astrophysics Data System (ADS)

Kerry, Alice; Ellis, Richard; Bull, Susan

This paper discusses the use of natural language or 'conversational' agents in e-learning environments. We describe and contrast the various applications of conversational agent technology represented in the e-learning literature, including tutors, learning companions, language practice and systems to encourage reflection. We offer two more detailed examples of conversational agents, one which provides learning support, and the other support for self-assessment. Issues and challenges for developers of conversational agent systems for e-learning are identified and discussed.

How and with What Accuracy Do Children Report Self-Regulated Learning in Contemporary EFL Instructional Settings?

ERIC Educational Resources Information Center

Ferreira, P. Costa; Simão, A. M. Veiga; da Silva, A. Lopes

2017-01-01

This study aimed to understand how children reflect about learning, report their regulation of learning activity, and develop their performance in contemporary English as a Foreign Language instructional settings. A quasi-experimental design was used with one experimental group working in a self-regulated learning computer-supported instructional…

Flipped Classroom with Problem Based Activities: Exploring Self-Regulated Learning in a Programming Language Course

ERIC Educational Resources Information Center

Çakiroglu, Ünal; Öztürk, Mücahit

2017-01-01

This study intended to explore the development of self-regulation in a flipped classroom setting. Problem based learning activities were carried out in flipped classrooms to promote self-regulation. A total of 30 undergraduate students from Mechatronic department participated in the study. Self-regulation skills were discussed through students'…

What Are More Effective in English Classrooms: Textbooks or Podcasts?

ERIC Educational Resources Information Center

Selwood, Jaime; Lauer, Joe; Enokida, Kazumichi

2016-01-01

In the 21st century it has become clear that more and more language-learning pedagogical materials have begun to shift to a digital mobile-access format and away from being a textbook and classroom based one. High quality language-learning podcasts can provide a cheap, beneficial and portable technology that allows learners the freedom to access…

Language Learning and Control in Monolinguals and Bilinguals

PubMed Central

Bartolotti, James; Marian, Viorica

2012-01-01

Parallel language activation in bilinguals leads to competition between languages. Experience managing this interference may aid novel language learning by improving the ability to suppress competition from known languages. To investigate the effect of bilingualism on the ability to control native-language interference, monolinguals and bilinguals were taught an artificial language designed to elicit between-language competition. Partial activation of interlingual competitors was assessed with eye-tracking and mouse-tracking during a word recognition task in the novel language. Eye-tracking results showed that monolinguals looked at competitors more than bilinguals, and for a longer duration of time. Mouse-tracking results showed that monolinguals’ mouse-movements were attracted to native-language competitors, while bilinguals overcame competitor interference by increasing activation of target items. Results suggest that bilinguals manage cross-linguistic interference more effectively than monolinguals. We conclude that language interference can affect lexical retrieval, but bilingualism may reduce this interference by facilitating access to a newly-learned language. PMID:22462514

How deaf American Sign Language/English bilingual children become proficient readers: an emic perspective.

PubMed

Mounty, Judith L; Pucci, Concetta T; Harmon, Kristen C

2014-07-01

A primary tenet underlying American Sign Language/English bilingual education for deaf students is that early access to a visual language, developed in conjunction with language planning principles, provides a foundation for literacy in English. The goal of this study is to obtain an emic perspective on bilingual deaf readers transitioning from learning to read to reading to learn. Analysis of 12 interactive, semi-structured interviews identified informal and formal teaching and learning practices in ASL/English bilingual homes and classrooms. These practices value, reinforce, and support the bidirectional acquisition of both languages and provide a strong foundation for literacy. © The Author 2013. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

[English as a foreign language (EFL) homework diaries: evaluating gains and constraints for self-regulated learning and achievement].

PubMed

Rosário, Pedro; Mourão, Rosa; Trigo, Luisa; Suárez, Natalia; Fernández, Estrella; Tuero-Herrero, Ellián

2011-11-01

Although homework completion is said to be rather important to achievement, nowadays there is a growing concern of educators about the increasing number of students who do not engage properly on doing the homework tasks and the subsequent impact on school failure rates. Focusing on English as a Foreign Language (EFL) and using a sample of 591 Portuguese fifth and sixth graders, the present study analyses the role played by a number of homework variables on students' achievement (proximal and distal), and their mediating role on the use of self-regulated learning strategies and perceived self-efficacy in the domain. Data confirm the indirect effect of homework on school achievement, by means of the referred cognitive and motivational variables (use of self-regulated learning strategies and self-efficacy). These findings are further discussed in order to highlight the significant role homework completion can play on fighting school failure.

Heritage Passions, Heritage Convictions, and the Rooted L2 Self: Music and Gaelic Language Learning in Cape Breton, Nova Scotia

ERIC Educational Resources Information Center

MacIntyre, Peter D.; Baker, Susan C.; Sparling, Heather

2017-01-01

The present research examines the role of music and dance in motivating Gaelic language learning on Cape Breton Island (Canada). The Gaelic language, once thriving in this context, has declined in use but flourishes in both music and dance. This article presents the results of in-depth interviews (60-90 minutes) with 10 accomplished adult…

The Motivational Effects of Crosslinguistic Awareness: Developing Third Language Pedagogies to Address the Negative Impact of the L2 on the L3 Self-Concept

ERIC Educational Resources Information Center

Henry, Alastair

2014-01-01

Learning a third language (TL) brings with it particular pedagogical demands. In the pedagogy of TL learning now emerging, the development of students' metalinguistic and crosslinguistic awareness is of central importance. In particular, emphasis is placed on the benefits of cross-referencing with supporter languages. While comparisons with…

Community health center provider and staff's Spanish language ability and cultural awareness.

PubMed

Baig, Arshiya A; Benitez, Amanda; Locklin, Cara A; Campbell, Amanda; Schaefer, Cynthia T; Heuer, Loretta J; Lee, Sang Mee; Solomon, Marla C; Quinn, Michael T; Burnet, Deborah L; Chin, Marshall H

2014-05-01

Many community health center providers and staff care for Latinos with diabetes, but their Spanish language ability and awareness of Latino culture are unknown. We surveyed 512 Midwestern health center providers and staff who managed Latino patients with diabetes. Few respondents had high Spanish language (13%) or cultural awareness scores (22%). Of respondents who self-reported 76-100% of their patients were Latino, 48% had moderate/low Spanish language and 49% had moderate/low cultural competency scores. Among these respondents, 3% lacked access to interpreters and 27% had neither received cultural competency training nor had access to training. Among all respondents, Spanish skills and Latino cultural awareness were low. Respondents who saw a significant number of Latinos had good access to interpretation services but not cultural competency training. Improved Spanish-language skills and increased access to cultural competency training and Latino cultural knowledge are needed to provide linguistically and culturally tailored care to Latino patients.

Role of Self-Identity and Self-Determination in English Learning among High School Students

ERIC Educational Resources Information Center

Zhou, Wanying; Zhou, Mingming

2018-01-01

A considerable amount of research has investigated the separate roles of motivation and identity in language learning. This study aimed to examine these two important constructs jointly by exploring the relationship between motivation, identity processing styles, and English learning among high school students. The hypotheses were empirically…

English Language Learners: Teaching Strategies that Work

ERIC Educational Resources Information Center

Ferlazzo, Larry

2010-01-01

This unique new perspective and method for teaching English Language Learners is the proven result of the author's community organizing career and his successful career in the classroom. Great teaching is about facilitating intrinsic motivation and self-directed learning. It's about giving students the opportunity to learn by doing and encouraging…

Maniyaka: A Reference Handbook of Phonetics, Grammar, Lexicon and Learning Procedures.

ERIC Educational Resources Information Center

Cutler, Sue A.; Dwyer, David J.

A guide for independent learners of Maniyaka (also known as Mandingo), one of the Mande languages of Liberia, is intended for individuals already in a Mandingo speaking situation but without access to experienced teachers of the language. An introductory chapter discusses the languages of Liberia and provides a map of Liberian languages, a chart…

Spoken language identification based on the enhanced self-adjusting extreme learning machine approach.

PubMed

Albadr, Musatafa Abbas Abbood; Tiun, Sabrina; Al-Dhief, Fahad Taha; Sammour, Mahmoud A M

2018-01-01

Spoken Language Identification (LID) is the process of determining and classifying natural language from a given content and dataset. Typically, data must be processed to extract useful features to perform LID. The extracting features for LID, based on literature, is a mature process where the standard features for LID have already been developed using Mel-Frequency Cepstral Coefficients (MFCC), Shifted Delta Cepstral (SDC), the Gaussian Mixture Model (GMM) and ending with the i-vector based framework. However, the process of learning based on extract features remains to be improved (i.e. optimised) to capture all embedded knowledge on the extracted features. The Extreme Learning Machine (ELM) is an effective learning model used to perform classification and regression analysis and is extremely useful to train a single hidden layer neural network. Nevertheless, the learning process of this model is not entirely effective (i.e. optimised) due to the random selection of weights within the input hidden layer. In this study, the ELM is selected as a learning model for LID based on standard feature extraction. One of the optimisation approaches of ELM, the Self-Adjusting Extreme Learning Machine (SA-ELM) is selected as the benchmark and improved by altering the selection phase of the optimisation process. The selection process is performed incorporating both the Split-Ratio and K-Tournament methods, the improved SA-ELM is named Enhanced Self-Adjusting Extreme Learning Machine (ESA-ELM). The results are generated based on LID with the datasets created from eight different languages. The results of the study showed excellent superiority relating to the performance of the Enhanced Self-Adjusting Extreme Learning Machine LID (ESA-ELM LID) compared with the SA-ELM LID, with ESA-ELM LID achieving an accuracy of 96.25%, as compared to the accuracy of SA-ELM LID of only 95.00%.

Spoken language identification based on the enhanced self-adjusting extreme learning machine approach

PubMed Central

Tiun, Sabrina; AL-Dhief, Fahad Taha; Sammour, Mahmoud A. M.

2018-01-01

Spoken Language Identification (LID) is the process of determining and classifying natural language from a given content and dataset. Typically, data must be processed to extract useful features to perform LID. The extracting features for LID, based on literature, is a mature process where the standard features for LID have already been developed using Mel-Frequency Cepstral Coefficients (MFCC), Shifted Delta Cepstral (SDC), the Gaussian Mixture Model (GMM) and ending with the i-vector based framework. However, the process of learning based on extract features remains to be improved (i.e. optimised) to capture all embedded knowledge on the extracted features. The Extreme Learning Machine (ELM) is an effective learning model used to perform classification and regression analysis and is extremely useful to train a single hidden layer neural network. Nevertheless, the learning process of this model is not entirely effective (i.e. optimised) due to the random selection of weights within the input hidden layer. In this study, the ELM is selected as a learning model for LID based on standard feature extraction. One of the optimisation approaches of ELM, the Self-Adjusting Extreme Learning Machine (SA-ELM) is selected as the benchmark and improved by altering the selection phase of the optimisation process. The selection process is performed incorporating both the Split-Ratio and K-Tournament methods, the improved SA-ELM is named Enhanced Self-Adjusting Extreme Learning Machine (ESA-ELM). The results are generated based on LID with the datasets created from eight different languages. The results of the study showed excellent superiority relating to the performance of the Enhanced Self-Adjusting Extreme Learning Machine LID (ESA-ELM LID) compared with the SA-ELM LID, with ESA-ELM LID achieving an accuracy of 96.25%, as compared to the accuracy of SA-ELM LID of only 95.00%. PMID:29672546

Does Equal Access Mean Treat the Same? From Theory to Practice in the Classroom of English as an Additional Language Learner in Ireland--Towards a Transformative Agenda

ERIC Educational Resources Information Center

Kelly, Niamh

2014-01-01

While a substantial body of research exists on First- and Second-Language Acquisition (SLA), research on the language acquisition process that a language minority student goes through when they are acquiring a second language has been largely unexplored. Pedagogical practices that espouse language learning theories facilitate both the language…

Enhancing Authentic Language Learning Experiences through Internet Technology. ERIC Digest.

ERIC Educational Resources Information Center

LeLoup, Jean W.; Ponterio, Robert

Foreign language teachers are continually searching for better ways of accessing authentic materials and providing experiences that will improve their students' knowledge and skills. The Internet has transformed communication around the world and can play a major role in the foreign language classroom. This digest illustrates how Internet software…

Leading the Way for Open Access Research

ERIC Educational Resources Information Center

Warschauer, Mark

2016-01-01

"Language Learning & Technology" ("LLT") was launched in the mid-1990s out of a collaboration between the University of Hawai'i National Foreign Language Resource Center (NFLRC) and the Michigan State University Center for Language Education Research (CLEAR). Like other online journals started in the 1990s, "LLT"…

From the Couch to the Classroom: A Fresh Curricular Approach for Television in EFL Instruction

ERIC Educational Resources Information Center

Mora, Raul Alberto

2003-01-01

American (and English language) television has gradually become a more influential factor in the way people are learning English overseas, as access to cable programming has widely spread across cities, regardless of socio-cultural backgrounds. What students watch on TV affects not only how they are learning the language, but also their cultural…

Language "Skills" and the Neoliberal English Education Industry

ERIC Educational Resources Information Center

Shin, Hyunjung

2016-01-01

Neoliberal transformation of self, learning, and teaching constructs individuals as bundles of skills (or human capital) and subordinates learning to skill production characterized by an ethic of entrepreneurial self-management [Urciuoli, Bonnie. 2010. "Neoliberal Education: Preparing the Student for the New Workplace." In…

The relationship between English language learning strategies and gender among pre-university students: An overview of UMS

NASA Astrophysics Data System (ADS)

Kiram, Johannah Jamalul; Sulaiman, Jumat; Swanto, Suyansah; Din, Wardatul Akmam

2014-06-01

This study aims to analyze the effects psychological gender differences on the relationship between language learning strategies and their proficiency in English language for pre-university students. Previous researchers found that the more employment of language learning strategies, the more successful the learners are and those with higher level of strategy use are female rather than male. In this study, fifty-six pre-university students (22 males, 34 females) of University Malaysia Sabah participated in this study. Oxford's Strategy Inventory for Language Learning (SILL) self-report questionnaire was adopted to identify the students' language learning strategies, whereas their proficiencies were based on their Malaysian University English Test (MUET) results. Pearson's correlation coefficient, one-way analysis of variance (ANOVA) and the t-test were utilized to make statistical interpretation about the relationship. The knowledge obtained from this study will be helpful for future studies on how to improve the quality of learning and proficiency in English.

Gruppeorganiseret og selvstyret fremmedsprogstilegnelse. Et undervisningseksperiment pa RUC [and] Skolesprogene. Om fremmedsprogenes status og funktion i gymnasiet. ROLIG Papir 22 (Group Organized and Self Managed Foreign Language Acquisition. A Research Project at RUC [and] School Languages. On the Status and Function of Foreign Languages in Secondary Schools. ROLIG Paper 22).

ERIC Educational Resources Information Center

Jakobsen, Karen Sonne

Two articles highlight different issues on foreign language learning and instruction in Denmark. The first article describes a research project at Roskilde University Center that focuses on group organized and self managed foreign language acquisition. The idea for the project came about as a result of concern over problems related to foreign…

Changes in and the Relationship between Language Learning Motivation and Self-Concept in 11-14 Year-Old Students in Hungary: A Longitudinal Study

ERIC Educational Resources Information Center

Péter-Szarka, Szilvia

2012-01-01

Motivation to learn foreign languages is a significant determinant of successful language acquisition. The subject has been widely researched in the past, and since the early 1990s a great deal of empirical research related to the classroom environment has been proposed to expand theory into everyday classroom practice. I present an empirical,…

Reviewing the Role of Mobile Learning Technology in Special Operations Forces Language Learning Contexts

DTIC Science & Technology

2013-03-01

could be used as a change-of-pace option to add variety to IAT and increase (or regain) student engagement . It is important to note language resources...courses’ virtual learning environment (VLE) so tutors could provide feedback (Belanger, 2005). The results of this study indicated that student ... engagement and interest in class discussions increased as a result of the iPods, and that location-independent access to digital course materials led to

The Use of Mobile Devices Outside of the Classroom for Self-Directed Learning among Female EFL Students in Saudi Arabia

ERIC Educational Resources Information Center

Albedah, Fatimah; Lee, Chwee Beng

2017-01-01

English language proficiency is an increasingly vital skill for employment in Saudi Arabia. However, compulsory English as a foreign language courses at all levels of education have only produced inadequate results. One of the issues consistently raised as a barrier to effective EFL learning is the use of passive learning pedagogies and the lack…

Using tablets to support self-regulated learning in a longitudinal integrated clerkship.

PubMed

Archbold Hufty Alegría, Dylan; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

2014-01-01

Introduction The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students' ability to develop and employ self-regulatory skills in a clinical context.

Using tablets to support self-regulated learning in a longitudinal integrated clerkship.

PubMed

Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

2014-01-01

The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students' ability to develop and employ self-regulatory skills in a clinical context.

Using tablets to support self-regulated learning in a longitudinal integrated clerkship

PubMed Central

Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

2014-01-01

Introduction The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students’ ability to develop and employ self-regulatory skills in a clinical context. PMID:24646438

Value of Web-based learning activities for nursing students who speak English as a second language.

PubMed

Koch, Jane; Salamonson, Yenna; Du, Hui Yun; Andrew, Sharon; Frost, Steven A; Dunncliff, Kirstin; Davidson, Patricia M

2011-07-01

There is an increasing need to address the educational needs of students with English as a second language. The authors assessed the value of a Web-based activity to meet the needs of students with English as a second language in a bioscience subject. Using telephone contact, we interviewed 21 Chinese students, 24 non-Chinese students with English as a second language, and 7 native English-speaking students to identify the perception of the value of the intervention. Four themes emerged from the qualitative data: (1) Language is a barrier to achievement and affects self-confidence; (2) Enhancement intervention promoted autonomous learning; (3) Focusing on the spoken word increases interaction capacity and self-confidence; (4) Assessment and examination drive receptivity and sense of importance. Targeted strategies to promote language acculturation and acquisition are valued by students. Linking language acquisition skills to assessment tasks is likely to leverage improvements in competence. Copyright 2011, SLACK Incorporated.

Self-Efficacy, Task Complexity and Task Performance: Exploring Interactions in Two Versions of Vocabulary Learning Tasks

ERIC Educational Resources Information Center

Wu, Xiaoli; Lowyck, Joost; Sercu, Lies; Elen, Jan

2012-01-01

The present study aimed for better understanding of the interactions between task complexity and students' self-efficacy beliefs and students' use of learning strategies, and finally their interacting effects on task performance. This investigation was carried out in the context of Chinese students learning English as a foreign language in a…

Empowering ESL Students in the Mainstream through Self Assessment and Contracted Learning.

ERIC Educational Resources Information Center

Schraeder, Laura L.

A middle school teacher with both English-as-a-Second-Language (ESL) and mainstream students in her class attempted to foster learning independence by encouraging self-evaluation and examination of the learning process. Initially, this involved providing them with rubrics and checklists for assessing work on several assignments. A second step was…

Student Perspectives of Self-Directed Language Learning: Implications for Teaching and Research

ERIC Educational Resources Information Center

Du, Fengning

2013-01-01

This article presents findings from a qualitative study examining students' perspectives of engaging in an autonomous learning project at a community college. Through the conceptual prism of self-directed learning, this study describes how students view the benefits of SDL as well as the roles of teachers. It also touches on factors contributing…

EFL Learners' Self-Perceived Strategy Use across Various Intelligence Types: A Case Study

ERIC Educational Resources Information Center

Tahriri, Abdorreza; Divsar, Hoda

2011-01-01

Increasing attention paid to learner-centered pedagogy in recent years has highlighted the examination of intelligence and language learning strategies (LLSs) among others. This study explores EFL learners' perceived use of language learning strategies across various intelligence types as reflected in Gardner's 1983 Multiple Intelligences Theory.…

Negotiating Business, Negotiating Self: Crossing Cultural Borders in Bilingual Entrepreneurial Contexts

ERIC Educational Resources Information Center

Collier, Shartriya

2011-01-01

Characterized by both cultural and gender-based barriers to English language learning, language learning is a continual process of identity renegotiation, as several theorists have argued. While this identity renegotiation has been explored for women who assume the roles of wives, daughters, and employees, less attention has been directed to the…

Reasons behind Young Learners' Learning of Foreign Languages

ERIC Educational Resources Information Center

Akçay, Aslihan; Ferzan Bütüner, Tuba; Arikan, Arda

2015-01-01

English has become a compulsory lesson starting at the second grade in Turkey while younger learners are growingly introduced to it at earlier ages through various pre-schools, day-care programs and private courses. This descriptive study focuses on young learners' self-reported reasons for learning English and other foreign languages. Twenty…

Facilitating Multilingual Tutorials at the University of the Free State

ERIC Educational Resources Information Center

du Buisson, Theuns

2017-01-01

Conducting undergraduate studies in the English language, while only a small minority of students speak English at home, poses many problems to learning in the South African context. This article explores how restrictive language policies may influence proper learning and impact negatively on the self-understanding of students. It also explores…

What Whole Language in the Mainstream Means for Children with Learning Disabilities.

ERIC Educational Resources Information Center

Scala, Marilyn A.

1993-01-01

Describes how a teacher of children with learning disabilities worked with three regular classroom teachers to teach mainstreamed children in whole-language classrooms. Shows how students' reading abilities, self-esteem, and motivation improved as the lines were blurred between abled and disabled, teacher and specialist, and right and wrong. (SR)

Teaching Children with Language-Learning Disabilities to Plan and Revise Compare-Contrast Texts

ERIC Educational Resources Information Center

Shen, Mei; Troia, Gary A.

2018-01-01

This study used a multiple-probe, multiple-baseline single-case design to investigate the efficacy of planning, and then revising strategy instruction using self-regulated strategy development on the compare-contrast writing performance of three late elementary students with language-learning disabilities. After receiving the planning instruction,…

When Theory and Intuition Meet: An Approach to Composition Instruction.

ERIC Educational Resources Information Center

Aghbar, Ali A.; Trump, Kathy

Two teachers of English as a second language composition discuss, in dialogue form, their intuitions about writing and some of the theories of language learning and writing advanced in recent years. Among the topics addressed are the following: self-consciousness; the importance of developing self-confidence in writing; finding a balance between…

Underserved populations in science education: Enhancement through learning community participation

NASA Astrophysics Data System (ADS)

Gray, Jennifer Emily

A positive relationship between college anatomy students' achievement and academic language proficiency in the context of a learning community was established. For many students the barrier to learning science is language. A relationship exists between low academic language proficiency and lack of success among students, in particular failure among at-risk minority and language-minority students. The sample consisted of Anatomy classes during the Fall semesters of the academic years, 2000, 2001, and 2002 at a community college in Central California having a high percentage of culturally and linguistically diverse students. Students from each semester participated in the academic language proficiency and science achievement studies. Twenty-two of the Fall 2002 students (n = 65) enrolled in the Learning Community (LC) that included instruction in academic language in the context of the anatomy course content. Fall 2002 students (n = 19) also participated in Peer-led Support (PLS) sessions. Fall 2001 students participated in a textbook use study (n = 44) and in a Cooperative-Learning (CL) (n = 35) study. Students in the LC and Non-LC groups took the academic language assessment; their results were correlated with course grades and attendance. Fall 2002 students were compared for: (1) differences regarding self-expectations, (2) program impressions, and (3) demographics. Fall 2001 student reading habits and CL participation were analyzed. Results identified: (1) selected academic language tasks as good predictors of science success, (2) a significant positive relationship between science success and participation in support interventions, (3) no differences in self expectations or demographic characteristics of participants and non-participants in the LC group, and (4) poor textbook reading habits. Results showed a significant positive relationship between academic language proficiency and science achievement in participatory instruction.

Improving Educational Outcomes of English Language Learners in Schools and Programs in Boston Public Schools. Executive Summary

ERIC Educational Resources Information Center

Uriarte, Miren; Karp, Faye; Gagnon, Laurie; Tung, Rosann; Rustan, Sarah; Chen, Jie; Berardino, Michael; Stazesky, Pamela

2011-01-01

English language learners (ELLs), their teachers, and the schools and programs where they are enrolled face a triple challenge: (1) students must be taught and learn English at a level of proficiency high enough to allow them access to academic content; (2) students must be taught and learn academic content at a level comparable to that of English…

Algebra for All and Its Relationship to English Language Learner's Opportunity-to-Learn and Algebra I Success Rates

ERIC Educational Resources Information Center

Veith, Velma

2013-01-01

English as a Second Language (ESL) learners' access and achievement in Algebra I was examined to determine whether ESL students continue to be denied equal opportunity-to-learn (OTL) as a result of unnecessary tracking practices. In this quasi-experiment, a pre-post retrospective comparison group design was used to determine the effects of the…

Collaborative Language Learning for Professional Adults

ERIC Educational Resources Information Center

Mesh, Linda Joy

2010-01-01

Institutions of higher education realise the importance of the role of learning organisations in terms of providing personnel training and updating. Yet further consideration should be given to flexible and accessible means for meeting the growing request for continuous learning. Jason Hughes describes an organization's capability to "learn how to…

Laying down Pale Memories: Learners Reflecting on Language, Self, and Other in the Middle-School Drama-Languages Classroom

ERIC Educational Resources Information Center

Rothwell, Julia

2015-01-01

This article explores one teacher/researcher's development of a drama-language unit and the learners' responses to it. The work is underpinned by a model of intercultural language learning which also acknowledges the pluricultural and plurilingual contexts in which foreign languages are taught in Australia. As part of a…

The MOOC-CLIL Project: Using MOOCs to Increase Language, and Social and Online Learning Skills for 5th Grade K-12 Students

ERIC Educational Resources Information Center

de Waard, Inge; Demeulenaere, Kathy

2017-01-01

This study comprises the outcomes and methods of a one year project using Content and Language Integrated Learning (CLIL) and Massive Open Online Courses (MOOCs) embedded in K-12 classes. The Self-Regulated Learning (SRL) of 42 students enrolled in three 5th grade classes were monitored. The students took the MOOCCLIL class for one year…

Examining Motivational Orientation and Learning Strategies in Computer-Supported Self-Directed Learning (CS-SDL) for Mathematics: The Perspective of Intrinsic and Extrinsic Goals

ERIC Educational Resources Information Center

Lao, Andrew Chan-Chio; Cheng, Hercy N. H.; Huang, Mark C. L.; Ku, Oskar; Chan, Tak-Wai

2017-01-01

One-to-one technology, which allows every student to receive equal access to learning tasks through a personal computing device, has shown increasing potential for self-directed learning in elementary schools. With computer-supported self-directed learning (CS-SDL), students may set their own learning goals through the suggestions of the system…

Multimodal Analysis of Language Learning in World of Warcraft Play: Languaging as Values-Realizing

ERIC Educational Resources Information Center

Zheng, Dongping; Newgarden, Kristi; Young, Michael F.

2012-01-01

Applying Communicative Project theory (Linell, 2009), we identify and distinguish between the different coordination and language activities that emerged during an episode of "World of Warcraft" ("WoW") gameplay involving English Language learners (ELLs). We further investigate ELLs' coordinations between killing and caring, self and others, in…

The Influence of Classroom Drama on Teachers' Language and Students' On-Task Behavior

ERIC Educational Resources Information Center

Anderson, Alida; Berry, Katherine

2015-01-01

Teacher language and students' on-task behavior were examined in language arts lessons with and without classroom drama in two self-contained third grade classrooms for students with learning disabilities and attention deficit/hyperactivity disorder. Language arts lessons that integrated classroom drama were associated with significantly higher…

Digital Technology Use by the Students and English Teachers and Self-Directed Language Learning

ERIC Educational Resources Information Center

Sert, Nehir; Boynuegri, Ebru

2017-01-01

The digital era is a new challenge for teachers. While children get acquainted with the digital technology before the age of six, teachers, who have encountered with the digital world at a later time in their lives, struggle with it. Self-directed learning, which is crucial for lifelong learning, can be enhanced by the use technology particularly…

Investigation of the Relationship between Learning Process and Learning Outcomes in E-Learning Environments

ERIC Educational Resources Information Center

Yurdugül, Halil; Menzi Çetin, Nihal

2015-01-01

Problem Statement: Learners can access and participate in online learning environments regardless of time and geographical barriers. This brings up the umbrella concept of learner autonomy that contains self-directed learning, self-regulated learning and the studying process. Motivation and learning strategies are also part of this umbrella…

Community Health Center Provider and Staff’s Spanish Language Ability and Cultural Awareness

PubMed Central

Baig, Arshiya A.; Benitez, Amanda; Locklin, Cara A.; Campbell, Amanda; Schaefer, Cynthia T.; Heuer, Loretta J.; Mee Lee, Sang; Solomon, Marla C.; Quinn, Michael T.; Burnet, Deborah L.; Chin, Marshall H.

2014-01-01

Many community health center providers and staff care for Latinos with diabetes, but their Spanish language ability and awareness of Latino culture are unknown. We surveyed 512 Midwestern health center providers and staff who managed Latino patients with diabetes. Few respondents had high Spanish language (13%) or cultural awareness scores (22%). Of respondents who self-reported 76–100% of their patients were Latino, 48% had moderate/low Spanish language and 49% had moderate/low cultural competency scores. Among these respondents, 3% lacked access to interpreters and 27% had neither received cultural competency training nor had access to training. Among all respondents, Spanish skills and Latino cultural awareness were low. Respondents who saw a significant number of Latinos had good access to interpretation services but not cultural competency training. Improved Spanish-language skills and increased access to cultural competency training and Latino cultural knowledge are needed to provide linguistically and culturally tailored care to Latino patients. PMID:24858866

The Dynamic Nature of Motivation in Language Learning: A Classroom Perspective

ERIC Educational Resources Information Center

Pawlak, Miroslaw

2012-01-01

When we examine the empirical investigations of motivation in second and foreign language learning, even those drawing upon the latest theoretical paradigms, such as the L2 motivational self system (Dörnyei, 2009), it becomes clear that many of them still fail to take account of its dynamic character and temporal variation. This may be surprising…

Posters, Self-Directed Learning, and L2 Vocabulary Acquisition

ERIC Educational Resources Information Center

Cetin, Yakup; Flamand, Lee

2013-01-01

Posters, either as promotions by various ELT publishing houses or prepared by ELT teachers and students, are widely used on the walls of many foreign language classrooms. Many of them consist of colourful pictures along with L2 vocabulary, grammar, and texts in order to contribute to the foreign language learning process. However, many ELT…

From a Perspective on Foreign Language Learning Anxiety to Develop an Affective Tutoring System

ERIC Educational Resources Information Center

Lin, Hao-Chiang Koong; Chao, Ching-Ju; Huang, Tsu-Ching

2015-01-01

According to Krashen's affective filter hypothesis, students who are highly motivated have their self-consciousness. When they enter a learning context with a low level of anxiety, they are much more likely to become successful language acquirers than those who do not. Affective factors such as motivation, attitude, and anxiety, have a direct…

Japanese Classroom Behavior: A Micro-Analysis of Self-Reports versus Classroom Observations--With Implications for Language Teachers

ERIC Educational Resources Information Center

Bohn, Mariko T.

2004-01-01

This article examines the influence of Japanese cultural values, beliefs, and educational style on Japanese students learning English as a second language in an American classroom. In contrast to the Japanese students' high motivation to learn English, their classroom behavior and roles reflect their own cultural perspectives rather than the…

Attitude and Self-Efficacy Change: English Language Learning in Virtual Worlds

ERIC Educational Resources Information Center

Zheng, Dongping; Young, Michael F.; Brewer, Robert A.; Wagner, Manuela

2009-01-01

This study explored affective factors in learning English as a foreign language in a 3D game-like virtual world, Quest Atlantis (QA). Through the use of communication tools (e.g., chat, bulletin board, telegrams, and email), 3D avatars, and 2D webpage navigation tools in virtual space, nonnative English speakers (NNES) co-solved online…

Effects of Using Self-Explanation on a Web-Based Chinese Sentence-Learning System

ERIC Educational Resources Information Center

Chang, Jia-Wei; Lee, Ming-Che; Su, Chien-Yuan; Wang, Tzone-I

2017-01-01

Chinese as a foreign language (CFL) learners generally encounter difficulty in using some special rules of Chinese grammar because such grammar points do not exist in their native languages. CFL learners require an effective learning strategy to assist them in acquiring a greater understanding of Chinese grammar. Thus, we integrated a…

The Relationship between the Fidelity of Project-Based Curriculum Implementation and Foreign Language Teachers' Beliefs in Teaching and Learning

ERIC Educational Resources Information Center

de Fur, Karen

2009-01-01

The purpose of this correlational study was to examine the relationship between fidelity of project-based curriculum implementation and foreign language teachers' beliefs in teaching and learning as constructivist or behaviorist. Quantitative data on teachers' beliefs was collected using a self-administered survey. Quantitative data on fidelity of…

Addressing Reticence: The Challenge of Engaging Reluctant Adult ESL Students

ERIC Educational Resources Information Center

Carter, Steven J.; Henrichsen, Lynn E.

2015-01-01

Reticence frequently prevents adult ESL learners from learning as much as they otherwise might. The nature of second-language learning requires frequent performance that may challenge students' self-concepts, leading to reticence and self-consciousness. To reduce or prevent this problem, teachers must employ appropriate pedagogical and classroom…

Implications from Self-Efficacy and Attribution Theories for an Understanding of Undergraduates' Motivation in a Foreign Language Course

ERIC Educational Resources Information Center

Hsieh, Pei-Hsuan Peggy; Schallert, Diane L.

2008-01-01

Although studies on self-efficacy and attribution have independently contributed to the motivation literature, these two constructs have rarely been considered together in the domain of foreign language learning. Here, 500 undergraduates in Spanish, German, and French courses were asked to report whether test scores represented a successful or…

Enabling Curricula: The Development of a Teaching Observation Protocol to Address Students' Diverse Learning Needs

ERIC Educational Resources Information Center

Hayden, Sharon

2011-01-01

Diverse learning needs are students' learning needs in areas such as language, learning styles, background, disabilities, technology skills, motivation, engagement, and access. Teacher candidates must be aware of and plan to meet these needs. The Universal Design for Learning (UDL) provides guidelines that can increase the level of student…

A Computerized Classroom Language Management and Recording System for Deaf and Hard of Hearing Children.

ERIC Educational Resources Information Center

Bornstein, Harry; Casella, Vicki

This interim report describes the development of a networked computerized classroom language management and recording system to assist teachers of children who are deaf or hard-of-hearing. The system will provide storage and access capability for such information as changes in instruction, language learning progress, modifications in communication…

Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning

ERIC Educational Resources Information Center

Genesee, Fred; Paradis, Johanne; Crago, Martha B.

2004-01-01

This book dispels many myths about dual language development and answers key questions that might arise as you work with children and their parents. Student profiles, definitions of key terms, and "clinical implications" sections for selected chapters make this a valuable reference for in-practice SLPs and educators, an accessible resource for…

Bridging the Gap between Second Language Researchers and Teachers: Lessons Learned

ERIC Educational Resources Information Center

Mady, Callie

2012-01-01

With a view to bridging the gap between elementary (primary) and secondary school second language teachers and researchers, the study reported in this paper identified differences in language register, educators' lack of access to research articles and lack of shared space for researchers and educators to communicate as causes of the gap. There is…

Heterogeneous distributed query processing: The DAVID system

NASA Technical Reports Server (NTRS)

Jacobs, Barry E.

1985-01-01

The objective of the Distributed Access View Integrated Database (DAVID) project is the development of an easy to use computer system with which NASA scientists, engineers and administrators can uniformly access distributed heterogeneous databases. Basically, DAVID will be a database management system that sits alongside already existing database and file management systems. Its function is to enable users to access the data in other languages and file systems without having to learn the data manipulation languages. Given here is an outline of a talk on the DAVID project and several charts.

Reading anxiety, classroom anxiety, language motivation, reader self-perception, and arabic achievement of Arab-American students learning arabic as a second language.

PubMed

Alkhateeb, Haitham M

2014-12-01

The present study assessed the relations between reading anxiety, classroom anxiety, language motivation, and readers' self-perception for a sample of Arab-American students in Arabic classes. The effects of sex, grade, and years studying Arabic on academic achievement were examined as well. Measures were administered to 118 middle school students (56 boys, 62 girls; M age = 13.0 yr., SD = 0.8), and teachers reported academic grades in Arabic. Reading anxiety was significantly correlated with classroom anxiety and reader self-perception. Classroom anxiety scores were significantly correlated with motivation and reader self-perception. Significant positive correlations were found between language motivation and reader self-perception scores, and between years studying Arabic and reader self-perception scores. Boys in the second year of Arabic had significantly lower classroom anxiety than girls, and students in Grade 7 had higher reader self-perception than those in Grade 8. Classroom anxiety, language motivation, and reader self-perception significantly predicted Arabic achievement. Pedagogical implications are discussed.

Evidence-based practice in speech-language pathology curricula: a scoping study.

PubMed

Togher, Leanne; Yiannoukas, Corina; Lincoln, Michelle; Power, Emma; Munro, Natalie; Mccabe, Patricia; Ghosh, Pratiti; Worrall, Linda; Ward, Elizabeth; Ferguson, Alison; Harrison, Elisabeth; Douglas, Jacinta

2011-12-01

This scoping study investigated how evidence-based practice (EBP) principles are taught in Australian speech-language pathology (SLP) teaching and learning contexts. It explored how Australian SLP university programs: (1) facilitate student learning about the principles of EBP in academic and clinical settings, and (2) self-evaluate their curricula in relation to EBP. The research involved two surveys. Survey 1 respondents were 131 academic staff, program coordinators, and on-campus and off-campus clinical educators. This survey gathered information about EBP teaching and learning in SLP programs as well as future EBP curriculum plans. Survey 2 investigated how clinical educators incorporated EBP into the way they taught clinical decision-making to students. Surveys responses from 85 clinical educators were analysed using descriptive and non-parametric statistics and thematic grouping of open-ended qualitative responses. Both surveys revealed strengths and gaps in integrating EBP into Australian SLP curricula. Perceived strengths were that respondents were positive about EBP, most had EBP training and access to EBP resources. The perceived gaps included the academic staff's perceptions of students' understanding and application of EBP, respondents' understanding of research methodologies, communication and collaboration between academic staff and clinical educators, and a lack of explicit discussion by clinical educators and students of EBP in relation to clients.

CLE Working Papers 3.

ERIC Educational Resources Information Center

Blue, George, Ed.

This third volume by the Centre for Language in Education (CLE) is intended to bring together a number of concerns currently under review at the Centre. Articles in this issue include: "Managing Open Learning" (Vicky Wright); "Self-Assessment of Foreign Language Skills: Does It Work?" (George Blue); "Language Awareness and…

Self-assessed learning style correlates to use of supplemental learning materials in an online course management system.

PubMed

Halbert, Caitlin; Kriebel, Richard; Cuzzolino, Robert; Coughlin, Patrick; Fresa-Dillon, Kerin

2011-01-01

The benefit of online learning materials in medical education is not well defined. The study correlated certain self-identified learning styles with the use of self-selected online learning materials. First-year osteopathic medical students were given access to review and/or summary materials via an online course management system (CMS) while enrolled in a pre-clinical course. At the end of the course, students completed a self-assessment of learning style based on the Index of Learning Styles and a brief survey regarding their usage and perceived advantage of the online learning materials. Students who accessed the online materials earned equivalent grades to those who did not. However, the study found that students who described their learning styles as active, intuitive, global, and/or visual were more likely to use online educational resources than those who identified their learning style as reflective, sensing, sequential, and/or verbal. Identification of a student's learning style can help medical educators direct students to learning resources that best suit their individual needs.

Developing a Conceptually Equivalent Type 2 Diabetes Risk Score for Indian Gujaratis in the UK

PubMed Central

Patel, Naina; Stone, Margaret; Barber, Shaun; Gray, Laura; Davies, Melanie; Khunti, Kamlesh

2016-01-01

Aims. To apply and assess the suitability of a model consisting of commonly used cross-cultural translation methods to achieve a conceptually equivalent Gujarati language version of the Leicester self-assessment type 2 diabetes risk score. Methods. Implementation of the model involved multiple stages, including pretesting of the translated risk score by conducting semistructured interviews with a purposive sample of volunteers. Interviews were conducted on an iterative basis to enable findings to inform translation revisions and to elicit volunteers' ability to self-complete and understand the risk score. Results. The pretest stage was an essential component involving recruitment of a diverse sample of 18 Gujarati volunteers, many of whom gave detailed suggestions for improving the instructions for the calculation of the risk score and BMI table. Volunteers found the standard and level of Gujarati accessible and helpful in understanding the concept of risk, although many of the volunteers struggled to calculate their BMI. Conclusions. This is the first time that a multicomponent translation model has been applied to the translation of a type 2 diabetes risk score into another language. This project provides an invaluable opportunity to share learning about the transferability of this model for translation of self-completed risk scores in other health conditions. PMID:27703985

The Use of Discourse in Enabling Access Physics Students to Construct Meaning of Magnetic Field Patterns

ERIC Educational Resources Information Center

Qhobela, Makomosela; Rollnick, Marissa

2010-01-01

This paper analyses discourse produced in a larger study aimed at encouraging students in Lesotho to talk the language of science as a meaningful way of learning. The paper presents a semiotic and activity based analysis of discourses of students learning to talk physics while enrolled in a pre-tertiary access programme. Prior to the access…

A First Grade Chinese Student's Self-Efficacy Beliefs about Learning English in American Classrooms and a Chinese Community

ERIC Educational Resources Information Center

Wang, Chuang

2007-01-01

Through a single case study and from the interpretive paradigm, the author described a first-grade student?s self-efficacy beliefs about learning English in various English language learning tasks and across school-based and home-based contexts. The student came from China and had been living in a Chinese community in the United States for one…

Examine Ways to Decrease Training Duration While Maintaining Training Objective

DTIC Science & Technology

2012-09-01

ability to complete a task ( Bandura , 1977) and is related to motivation to learn , post-training self-efficacy, and training transfer (Colquitt...critical role” in “…fostering learning and controlling the social , task, and physical aspects of the discrete learning context” (Surface & Ellington...language instruction. West Conshohocken, PA: Author. Bandura , A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological

Learning a Minoritized Language in a Majority Language Context: Student Agency and the Creation of Micro-Immersion Contexts

ERIC Educational Resources Information Center

DePalma, Renée

2015-01-01

This study investigates the self-reported experiences of students participating in a Galician language and culture course. Galician, a language historically spoken in northwestern Spain, has been losing ground with respect to Spanish, particularly in urban areas and among the younger generations. The research specifically focuses on informal…

Play to Learn: Self-Directed Home Language Literacy Acquisition through Online Games

ERIC Educational Resources Information Center

Eisenchlas, Susana A.; Schalley, Andrea C.; Moyes, Gordon

2016-01-01

Home language literacy education in Australia has been pursued predominantly through Community Language Schools. At present, some 1,000 of these, attended by over 100,000 school-age children, cater for 69 of the over 300 languages spoken in Australia. Despite good intentions, these schools face a number of challenges. For instance, children may…

A Proposal of 3-dimensional Self-organizing Memory and Its Application to Knowledge Extraction from Natural Language

NASA Astrophysics Data System (ADS)

Sakakibara, Kai; Hagiwara, Masafumi

In this paper, we propose a 3-dimensional self-organizing memory and describe its application to knowledge extraction from natural language. First, the proposed system extracts a relation between words by JUMAN (morpheme analysis system) and KNP (syntax analysis system), and stores it in short-term memory. In the short-term memory, the relations are attenuated with the passage of processing. However, the relations with high frequency of appearance are stored in the long-term memory without attenuation. The relations in the long-term memory are placed to the proposed 3-dimensional self-organizing memory. We used a new learning algorithm called ``Potential Firing'' in the learning phase. In the recall phase, the proposed system recalls relational knowledge from the learned knowledge based on the input sentence. We used a new recall algorithm called ``Waterfall Recall'' in the recall phase. We added a function to respond to questions in natural language with ``yes/no'' in order to confirm the validity of proposed system by evaluating the quantity of correct answers.

Blended Learning: An Evolving Praxis

ERIC Educational Resources Information Center

Fogal, Gary G.; Graham, Floyd H., III.; Lavigne, Anthony G.

2014-01-01

TED (Technology Entertainment Design), a collection of regularly updated talks, offers a web-based platform that is easily accessible. This platform affords language learners across multiple proficiency levels an opportunity to develop autonomy and critical thinking skills alongside their second language (L2) development. With an international…

Research on English Teaching and Learning: Taiwan (2004-2009)

ERIC Educational Resources Information Center

Chen, Suchiao; Tsai, Yachin

2012-01-01

This article analyzes research in second/foreign language teaching and learning conducted in Taiwan over the period 2004-2009. Representative articles published in local refereed journals and conference proceedings--not readily accessible outside Taiwan--are reviewed to reflect current trends in English teaching and learning. The main themes…

Motivation and Gender Differences in Learning Spanish as a Foreign Language in a Malaysian Technical University

ERIC Educational Resources Information Center

Khong, Hou-Keat; Hassan, Nurul Husna; Ramli, Norasrani

2017-01-01

Purpose: The purpose of this study is to investigate student motivation and gender differences in learning Spanish as a foreign language in the Malaysian context. Method: Student motivation was measured by means of a self-report questionnaire based on Gardner's social psychological model. The questionnaire contained both close-ended and open-ended…

Beyond Linguistic Proficiency: Early Language Learning as a Lever for Building Students' Global Competence, Self-Esteem, and Academic Success

ERIC Educational Resources Information Center

Livaccari, Chris

2013-01-01

It is no exaggeration to say that language learning is the very foundation of global competence and the most deeply effective way for students to be able to "investigate the world, recognize perspectives, communicate ideas, and take action," which is the definition of global competence developed by Asia Society Vice President for…

Supporting Self-Improvement in Teaching, Literacy, Language and Numeracy. Tools for Staff Development. Module 4: Teaching and Learning Approaches

ERIC Educational Resources Information Center

Basic Skills Agency, 2007

2007-01-01

This module provides teachers with practical tools to improve the quality of teaching and learning activities and enable learners to achieve their objectives in literacy, language and numeracy. Unit 1 explores approaches that are particularly appropriate to adult learners, developing thinking skills and involving them in decision making and…

Optional anatomy and physiology e-learning resources: student access, learning approaches, and academic outcomes.

PubMed

Guy, Richard; Byrne, Bruce; Dobos, Marian

2018-03-01

Anatomy and physiology interactive video clips were introduced into a blended learning environment, as an optional resource, and were accessed by ~50% of the cohort. Student feedback indicated that clips were engaging, assisted understanding of course content, and provided lecture support. Students could also access two other optional online resources, lecture capture recordings and an interactive atlas of anatomy, and individuals were tracked with respect to their access behavior, learning approach, and subject score. Deep learning was highest among those accessing the clips or atlas or those accessing more online resources, and thus self-regulatory skill development might be a useful approach to increase student access to optional online resources. Those who accessed clips, lecture capture recordings, or atlas achieved a significantly higher subject score than those who did not. When combinations of resources used were considered, we found an approximately linear relationship between number of resources accessed and subject score, with a 16% difference in score between those who accessed none or all of the resources. However, the low resource access rate suggests that academic advantage may not be simply due to the learning support offered by the resources. As students accessing the optional resources tended to be more self-regulated, it may be that it was the extra effort made with respect to other subject resources, rather than just the access to the online resources, that contributed to higher subject score. Further studies are required to establish the relationships between academic performance, optional online resource access, and deep learning.

Technology Use and Self-Perceptions of English Language Skills among Urban Adolescents

ERIC Educational Resources Information Center

Li, Jia; Snow, Catherine; Jiang, Jingjing; Edwards, Nicholas

2015-01-01

Technology including social media and other technology applications enabled by different technology devices offer many possibilities for second language learners to improve their learning, if they are interested in doing so. We investigated purposes for using technology among urban adolescents, including both English language learners (ELLs) and…

Out of the Mouths of Babes: Unlocking the Mysteries of Language and Voice.

ERIC Educational Resources Information Center

Thurber, Christopher A.

2003-01-01

Summarizes three studies that have revolutionized child psychology by teaching us that children are biologically programmed to learn language; children's language development is orderly and pragmatic, but grammatically mysterious; and children's linguistic self-expression reveals some disturbing ways in which they have been socialized. Presents…

Using the ELP as a Basis for Self- and Peer Assessment When Selecting "Best" Work in Modern-Language Degree Programmes

ERIC Educational Resources Information Center

Dalziel, Fiona; Davies, Gillian; Han, Amy

2016-01-01

The European Language Portfolio (ELP) was designed as a tool that "supports reflective learning and fosters the development of learner autonomy" (Little 2009, "The European Language Portfolio: Where pedagogy and assessment meet". Strasbourg: Council of Europe.…

Using the Vocabulary Self-Collection Strategy plus to Develop University EFL Students' Vocabulary Learning

ERIC Educational Resources Information Center

Khodary, Manal Mohamed

2017-01-01

This study was carried out to examine the effectiveness of using the Vocabulary Self-Collection Strategy Plus (VSSPlus) on developing university EFL students' vocabulary learning. It adopted the quasi experimental design which included two groups design. The participants were first level students at Languages and Translation Department, Arar…

Exploring Self-Regulated Learning (SRL) and Listening Strategy Instruction in a Chinese L2 Classroom

ERIC Educational Resources Information Center

Li, Yue

2017-01-01

This interpretive case study explored the effectiveness of listening strategy instruction that promoted self-regulated learning and gained insights into students' and instructors' perceptions of strategy-integrated listening instruction among second semester learners of Chinese as a second language at a military college in Northern California.…

Self-Assessment in the REAP Tutor: Knowledge, Interest, Motivation, & Learning

ERIC Educational Resources Information Center

Dela Rosa, Kevin; Eskenazi, Maxine

2013-01-01

Self-assessment questionnaires have long been used in tutoring systems to help researchers measure and evaluate various aspects of a student's performance during learning activities. In this paper, we chronicle the efforts made in the REAP project, a language tutor developed to teach vocabulary to ESL students through reading activities, to…

An Advantage for Age? Self-Concept and Self-Regulation as Teachable Foundations in Second Language Accent

ERIC Educational Resources Information Center

Moyer, Alene

2018-01-01

Age of onset has long been assumed to predict outcomes in second/foreign language accent. Yet beyond early childhood, acquiring a new accent has much to do with social-affective factors such as learner identity and motivation, as well as cognitive factors such as learning strategies (Pfenninger, 2017). Newer perspectives acknowledge this…

Influence of Difficulty with Language of Mathematics on Perceived Self-Efficacy in Learning Mathematics among Upper Primary Students of Kerala

ERIC Educational Resources Information Center

Sarabi, M. K.; Gafoor, K. Abdul

2017-01-01

There is increasing realization that mathematics-related self-efficacy expectations are a strong predictor of an array of significant mathematics outcomes. It is also evident that the curricular practice in schools largely neglects development of a student understanding in the unique language of mathematics. Consequently, this study probes how…

Integrated, Independent and Individual Learning Activities, First and Second Grades. Summer Learning Activities, Second and Third Grades. Boston-Northampton Language Arts Program, ESEA - 1965, Projects to Advance Creativity in Education.

ERIC Educational Resources Information Center

Baldwin, Virginia

The purpose of this document is to help teachers stimulate children and provide successful learning experiences in order to develop positive self-concepts. Part I contains lists of suggestions of activities for unsupervised work at the following centers: (1) language, (2) chalk, (3) math, (4) measuring, (5) music, (6) games, toys, and puzzles, (7)…

The Community College: Bridge or Roadblock to Higher Education for US Adult Immigrant English-Language Learners?

ERIC Educational Resources Information Center

Janis, Thomas

2013-01-01

While community colleges have been accessible for adult learners with an immigrant and an English Language Learning (ELL) background, there is a gap between preparation and academic success on the college level among these students. Within community colleges, older adult English as a Second Language (ESL) students have the lowest first-semester…

Making the Most of Audio. Technology in Language Learning Series.

ERIC Educational Resources Information Center

Barley, Anthony

Prepared for practicing language teachers, this book's aim is to help them make the most of audio, a readily accessible resource. The book shows, with the help of numerous practical examples, how a range of language skills can be developed. Most examples are in French. Chapters cover the following information: (1) making the most of audio (e.g.,…

Nicaraguan Sign Language and Theory of Mind: The Issue of Critical Periods and Abilities

ERIC Educational Resources Information Center

Morgan, Gary; Kegl, Judy

2006-01-01

Background: Previous studies in the literature report that deaf individuals who experience late access to language perform poorly on false belief tests of Theory of Mind (ToM) compared with age-matched deaf and hearing controls exposed to language early. Methods: A group of 22 deaf Nicaraguans (aged 7 to 39 years) who learned Nicaraguan Sign…

Technological Diversity: A Case Study into Language Learners' Mobile Technology Use Inside and Outside the Classroom

ERIC Educational Resources Information Center

Brick, Billy; Cervi-Wilson, Tiziana

2015-01-01

The speed of technological advance in the mobile phone, netbook and tablet markets has meant that learners increasingly have access to digital devices capable of enhancing their learning experience. This case study reports on how language learners, taking Italian as an option on the Institution Wide Languages Programme (IWLP) at Coventry…

Pedagogical Models of Concordance Use: Correlations between Concordance User Preferences

ERIC Educational Resources Information Center

Ballance, Oliver James

2017-01-01

One of the most promising avenues of research in computer-assisted language learning is the potential for language learners to make use of language corpora. However, using a corpus requires use of a corpus tool as an interface, typically a concordancer. How such a tool can be made most accessible to learners is an important issue. Specifically,…

Using E-Books to Acquire Foundational Academic Vocabulary

ERIC Educational Resources Information Center

Love, Matthew L.; Spies, Tracy G.; Morgan, Joseph J.

2017-01-01

Secondary students identified as English language learners or with learning disabilities present diverse vocabulary and academic challenges related to their exceptional language needs. Limited academic vocabulary may hinder students in accessing academic content and serve as a barrier to achievement. The literature has documented the use of…

[Internet-based continuing medical education: as effective as live continuing medical education].

PubMed

Maisonneuve, Hervé; Chabot, Olivier

2009-10-01

E-learning consists in using new multimedia and Internet technologies to improve the quality of learning activities by facilitating access to resources and services, as well as exchanges and remote collaboration. The Internet is used for adult education in most professional domains, but its use for continuing medical education is less developed. Advantages are observed for teachers (e.g., permanent updating, interactive links, illustrations, archiving, and collective intelligence) and for the learners (e.g., accessibility, autonomy, flexibility, and adaptable pace). Research and meta-analyses have shown that e-CME is as effective as live events for immediate and retained learning. English-language educational medical websites that grant CME credits are numerous; few such French-language sites can currently grant credits. Accreditation of websites for CME, in its infancy in Europe, is common in North America.

Robotics with Natural Language Comprehension and Learning Abilities.

DTIC Science & Technology

1985-01-01

Artificial intellignece implications for knowledge retrivedO. Accession For NTIGRA&I DTIC TAB Unannounced 0 Justifioation *5**.By I Distribution...through understanding and generalizing plans", "An approach to learning from observation", and " Artificial intelligence implications for knowledge

An Application of the L2 Motivational Self System to Motivate Elementary School English Learners in Singapore

ERIC Educational Resources Information Center

Magid, Michael

2014-01-01

I will describe a program that I developed to motivate grade five elementary school learners of English in Singapore to put more time and effort into learning English by enhancing their vision of their Ideal second language (L2) self and making their goals for learning English more clear and specific. The Ideal L2 self is the representation of the…

An International Survey of Veterinary Students to Assess Their Use of Online Learning Resources.

PubMed

Gledhill, Laura; Dale, Vicki H M; Powney, Sonya; Gaitskell-Phillips, Gemma H L; Short, Nick R M

Today's veterinary students have access to a wide range of online resources that support self-directed learning. To develop a benchmark of current global student practice in e-learning, this study measured self-reported access to, and use of, these resources by students internationally. An online survey was designed and promoted via veterinary student mailing lists and international organizations, resulting in 1,070 responses. Analysis of survey data indicated that students now use online resources in a wide range of ways to support their learning. Students reported that access to online veterinary learning resources was now integral to their studies. Almost all students reported using open educational resources (OERs). Ownership of smartphones was widespread, and the majority of respondents agreed that the use of mobile devices, or m-learning, was essential. Social media were highlighted as important for collaborating with peers and sharing knowledge. Constraints to e-learning principally related to poor or absent Internet access and limited institutional provision of computer facilities. There was significant geographical variation, with students from less developed countries disadvantaged by limited access to technology and networks. In conclusion, the survey provides an international benchmark on the range and diversity in terms of access to, and use of, online learning resources by veterinary students globally. It also highlights the inequalities of access among students in different parts of the world.

Heritage Language Education without Inheriting Hegemonic Ideologies: Shifting Perspectives on "Korea" in a Weekend Japanese-Language School in the United States

ERIC Educational Resources Information Center

Doerr, Neriko Musha; Lee, Kiri

2016-01-01

Learning a heritage language can be celebrated to enhance marginalized groups' self-esteem, but a heritage can also encompass ideologies prevalent in the groups' original homeland. Based on ethnographic fieldwork (2007-2011) at a weekend Japanese-language school in the United States, this article investigates how ideologies on race politics…

Negotiating Domination and Resistance: English Language Learners and Foucault's "Care of the Self" in the Context of English-Only Education

ERIC Educational Resources Information Center

Bondy, Jennifer M.

2016-01-01

This article explores the basis for resistance to the normalizing technologies associated with English-only legislation and resulting educational practices. The dominance of English-only education in US public schools has normalized English first language speakers and English language learning by appropriating the technology of language in order…

Language Learning Motivation in the United States: An Examination of Language Choice and Multilingualism

ERIC Educational Resources Information Center

Thompson, Amy S.

2017-01-01

With the L2 Motivational Self System (L2MSS) as a framework, this study is an investigation of the relationships among motivation, language choice, and multilingualism using data from 195 undergraduate learners of languages other than English (LOTEs) in the context of the United States. Motivation is operationalized by the three aspects of self…

A Methodology for Studying the Relationship between Comprehension and Second Language Development in a Comprehension-Based ESL Program.

ERIC Educational Resources Information Center

Paribakht, T. Sima; Wesche, Marjorie Bingham

A study investigated the role of comprehension of meaningful language input in young adults' second language learning, focusing on: (1) what kinds of measurement instruments and procedures can be used in tracking student gains in specific aspects of target language proficiency; (2) development of a reliable self-report scale capturing different…

Helping Learners Succeed: Activities for the Foreign Language Classroom. Language in Education: Theory and Practice, No. 36.

ERIC Educational Resources Information Center

Omaggio, Alice C.

In response to the need for dynamic foreign language materials with a communicative focus, this report addresses the relationship between learner characteristics and success in language learning. It suggests that a self-pacing individualized option should be available to students to deal with unique problems. The problems may be dealt with by…

LEAPing on with language: An on-line language programme to support classroom teachers and parents of primary school children (aged 5-11 years).

PubMed

Clare Allen, M; Kendrick, Andrew; Archbold, Sue; Harrigan, Suzanne

2014-05-01

The Leaping on with Language programme provides a combination of strategies and activities to accelerate children's spoken language use from simple sentences to complex language. Using a conversational philosophy it expands the building blocks of language (vocabulary, grammar, speech), whilst emphasising the importance of developing independent social communication and acknowledging a child's developing self esteem and self identity between the ages of 4-11. Three pilot projects evaluated the programme with a total of 51 delegates. The outcomes were hugely positive. Changes in behaviour were reported from the 3rd pilot 1 month later. Comments regarding the length of training, practical strategies and more film clips were implemented. Leaping on with language is now a free to access resource available on line.

Successful Language Learning in a Corporate Setting: The Role of Attribution Theory and Its Relation to Intrinsic and Extrinsic Motivation

ERIC Educational Resources Information Center

Kálmán, Csaba; Eugenio, Esther Gutierrez

2015-01-01

Attribution theory (Weiner, 1985) and self-determination theory (Deci & Ryan, 1985) have been explored as contributors to L2 motivation (cf. Dörnyei, 2001) but have never been studied quantitatively in concert. In addition, students' attributions for success in learning a foreign language have never been measured through the use of a…

Acquisition of Requests and Apologies in Spanish and French: Impact of Study Abroad and Strategy-Building Intervention

ERIC Educational Resources Information Center

Cohen, Andrew D.; Shively, Rachel L.

2007-01-01

The primary aim of this study was to assess the impact of a curricular intervention on study-abroad students' use of language- and culture-learning strategies and on their acquisition of requests and apologies. The intervention consisted of a brief face-to-face orientation to learning speech acts, a self-study guidebook on language and culture…

Active Physiology Learning in a Diverse Class: An Analysis of Medical Student Responses in Terms of Sex, Home Language, and Self-Reported Test Performance

ERIC Educational Resources Information Center

Higgins-Opitz, Susan B.; Tufts, Mark

2012-01-01

The student body at the Nelson R. Mandela School of Medicine (NRMSM) is very diverse, representing many cultures, religions, and languages. Research has shown that weakness in English can impact student performance. Recent studies have also highlighted sex-based differences in students' learning and listening styles. These factors pose both…

Second language acquisition after traumatic brain injury: a case study.

PubMed

Połczyńska-Fiszer, M; Mazaux, J M

2008-01-01

Post-traumatic language and memory impairment, as well as a subsequent recovery in monolinguals have been widely documented in the literature, yet little is known about learning the second language after a severe head trauma followed by coma, as well as the relationship of this process with cognitive recovery, psychological status and quality of life. The present study investigates the relationship of learning the second language (English) in the process of rehabilitation, with quality of life in a Polish female university student who, as a result of a car accident, suffered a major closed-head injury and was comatose for a month. The subject was enrolled in an English learning program nine months after the trauma. The experiment lasted six months and comprised monthly meetings. The patient improved the major components of the second language, including vocabulary. Within the 6 months, the subject was gradually capable of learning additional and more complex lexical items. Learning the second language after traumatic brain injury may positively influence emotional well-being, self-esteem, and, perhaps, recovery of quality of life. A long-term beneficial effect of learning L2 was a consequential improvement of the patient's memory.

Use of Formative Assessment, Self- and Peer-Assessment in the Classrooms: Some Insights from Recent Language Testing and Assessment (LTA) Research

ERIC Educational Resources Information Center

Afitska, Oksana

2014-01-01

A considerable number of studies on formative teacher assessment and feedback, learner self- and peer-assessment have been carried out in the field of Language Testing and Assessment (LTA) research over the last two decades. These studies investigated the above mentioned concepts from different perspectives (impact of assessment on learning,…

Background Languages, Learner Motivation and Self-Assessed Progress in Learning Zulu as an Additional Language in the UK

ERIC Educational Resources Information Center

Marten, Lutz; Mostert, Carola

2012-01-01

The article reports results of a study of beginner-level learners of Zulu in higher education in the UK, focussing on learners' linguistic background, their motivation and reasons for studying Zulu, and their self-assessed progress at the beginning of the second term of teaching. The study shows that participants typically studied Zulu as an…

Selecting ICT Based Solutions for Quality Learning and Sustainable Practice

ERIC Educational Resources Information Center

Gosper, Maree; Woo, Karen; Muir, Helen; Dudley, Christine; Nakazawa, Kayo

2007-01-01

This paper reports on a project involving software selection in the context of a curriculum redesign of a university level Japanese language program. The project aimed to improve learning outcomes, increase flexibility in student access, and increase flexibility in approaches to teaching and learning, through the use of a variety of software…

Self-Directed English Language Learning through Watching English Television Drama in China

ERIC Educational Resources Information Center

Wang, Danping

2012-01-01

This paper presents a case study of a group of Chinese ESL learners in China, who study English by immersing themselves regularly and rigorously in English television drama. A self-directed learning pedagogy has been developed and discussed, which seems to have signposted an effective and economic way for ESL learners to improve linguistic,…

A Questionnaire-Based Validation of Multidimensional Models of Self-Regulated Learning Strategies

ERIC Educational Resources Information Center

Teng, Lin Sophie; Zhang, Lawrence Jun

2016-01-01

This study aimed to validate a newly-developed instrument, The Writing Strategies for Self-Regulated Learning (SRL) Questionnaire, with respect to its multifaceted structure of SRL strategies in English as a foreign language (EFL) writing. A total of 790 undergraduate students from 6 universities in Northeast China volunteered to be participants.…

Private English Tutoring and Adolescents' Motivation to Learn English as a Foreign Language: A Self System Perspective

ERIC Educational Resources Information Center

Huang, Hung-Tzu

2017-01-01

The present study investigated how self-related English learning motivation among Taiwanese adolescent learners differs between students who only receive English instruction in formal schooling and those who have additional private tutoring. A total of 1,698 teenage English learners in public secondary schools across Taiwan completed a…

Academic Performance and Learning Style Self-Predictions by Second Language Students in an Introductory Biology Course

ERIC Educational Resources Information Center

Breckler, Jennifer; Teoh, Chia Shan; Role, Kemi

2011-01-01

Academic success in first-year college science coursework can strongly influence future career paths and usually includes a solid performance in introductory biology. We wanted to know whether factors affecting biology student performance might include learning style preferences and one's ability and confidence in self-assessing those learning…

A Comparison of Authoring Software for Developing Mathematics Self-Learning Software Packages.

ERIC Educational Resources Information Center

Suen, Che-yin; Pok, Yang-ming

Four years ago, the authors started to develop a self-paced mathematics learning software called NPMaths by using an authoring package called Tencore. However, NPMaths had some weak points. A development team was hence formed to develop similar software called Mathematics On Line. This time the team used another development language called…

The Bridge: Linking Mood Induction, Self-Report, and Psychophysiology to Vocabulary Learning on a Paired-Associates Learning Task

ERIC Educational Resources Information Center

Fox, Jessica Kate

2017-01-01

Researchers in the field of second language acquisition continue to establish links between cognition and emotion (Dewaele, 2013; MacIntyre, 2002; MacIntyre & Gardner, 1989, 1991b, 1994; Segalowitz & Trofimovich, 2011). The purpose of the present study is to investigate to what extent physiological and self-report measures predict…

The Influence of Drama on Elementary Students' Written Narratives and On-Task Behavior

ERIC Educational Resources Information Center

Anderson, Alida; Berry, Katherine A.

2014-01-01

Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compared for their influence on third grade students' written narrative cohesion and on-task behavior in a self-contained, nonpublic elementary classroom. Participants included students (N = 14) with comorbid language-based learning disabilities (LD) and…

Successful Use of CALL Software: An Investigation from the User's Perspective

ERIC Educational Resources Information Center

Scagnoli, Norma; Yontz, Ruth; Choo, Jinhee

2014-01-01

This study explores the use and implementation of computer-assisted language learning (CALL) software in graduate professional education. The investigation looked into self-reported information on graduate students' use of ESL (English as a Second Language) software to improve language skills and their competencies in professional English…

Language at a Distance: Sharpening a Communication Tool in the Online Classroom

ERIC Educational Resources Information Center

Hannan, Annika

2009-01-01

Both immensely powerful and entirely fickle, language in online instruction is a double-edged sword. A potent intermediary between instructor and students, and among students themselves, language is a key tool in online learning. It carries and cultivates information. It builds knowledge and self-awareness. It brings learners together in a…

Designing Talk in Social Networks: What Facebook Teaches about Conversation

ERIC Educational Resources Information Center

Warner, Chantelle; Chen, Hsin-I

2017-01-01

The easy accessibility, ubiquity, and plurilingualism of popular SNSs such as Facebook have inspired many scholars and practitioners of second language teaching and learning to integrate networked forms of communication into educational contexts such as language classrooms and study abroad programs (e.g., Blattner & Fiori, 2011; Lamy &…

Language Arts: Exceptional Child Education Curriculum K-12.

ERIC Educational Resources Information Center

Curran, Teresa; And Others

The Exceptional Child Education (ECE) program of Jefferson County Public Schools in Louisville, Kentucky, presents this language arts curriculum for use with K-12 students who have learning problems. The ECE program uses the curriculum and materials of the general education program whenever appropriate, but has access to special instructional…

Cognitive Advantages and Disadvantages in Early and Late Bilinguals

ERIC Educational Resources Information Center

Pelham, Sabra D.; Abrams, Lise

2014-01-01

Previous research has documented advantages and disadvantages of early bilinguals, defined as learning a 2nd language by school age and using both languages since that time. Relative to monolinguals, early bilinguals manifest deficits in lexical access but benefits in executive function. We investigated whether becoming bilingual "after"…

Exploring educational needs and design aspects of internet-enabled patient education for persons with diabetes: a qualitative interview study

PubMed Central

Jafari, Javad; Karimi Moonaghi, Hosein; Zary, Nabil; Masiello, Italo

2016-01-01

Objective The objective of this article is to explore the educational needs and design aspects of personalised internet-enabled education for patients with diabetes in Iran. Design Data were collected using semistructured interviews and then qualitatively analysed using inductive content analysis. Participants 9 patients with type 2 diabetes were included. Inclusion criteria were access to and knowledge on how to use the internet. The selection ensured representation based on gender, age, occupation and educational background. Setting The sample population was patients with diabetes who were admitted to an outpatient diabetes clinic in Mashhad, a large city of Iran with about 3 million inhabitants. Results 4 core categories emerged from the data: (1) seeking knowledge about diabetes, including specific knowledge acquisition, patient's interactions and learning requirements; (2) teaching and learning, including using different teaching methods and different ways to learn about the disease; (3) facilitators, including internet and mobile phone use to learn about the disease; and (4) barriers, including lack of internet access, uncertainty of access to the internet and lack of website in the local language and also perceived cultural barriers, such as patients' fears of the internet, lack of time and awareness. Conclusions This study provides a better understanding of the patient's educational expectations and technical needs in relation to internet-enabled education. This knowledge will inform the development of functional mock-ups in the next research phase using a design-based research approach in order to design internet-enabled patient education for self-management of diabetes. PMID:27799245

Learning Activities for the Young Handicapped Child.

ERIC Educational Resources Information Center

Bailey, Don; And Others

Presented is a collection of learning activities for the young handicapped child covering 295 individual learning objectives in six areas of development: gross motor skills, fine motor skills, social skills, self help skills, cognitive skills, and language skills. Provided for each learning activity are the teaching objective, teaching procedures,…

The influence of English proficiency on access to care.

PubMed

Shi, Leiyu; Lebrun, Lydie A; Tsai, Jenna

2009-12-01

The number of individuals with limited English proficiency in the USA is large and rapidly growing. Consequently, addressing language barriers in access to medical care is becoming increasingly important. Previous studies have reported that individuals with limited English proficiency have more difficulty gaining access to care, compared to English-proficient individuals. We assessed the impact of English language proficiency on access to medical care, accounting for health and socioeconomic status, using nationally representative data. Cross-sectional data from the 2006 National Health Interview Survey (n=29,868). The main outcome measures of interest were self-reported delayed medical care, forgone needed care, and visits to a health care professional. In unadjusted analyses, individuals with limited English proficiency were more likely to forgo needed medical care and less likely to have a health care visit, compared to individuals who were proficient in English. There was no significant association between language proficiency and reports of delayed care. After accounting for individuals' health and socioeconomic status, only the relationship between limited English proficiency and health care visits remained statistically significant. Most associations between language proficiency and access to care did not differ across various racial/ethnic groups. Results indicate that the choice of access measure may influence conclusions about language barriers in health care. Given the growing proportion of US residents with limited English proficiency, health care settings need to better address potential language barriers.

Developing Independent Listening Skills for English as an Additional Language Students

ERIC Educational Resources Information Center

Picard, Michelle; Velautham, Lalitha

2016-01-01

This paper describes an action research project to develop online, self-access listening resources mirroring the authentic academic contexts experienced by graduate university students. Current listening materials for English as an Additional Language (EAL) students mainly use Standard American English or Standard British pronunciation, and far…

Selected Proceedings from the Texas Foreign Language Education Conference 2001.

ERIC Educational Resources Information Center

Luke, Christopher, Ed.

2001-01-01

This collection of papers includes: "Language Learning Motivation: The Student, the Teacher, and the Researcher" (Robert C. Gardner); "The Self-Reported Perspectives Regarding Academic Writing among Taiwanese Graduate Students Specializing in TEFL" (Robert Johanson); "Contradictions, Appropriation, and Transformation: An…

I'll See You on "Facebook": The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate

ERIC Educational Resources Information Center

Mazer, Joseph P.; Murphy, Richard E.; Simonds, Cheri J.

2007-01-01

This experimental study examined the effects of teacher self-disclosure via Facebook on anticipated college student motivation, affective learning, and classroom climate. Participants who accessed the Facebook website of a teacher high in self-disclosure anticipated higher levels of motivation and affective learning and a more positive classroom…

Intentions and actions in molecular self-assembly: perspectives on students' language use

NASA Astrophysics Data System (ADS)

Höst, Gunnar E.; Anward, Jan

2017-04-01

Learning to talk science is an important aspect of learning to do science. Given that scientists' language frequently includes intentions and purposes in explanations of unobservable objects and events, teachers must interpret whether learners' use of such language reflects a scientific understanding or inaccurate anthropomorphism and teleology. In the present study, a framework consisting of three 'stances' (Dennett, 1987) - intentional, design and physical - is presented as a powerful tool for analysing students' language use. The aim was to investigate how the framework can be differentiated and used analytically for interpreting students' talk about a molecular process. Semi-structured group discussions and individual interviews about the molecular self-assembly process were conducted with engineering biology/chemistry (n = 15) and biology/chemistry teacher students (n = 6). Qualitative content analysis of transcripts showed that all three stances were employed by students. The analysis also identified subcategories for each stance, and revealed that intentional language with respect to molecular movement and assumptions about design requirements may be potentially problematic areas. Students' exclusion of physical stance explanations may indicate literal anthropomorphic interpretations. Implications for practice include providing teachers with a tool for scaffolding their use of metaphorical language and for supporting students' metacognitive development as scientific language users.

Culture Learning from a Constructivist Perspective: An Investigation of Spanish Foreign Language Teachers' Views

ERIC Educational Resources Information Center

Sercu, Lies; Garcia, Maria del Carmen Mendez; Prieto, Paloma Castro

2005-01-01

Today, teaching and learning tend to be viewed from a constructivist perspective. Learning is regarded as a self-directed process of constructing meaning, which takes place in interaction. The teacher supports the learning process by selecting input and approaches that can scaffold the learning process and guide learners towards independent…

The Outcome of Constructive Alignment between Open Educational Services and Learners' Needs, Employability and Capabilities Development: Heutagogy and Transformative Migration among Underprivileged Learners in Rwanda

ERIC Educational Resources Information Center

Nkuyubwatsi, Bernard

2016-01-01

While teachers play an important role in education and supporting learning, many learners in under-resourced settings are not privileged to have access to teachers. Some of these underprivileged learners deal with the issue by engaging in self-determined and self-directed learning. Their efforts sometimes pay off with access to formal higher…

L'Apprentissage et le Changement des Attitudes envers Soi-meme: Le Concept de Soi. (Learning and the Change of Attitudes Towards Oneself: Self Image).

ERIC Educational Resources Information Center

Leduc, Aimee

1980-01-01

The French language article is the second in a series and describes the principles of classic conditioning which underlie attitude formation and change. The article also notes the many functions of self-concept attitudes in order to guide the choices of intervention in attitude learning. (Author/SB)

A Latin Functionalist Dictionary as a Self-Learning Language Device: Previous Experiences to Digitalization

ERIC Educational Resources Information Center

Márquez, Manuel; Chaves, Beatriz

2016-01-01

The application of a methodology based on S.C. Dik's Functionalist Grammar linguistic principles, which is addressed to the teaching of Latin to secondary students, has resulted in a quantitative improvement in students' acquisition process of knowledge. To do so, we have used a self-learning tool, an ad hoc dictionary, of which the use in…

Developing Interactional Awareness in the Second Language Classroom through Teacher Self-Evaluation

ERIC Educational Resources Information Center

Walsh, Steve

2003-01-01

This paper proposes a process model of reflective practice for second language teachers, designed to facilitate a closer understanding of language use and interactive decision-making. The L2 classroom is portrayed as a dynamic and complex series of inter-related contexts, in which interaction is central to teaching and learning. An understanding…

Students transcribing tasks: Noticing Fluency, Accuracy, and Complexity

ERIC Educational Resources Information Center

Stillwell, Christopher; Curabba, Brad; Alexander, Kamsin; Kidd, Andrew; Kim, Euna; Stone, Paul; Wyle, Christopher

2010-01-01

Student self-transcription can greatly enhance the power of tasks to promote language learning, for it allows students to re-examine their experience freed from the pressure of performing the task itself, so they can notice and reflect on the language used and encountered. This is a powerful step in language development because it allows for…

Predictors and Outcomes of Early versus Later English Language Proficiency among English Language Learners

ERIC Educational Resources Information Center

Halle, Tamara; Hair, Elizabeth; Wandner, Laura; McNamara, Michelle; Chien, Nina

2012-01-01

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self-control,…

Creating the Third Self: Pragmatic Transfer in Third Language Acquisition.

ERIC Educational Resources Information Center

Fouser, Robert J.

1995-01-01

A prospective study investigating pragmatic transfer in the learning of Japanese as a third language (L3) is described. The study will test the hypothesis that the learner's perception of linguistic and cultural distance between the first/second languages (L1/L2) and L3 will determine conscious and unconscious decisions about which linguistic and…

English Learning Predictors of Listening and Speaking Self-Efficacy for Adult Second Language Learners

ERIC Educational Resources Information Center

Grafals, Zoraida

2013-01-01

The purpose of this study was twofold. First, this study was conducted to compare English communicative competency achievement between two different models of instruction. Adult English language learners (AELLs) participated in either the communicative task-based (CTB) or in a more traditional (MT) language instructional approach. The goal of the…

77 FR 35731 - Self-Regulatory Organizations; Chicago Board Options Exchange, Incorporated; Notice of Filing and...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-14

.... However, since submitting the Amendment, the Exchange has learned that a number of technical and billing... remove from the Fees Schedule the language added by the Amendment. The Exchange may, at some point in the future, re-add such language (or similar language) when such issues have been resolved. \\3\\ See...

A Study on EFL Students' Use of E-Learning Programs for Learning English--Taking a Taiwanese University as an Example

ERIC Educational Resources Information Center

Soong, Darcy

2012-01-01

With its characteristics of repeated practice and easy review, e-Learning programs have been hailed as an effective way for learning foreign languages nowadays. Supported by ICT (Information & Communication Technology), e-Learning offers students self-paced learning whereby learners can control their schedules and it is presumed to be a…

Effective Pedagogical Practices in Online English Language Teacher Education

ERIC Educational Resources Information Center

Rodriguez, Migdalia Elizabeth

2016-01-01

Internet technology has made possible for students to be able to have access to continuous learning. Currently, online education has gained credibility and academic leaders' belief about its value has increased in the US (2014 Survey of Online Learning). Studies are no longer solely focused on comparing face-to-face to online learning, but on…

Expanded Learning Time and Opportunities: Key Principles, Driving Perspectives, and Major Challenges

ERIC Educational Resources Information Center

Blyth, Dale A.; LaCroix-Dalluhn, Laura

2011-01-01

If expanded learning is going to make a real difference, then three key principles must inform how communities overcome challenges and assure equitable access to learning opportunities. Much of today's debate is framed in the language of formal education systems--students, classrooms, schools--even though part of the expansion seeks to engage a…

International ESL Graduate Student Perceptions of Online Learning in the Context of Second Language Acquisition and Culturally Responsive Facilitation

ERIC Educational Resources Information Center

Tan, Fujuan; Nabb, Lee; Aagard, Steven; Kim, Kioh

2010-01-01

The development of technology has made adult and higher education learning opportunities increasingly more accessible to a growing number of people. With the number of courses steadily increasing to meet students' needs and demands, and because programs are likewise changing to incorporate more online learning opportunities, international, English…

Gaining insights from social media language: Methodologies and challenges.

PubMed

Kern, Margaret L; Park, Gregory; Eichstaedt, Johannes C; Schwartz, H Andrew; Sap, Maarten; Smith, Laura K; Ungar, Lyle H

2016-12-01

Language data available through social media provide opportunities to study people at an unprecedented scale. However, little guidance is available to psychologists who want to enter this area of research. Drawing on tools and techniques developed in natural language processing, we first introduce psychologists to social media language research, identifying descriptive and predictive analyses that language data allow. Second, we describe how raw language data can be accessed and quantified for inclusion in subsequent analyses, exploring personality as expressed on Facebook to illustrate. Third, we highlight challenges and issues to be considered, including accessing and processing the data, interpreting effects, and ethical issues. Social media has become a valuable part of social life, and there is much we can learn by bringing together the tools of computer science with the theories and insights of psychology. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Teaching Foreign Languages: A Challenge to Ecuadorian Bilingual Intercultural Education

ERIC Educational Resources Information Center

Haboud, Marleen

2009-01-01

Since the Universal Declaration of Linguistic Rights in 1996, there is a tendency not only to maintain linguistic and cultural diversity worldwide, but also to ease universal access to quality education which should comprise the learning of other languages and cultures and the generation of intercultural relations. In this sense, this article…

Creating and Sustaining Inclusive Instructional Settings for English Language Learners: Why, What, and How

ERIC Educational Resources Information Center

López, Francesca; Iribarren, Jacqueline

2014-01-01

In this article, we provide an empirically based framework for school leaders to support the replacement of separate means of providing services for English learners (ELs) with more inclusive learning supports. The framework encompasses evidence on cultivating language proficiency, ensuring access to a high-quality curriculum, and promoting…

Minority Francophone Education in Canada. Lessons in Learning

ERIC Educational Resources Information Center

Canadian Council on Learning, 2009

2009-01-01

Access to French-language education has been a hard-won right for francophones outside of Quebec. While this is now a right enshrined in the Charter of Rights and Freedoms and in the Official Languages Act, minority francophone education continues to face important challenges, including the persistent finding that francophones in minority-language…

Why and How EFL Students Learn Vocabulary in Parliamentary Debate Class

ERIC Educational Resources Information Center

Aclan, Eunice M.; Aziz, Noor Hashima Abdul

2015-01-01

Vocabulary, the backbone of any language including English, is foundational for listening, speaking, reading and writing. These four macro-skills are necessary not only in gaining knowledge as English is the language to access major information sources particularly the World Wide Web but also in the demanding globalized workplace. Vocabulary is…

Enhancing Online CALL Design: The Case for Evaluation

ERIC Educational Resources Information Center

Hemard, Dominique

2004-01-01

Whilst the potential of online Computer Assisted Language Learning (CALL) in terms of access, immediacy and exposure is widely acknowledged, as yet remarkably little is known about its impact on the user population, be they language teachers or learners. Indeed, beyond its technological development, online CALL design is still affected by a dearth…

Going to the MALL: Mobile Assisted Language Learning

ERIC Educational Resources Information Center

Chinnery, George M.

2006-01-01

Practically since their availability, a succession of audiovisual recording devices (e.g., reel-to-reel, VCRs, PCs) has been used to capture language samples, and myriad playback and broadcast devices (e.g., phonographs, radios, televisions) have provided access to authentic speech samples. The espousal of audiolingual theory in the 1950s brought…

Language Learning through Mobile Technologies: An Opportunity for Language Learners and Teachers

ERIC Educational Resources Information Center

Bachore, Mebratu Mulatu

2015-01-01

These days, the innovations of technologies are contributing significantly to the quality of education in spite of their limitations. Mobile technologies are rapidly attracting new users, providing increasing capacity, and allowing more sophisticated use. Since they are becoming very accessible for individuals in most parts of the world, it has a…

Tough, but Where's the Love?

ERIC Educational Resources Information Center

Coussey, Mary

2008-01-01

Every government wants to appear to be tough on asylum seekers. But in failing to offer newcomers immediate access to English language learning one runs the risk of missing out on significant economic and social cohesion benefits. In this article, the author argues that asylum seekers need to get English language support in their first six months…

Multimodal Cues in the Socialization of Joint Attention in Young Children with Varying Degrees of Vision: Getting the POINT Even When You Can't See It

ERIC Educational Resources Information Center

Rickard, Carolyn

2013-01-01

Research on joint attention and language learning has focused primarily on cues requiring visual access. However, this narrow focus cannot account for the emergence of language among some congenitally blind children who develop language on the same developmental timescale as their sighted peers. Findings from this longitudinal, retrospective study…

Training EFL Learners in Self-Regulation of Reading: Implementing an SRL Model

ERIC Educational Resources Information Center

Morshedian, Mahboobeh; Hemmati, Fatemeh; Sotoudehnama, Elaheh

2017-01-01

This study examined whether training English as a foreign language (EFL) learners in a self-regulated learning (SRL) model could help them develop the ability to self-regulate their reading in English and whether their proficiency level could moderate the efficacy of self-regulation training. Two experimental groups received instruction in…

Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence.

PubMed

Berninger, Virginia; Abbott, Robert; Cook, Clayton R; Nagy, William

Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 ( N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior attention-deficit/hyperactivity disorder (ADHD) diagnosis was correlated only with impaired handwriting. Parental ratings of inattention, but not hyperactivity, correlated with measures of written language but not oral language. Sustaining switching attention correlated with writing the alphabet from memory in manuscript or by keyboard and fast copying of a sentence with all the letters of the alphabet. Multiple regressions based on a principal component for composites of multiple levels of language (subword, word, and syntax/text) showed that measures of attention and executive function involving language processing rather than ratings of attention and executive function not specifically related to language accounted for more variance and identified more unique predictors in the composite outcomes for oral language, reading, and writing systems. Inhibition related to focused attention uniquely predicted outcomes for the oral language system. Findings are discussed in reference to implications for assessing and teaching students who are still learning to pay attention to heard and written language and self-regulate their language learning during middle childhood and adolescence.

An Analysis of the Effect of a Cyber Home Learning System on Korean Secondary School Students' English Language Achievement and Attitude

ERIC Educational Resources Information Center

Shin, Ji Hye; Albers, Peggy

2015-01-01

This study examined the effectiveness of a Cyber Home Learning System (CHLS), an online learning system currently being employed in South Korea to improve the access and quality of public education as well as to reduce private tutoring expenditures. The quasi-experimental research design used experiment and survey methods to learn about the impact…

A study of Iranian immigrants’ experiences of accessing Canadian health care services: a grounded theory

PubMed Central

2012-01-01

Background Immigration is not a new phenomenon but, rather, has deep roots in human history. Documents from every era detail individuals who left their homelands and struggled to reestablish their lives in other countries. The aim of this study was to explore and understand the experience of Iranian immigrants who accessed Canadian health care services. Research with immigrants is useful for learning about strategies that newcomers develop to access health care services. Methods The research question guiding this study was, “What are the processes by which Iranian immigrants learn to access health care services in Canada?” To answer the question, a constructivist grounded theory approach was applied. Initially, unstructured interviews were conducted with 17 participants (11 women and six men) who were adults (at least 18 years old) and had immigrated to Canada within the past 15 years. Eight participants took part in a second interview, and four participants took part in a third interview. Results Using a constructivist grounded theory approach, “tackling the stumbling blocks of access” emerged as the core category. The basic social process (BSP), becoming self-sufficient, was a transitional process and had five stages: becoming a stranger; feeling helpless; navigating/seeking information; employing strategies; and becoming integrated and self-sufficient. We found that “tackling the stumbling blocks of access” was the main struggle throughout this journey. Some of the immigrants were able to overcome these challenges and became proficient in accessing health care services, but others were unable to make the necessary changes and thus stayed in earlier stages/phases of transition, and sometimes returned to their country of origin. Conclusion During the course of this journey a substantive grounded theory was developed that revealed the challenges and issues confronted by this particular group of immigrants. This process explains why some Iranian immigrants are able to access Canadian health care effectively while others cannot. Many elements, including language proficiency, cultural differences, education, previous experiences, financial status, age, knowledge of the host country’s health care services, and insider and outsider resources work synergistically in helping immigrants to access health care services effectively and appropriately. PMID:23021015

Biosciences within the pre-registration (pre-requisite) curriculum: an integrative literature review of curriculum interventions 1990-2012.

PubMed

McVicar, Andrew; Andrew, Sharon; Kemble, Ross

2014-04-01

The learning of biosciences is well-documented to be problematic as students find the subjects amongst the most difficult and anxiety-provoking of their pre-registration programme. Studies suggest that learning consequently is not at the level anticipated by the profession. Curriculum innovations might improve the situation but the effectiveness of applied interventions has not been evaluated. To undertake an integrative review and narrative synthesis of curriculum interventions and evaluate their effect on the learning of biosciences by pre-registration student nurses. Review methods A systematic search of electronic databases CINAHL, Medline, British Nursing Index and Google Scholar for empirical research studies was designed to evaluate the introduction of a curriculum intervention related to the biosciences, published in 1990-2012. Studies were evaluated for design, receptivity of the intervention and impact on bioscience learning. The search generated fourteen papers that met inclusion criteria. Seven studies introduced on-line learning packages, five an active learning format into classroom teaching or practical sessions, and two applied Audience Response Technology as an exercise in self-testing and reflection. Almost all studies reported a high level of student satisfaction, though in some there were access/utilization issues for students using on-line learning. Self-reporting suggested positive experiences, but objective evaluation suggests that impacts on learning were variable and unconvincing even where an effect on course progress was identified. Adjunct on-line programmes also show promise for supporting basic science or language acquisition. Published studies of curriculum interventions, including on-line support, have focused too heavily on the perceived benefit to students rather than objective measures of impact on actual learning. Future studies should include rigorous assessment evaluations within their design if interventions are to be adopted to reduce the 'bioscience problem'. © 2013.

Fostering Skills in Self-Advocacy: A Key to Access in School and Beyond

ERIC Educational Resources Information Center

Luckner, John L.; Becker, Sharon J.

2013-01-01

Self-advocacy occurs when deaf or hard of hearing individuals explain to hearing teachers, classmates, bosses, and officemates the nature of their hearing loss, their language skills, and the accommodations they require in order to effectively do their work, participate in conversations, and get involved in other activities. Self-advocacy may be…

Evaluation of the Effects of the Medium of Instruction on Science Learning of Hong Kong Secondary Students: Students' Self-Concept in Science

ERIC Educational Resources Information Center

Yip, Din Yan; Tsang, Wing Kwong

2007-01-01

A longitudinal study has been conducted to explore the impact of a new language policy for Hong Kong secondary schools on science learning. According to this policy, only schools that recruit the best 25% of students can teach science in English, the students' second language, while the other schools have to teach science in Chinese, the students'…

Integrating across Episodes: Investigating the Long-term Accessibility of Self-derived Knowledge in 4-Year-Old Children

PubMed Central

Varga, Nicole L.; Stewart, Rebekah A.; Bauer, Patricia J.

2016-01-01

Semantic memory, defined as our store of knowledge about the world, provides representational support for all of our higher order cognitive functions. As such, it is crucial that the contents of semantic memory remain accessible over time. Although memory for knowledge learned through direct observation has been previously investigated, we know very little about the retention of knowledge derived through integration of information acquired across separate learning episodes. The present research investigated cross-episode integration in 4-year-old children. Participants were presented with novel facts via distinct story episodes and tested for knowledge extension through cross-episode integration, as well as for retention of the information over a 1-week delay. In Experiment 1, children retained the self-derived knowledge over the delay, though performance was primarily evidenced in a forced-choice format. In Experiment 2, we sought to facilitate the accessibility and robustness of self-derived knowledge by providing a verbal reminder after the delay. The accessibility of self-derived knowledge increased, irrespective of whether participants successfully demonstrated knowledge of the integration facts during the first visit. The results suggest knowledge extended through integration remains accessible after delays, even in a population in which this learning process is less robust. The findings also demonstrate the facilitative effect of reminders on the accessibility and further extension of knowledge over extended time periods. PMID:26774259

Feedback Processes in Multimedia Language Learning Software

ERIC Educational Resources Information Center

Kartal, Erdogan

2010-01-01

Feedback has been one of the important elements of learning and teaching theories and still pervades the literature and instructional models, especially computer and web-based ones. However, the mechanisms about feedback dominating the fundamentals of all the instructional models designed for self-learning have changed considerably with the…

How Students Perceived Social Media as a Learning Tool in Enhancing Their Language Learning Performance

ERIC Educational Resources Information Center

Kitchakarn, Orachorn

2016-01-01

Social media like Facebook has been used for teaching and learning for quite some time. Since it allows for better participation in the learning activities, a fundamental English course at a private university integrated Facebook as a learning platform making it possible for students to do self-study, exchange ideas, give comments, and submit the…

Intrinsic Motivation of Chinese Learning in Predicting Online Learning Self-Efficacy and Flow Experience Relevant to Students' Learning Progress

ERIC Educational Resources Information Center

Hong, Jon-Chao; Hwang, Ming-Yueh; Tai, Kai-Hsin; Lin, Pei-Hsin

2017-01-01

Students of Southeast Asian Heritage Learning Chinese (SSAHLC) in Taiwan have frequently demonstrated difficulty with traditional Chinese (a graphical character) radical recognition due to their limited exposure to the written language form since childhood. In this study, we designed a Chinese radical learning game (CRLG), which adopted a drill…

The Socio-Cultural Context of Operations: Culture and Foreign Language Learning for Company-Grade Officers

DTIC Science & Technology

2012-09-01

Perspective taking Cultural acuity Observational skills Willingness to engage ...Communicate through an interpreter. Flexibility Willingness to engage Social initiative Perspective taking & empathy Non-ethnocentrism Self...Flexibility Willingness to engage Social initiative Perspective taking & empathy Non-ethnocentrism Self-awareness Self-monitoring Cultural

Transformations: Mobile Interaction & Language Learning

ERIC Educational Resources Information Center

Carroll, Fiona; Kop, Rita; Thomas, Nathan; Dunning, Rebecca

2015-01-01

Mobile devices and the interactions that these technologies afford have the potential to change the face and nature of education in our schools. Indeed, mobile technological advances are seen to offer better access to educational material and new interactive ways to learn. However, the question arises, as to whether these new technologies are…

Gaming as an English Language Learning Resource among Young Children in Denmark

ERIC Educational Resources Information Center

Jensen, Signe Hannibal

2017-01-01

This article presents a study of Danish young English language learners' (YELLs') contact with and use of Extramural English (EE) (N = 107, aged 8 [n = 49] and 10 [n = 58]). They have received little formal English instruction: two lessons per week for one year. Data on EE-habits were collected with a one-week language diary (self-report with…

Using Animated Language Software with Children Diagnosed with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Mulholland, Rita; Pete, Ann Marie; Popeson, Joanne

2008-01-01

We examined the impact of using an animated software program (Team Up With Timo) on the expressive and receptive language abilities of five children ages 5-9 in a self-contained Learning and Language Disabilities class. We chose to use Team Up With Timo (Animated Speech Corporation) because it allows the teacher to personalize the animation for…

Promoting the self-regulation of clinical reasoning skills in nursing students.

PubMed

Kuiper, R; Pesut, D; Kautz, D

2009-10-02

The purpose of this paper is to describe the research surrounding the theories and models the authors united to describe the essential components of clinical reasoning in nursing practice education. The research was conducted with nursing students in health care settings through the application of teaching and learning strategies with the Self-Regulated Learning Model (SRL) and the Outcome-Present-State-Test (OPT) Model of Reflective Clinical Reasoning. Standardized nursing languages provided the content and clinical vocabulary for the clinical reasoning task. This descriptive study described the application of the OPT model of clinical reasoning, use of nursing language content, and reflective journals based on the SRL model with 66 undergraduate nursing students over an 8 month period of time. The study tested the idea that self-regulation of clinical reasoning skills can be developed using self-regulation theory and the OPT model. This research supports a framework for effective teaching and learning methods to promote and document learner progress in mastering clinical reasoning skills. Self-regulated Learning strategies coupled with the OPT model suggest benefits of self-observation and self-monitoring during clinical reasoning activities, and pinpoints where guidance is needed for the development of cognitive and metacognitive awareness. Thinking and reasoning about the complexities of patient care needs requires attention to the content, processes and outcomes that make a nursing care difference. These principles and concepts are valuable to clinical decision making for nurses globally as they deal with local, regional, national and international health care issues.

Effects of prior cocaine versus morphine or heroin self-administration on extinction learning driven by overexpectation versus omission of reward.

PubMed

Lucantonio, Federica; Kambhampati, Sarita; Haney, Richard Z; Atalayer, Deniz; Rowland, Neil E; Shaham, Yavin; Schoenbaum, Geoffrey

2015-05-15

Addiction is characterized by an inability to stop using drugs, despite adverse consequences. One contributing factor to this compulsive drug taking could be the impact of drug use on the ability to extinguish drug seeking after changes in expected outcomes. Here, we compared effects of cocaine, morphine, and heroin self-administration on two forms of extinction learning: standard extinction driven by reward omission and extinction driven by reward overexpectation. In experiment 1, we trained rats to self-administer cocaine, morphine, or sucrose for 3 hours per day (limited access). In experiment 2, we trained rats to self-administer heroin or sucrose for 12 hours per day (extended access). Three weeks later, we trained the rats to associate several cues with palatable food reward, after which we assessed extinction of the learned Pavlovian response, first by pairing two cues together in the overexpectation procedure and later by omitting the food reward. Rats trained under limited access conditions to self-administer sucrose or morphine demonstrated normal extinction in response to both overexpectation and reward omission, whereas cocaine-experienced rats or rats trained to self-administer heroin under extended access conditions exhibited normal extinction in response to reward omission but failed to show extinction in response to overexpectation. Here we show that cocaine and heroin can induce long-lasting deficits in the ability to extinguish reward seeking. These deficits were not observed in a standard extinction procedure but instead only affected extinction learning driven by a more complex phenomenon of overexpectation. Published by Elsevier Inc.

Trichotomous goals of elementary school students learning English as a foreign language: a structural equation model.

PubMed

He, Tung-Hsien; Chang, Shan-Mao; Chen, Shu-Hui Eileen; Gou, Wen Johnny

2012-02-01

This study applied structural equation modeling (SEM) techniques to define the relations among trichotomous goals (mastery goals, performance-approach goals, and performance-avoidance goals), self-efficacy, use of metacognitive self-regulation strategies, positive belief in seeking help, and help-avoidance behavior. Elementary school students (N = 105), who were learning English as a foreign language, were surveyed using five self-report scales. The structural equation model showed that self-efficacy led to the adoption of mastery goals but discouraged the adoption of performance-approach goals and performance-avoidance goals. Furthermore, mastery goals increased the use of metacognitive self-regulation strategies, whereas performance-approach goals and performance-avoidance goals reduced their use. Mastery goals encouraged positive belief in help-seeking, but performance-avoidance goals decreased such belief. Finally, performance-avoidance goals directly led to help-avoidance behavior, whereas positive belief assumed a critical role in reducing help-avoidance. The established structural equation model illuminated the potential causal relations among these variables for the young learners in this study.

Autonomy and Self-Assessment of Individual Learning Styles Using the European Language Portfolio (ELP)

ERIC Educational Resources Information Center

Peréz Cavana, María Luisa

2012-01-01

Interest in learning styles has produced innumerable studies over the last three decades. However, the application of knowledge of learning styles in education is a controversial matter, particularly in instruction, where there is less evidence of the usefulness of learning styles tests. This article is concerned with the role of reflection in…

Dyslexia in Modern Language Learning: A Case Study on Collaborative Task-Design for Inclusive Teaching and Learning in an Online Context

ERIC Educational Resources Information Center

Motzo, Anna; Quattrocchi, Debora

2015-01-01

In recent years, universities have been involved in developing new strategies to promote widening participation in higher education, and consequently they have been focusing on increasing the variety of support offered to students with disabilities for a more inclusive and widely accessible learning environment. However, there is a common feeling…

Understanding Glocal Learning Spaces. An Empirical Study of Languaging and Transmigrant Positions in the Virtual Classroom

ERIC Educational Resources Information Center

Messina Dahlberg, Giulia; Bagga-Gupta, Sangeeta

2014-01-01

The use of digital tools like computers and tablets in institutional learning arenas give rise to forms of flexibility where time and space boundaries become diffuse. Online learning sites are understood as being crucial today, especially in large parts of the Global North, where anyone anywhere potentially can become a student and have access to…

English Language Learners With Special Needs: Effective Instructional Strategies. ERIC Digest.

ERIC Educational Resources Information Center

Ortiz, Alba

Students fail in school for a variety of reasons. In some cases, their academic difficulties can be directly attributed to deficiencies in the teaching and learning environment. For example, students with limited English may fail because they do not have access to effective bilingual or English as a second language (ESL) instruction. Students from…

Moving towards Inclusive French as a Second Official Language Education in Canada

ERIC Educational Resources Information Center

Mady, Callie

2013-01-01

This paper examines French as a second official language (FSOL) teachers' perspectives as they relate to the inclusion of immigrants who are learning English (IMMs), in elementary FSOL education in an English-dominant region of Canada, in particular within French immersion. In this paper, I have tried to examine the question of access to…

Pedagogical Translanguaging: Bridging Discourses in South African Science Classrooms

ERIC Educational Resources Information Center

Probyn, Margie

2015-01-01

This paper reports on the classroom languaging practices of a group of science teachers in rural and township schools in South Africa where the majority of learners learn through the medium of English, despite the fact that it is the home language of only a small minority; and learners' poor English proficiency frequently restricts their access to…

Facilitating Second Language Learners' Listening Comprehension with Second Life and Skype

ERIC Educational Resources Information Center

Levak, Natasha; Son, Jeong-Bae

2017-01-01

Learning how to comprehend while listening to a second language is often considered by learners to be a difficult process that can lead to anxiety when trying to communicate (Graham, 2006; Graham & Macaro, 2008). Computer-mediated communication (CMC) can be used to assist in increasing access to native speakers and opportunities to listen.…

Access to oral health care services among adults with learning disabilities: a scoping review.

PubMed

Naseem, Mustafa; Shah, Altaf H; Khiyani, Muhammad Faheem; Khurshid, Zohaib; Zafar, Muhammad Sohail; Gulzar, Shabnam; AlJameel, AlBandary H; Khalil, Hesham S

2016-01-01

The prevalence of oral diseases including dental caries and periodontal conditions is remarkably higher in people with disabilities. The provision of accessible oral health services for people with learning disabilities may be challenging. The objectives of the review were to identify barriers in accessing oral health care that persists within society, enabling or disabling people with learning disabilities. Using the Arksey O'Malley framework, a scoping review was conducted on PubMed/Medline, OVIDSP, and EMBASE. Studies were evaluated and short-listed based on the inclusion criteria, which consisted of: (1) study participants or population with learning disabilities, (2) aged 16 years or over, (3) reporting on access to oral health services, (4) published in the English language. Those that justified the inclusion criteria were carefully chosen after a blind peer-reviewed process when relevance and quality were debated. Nine studies were eventually included from searches. Tabulation of data was done under the heading of study type, outcomes, the year of publication and patient selection. The majority of studies provided a biomedical overview of access for adults with learning disabilities. The concept of access for people with disability is still ill-defined and obscure. Access to oral health care and needs of people with learning disabilities are complex and multi-facet.

Exploring educational needs and design aspects of internet-enabled patient education for persons with diabetes: a qualitative interview study.

PubMed

Jafari, Javad; Karimi Moonaghi, Hosein; Zary, Nabil; Masiello, Italo

2016-10-31

The objective of this article is to explore the educational needs and design aspects of personalised internet-enabled education for patients with diabetes in Iran. Data were collected using semistructured interviews and then qualitatively analysed using inductive content analysis. 9 patients with type 2 diabetes were included. Inclusion criteria were access to and knowledge on how to use the internet. The selection ensured representation based on gender, age, occupation and educational background. The sample population was patients with diabetes who were admitted to an outpatient diabetes clinic in Mashhad, a large city of Iran with about 3 million inhabitants. 4 core categories emerged from the data: (1) seeking knowledge about diabetes, including specific knowledge acquisition, patient's interactions and learning requirements; (2) teaching and learning, including using different teaching methods and different ways to learn about the disease; (3) facilitators, including internet and mobile phone use to learn about the disease; and (4) barriers, including lack of internet access, uncertainty of access to the internet and lack of website in the local language and also perceived cultural barriers, such as patients' fears of the internet, lack of time and awareness. This study provides a better understanding of the patient's educational expectations and technical needs in relation to internet-enabled education. This knowledge will inform the development of functional mock-ups in the next research phase using a design-based research approach in order to design internet-enabled patient education for self-management of diabetes. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Small Groups in a Social Learning MOOC (sIMOOC): Strategies for Fostering Learning and Knowledge Creation

ERIC Educational Resources Information Center

Krasny, Marianne E.; DuBois, Bryce; Adameit, Mechthild; Atiogbe, Ronnie; Alfakihuddin, Muhammad Lukman Baihaqi; Bold-erdene, Tergel; Golshani, Zahra; González-González, Rodrigo; Kimirei, Ishmael; Leung, Yamme; Shian-Yun, Lo; Yao, Yue

2018-01-01

Social support and face-to-face learning may enhance outcomes for students who face barriers in accessing Massive Open Online Courses (MOOCs). This study investigated how self-identified volunteer leaders guide and foster interactions among small groups of students who face technical and conceptual barriers in accessing MOOC content. Several…

Investigating kindergarteners' number sense and self-regulation scores in relation to their mathematics and Turkish scores in middle school

NASA Astrophysics Data System (ADS)

İvrendi, Asiye

2016-09-01

Number sense and self-regulation are considered foundational skills for later school learning. This study aimed to investigate the predictive power of kindergarten children's number sense and self-regulation scores on their mathematics and Turkish language examination scores in the 5th and 6th grades. The participants in this study were 5th grade ( n = 46) and 6th grade ( n = 28) students, whose number sense and self-regulation skills were measured when they were in kindergarten in 2009 and 2010. Data were analyzed through multiple regression. The results showed positive and mid-level correlations. The children's kindergarten number sense and self-regulation scores significantly predicted their 5th and 6th grade mathematics and Turkish language examination scores. Self-regulation was the stronger predictor of mathematics scores, whereas number sense scores were the better predictor of Turkish language examination scores. The findings from this study provide further evidence as to the critical role of children's early skills in middle school mathematics and language achievement.

Swiss Cheese Syndrome: Knowing Myself as a Learner and Teacher.

ERIC Educational Resources Information Center

Sakui, Keiko

2002-01-01

Explores the relationship between one individual's own English learning and teaching experiences. Employs the self-study method of inquiry in the form of narratives to illuminate how learning experiences influence beliefs and practices in language teaching. (Author/VWL)

Effect of Intervention with the Self-Determined Learning Model of Instruction on Access and Goal Attainment

ERIC Educational Resources Information Center

Shogren, Karrie A.; Palmer, Susan B.; Wehmeyer, Michael L.; Williams-Diehm, Kendra; Little, Todd D.

2012-01-01

Promoting self-determination has been identified as best practice in special education and transition services and as a means to promote goal attainment and access to the general education curriculum for students with disabilities. There have been, however, limited evaluations of the effects of interventions to promote self-determination on…

Indian Culture Strives To Survive: Youth Workers Tie History, Language to Life Lessons for Urban Kids.

ERIC Educational Resources Information Center

Kelly, John

2002-01-01

Urban American Indians lack access to tribal services and traditional cultures. Youth programs for urban American Indians in Rapid City, South Dakota; Phoenix, Arizona; Minneapolis, Minnesota; and Lincoln, Nebraska are described. Substance abuse, dropping out, physical fitness, health, and self-esteem issues are addressed through Native language,…

Using Computers to Enable Self-Management of Aphasia Therapy Exercises for Word Finding: The Patient and Carer Perspective

ERIC Educational Resources Information Center

Palmer, Rebecca; Enderby, Pam; Paterson, Gail

2013-01-01

Background: Speech and language therapy (SLT) for aphasia can be difficult to access in the later stages of stroke recovery, despite evidence of continued improvement with sufficient therapeutic intensity. Computerized aphasia therapy has been reported to be useful for independent language practice, providing new opportunities for continued…

Students' Motivation and Learning and Teachers' Motivational Strategies in English Classrooms in Thailand

ERIC Educational Resources Information Center

Vibulphol, Jutarat

2016-01-01

This research aimed to investigate second language learners' motivation and learning of English and the ways in which the teachers supported the students' motivation and learning in natural classroom settings. Based on Self-Determination Theory (SDT), questionnaires were developed and data were collected from students and their teachers in twelve…

Teaching and Learning with Computers! A Method for American Indian Bilingual Classrooms.

ERIC Educational Resources Information Center

Bennett, Ruth

Computer instruction can offer particular benefits to the Indian child. Computer use emphasizes the visual facets of learning, teaches language based skills needed for higher education and careers, and provides types of instruction proven effective with Indian children, such as private self-testing and cooperative learning. The Hupa, Yurok, Karuk,…

Adult Learning in a Computer-Based ESL Acquisition Program

ERIC Educational Resources Information Center

Sanchez, Karen Renee

2013-01-01

This study explores the self-efficacy of students learning English as a Second Language on the computer-based Rosetta Stone program. The research uses a qualitative approach to explore how a readily available computer-based learning program, Rosetta Stone, can help adult immigrant students gain some English competence and so acquire a greater…

Biology=Sinh Vat.

ERIC Educational Resources Information Center

Hung, Nguyen Manh, Ed.

This volume contains 32 biology self-study learning packets designed primarily for Indochinese students in grades 9 to 12. The materials could be used by "English as a Second Language" teachers who may/may not speak one of the Indochinese languages, or by mainstream teachers who have a number of low-English-proficiency Indochinese students in…

Teacher Talk in General and Special Education Elementary Classrooms

ERIC Educational Resources Information Center

Hollo, Alexandra; Wehby, Joseph H.

2017-01-01

Teachers' oral language use may be an important factor in student achievement, particularly for students who struggle with language, learning, and behavior. This study examined features of teacher talk during whole-class instruction in 14 general education (GE) and 14 self-contained special education (SE) elementary classrooms that included…

The Motivation of Learners of English as a Foreign Language Revisited

ERIC Educational Resources Information Center

Lai, Hsuan-Yau Tony

2013-01-01

This study investigates Taiwanese university students' English learning orientation from the perspective of various important L2 motivation concepts (from Gardner's integrativeness/instrumentality to Dörnyei's L2 motivational self system) and the notion of English as an international language. The uniqueness also lies in its comparison and…

DLLs and the Development of Self-Regulation in Early Childhood

ERIC Educational Resources Information Center

Guirguis, Ruth; Antigua, Kathy Carolina

2017-01-01

Current literature and research demonstrates that learning multiple languages allows for young learners to develop higher levels of executive functioning skills. Research also suggests that Dual Language Learners (DLLs) can surpass monolinguals in these executive functioning skills. Yet, there is a dearth of literature that explicitly discusses…

Mobile-Assisted Grammar Exercises: Effects on Self-Editing in L2 Writing

ERIC Educational Resources Information Center

Li, Zhi; Hegelheimer, Volker

2013-01-01

In this paper, we report on the development and implementation of a web-based mobile application, "Grammar Clinic," for an ESL writing class. Drawing on insights from the interactionist approach to Second Language Acquisition (SLA), the Noticing Hypothesis, and mobile-assisted language learning (MALL), "Grammar Clinic" was…

Experiences of French Speaking Immigrants and Non-immigrants Accessing Health Care Services in a Large Canadian City

PubMed Central

Ngwakongnwi, Emmanuel; Hemmelgarn, Brenda R.; Musto, Richard; Quan, Hude; King-Shier, Kathryn M.

2012-01-01

French speakers residing in predominantly English-speaking communities have been linked to difficulties accessing health care. This study examined health care access experiences of immigrants and non-immigrants who self-identify as Francophone or French speakers in a mainly English speaking province of Canada. We used semi-structured interviews to gather opinions of recent users of physician and hospital services (N = 26). Language barriers and difficulties finding family doctors were experienced by both French speaking immigrants and non-immigrants alike. This was exacerbated by a general preference for health services in French and less interest in using language interpreters during a medical consultation. Some participants experienced emotional distress, were discontent with care received, often delayed seeking care due to language barriers. Recent immigrants identified lack of insurance coverage for drugs, transportation difficulties and limited knowledge of the healthcare system as major detractors to achieving health. This study provided the groundwork for future research on health issues of official language minorities in Canada. PMID:23202772

Learning Self-Care Skills. Functional Programming for People with Autism: A Series.

ERIC Educational Resources Information Center

DePalma, Valerie; Wheeler, Marci

Many individuals with autism need systematic, intensive teaching in self-care skills due to deficits in language and attention skills, interfering behaviors, and/or sensory impairments. Teaching self-care skills should occur naturally during daily routines, in all environments. Assessments are done to determine current abilities, strengths, and…

Toward a Model for the Conceptual Understanding of Personal Learning Environments: A Case Study

ERIC Educational Resources Information Center

Ivanova, Malinka; Chatti, Mohamed Amine

2011-01-01

The development of Personal Learning Environments (PLEs) is in the scope of research groups and educators aiming to propose suitable mechanisms for the organization of self-controlled and self-directed learning, providing students with tools and services for access to content and human intelligence inside and outside the educational institutions.…

LinguaFolio Goal Setting Intervention and Academic Achievement: Increasing Student Capacity for Self-Regulated Learning

ERIC Educational Resources Information Center

Clarke, Oxana D.

2013-01-01

In the last few decades there has been a shift from thinking less about teaching and more about learning. Such a paradigm shift from teacher-centered to student-centered instruction requires students to think about their own learning and to monitor their own learning development and language achievement. Researchers have identified goal setting…

Learning about Language and Learners from Computer Programs

ERIC Educational Resources Information Center

Cobb, Tom

2010-01-01

Making Nation's text analysis software accessible via the World Wide Web has opened up an exploration of how his learning principles can best be realized in practice. This paper discusses 3 representative episodes in the ongoing exploration. The first concerns an examination of the assumptions behind modeling what texts look like to learners with…

The Accessibility of Socio-Dramatic Play to Culturally and Linguistically Diverse Australian Preschoolers

ERIC Educational Resources Information Center

Scrafton, Eleanor; Whitington, Victoria

2015-01-01

Socio-dramatic play is preschool children's leading learning activity (Karpov 2005; Vygotsky 1978). Yet entering play often poses challenges (Corsaro 2003), particularly for culturally and linguistically diverse (CALD) children (Hruska 2007). At preschool four-year-old CALD children are both acquiring a new language, and learning new rules, social…

Computer-Assisted Pronunciation Learning in a Collaborative Context: A Case Study in Taiwan

ERIC Educational Resources Information Center

Tsai, Pi-hua

2015-01-01

Computer-assisted pronunciation training (CAPT) software provides language learners with an individualized free environment where they can have access to unlimited input and repetitive practice pronunciation at their own pace. This study explores the impact of CAPT on 90 Taiwanese college students' pronunciation learning and examines if other…

Using Blogs to Help Language Students to Develop Reflective Learning Strategies: Towards a Pedagogical Framework

ERIC Educational Resources Information Center

Hourigan, Triona; Murray, Liam

2010-01-01

Due to the social changes brought about in no small part by Web 2.0 tools, the potential impact of the blog writing phenomenon upon teaching and learning contexts reveals an important area for consideration for all university educators, and in particular for e-learning practitioners. Today, web users may access a wide variety of media to express…

Effects of learning context on the acquisition and processing of emotional words in bilinguals.

PubMed

Brase, Julia; Mani, Nivedita

2017-06-01

Although bilinguals respond differently to emotionally valenced words in their first language (L1) relative to emotionally neutral words, similar effects of emotional valence are hard to come by in second language (L2) processing. We examine the extent to which these differences in first and second language processing are due to the context in which the 2 languages are acquired: L1 is typically acquired in more naturalistic settings (e.g., family) than L2 (e.g., at school). Fifty German-English bilinguals learned unfamiliar German and English negative and neutral words in 2 different learning conditions: One group (emotion video context) watched videos of a person providing definitions of the words with facial and gestural cues, whereas another group (neutral video context) received the same definitions without gestural and emotional cues. Subsequently, participants carried out an emotional Stroop task, a sentence completion task, and a recall task on the words they had just learned. We found that the effect of learning context on the influence of emotional valence on responding was modulated by a) language status, L1 versus L2, and b) task requirement. We suggest that a more nuanced approach is required to capture the differences in emotion effects in the speed versus accuracy of access to words across different learning contexts and different languages, in particular with regard to our finding that bilinguals respond to L2 words in a similar manner as L1 words provided that the learning context is naturalistic and incorporates emotional and prosodic cues. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Adopting Social Networking Sites (SNSs) as Interactive Communities among English Foreign Language (EFL) Learners in Writing: Opportunities and Challenges

ERIC Educational Resources Information Center

Razak, Norizan Abdul; Saeed, Murad; Ahmad, Zulkifli

2013-01-01

As most traditional classroom environments in English as Foreign Language (EFL) still restrict learners' collaboration and interaction in college writing classes, today, the majority of EFL learners are accessing Social Networking Sites (SNSs) as online communities of practice (CoPs) for adopting informal collaborative learning as a way of…

Implementation of the Language-in-Education Policy and Achieving Education for All Goals in Botswana Primary Schools

ERIC Educational Resources Information Center

Mokibelo, Eureka

2016-01-01

Nations are tasked with expanding education, increasing its accessibility and quality to develop skilled labour forces needed to compete in the global world. Every nation is under pressure to strive to give their learners an opportunity to explore their potential to achieve the national and global educational goals. In learning, language and…

Languages for Learning: Granting All Students Access to New Skills. Fishman Prize Series

ERIC Educational Resources Information Center

Sanders, Steven; Zunkiewicz, Kelly; Strait, Laura; Towne, Michael

2014-01-01

A single great teacher can change a life by introducing a new language, helping you master a new skill or opening a door you never knew was there. That's why every year, TNTP awards the Fishman Prize for Superlative Classroom Practice: to celebrate a select cohort of public school teachers who demonstrate exceptionally effective teaching with…

The Effects of YouTube Listening/Viewing Activities on Taiwanese EFL Learners' Listening Comprehension

ERIC Educational Resources Information Center

Kuo, Li-Li

2009-01-01

Declared the year of YouTube, 2007 was hailed as bringing a technological revolution in relation to pedagogy, one that may provide more convenient access to materials for language input, such as auditory, visual, and other types of authentic resources in order to promote advancement in all four language learning skills--listening, speaking,…

Cognitive advantages and disadvantages in early and late bilinguals.

PubMed

Pelham, Sabra D; Abrams, Lise

2014-03-01

Previous research has documented advantages and disadvantages of early bilinguals, defined as learning a 2nd language by school age and using both languages since that time. Relative to monolinguals, early bilinguals manifest deficits in lexical access but benefits in executive function. We investigated whether becoming bilingual after childhood (late bilinguals) can produce the cognitive advantages and disadvantages typical of early bilinguals. Participants were 30 monolingual English speakers, 30 late English-Spanish bilinguals, and 30 early Spanish-English bilinguals who completed a picture naming task (lexical access) and an attentional network task (executive function). Late and early bilinguals manifested equivalent cognitive effects in both tasks, demonstrating lexical access deficits and executive function benefits. These findings provide support for the hypothesis that cognitive effects associated with bilingualism arise as the result of proficient, habitual use of 2 languages and not of developmental changes associated with becoming bilingual during childhood.

Using Computerized Bilingual Dictionaries To help Maximize English Vocabulary Learning at Japanese Colleges.

ERIC Educational Resources Information Center

Loucky, John Paul

2003-01-01

Compares various computerized bilingual dictionaries for their relative effectiveness in helping Japanese college students at several language proficiency levels to access new English target vocabulary. (Author/VWL)

Promoting the Self-Regulation of Clinical Reasoning Skills in Nursing Students

PubMed Central

Kuiper, R; Pesut, D; Kautz, D

2009-01-01

Aim: The purpose of this paper is to describe the research surrounding the theories and models the authors united to describe the essential components of clinical reasoning in nursing practice education. The research was conducted with nursing students in health care settings through the application of teaching and learning strategies with the Self-Regulated Learning Model (SRL) and the Outcome-Present-State-Test (OPT) Model of Reflective Clinical Reasoning. Standardized nursing languages provided the content and clinical vocabulary for the clinical reasoning task. Materials and Methods: This descriptive study described the application of the OPT model of clinical reasoning, use of nursing language content, and reflective journals based on the SRL model with 66 undergraduate nursing students over an 8 month period of time. The study tested the idea that self-regulation of clinical reasoning skills can be developed using self-regulation theory and the OPT model. Results: This research supports a framework for effective teaching and learning methods to promote and document learner progress in mastering clinical reasoning skills. Self-regulated Learning strategies coupled with the OPT model suggest benefits of self-observation and self-monitoring during clinical reasoning activities, and pinpoints where guidance is needed for the development of cognitive and metacognitive awareness. Recommendations and Conclusions: Thinking and reasoning about the complexities of patient care needs requires attention to the content, processes and outcomes that make a nursing care difference. These principles and concepts are valuable to clinical decision making for nurses globally as they deal with local, regional, national and international health care issues. PMID:19888432

Eye Gaze and Production Accuracy Predict English L2 Speakers' Morphosyntactic Learning

ERIC Educational Resources Information Center

McDonough, Kim; Trofimovich, Pavel; Dao, Phung; Dio, Alexandre

2017-01-01

This study investigated the relationship between second language (L2) speakers' success in learning a new morphosyntactic pattern and characteristics of one-on-one learning activities, including opportunities to comprehend and produce the target pattern, receive feedback from an interlocutor, and attend to the meaning of the pattern through self-…

Why Do Chinese College Students Learn ESP: An Analysis of Language Learning Motivations within SDT Framework

ERIC Educational Resources Information Center

Liu, Liangxing

2016-01-01

This study mainly investigates the motivational characteristics of Chinese college students learning English for Specific Purposes (ESP). By critically examining and comparing Gardner's (1985) Integrative-Instrumental model and the Self-determination Theory (SDT) by Deci and Ryan(1985), the researcher finds out that the latter one is more…

Learning Strategies Model to Enhance Thai Undergraduate Students' Self-Efficacy Beliefs in EIL Textual Reading Performance

ERIC Educational Resources Information Center

Kakew, Jiraporn; Damnet, Anamai

2017-01-01

This classroom based research of a learning strategies model was designed to investigate its application in a mixed-ability classroom. The study built on Oxford's language learning strategies model (1990, 2001) and fulfilled it with rhetorical strategies to accommodate challenges encountered in the paradigm of English as an international language…

Using an e-Portfolio to Facilitate the Self-Assessment of Both Language and Intercultural Learning in Higher Education: A Case-Study Approach

ERIC Educational Resources Information Center

Kennedy, Fionnuala; Bruen, Jenny; Péchenart, Juliette

2012-01-01

The focus of this paper is twofold: first, on the development of an electronic version of a European Language Portfolio (ELP), known as the LOLIPOP (Language On-line Portfolio Project) ELP, and second on its integration into an undergraduate module on Intercultural Communication in an institute of higher education in Ireland. The paper begins by…

To Read You Must Write: Children in Language Acquisition.

ERIC Educational Resources Information Center

Hayes, Curtis W.; And Others

Approaches that were used to teach English to fifth grade children of Mexican-American migrant farm laborers are described. The students were categorized as limited in English language proficiency. The children's academic self-concept was so low that they perceived learning as involving impossible tasks, and they believed that they were the source…

Autorretratos en la Clase de Espanol (Self-Portraits in Spanish Classroom)

ERIC Educational Resources Information Center

Palos, Jose M.

2007-01-01

Foreign language teachers know the benefits of bringing art into their classrooms. Works of art are cultural artifacts that convey rich cultural perspectives. Integrating art into the foreign language curriculum facilitates visual learning, providing valuable opportunities to help the students develop visual thinking. Art can also be an effective…

A Dynamic Online System for Translation Learning and Testing

ERIC Educational Resources Information Center

Tian, Yan

2017-01-01

Translation is one of the items tested in many national English proficiency tests for non-English majors in China because translation competence is regarded as one of the productive language skills which could be used to assess learners' language proficiency. However, the feedback on translation exercises and self-tests are usually provided by…

Language Learning Motivation, Self and Identity: Current Theoretical Perspectives

ERIC Educational Resources Information Center

Ushioda, Ema

2011-01-01

Recently, the impact of globalization and the dominant status of English have provoked critical discussion in the L2 motivation field. Traditional concepts such as integrative motivation lose their explanatory power when English is becoming a "must-have" basic educational skill and when there is no clearly defined target language community. In…

Language Learner Motivational Types: A Cluster Analysis Study

ERIC Educational Resources Information Center

Papi, Mostafa; Teimouri, Yasser

2014-01-01

The study aimed to identify different second language (L2) learner motivational types drawing on the framework of the L2 motivational self system. A total of 1,278 secondary school students learning English in Iran completed a questionnaire survey. Cluster analysis yielded five different groups based on the strength of different variables within…

Access to oral health care services among adults with learning disabilities: a scoping review

PubMed Central

Naseem, Mustafa; Shah, Altaf H; Khiyani, Muhammad Faheem; Khurshid, Zohaib; Zafar, Muhammad Sohail; Gulzar, Shabnam; AlJameel, AlBandary H.; Khalil, Hesham S.

2016-01-01

Summary Background The prevalence of oral diseases including dental caries and periodontal conditions is remarkably higher in people with disabilities. The provision of accessible oral health services for people with learning disabilities may be challenging. Objectives The objectives of the review were to identify barriers in accessing oral health care that persists within society, enabling or disabling people with learning disabilities. Methods Using the Arksey O’Malley framework, a scoping review was conducted on PubMed/Medline, OVIDSP, and EMBASE. Studies were evaluated and short-listed based on the inclusion criteria, which consisted of: (1) study participants or population with learning disabilities, (2) aged 16 years or over, (3) reporting on access to oral health services, (4) published in the English language. Those that justified the inclusion criteria were carefully chosen after a blind peer-reviewed process when relevance and quality were debated. Results Nine studies were eventually included from searches. Tabulation of data was done under the heading of study type, outcomes, the year of publication and patient selection. The majority of studies provided a biomedical overview of access for adults with learning disabilities. Conclusions The concept of access for people with disability is still ill-defined and obscure. Access to oral health care and needs of people with learning disabilities are complex and multi-facet. PMID:28149451

Understanding Sources of Self-Efficacy of Chinese Students Learning English in an American Institution

ERIC Educational Resources Information Center

Zuo, Huifang; Wang, Chuang

2016-01-01

This qualitative study explores the sources of the self-efficacy development of five Chinese doctoral students' use of English as a second language in a southeastern university in the United Sates. Although individual differences were reported, common themes were also recognized. Consistent with the self-efficacy theory and previous studies in…

Supporting Self-Improvement in Teaching, Literacy, Language and Numeracy. Tools for Staff Development. Module 3: Resources and the Learning Environment

ERIC Educational Resources Information Center

Basic Skills Agency, 2007

2007-01-01

In unit 1 we consider practical approaches to: (1) creating an effective learning environment; (2) selecting and using resources; (3) using ICT at different stages in the teaching and learning cycle; and (4) getting away from worksheets. Unit 2 looks at effective working with learning supporters and co-workers. [For related reports, see…

Do cognitive, language, or physical impairments affect participation in a trial of self-management programs for stroke?

PubMed

Cadilhac, Dominique A; Kilkenny, Monique F; Srikanth, Velandai; Lindley, Richard I; Lalor, Erin; Osborne, Richard H; Batterbsy, Malcolm

2016-01-01

Research studies may have limited generalizability when survivors of stroke with physical, language, or cognitive impairments are excluded. To assess whether presence of cognitive, language, or global impairments affects participation in self-management programs. Stroke survivors were recruited in South Australia from seven hospitals or via advertisements into a randomized controlled trial (1:1:1 ratio) of a Stroke Self-Management Program, the Stanford chronic condition self-management program, or standard care. Impairment status was measured using: Cognistat (cognition), Frenchay Aphasia assessment (language), modified Rankin Score (mRS; where score 3-5 = global disability). participation (i.e. booked, accessed, and completed a program (defined as attending ≥ 50% of sessions)) and safety (i.e. adverse events). Outcomes were compared by impairment status. Among 315 people screened 143/149 eligible were randomized (median age 71 years; 41% male; with impairments: 62% cognitive, 34% language, 64% global disability). Participation did not differ by cognitive or language impairment status (cognitive 75%, no cognitive 68%, p = 0.54; language 78%, no language 69%, p = 0.42). However, participation did vary by global impairment status (global disability 61%, no disability 96%, p < 0.001). Participants with cognitive impairment experienced more adverse events (severe n = 9 versus no cognitive impairment n = 1). Survivors of stroke with cognitive, language, or global impairments are able to participate in self-management programs and should be included in these types of research studies or programs. Reduced participation by those with global disability and the possibility of more adverse events in people with cognitive impairments needs to be considered. © 2016 World Stroke Organization.

Creating low vision and nonvisual instructions for diabetes technology: an empirically validated process.

PubMed

Williams, Ann S

2012-03-01

Nearly 20% of the adults with diagnosed diabetes in the United States also have visual impairment. Many individuals in this group perform routine diabetes self-management tasks independently, often using technology that was not specifically designed for use by people with visual impairment (e.g., insulin pumps and pens). Equitable care for persons with disabilities requires providing instructions in formats accessible for nonreaders. However, instructions in accessible formats, such as recordings, braille, or digital documents that are legible to screen readers, are seldom available. This article includes a summary of existing guidelines for creating accessible documents. The guidelines are followed by a description of the production of accessible nonvisual instructions for use of insulin pens used in a study of dosing accuracy. The study results indicate that the instructions were used successfully by 40 persons with visual impairment. Instructions in accessible formats can increase access to the benefits of diabetes technology for persons with visual impairment. Recorded instructions may also be useful to sighted persons who do not read well, such as those with dyslexia, low literacy, or who use English as a second language. Finally, they may have important benefits for fully sighted people who find it easier to learn to use technology by handling the equipment while listening to instructions. Manufacturers may also benefit from marketing to an increased pool of potential users. © 2012 Diabetes Technology Society.

Creating Low Vision and Nonvisual Instructions for Diabetes Technology: An Empirically Validated Process

PubMed Central

Williams, Ann S.

2012-01-01

Introduction Nearly 20% of the adults with diagnosed diabetes in the United States also have visual impairment. Many individuals in this group perform routine diabetes self-management tasks independently, often using technology that was not specifically designed for use by people with visual impairment (e.g., insulin pumps and pens). Equitable care for persons with disabilities requires providing instructions in formats accessible for nonreaders. However, instructions in accessible formats, such as recordings, braille, or digital documents that are legible to screen readers, are seldom available. Method This article includes a summary of existing guidelines for creating accessible documents. The guidelines are followed by a description of the production of accessible nonvisual instructions for use of insulin pens used in a study of dosing accuracy. The study results indicate that the instructions were used successfully by 40 persons with visual impairment. Discussion and Conclusions Instructions in accessible formats can increase access to the benefits of diabetes technology for persons with visual impairment. Recorded instructions may also be useful to sighted persons who do not read well, such as those with dyslexia, low literacy, or who use English as a second language. Finally, they may have important benefits for fully sighted people who find it easier to learn to use technology by handling the equipment while listening to instructions. Manufacturers may also benefit from marketing to an increased pool of potential users. PMID:22538133

Cell Phones in Task Based Learning--Are Cell Phones Useful Language Learning Tools?

ERIC Educational Resources Information Center

Kiernan, Patrick J.; Aizawa, Kazumi

2004-01-01

Cell phones are now widespread in many countries including Japan where we teach, and are particularly popular among university students. Although they can be a distraction in the classroom, functions such as Internet access and e-mail capability have transformed them into sophisticated communication tools. But are they also potentially useful in…

EFL Instructors' Perception and Practices on Learner Autonomy in Some Turkish Universities

ERIC Educational Resources Information Center

Dogan, Gizem; Mirici, Ismail Hakki

2017-01-01

Learner autonomy has become a central ability to develop in learners for a fruitful language learning/teaching process in EFL classes. Particularly, in this world of knowledge, teaching learners how to access resources and how to use them for their learning needs has become increasingly important. Teachers' perception on learner autonomy is…

K-3 Policymakers' Guide to Action: Making the Early Years Count. Special Report

ERIC Educational Resources Information Center

Atchison, Bruce; Diffey, Louisa; Workman, Emily

2016-01-01

High-quality early elementary years offer a critical opportunity for child development and academic learning for all children, regardless of their race, family-income level, or culture and home language. All students deserve access to high-quality teachers and leaders trained in how to effectively support their learning. They deserve to attend…

Methodological Proposal for Elaboration of Learning Materials in Sign Language in University Teaching

ERIC Educational Resources Information Center

Viera-Santana, J. Guillermo; Rodríguez-Esparragón, Dionisio; Hernández-Haddad, Juan C.; Castillo-Ortiz, Jesús

2015-01-01

Hearing impairment may constitute a barrier for accessing to information and communication in public places. Since the oral communication forms the basis of the learning process, this problem becomes of particular relevance at schools and universities. To cope with this situation is not enough to provide a textual translation for people with…

Motivation to Speak English: A Self-Determination Theory Perspective

ERIC Educational Resources Information Center

Dincer, Ali; Yesilyurt, Savas

2017-01-01

Based on a modern motivation theory of learning, self-determination theory (SDT), this study aimed to investigate the relationships between English as a foreign language (EFL) learners' motivation to speak, autonomous regulation, autonomy support from teachers, and classroom engagement, with both quantitative and qualitative approaches. The…

7 CFR 1980.302 - Definitions and abbreviations.

Code of Federal Regulations, 2012 CFR

2012-01-01

... codes listed in exhibit E to subpart A of part 1924 applicable to single family residential construction...: (i) Self-care, (ii) Receptive and expressive language, (iii) Learning, (iv) Mobility, (v) Self... Lender on behalf of the borrower. Lender. The organization making, holding, and/or servicing the loan...

7 CFR 1980.302 - Definitions and abbreviations.

Code of Federal Regulations, 2011 CFR

2011-01-01

... codes listed in exhibit E to subpart A of part 1924 applicable to single family residential construction...: (i) Self-care, (ii) Receptive and expressive language, (iii) Learning, (iv) Mobility, (v) Self... Lender on behalf of the borrower. Lender. The organization making, holding, and/or servicing the loan...

Health Literacy Training for Public Health Nurses in Fukushima: A Multi-site Program Evaluation.

PubMed

Goto, Aya; Lai, Alden Yuanhong; Rudd, Rima E

2015-09-01

Public health nurses (PHNs) are community residents' access points to health information and services in Japan. After the Fukushima nuclear accident, they were challenged to communicate radiation-related health information to best meet community needs. We previously developed and evaluated the outcome of a single-site health literacy training program to augment PHNs' ability to improve community residents' access to written health information. This paper presents an evaluation of an identical training program using data combined from multiple sites, and further included proximal and distal evaluations to document the impact of health literacy training in a post-disaster setting. A total of 64 participants, primarily experienced PHNs, attended one of three multi-session health literacy workshops conducted in multiple sites across Fukushima. Quantitative and qualitative data on PHNs' training satisfaction, self-evaluation of achievements regarding training goals, and application of learned skills were collected and analyzed. Each workshop consisted of two 2-hour sessions introducing health literacy and assessment tools and developing skills to improve written materials, followed by a one-month follow-up assessment on PHNs' application of the gained skills in the field. Post-training evaluations on the appropriateness and usefulness of the workshop were highly positive. At the end of the one-month follow-up, 45% of participants had gained confidence in assessing and revising written materials and had applied the skills they had gained to develop and communicate health information in various settings and modes. This increase in confidence was associated with further application of the learned skills at the municipal level. However, participants reported difficulties in explaining risks, and the need to learn more about plain language to be able to paraphrase professional terms. This paper highlighs the positive outcomes of health literacy training among PHNs. Practical strategies to reinforce their skills to use plain language and communicate the epidemiological concept of risk are also recommended.

Two languages, two personalities? Examining language effects on the expression of personality in a bilingual context.

PubMed

Chen, Sylvia Xiaohua; Bond, Michael Harris

2010-11-01

The issue of whether personality changes as a function of language is controversial. The present research tested the cultural accommodation hypothesis by examining the impact of language use on personality as perceived by the self and by others. In Study 1, Hong Kong Chinese-English bilinguals responded to personality inventories in Chinese or English on perceived traits for themselves, typical native speakers of Chinese, and typical native speakers of English. Study 2 adopted a repeated measures design and collected data at three time points from written measures and actual conversations to examine whether bilinguals exhibited different patterns of personality, each associated with one of their two languages and the ethnicity of their interlocutors. Self-reports and behavioral observations confirmed the effects of perceived cultural norms, language priming, and interlocutor ethnicity on various personality dimensions. It is suggested that use of a second language accesses the perceived cultural norms of the group most associated with that language, especially its prototypic trait profiles, thus activating behavioral expressions of personality that are appropriate in the corresponding linguistic-social context.

The Nature and Scope of Student Search Strategies in Using a Web Derived Corpus for Writing

ERIC Educational Resources Information Center

Franken, Margaret

2014-01-01

The use of online language corpora in L2 teaching and learning is gaining momentum largely because corpora are an easily accessed source of language input that potentially provide rich and authentic lexico-grammatical data. This can be of particular use for students' writing as its incorporation can enhance the appearance of native-like fluency.…

The interface of language proficiency and identity: a profile analysis of bilingual adolescents and their writing.

PubMed

Danzak, Robin L

2011-10-01

The purpose of this study was to explore how adolescent English language learners' (ELLs') language and literacy experiences impacted their identities as bilingual writers. Six students were randomly selected from a group of 20 Spanish-speaking ELLs, ages 11-14, who participated in a larger, mixed-methods study on bilingual writing (see Danzak, 2011). The participants produced 10 written journal entries in their language of choice (English, Spanish, or both) and were interviewed. Qualitative analyses were applied to the participants' writing and interviews, both individually and cross-case. Findings were integrated to some extent with the outcomes of quantitative measures applied to the students' writing. Three patterns emerged: ethnic differences, language discrimination, and language preference. Also, the students' self-identification as monolingual or bilingual was reflected in their attitudes toward language learning and their outcomes on writing measures. Three portraits of emerging bilingual writers are discussed: struggling emerging, dominant emerging, and balanced emerging. Language and literacy learning strategies are recommended for each. Qualitative profiles of adolescent ELLs offer an understanding of students' experiences and identities that augments information provided by quantitative writing measures. Additionally, a mixed-methods profile analysis may aid in the identification of adolescent ELLs who may be struggling with undiagnosed language learning disabilities.

Informatics Observed [and] Agenda: A Tool for Agenda Setting Research [and] Telos Language Partner: Multimedia Language Learning, Authoring and Customisation [and] Towards a Consumer Perspective on Information Behaviour Research [and] The Digital Library as Access Management Facilitator [and] Knowledge and Information Management (KIM'21) [and] Perspectives of ICT in Professional Development and Education.

ERIC Educational Resources Information Center

Cawkell, Tony; Kok, Yeong Haur; Goh, Angela; Holaday, Duncan; Hoffstaedter, Petra; Kohn, Kurt; Rowley, Jennifer; van Halm, Johan; Pye, Jo

1999-01-01

The following collection of articles reprinted from "CD ROM and Online Review" include "a new way of learning." Discuses research and development funding in educational technology and recommends to offer vast sums to investigate the best way of teaching a particular topic, and through that to fund the use of computers as an incidental part of the…

PKC in motorneurons underlies self-learning, a form of motor learning in Drosophila.

PubMed

Colomb, Julien; Brembs, Björn

2016-01-01

Tethering a fly for stationary flight allows for exquisite control of its sensory input, such as visual or olfactory stimuli or a punishing infrared laser beam. A torque meter measures the turning attempts of the tethered fly around its vertical body axis. By punishing, say, left turning attempts (in a homogeneous environment), one can train a fly to restrict its behaviour to right turning attempts. It was recently discovered that this form of operant conditioning (called operant self-learning), may constitute a form of motor learning in Drosophila. Previous work had shown that Protein Kinase C (PKC) and the transcription factor dFoxP were specifically involved in self-learning, but not in other forms of learning. These molecules are specifically involved in various forms of motor learning in other animals, such as compulsive biting in Aplysia, song-learning in birds, procedural learning in mice or language acquisition in humans. Here we describe our efforts to decipher which PKC gene is involved in self-learning in Drosophila. We also provide evidence that motorneurons may be one part of the neuronal network modified during self-learning experiments. The collected evidence is reminiscent of one of the simplest, clinically relevant forms of motor learning in humans, operant reflex conditioning, which also relies on motorneuron plasticity.

GOAL - A test engineer oriented language. [Ground Operations Aerospace Language for coding automatic test

NASA Technical Reports Server (NTRS)

Mitchell, T. R.

1974-01-01

The development of a test engineer oriented language has been under way at the Kennedy Space Center for several years. The result of this effort is the Ground Operations Aerospace Language, GOAL, a self-documenting, high-order language suitable for coding automatic test, checkout and launch procedures. GOAL is a highly readable, writable, retainable language that is easily learned by nonprogramming oriented engineers. It is sufficiently powerful for use at all levels of Space Shuttle ground processing, from line replaceable unit checkout to integrated launch day operations. This paper will relate the language development, and describe GOAL and its applications.

Mapping the distribution of language related genes FoxP1, FoxP2, and CntnaP2 in the brains of vocal learning bat species.

PubMed

Rodenas-Cuadrado, Pedro M; Mengede, Janine; Baas, Laura; Devanna, Paolo; Schmid, Tobias A; Yartsev, Michael; Firzlaff, Uwe; Vernes, Sonja C

2018-06-01

Genes including FOXP2, FOXP1, and CNTNAP2, have been implicated in human speech and language phenotypes, pointing to a role in the development of normal language-related circuitry in the brain. Although speech and language are unique to humans a comparative approach is possible by addressing language-relevant traits in animal systems. One such trait, vocal learning, represents an essential component of human spoken language, and is shared by cetaceans, pinnipeds, elephants, some birds and bats. Given their vocal learning abilities, gregarious nature, and reliance on vocalizations for social communication and navigation, bats represent an intriguing mammalian system in which to explore language-relevant genes. We used immunohistochemistry to detail the distribution of FoxP2, FoxP1, and Cntnap2 proteins, accompanied by detailed cytoarchitectural histology in the brains of two vocal learning bat species; Phyllostomus discolor and Rousettus aegyptiacus. We show widespread expression of these genes, similar to what has been previously observed in other species, including humans. A striking difference was observed in the adult P. discolor bat, which showed low levels of FoxP2 expression in the cortex that contrasted with patterns found in rodents and nonhuman primates. We created an online, open-access database within which all data can be browsed, searched, and high resolution images viewed to single cell resolution. The data presented herein reveal regions of interest in the bat brain and provide new opportunities to address the role of these language-related genes in complex vocal-motor and vocal learning behaviors in a mammalian model system. © 2018 The Authors The Journal of Comparative Neurology Published by Wiley Periodicals, Inc.

"Nomadic Knowledge": Men Writing Zines for Content Learning

ERIC Educational Resources Information Center

Guzzetti, Barbara J.; Foley, Leslie M.; Lesley, Mellinee

2015-01-01

Adult men create zines (self-publications written as alternative to commercial magazines) that advance content learning and knowledge. We describe three of these zine writers who created five zines on topics related to the disciplines of science, social studies, and English/language arts. We collected their zines, interviewed the authors, and…

The Scratch Programming Language and Environment

ERIC Educational Resources Information Center

Maloney, John; Resnick, Mitchel; Rusk, Natalie; Silverman, Brian; Eastmond, Evelyn

2010-01-01

Scratch is a visual programming environment that allows users (primarily ages 8 to 16) to learn computer programming while working on personally meaningful projects such as animated stories and games. A key design goal of Scratch is to support self-directed learning through tinkering and collaboration with peers. This article explores how the…

Motivational Orientations and Psychological Needs in EFL Learning among Elementary School Students in Japan

ERIC Educational Resources Information Center

Carreira, Junko Matsuzaki

2012-01-01

This study examined Japanese elementary school students' motivational orientations for learning English as a foreign language (EFL) and fundamental psychological needs from a self-determination theory perspective, exploring the relations between motivational orientations (e.g., intrinsic motivation, identified regulation, introjected regulation,…

Reel Teaching = Real Learning: Motivating Reluctant Students through Film Studies

ERIC Educational Resources Information Center

Smilanich, Brad; Lafreniere, Nicole

2010-01-01

The authors provide a rationale for the critical study of film texts in the English language arts. For struggling or reluctant students, film offers an accessibility that the printed text may not. Students who are intimidated by, or impeded from, accessing print text are able to discuss film with acuity and insight. The study of visual texts can…

"The Chinese Approach to Learning": Cultural Trait or Situated Response? The Case of a Self-Directed Learning Programme

ERIC Educational Resources Information Center

Gieve, Simon; Clark, Rose

2005-01-01

This paper raises the question of how flexible approaches to learning are to contextual factors, as opposed to being culturally determined, with specific reference to autonomy in Chinese students studying in the UK. We describe the outcome of a research project which investigated Chinese undergraduates studying English language as part of their UK…

Seeing through a Different Lens: What Do Interns Learn when They Make Video Cases of Their Own Teaching?

ERIC Educational Resources Information Center

Rosaen, Cheryl L.; Lundeberg, Mary; Terpstra, Marjorie; Cooper, Marjorie; Fu, Jing; Niu, Rui

2010-01-01

This study included four preservice interns at a Midwestern university in the United States who were learning to facilitate interactive discussions in English language arts. The authors investigated how the interns' perceptions of their self-selected audience influenced what they noticed, talked about, and learned as they constructed a video case…

The GLOBE Visualization Project: Using WWW in the Classroom.

ERIC Educational Resources Information Center

de La Beaujardiere, J-F; And Others

1997-01-01

Describes a World Wide Web-based, user-friendly, language-independent graphical user interface providing access to visualizations created for GLOBE (Global Learning and Observations to Benefit the Environment), a multinational program of education and science. (DDR)

Specialist English as a foreign language for European public health: evaluation of competencies and needs among Polish and Lithuanian students.

PubMed

Sumskas, Linas; Czabanowska, Katarzyna; Bruneviciūte, Raimonda; Kregzdyte, Rima; Krikstaponyte, Zita; Ziomkiewicz, Anna

2010-01-01

Foreign languages are becoming an essential prerequisite for a successful carrier among all professions including public health professionals in many countries. The expanding role of English as a mode of communication allows for university graduates to project and to seek their career in English-speaking countries. The present study was carried out in the framework of EU Leonardo da Vinci project "Specialist English as a foreign language for European public health." The study aimed to get a deeper insight how the English language is perceived as a foreign language, by Polish and Lithuanian public health students, what is level of their language competence, which level of English proficiency they expect to use in future. MATERIAL AND METHODS. A total of 246 respondents completed the special questionnaires in autumn semester in 2005. A questionnaire form was developed by the international project team. For evaluation of English competences, the Language Passport (Common European Framework of Reference for Languages of Council of Europe) was applied. RESULTS. Current self-rated proficiency of the English language was at the same level for Lithuanian (3.47+/-1.14) and Polish (3.31+/-0.83) respondents (P>0.05). Majority of respondents (88.6% of Lithuanian and 87.8% of Polish) reported using the English language for their current studies. Respondents reported a significant increase in necessity for higher level of English proficiency in future: mean scores provided by respondents changed from B1 level to B2 level. Respondents gave priority to less formal and practice-based interactive English teaching methods (going abroad, contacts with native speakers) in comparison with theory-oriented methods of learning (self-studying, Internet courses). CONCLUSIONS. Similar levels of English language in all five areas of language skills were established in Polish and Lithuanian university students. Respondents gave more priorities to less formal and practice-based interactive English teaching methods (going abroad, contacts with native speakers) in comparison with theory-oriented or classroom-based methods of learning (self-studying, Internet courses). Survey showed a growing interest of students in improving English language in the future in Poland and Lithuania.

Effects of Corpus-Aided Language Learning in the EFL Grammar Classroom: A Case Study of Students' Learning Attitudes and Teachers' Perceptions in Taiwan

ERIC Educational Resources Information Center

Lin, Ming Huei

2016-01-01

This study employed a blended approach to form an extensive assessment of the pedagogical suitability of data-driven learning (DDL) in Taiwan's EFL grammar classrooms. On the one hand, the study quantitatively investigated the effects of DDL compared with that of a traditional deductive approach on the learning motivation and self-efficacy of…

Error Awareness and Recovery in Conversational Spoken Language Interfaces

DTIC Science & Technology

2007-05-01

portant step towards constructing autonomously self -improving systems. Furthermore, we developed a scalable, data-driven approach that allows a system...prob- lems in spoken dialog (as well as other interactive systems) and constitutes an important step towards building autonomously self -improving...implicitly-supervised learning approach is applicable to other problems, and represents an important step towards developing autonomous, self

The Social Genesis of Self-Regulation: The Case of Two Korean Adolescents Learning English as a Second Language

ERIC Educational Resources Information Center

Jang, Eun-Young; DaSilva Iddings, Ana Christina

2010-01-01

From a sociocultural perspective the concept of self-regulation is associated to voluntary control over higher and culturally organized mental functions such as, for example, focusing attention, planning a course of action, solving a problem, or deliberately remembering something. Thus, the ability to self-regulate is highly related to school…

Case Studies of Multilingual/Multicultural Asian Deaf Adults: Strategies for Success

ERIC Educational Resources Information Center

Wang, Qiuying; Andrews, Jean; Liu, Hsiu Tan; Liu, Chun Jung

2016-01-01

Case studies of adult d/Deaf or Hard of Hearing Multilingual Learners (DMLs) are few, especially studies of DMLs who learn more than one sign language and read logographic and alphabetic scripts. To reduce this paucity, two descriptive case studies are presented. Written questionnaires, face-to-face interviews, and self-appraisals of language-use…

Competition between multiple words for a referent in cross-situational word learning

PubMed Central

Benitez, Viridiana L.; Yurovsky, Daniel; Smith, Linda B.

2016-01-01

Three experiments investigated competition between word-object pairings in a cross-situational word-learning paradigm. Adults were presented with One-Word pairings, where a single word labeled a single object, and Two-Word pairings, where two words labeled a single object. In addition to measuring learning of these two pairing types, we measured competition between words that refer to the same object. When the word-object co-occurrences were presented intermixed in training (Experiment 1), we found evidence for direct competition between words that label the same referent. Separating the two words for an object in time eliminated any evidence for this competition (Experiment 2). Experiment 3 demonstrated that adding a linguistic cue to the second label for a referent led to different competition effects between adults who self-reported different language learning histories, suggesting both distinctiveness and language learning history affect competition. Finally, in all experiments, competition effects were unrelated to participants’ explicit judgments of learning, suggesting that competition reflects the operating characteristics of implicit learning processes. Together, these results demonstrate that the role of competition between overlapping associations in statistical word-referent learning depends on time, the distinctiveness of word-object pairings, and language learning history. PMID:27087742

Adult Education in Savannah, Georgia 1765-1789

ERIC Educational Resources Information Center

Long, Huey B.

1973-01-01

Advertisements in Savannah, Georgia, newspapers from 1765 through 1789 offered adults leisure-related topics for learning such as drawing, language, music and self-defense through private venture schools. (DS)

Can Learning a Foreign Language Foster Analytic Thinking?-Evidence from Chinese EFL Learners' Writings.

PubMed

Jiang, Jingyang; Ouyang, Jinghui; Liu, Haitao

2016-01-01

Language is not only the representation of thinking, but also shapes thinking. Studies on bilinguals suggest that a foreign language plays an important and unconscious role in thinking. In this study, a software-Linguistic Inquiry and Word Count 2007-was used to investigate whether the learning of English as a foreign language (EFL) can foster Chinese high school students' English analytic thinking (EAT) through the analysis of their English writings with our self-built corpus. It was found that: (1) learning English can foster Chinese learners' EAT. Chinese EFL learners' ability of making distinctions, degree of cognitive complexity and degree of thinking activeness have all improved along with the increase of their English proficiency and their age; (2) there exist differences in Chinese EFL learners' EAT and that of English native speakers, i. e. English native speakers are better in the ability of making distinctions and degree of thinking activeness. These findings suggest that the best EFL learners in high schools have gained native-like analytic thinking through six years' English learning and are able to switch their cognitive styles as needed.

A Natural Language Intelligent Tutoring System for Training Pathologists - Implementation and Evaluation

PubMed Central

El Saadawi, Gilan M.; Tseytlin, Eugene; Legowski, Elizabeth; Jukic, Drazen; Castine, Melissa; Fine, Jeffrey; Gormley, Robert; Crowley, Rebecca S.

2009-01-01

Introduction We developed and evaluated a Natural Language Interface (NLI) for an Intelligent Tutoring System (ITS) in Diagnostic Pathology. The system teaches residents to examine pathologic slides and write accurate pathology reports while providing immediate feedback on errors they make in their slide review and diagnostic reports. Residents can ask for help at any point in the case, and will receive context-specific feedback. Research Questions We evaluated (1) the performance of our natural language system, (2) the effect of the system on learning (3) the effect of feedback timing on learning gains and (4) the effect of ReportTutor on performance to self-assessment correlations. Methods The study uses a crossover 2×2 factorial design. We recruited 20 subjects from 4 academic programs. Subjects were randomly assigned to one of the four conditions - two conditions for the immediate interface, and two for the delayed interface. An expert dermatopathologist created a reference standard and 2 board certified AP/CP pathology fellows manually coded the residents' assessment reports. Subjects were given the opportunity to self grade their performance and we used a survey to determine student response to both interfaces. Results Our results show a highly significant improvement in report writing after one tutoring session with 4-fold increase in the learning gains with both interfaces but no effect of feedback timing on performance gains. Residents who used the immediate feedback interface first experienced a feature learning gain that is correlated with the number of cases they viewed. There was no correlation between performance and self-assessment in either condition. PMID:17934789

A natural language intelligent tutoring system for training pathologists: implementation and evaluation.

PubMed

El Saadawi, Gilan M; Tseytlin, Eugene; Legowski, Elizabeth; Jukic, Drazen; Castine, Melissa; Fine, Jeffrey; Gormley, Robert; Crowley, Rebecca S

2008-12-01

We developed and evaluated a Natural Language Interface (NLI) for an Intelligent Tutoring System (ITS) in Diagnostic Pathology. The system teaches residents to examine pathologic slides and write accurate pathology reports while providing immediate feedback on errors they make in their slide review and diagnostic reports. Residents can ask for help at any point in the case, and will receive context-specific feedback. We evaluated (1) the performance of our natural language system, (2) the effect of the system on learning (3) the effect of feedback timing on learning gains and (4) the effect of ReportTutor on performance to self-assessment correlations. The study uses a crossover 2 x 2 factorial design. We recruited 20 subjects from 4 academic programs. Subjects were randomly assigned to one of the four conditions--two conditions for the immediate interface, and two for the delayed interface. An expert dermatopathologist created a reference standard and 2 board certified AP/CP pathology fellows manually coded the residents' assessment reports. Subjects were given the opportunity to self grade their performance and we used a survey to determine student response to both interfaces. Our results show a highly significant improvement in report writing after one tutoring session with 4-fold increase in the learning gains with both interfaces but no effect of feedback timing on performance gains. Residents who used the immediate feedback interface first experienced a feature learning gain that is correlated with the number of cases they viewed. There was no correlation between performance and self-assessment in either condition.

Effect of Computer-Delivered Testing on Achievement in a Mastery Learning Course of Study with Partial Scoring and Variable Pacing.

ERIC Educational Resources Information Center

Evans, Richard M.; Surkan, Alvin J.

The recent arrival of portable computer systems with high-level language interpreters now makes it practical to rapidly develop complex testing and scoring programs. These programs permit undergraduates access, at arbitrary times, to testing as an integral part of a mastery learning strategy. Effects of introducing the computer were studied by…

Learning Science, Talking Science: The Impact of a Technology-Enhanced Curriculum on Students' Science Learning in Linguistically Diverse Mainstream Classrooms

ERIC Educational Resources Information Center

Ryoo, Kihyun

2009-01-01

The significant increase of English Language Learners (ELLs) in the United States raises complex questions about how to provide these students with access to high quality education that can improve both their content knowledge of school subjects and their English proficiency, particularly their academic English proficiency. The development of…

Developing Critical L2 Digital Literacy through the Use of Computer-Based Internet-Hosted Learning Management Systems such as Moodle

NASA Astrophysics Data System (ADS)

Meurant, Robert C.

Second Language (L2) Digital Literacy is of emerging importance within English as a Foreign Language (EFL) in Korea, and will evolve to become regarded as the most critical component of overall L2 English Literacy. Computer-based Internet-hosted Learning Management Systems (LMS), such as the popular open-source Moodle, are rapidly being adopted worldwide for distance education, and are also being applied to blended (hybrid) education. In EFL Education, they have a special potential: by setting the LMS to force English to be used exclusively throughout a course website, the meta-language can be made the target L2 language. Of necessity, students develop the ability to use English to navigate the Internet, access and contribute to online resources, and engage in computer-mediated communication. Through such pragmatic engagement with English, students significantly develop their L2 Digital Literacy.

The Effects of Large-Group Instruction, Modeling, or See the Sound/Visual Phonics on Undergraduate Students Learning to Read Italian

ERIC Educational Resources Information Center

Cihon, Traci M.; Morford, Zachary, Stephens, Christopher J.; Morrison, Dorothy; Shrontz, Rachael; Kelly, Kimberly L.

2013-01-01

Reading in the second language (L2) allows learners access to new vocabulary and opportunities to translate from the L2 to the first language (L1) and vice versa. In this paper, we describe three studies that explored strategies for developing L2 Italian decoding repertoires. Participants were undergraduate students preparing for a short-term…

Web Site Usability Testing Involving People with Learning Disabilities Using Only Images and Audio to Access Information

ERIC Educational Resources Information Center

Williams, Peter

2013-01-01

The need for social inclusion, informed choice and the facilitation of independent living for people with learning disabilities (LD) is being emphasised ever more by government, professionals, academics and, indeed, by people with LD themselves, particularly in self-advocacy groups. Achieving goals around inclusion and autonomy requires access to…

Arithmetic memory networks established in childhood are changed by experience in adulthood

PubMed Central

Martinez-Lincoln, Amanda; Cortinas, Christina; Wicha, Nicole Y. Y.

2014-01-01

Adult bilinguals show stronger access to multiplication tables when using the language in which they learned arithmetic during childhood (LA+) than the other language (LA−), implying language-specific encoding of math facts. However, most bilinguals use LA+ throughout their life, confounding the impact of encoding and use. We tested if using arithmetic facts in LA− could reduce this LA− disadvantage. We measured event related brain potentials while bilingual teachers judged the correctness of multiplication problems in each of their languages. Critically, each teacher taught arithmetic in either LA+ or LA−. Earlier N400 peak latency was observed in both groups for the teaching than non-teaching language, showing more efficient access to these facts with use. LA+ teachers maintained an LA+ advantage, while LA− teachers showed equivalent N400 congruency effects (for incorrect versus correct solutions) in both languages. LA− teachers also showed a late positive component that may reflect conflict monitoring between their LA+ and a strong LA−. Thus, the LA− disadvantage for exact arithmetic established in early bilingual education can be mitigated by later use of LA−. PMID:25445361

Internet Activities Using Scientific Data. A Self-Guided Exploration.

ERIC Educational Resources Information Center

Froseth, Stan; Poppe, Barbara

This guide is intended for the secondary school teacher (especially math or science) or the student who wants to access and learn about scientific data on the Internet. It is organized as a self-guided exploration. Nine exercises enable the user to access and analyze on-line information from the National Oceanic and Atmospheric Administration…

Health care system accessibility. Experiences and perceptions of deaf people.

PubMed

Steinberg, Annie G; Barnett, Steven; Meador, Helen E; Wiggins, Erin A; Zazove, Philip

2006-03-01

People who are deaf use health care services differently than the general population; little research has been carried out to understand the reasons. To better understand the health care experiences of deaf people who communicate in American Sign Language. Qualitative analyses of focus group discussions in 3 U.S. cities. Ninety-one deaf adults who communicate primarily in American Sign Language. We collected information about health care communication and perceptions of clinicians' attitudes. We elicited stories of both positive and negative encounters, as well as recommendations for improving health care. Communication difficulties were ubiquitous. Fear, mistrust, and frustration were prominent in participants' descriptions of health care encounters. Positive experiences were characterized by the presence of medically experienced certified interpreters, health care practitioners with sign language skills, and practitioners who made an effort to improve communication. Many participants acknowledged limited knowledge of their legal rights and did not advocate for themselves. Some participants believed that health care practitioners should learn more about sociocultural aspects of deafness. Deaf people report difficulties using health care services. Physicians can facilitate change to improve this. Future research should explore the perspective of clinicians when working with deaf people, ways to improve communication, and the impact of programs that teach deaf people self-advocacy skills and about their legal rights.

Exploring English Language Learners (ELL) experiences with scientific language and inquiry within a real life context

NASA Astrophysics Data System (ADS)

Algee, Lisa M.

English Language Learners (ELL) are often at a distinct disadvantage from receiving authentic science learning opportunites. This study explored English Language Learners (ELL) learning experiences with scientific language and inquiry within a real life context. This research was theoretically informed by sociocultural theory and literature on student learning and science teaching for ELL. A qualitative, case study was used to explore students' learning experiences. Data from multiple sources was collected: student interviews, science letters, an assessment in another context, field-notes, student presentations, inquiry assessment, instructional group conversations, parent interviews, parent letters, parent homework, teacher-researcher evaluation, teacher-researcher reflective journal, and student ratings of learning activities. These data sources informed the following research questions: (1) Does participation in an out-of-school contextualized inquiry science project increase ELL use of scientific language? (2) Does participation in an out-of-school contextualized inquiry science project increase ELL understanding of scientific inquiry and their motivation to learn? (3) What are parents' funds of knowledge about the local ecology and does this inform students' experiences in the science project? All data sources concerning students were analyzed for similar patterns and trends and triangulation was sought through the use of these data sources. The remaining data sources concerning the teacher-researcher were used to inform and assess whether the pedagogical and research practices were in alignment with the proposed theoretical framework. Data sources concerning parental participation accessed funds of knowledge, which informed the curriculum in order to create continuity and connections between home and school. To ensure accuracy in the researchers' interpretations of student and parent responses during interviews, member checking was employed. The findings suggest that participation in an out-of-school contextualized inquiry science project increased ELL use of scientific language and understanding of scientific inquiry and motivation to learn. In addition, parent' funds of knowledge informed students' experiences in the science project. These findings suggest that the learning and teaching practices and the real life experiential learning contexts served as an effective means for increasing students' understandings and motivation to learn.

Real-time lexical comprehension in young children learning American Sign Language.

PubMed

MacDonald, Kyle; LaMarr, Todd; Corina, David; Marchman, Virginia A; Fernald, Anne

2018-04-16

When children interpret spoken language in real time, linguistic information drives rapid shifts in visual attention to objects in the visual world. This language-vision interaction can provide insights into children's developing efficiency in language comprehension. But how does language influence visual attention when the linguistic signal and the visual world are both processed via the visual channel? Here, we measured eye movements during real-time comprehension of a visual-manual language, American Sign Language (ASL), by 29 native ASL-learning children (16-53 mos, 16 deaf, 13 hearing) and 16 fluent deaf adult signers. All signers showed evidence of rapid, incremental language comprehension, tending to initiate an eye movement before sign offset. Deaf and hearing ASL-learners showed similar gaze patterns, suggesting that the in-the-moment dynamics of eye movements during ASL processing are shaped by the constraints of processing a visual language in real time and not by differential access to auditory information in day-to-day life. Finally, variation in children's ASL processing was positively correlated with age and vocabulary size. Thus, despite competition for attention within a single modality, the timing and accuracy of visual fixations during ASL comprehension reflect information processing skills that are important for language acquisition regardless of language modality. © 2018 John Wiley & Sons Ltd.

Language production in a shared task: Cumulative Semantic Interference from self- and other-produced context words.

PubMed

Hoedemaker, Renske S; Ernst, Jessica; Meyer, Antje S; Belke, Eva

2017-01-01

This study assessed the effects of semantic context in the form of self-produced and other-produced words on subsequent language production. Pairs of participants performed a joint picture naming task, taking turns while naming a continuous series of pictures. In the single-speaker version of this paradigm, naming latencies have been found to increase for successive presentations of exemplars from the same category, a phenomenon known as Cumulative Semantic Interference (CSI). As expected, the joint-naming task showed a within-speaker CSI effect, such that naming latencies increased as a function of the number of category exemplars named previously by the participant (self-produced items). Crucially, we also observed an across-speaker CSI effect, such that naming latencies slowed as a function of the number of category members named by the participant's task partner (other-produced items). The magnitude of the across-speaker CSI effect did not vary as a function of whether or not the listening participant could see the pictures their partner was naming. The observation of across-speaker CSI suggests that the effect originates at the conceptual level of the language system, as proposed by Belke's (2013) Conceptual Accumulation account. Whereas self-produced and other-produced words both resulted in a CSI effect on naming latencies, post-experiment free recall rates were higher for self-produced than other-produced items. Together, these results suggest that both speaking and listening result in implicit learning at the conceptual level of the language system but that these effects are independent of explicit learning as indicated by item recall. Copyright © 2016 Elsevier B.V. All rights reserved.

Design issues for a reinforcement-based self-learning fuzzy controller

NASA Technical Reports Server (NTRS)

Yen, John; Wang, Haojin; Dauherity, Walter

1993-01-01

Fuzzy logic controllers have some often cited advantages over conventional techniques such as PID control: easy implementation, its accommodation to natural language, the ability to cover wider range of operating conditions and others. One major obstacle that hinders its broader application is the lack of a systematic way to develop and modify its rules and as result the creation and modification of fuzzy rules often depends on try-error or pure experimentation. One of the proposed approaches to address this issue is self-learning fuzzy logic controllers (SFLC) that use reinforcement learning techniques to learn the desirability of states and to adjust the consequent part of fuzzy control rules accordingly. Due to the different dynamics of the controlled processes, the performance of self-learning fuzzy controller is highly contingent on the design. The design issue has not received sufficient attention. The issues related to the design of a SFLC for the application to chemical process are discussed and its performance is compared with that of PID and self-tuning fuzzy logic controller.

Apprenticeship of Immersion: College Access for High School Students Interested in Teaching Mathematics or Science

ERIC Educational Resources Information Center

Harkness, Shelly Sheats; Johnson, Iris DeLoach; Hensley, Billy; Stallworth, James A.

2011-01-01

Issues related to college access and the need for a pipeline of STEM teachers, provided the impetus for the Ohio Board of Regents (OBR) to issue a call for Ohio universities to design pre-college experiences for high school students with three major goals in mind: (a) improvement in mathematics, science, or foreign language learning; (b) increased…

Courseware Integration into Task-Based Learning: A Case Study of Multimedia Courseware-Supported Oral Presentations for Non-English Major Students

ERIC Educational Resources Information Center

Tsai, Shu-Chiao

2011-01-01

This study reports on the integration of English for Specific Purposes (ESP) multimedia courseware for oral presentations into a self-learning and elective program for non-English major students in an English as a Foreign Language (EFL) setting. A computer-aided instruction approach, combined with a task-based learning approach, was adopted.…

Year 9 Student Voices Negotiating Digital Tools and Self-Regulated Learning Strategies in a Bilingual Managed Learning Environment

ERIC Educational Resources Information Center

Freihofner, Ulla; Smala, Simone; Campbell, Chris

2016-01-01

The increase in the use of educational technologies in Australian high schools has sparked this investigation into how Year 9 (13 to 14 years of age) students experience and negotiate a new technology enhanced learning environment in a bilingual classroom setting. The paper is about examining the students' language practices in German and English…

Secondary School Students’ LLL Competencies, and Their Relation with Classroom Structure and Achievement

PubMed Central

Klug, Julia; Lüftenegger, Marko; Bergsmann, Evelyn; Spiel, Christiane; Schober, Barbara

2016-01-01

There is a strong urge to foster lifelong learning (LLL) competencies with its key components – motivation and self-regulated learning – from early on in the education system. School in general is presently not considered to be successful in systematically imparting motivation and self-regulated learning strategies. There is strong evidence that decisive motivational determinants decrease the longer students stay in school. At present, the central sources of information about the situation in Austria are international monitoring studies, which only examine selected aspects of specific target groups, and their interpretability concerning mean values is constricted due to cultural differences. Thus, it is important to conduct additional and more differentiated national surveys of the actual state. This is why this study aimed at answering the following questions: (1) how well are Austrian students equipped for the future, in terms of their lifelong learning competencies, (2) can perceived classroom structure predict students’ LLL, and (3) is there a correlation of students’ LLL with their achievement in the school subjects math and German language. 5366 students (52.1% female) from 36 Austrian schools took part in the online-questionnaire (mean age 15.35 years, SD = 2.45), which measured their perceived LLL competencies in the subjects math and German language, their perceived classroom structure and their achievement. Results showed that the great majority of Austrian students – independent from domain and sex – know and are able to apply cognitive as well as metacognitive learning strategies. With regard to motivation the picture is less satisfactory: whilst students’ self-efficacy is not the problem, there is a lack of interest in the school subjects and they often report to follow performance approach goals. Classroom structure positively predicted students’ goals, interest, self-efficacy and learning strategies. Self-efficacy, performance approach goals, meta-cognitive and deep learning strategies in turn predicted achievement positively, and performance avoidance goals negatively. PMID:27242594

Secondary School Students' LLL Competencies, and Their Relation with Classroom Structure and Achievement.

PubMed

Klug, Julia; Lüftenegger, Marko; Bergsmann, Evelyn; Spiel, Christiane; Schober, Barbara

2016-01-01

There is a strong urge to foster lifelong learning (LLL) competencies with its key components - motivation and self-regulated learning - from early on in the education system. School in general is presently not considered to be successful in systematically imparting motivation and self-regulated learning strategies. There is strong evidence that decisive motivational determinants decrease the longer students stay in school. At present, the central sources of information about the situation in Austria are international monitoring studies, which only examine selected aspects of specific target groups, and their interpretability concerning mean values is constricted due to cultural differences. Thus, it is important to conduct additional and more differentiated national surveys of the actual state. This is why this study aimed at answering the following questions: (1) how well are Austrian students equipped for the future, in terms of their lifelong learning competencies, (2) can perceived classroom structure predict students' LLL, and (3) is there a correlation of students' LLL with their achievement in the school subjects math and German language. 5366 students (52.1% female) from 36 Austrian schools took part in the online-questionnaire (mean age 15.35 years, SD = 2.45), which measured their perceived LLL competencies in the subjects math and German language, their perceived classroom structure and their achievement. Results showed that the great majority of Austrian students - independent from domain and sex - know and are able to apply cognitive as well as metacognitive learning strategies. With regard to motivation the picture is less satisfactory: whilst students' self-efficacy is not the problem, there is a lack of interest in the school subjects and they often report to follow performance approach goals. Classroom structure positively predicted students' goals, interest, self-efficacy and learning strategies. Self-efficacy, performance approach goals, meta-cognitive and deep learning strategies in turn predicted achievement positively, and performance avoidance goals negatively.

Knowledge Strands: Enhancing Student Perception of Online Postings

ERIC Educational Resources Information Center

Gaudry-Hudson, Christine; Yalda, Sepideh

2008-01-01

An important component of student-centered learning is students' ability to connect to their own experiences and to build on their initial perspectives. In this collaborative project, two courses, one in foreign language and one in meteorology, use online postings and threaded discussions to guide the student in a self-study of progress, learning,…

The Effectiveness of Multimedia Programmes in Children's Vocabulary Learning

ERIC Educational Resources Information Center

Acha, Joana

2009-01-01

The present experiment investigated the effect of three different presentation modes in children's vocabulary learning with a self-guided multimedia programmes. Participants were 135 third and fourth grade children who read a short English language story presented by a computer programme. For 12 key (previously unknown) words in the story,…

Learning Communities: Beliefs Embedded in Content-Based Rituals

ERIC Educational Resources Information Center

Bartel, Virginia B.

2005-01-01

This article addresses the underlying beliefs needed by teachers of young children if their learning communities are to be successful and self-sustaining. The relationships of language arts and social studies content to specific academic, social and literary rituals are discussed in the context of classroom examples in the United States. Trust and…

A Review of Factors Associated with Young Children's Difficulties in Acquiring Age-Appropriate Mathematical Abilities.

ERIC Educational Resources Information Center

Evans, Roy; Goodman, Kathy

1995-01-01

Analyzes the factors behind children's learning difficulties in mathematics from three kinds of characteristics: characteristics of the child, of the teacher/teaching method, and of the subject. Suggests that perceived underachievement comes mainly from poor self-image, learning style, poor language skills, dyslexic-type difficulties, lack of…

Learning to Eat Politely at the Chinese Homestay Dinner Table: Two Contrasting Case Studies

ERIC Educational Resources Information Center

Lee, Sheng-Hsun; Wu, Qian; Di, Chunyuan; Kinginger, Celeste

2017-01-01

While study abroad homestays are often credited with providing opportunities for language and cultural learning, at times they can be characterized by communicative, cross-cultural, or interpersonal discord. In documenting these conflicts and their consequences, research to date has relied largely on students' self-reports, often focusing on their…

The Features of Effective Online Professional Development for Early Childhood Educators

ERIC Educational Resources Information Center

Ascetta, Kate Elisabeth

2017-01-01

The purpose of this current study was to examine the effect of a preschool teacher intervention around the use self-monitoring and the online learning modules. The interventions were delivered online using: online learning modules that provided exemplars of the operationally defined instructional language supports. The study included 12 Head Start…

Self-Efficacy and IPS: An Empirical Study

ERIC Educational Resources Information Center

McLeod, Linda P.

2015-01-01

The fact that some learners learn language more successfully than others who are at the same level of aptitude and capabilities is inevitable. To understand why, the researcher has focused her attention on individual differences among learners. The ones that have been taken into account in this study are namely called self-efficacy and identity…

How Setting Goals Enhances Learners' Self-Efficacy Beliefs in Listening Comprehension

ERIC Educational Resources Information Center

Ballesteros Muñoz, Liliana; Tutistar Jojoa, Silvana

2014-01-01

This article outlines a study that explores the relationship between SMART goal setting (Specific, Measurable, Attainable, Relevant, and Time-based) and learning English in Colombia concerning a foreign language learners' self-efficacy beliefs in listening. The participants were seventh and ninth grade students of two schools in Bogotá, Colombia.…

Revisiting the Concept of Self-Efficacy as a Language Learning Enhancer

ERIC Educational Resources Information Center

García Gutiérrez, Carol Andrea; Durán Narváez, Norma Contanza

2017-01-01

Individuals' self-efficacy beliefs determine the ways they perform in any domain, since they reflect the extent to which people feel capable to achieve certain accomplishments Bandura (1997). This paper describes how a group of intermediate school students' constant failure in the exams, demotivating attitudes, apathy and reluctance to learn…

Investigating Kindergarteners' Number Sense and Self-Regulation Scores in Relation to Their Mathematics and Turkish Scores in Middle School

ERIC Educational Resources Information Center

Ivrendi, Asiye

2016-01-01

Number sense and self-regulation are considered foundational skills for later school learning. This study aimed to investigate the predictive power of kindergarten children's number sense and self-regulation scores on their mathematics and Turkish language examination scores in the 5th and 6th grades. The participants in this study were 5th grade…

The Link between Pronunciation Anxiety and Willingness to Communicate in the Foreign-Language Classroom: The Polish EFL Context

ERIC Educational Resources Information Center

Baran-Lucarz, Malgorzata

2014-01-01

Anxiety and L2 self-confidence have been suggested as vital determinants of willingness to communicate (WTC) in a foreign-language (FL) learning environment. Studies also demonstrate that it is a concern over pronunciation mistakes that is particularly likely to cause embarrassment and apprehension in FL students. Linking these two facts may lead…

The Relationship between Pedagogical Beliefs and Teacher Efficacy: A Case Study of Chinese Foreign Language Teachers in Texas

ERIC Educational Resources Information Center

Liu, I-Chun

2012-01-01

This study investigated an emerging language learning culture by examining the relationship between teachers' pedagogical beliefs and perceived efficacy in two cities in southern Texas. Drawing on Bandura's (1994) theory of self-efficacy and Ashton and Webb's (1986) notions about teacher efficacy, a multi-sited case study was conducted to explore…

Facilitating Self-Regulated Learning with Technology: Evidence for Student Motivation and Exam Improvement

ERIC Educational Resources Information Center

Barber, Larissa K.; Bagsby, Patricia G.; Grawitch, Matthew J.; Buerck, John P.

2011-01-01

The authors examined the extent to which student access to the MyGrade application in Blackboard may facilitate motivation and exam improvement via grade monitoring. In support of self-regulated learning and feedback principles, students indicated that the MyGrade application helped them better monitor their course performance and increased their…

A Field Study of a Video Supported Seamless-Learning-Setting with Elementary Learners

ERIC Educational Resources Information Center

Fößl, Thomas; Ebner, Martin; Schön, Sandra; Holzinger, Andreas

2016-01-01

Seamless Learning shall initiate human learning processes that exceeds lesson and classroom limits. At the same time this approach fosters a self-regulated learning, by means of inspirational, open education settings. Advanced learning materials are easily accessible via mobile digital devices connected to the Internet. In this study it was…

An Ada implementation of the network manager for the advanced information processing system

NASA Technical Reports Server (NTRS)

Nagle, Gail A.

1986-01-01

From an implementation standpoint, the Ada language provided many features which facilitated the data and procedure abstraction process. The language supported a design which was dynamically flexible (despite strong typing), modular, and self-documenting. Adequate training of programmers requires access to an efficient compiler which supports full Ada. When the performance issues for real time processing are finally addressed by more stringent requirements for tasking features and the development of efficient run-time environments for embedded systems, the full power of the language will be realized.

Language proficiency and health status: are bilingual immigrants healthier?

PubMed

Schachter, Ariela; Kimbro, Rachel T; Gorman, Bridget K

2012-03-01

Bilingual immigrants appear to have a health advantage, and identifying the mechanisms responsible for this is of increasing interest to scholars and policy makers in the United States. Utilizing the National Latino and Asian American Study (NLAAS; n = 3,264), we investigate the associations between English and native-language proficiency and usage and self-rated health for Asian and Latino U.S. immigrants from China, the Philippines, Vietnam, Mexico, Cuba, and Puerto Rico. The findings demonstrate that across immigrant ethnic groups, being bilingual is associated with better self-rated physical and mental health relative to being proficient in only English or only a native language, and moreover, these associations are partially mediated by socioeconomic status and family support but not by acculturation, stress and discrimination, or health access and behaviors.

Guided Tour of Pythonian Museum

NASA Technical Reports Server (NTRS)

Lee, H. Joe

2017-01-01

At http:hdfeos.orgzoo, we have a large collection of Python examples of dealing with NASA HDF (Hierarchical Data Format) products. During this hands-on Python tutorial session, we'll present a few common hacks to access and visualize local NASA HDF data. We'll also cover how to access remote data served by OPeNDAP (Open-source Project for a Network Data Access Protocol). As a glue language, we will demonstrate how you can use Python for your data workflow - from searching data to analyzing data with machine learning.