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1. Implementation Challenges of the English Language ePortfolio System from Various Stakeholder Perspectives (EJ816673)
Author(s):
Cheng, Gary
Source:
Journal of Educational Technology Systems, v37 n1 p97-118 2008-2009
Pub Date:
2009-00-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Foreign Countries; English (Second Language); Curriculum Implementation; Program Implementation; Portfolio Assessment; Portfolios (Background Materials); Stakeholders; Second Language Instruction; Second Language Learning; Student Attitudes; Teacher Attitudes; Program Effectiveness; Design Requirements; Use Studies; Administrator Attitudes; Integrated Learning Systems; Educational Technology; Internet; Computer Uses in Education; Instructional Design; Computer System Design; Computer Software; Higher Education
Abstract: Electronic portfolio (ePortfolio) is no longer a new term in the area of educational research. It has been widely adopted by various tertiary institutions as a learning and assessment tool in different countries. A major feature of an ePortfolio is that it supports lifelong learning by archiving and showcasing selected artifacts from individual learners, recording their professional development and sharing their best work with others. To facilitate learners to produce their ePortfolios effectively and conveniently, the development of an online platform is necessary. The objective of this article is to explore and analyze the realistic problems faced by various stakeholders, including system developers and administrators, students as well as teachers, during the implementation of an ePortfolio system in the English Language Centre at the Hong Kong Polytechnic University. This article paints a clear picture of concerns raised by various stakeholders with regard to an ePortfolio system, how the system design responds to their concerns, and how the stakeholders are impacted by the system. (Contains 6 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. EFL Learners' Use of Online Reading Strategies and Comprehension of Texts: An Exploratory Study (EJ819454)
Huang, Hsin-chou; Chern, Chiou-lan; Lin, Chih-cheng
Computers & Education, v52 n1 p13-26 Jan 2009
2009-01-00
Journal Articles; Reports - Evaluative
Descriptors: Majors (Students); Reading Comprehension; Reading Programs; Reading Strategies; Data Analysis; English (Second Language); College English; Online Courses
Abstract: This study investigated EFL learners' online reading strategies and the effects of strategy use on comprehension. To fulfill the purposes of this study, a Web-based reading program, "English Reading Online", was created. Thirty applied English majors, divided into a high group and a low group based on their proficiency levels, were asked to read four authentic online texts; two were appropriate to the students' level of proficiency, and two were more difficult. Results from data analysis showed that the use of support strategies dominated the strategy use and contributed to most of the comprehension gains, but an exclusive dependence on support strategies did not successfully predict the increase in scores on main ideas and details when the students were reading more challenging texts. On the whole, the use of global strategies significantly contributed to better comprehension, especially for low proficiency students. (Contains 5 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. The Impact of Teleconferencing with Native English Speakers on English Learning by Taiwanese Students (EJ820820)
Wu, Wen-Chi; Marek, Michael
International Journal on E-Learning, v8 n1 p107-125 Jan 2009
Descriptors: Distance Education; Pilot Projects; Foreign Countries; Teleconferencing; Internet; Native Speakers; English (Second Language); Computer Mediated Communication; Synchronous Communication; Student Motivation; Self Efficacy; Student Surveys; Likert Scales; Participant Satisfaction
Abstract: Because there are few native speakers of English in Taiwan, students of English in Taiwan are often poorly motivated, having few opportunities to develop their skills and learn about American culture outside of class. Recent advancements in distance education allow live audio and video teleconferences via the Internet, a technology that has the potential to connect native English speakers with students learning the language. This paper presents initial findings from an ongoing pilot project in which Taiwanese students of English as a Foreign Language (EFL) interact with an American via "live" Internet teleconferencing, followed by one-on-one discussion. Quantitative and qualitative methodologies were used to evaluate changes in student motivation, confidence, and ability resulting from the presentations via the Internet. After the teleconferences, all three factors increased at a modest level, with motivation increasing most, followed by confidence, and ability. Students appreciated the American cultural information contained in the presentations and the ability to hear authentic American pronunciation and usage, and found the experience of talking with the American via the Internet to be less stressful than expected. This technique holds potential for significant increases in student motivation, confidence, and ability. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Cognitive Diagnostic Assessment of L2 Reading Comprehension Ability: Validity Arguments for Fusion Model Application to "Languedge" Assessment (EJ821581)
Jang, Eunice Eunhee
Language Testing, v26 n1 p31-73 2009
Descriptors: Feedback (Response); Reading Comprehension; Test Items; Validity; Diagnostic Tests; Scoring; Reading Skills; Second Language Learning; Evaluation Methods; Language Tests; Profiles; Cognitive Ability; English (Second Language); Foreign Countries; Self Evaluation (Individuals); Questionnaires
Abstract: With recent statistical advances in cognitive diagnostic assessment (CDA), the CDA approach has been increasingly applied to non-diagnostic tests partly to meet accountability demands for student achievement. The study aimed to evaluate critically the validity of the CDA application to an existing non-diagnostic L2 reading comprehension test and to provide information about challenges and conditions for the CDA approach. Based on Jang's study (2005), this paper focuses on the dependability of the Fusion Model's skill profiling, the characteristics of resulting L2 skill profiles, and the diagnostic capacity of "LanguEdge"[TM] test items. In addition, the paper examines the validity arguments from the users' perspective by focusing on the usefulness of the diagnostic feedback. The results suggest that the CDA approach can provide more fine-grained diagnostic information about the level of competency in reading skills than traditional aggregated-test scoring can. While various empirical evidence supported the dependability of the skill profiling process, the results also raised some concerns about the application of the CDA approach to a test developed for non-diagnostic purposes, most significantly, a lack of diagnostic capacity of some of the test items with extremely easy or difficult levels. The results offer useful information about the potential challenges and conditions for future application of cognitive diagnostic assessment. (Contains 5 footnotes, 10 tables, and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Relative Influence of Musical and Linguistic Experience on Early Cortical Processing of Pitch Contours (EJ821771)
Chandrasekaran, Bharath; Krishnan, Ananthanarayan; Gandour, Jackson T.
Brain and Language, v108 n1 p1-9 Jan 2009
Descriptors: Linguistics; Musicians; Mandarin Chinese; English (Second Language); Auditory Discrimination; Cognitive Processes; Influences
Abstract: To assess domain specificity of experience-dependent pitch representation we evaluated the mismatch negativity (MMN) and discrimination judgments of English musicians, English nonmusicians, and native Chinese for pitch contours presented in a nonspeech context using a passive oddball paradigm. Stimuli consisted of homologues of Mandarin high rising (T2) and high level (T1) tones, and a linear rising ramp (T2L). One condition involved a between-category contrast (T1/T2), the other, a within-category contrast (T2L/T2). Irrespective of condition, musicians and Chinese showed larger MMN responses than nonmusicians; Chinese larger than musicians. Chinese, however, were less accurate than nonnatives in overt discrimination of T2L and T2. Taken together, these findings suggest that experience-dependent effects to pitch contours are domain-general and not driven by linguistic categories. Yet specific differences in long-term experience in pitch processing between domains (music vs. language) may lead to gradations in cortical plasticity to pitch contours. (Contains 1 table and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. English Language Learner Engineering Collaborative (EJ821631)
Pendergraft, Katy; Daugherty, Michael K.; Rossetti, Charles
Technology Teacher, v68 n4 p10-14 Dec 2008-Jan 2009
Journal Articles; Reports - Descriptive
Descriptors: High Schools; Mentors; Parent Participation; Parent School Relationship; Engineering Education; Technology Education; English (Second Language); Second Language Learning; Educational Objectives; Hispanic Americans; Science Education; Mathematics Education; Program Descriptions; Elementary Secondary Education; Higher Education; Design
Abstract: In an effort to develop an engineering design project that would deliver the necessary content and reach out to the English Language Learner (ELL) community, faculty in the Engineering Academy at Springdale High School in Springdale, Arkansas instituted the ELL Engineering Collaborative. The ELL Engineering Collaborative has four primary goals including: (1) delivering engineering content in a practical, hands-on, contextual manner, (2) reaching out to ELL and Hispanic communities through parental involvement, (3) encouraging Hispanic students to consider a future in engineering or teaching; (4) Drawing connections between primary, secondary, and tertiary students in STEM fields. The focus of the ELL Engineering Collaborative was on two populations of students--high school and elementary ELL students. Both the high school and elementary students indicated that they benefited from this collaborative experience. The elementary students were able to see firsthand how the vocabulary, geometry, and fractions they learn at their school are applied. Meanwhile, the high school students are introduced to teaching and mentoring--which takes them to a higher level of understanding and creates a need to understand the material in more depth. Observations also indicate that the high school engineering academy students came away from the experience with irreplaceable teaching and mentoring experiences related to technology education and engineering design. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Lexical Patterns in L2 Textual Gist Identification Assessment (EJ821584)
Yamada, Kyoko
Language Testing, v26 n1 p101-122 2009
Descriptors: Reading Comprehension; Identification; Language Patterns; Second Language Learning; Language Processing; Vocabulary; Classification; Morphology (Languages); Reading Instruction; Evaluation Methods; English (Second Language); Language Proficiency; Foreign Countries; Student Evaluation
Abstract: Gist identification or coherent situation model construction performance is an important criterion not only in L1 and L2 reading comprehension assessment but also in every aspect of discourse processing. Whereas most previous L2 research has investigated schematic knowledge of readers about relations within a text, more recent studies have used models of comprehension that also pay attention to external reference and world knowledge. The present study proposes a way to assess gist identification by L2 readers using Hoey's (1991) theory of networks of repetition of lexical items including morphologically similar words and paraphrases of keywords containing the gist of a text. Based on Hoey's taxonomy, two models were tested. One, following Kintsch (e.g. 1998), assessed the ability to identify the gist of a text using minimal lookbacks. The other encouraged multiple lookbacks. The second model, which involved more reader involvement in finding referential relationships within a text, resulted in more detailed understanding of gist. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Self-, Peer-, and Teacher-Assessments in Japanese University EFL Writing Classrooms (EJ821585)
Matsuno, Sumie
Language Testing, v26 n1 p75-100 2009
Information Analyses; Journal Articles; Reports - Evaluative
Descriptors: Writing (Composition); Self Evaluation (Individuals); Student Evaluation; English (Second Language); Second Language Learning; Second Language Instruction; Peer Evaluation; Foreign Countries; Measurement Techniques; Grammar; Spelling; Writing Evaluation; Punctuation
Abstract: Multifaceted Rasch measurement was used in the present study with 91 student and 4 teacher raters to investigate how self- and peer-assessments work in comparison with teacher assessments in actual university writing classes. The results indicated that many self-raters assessed their own writing lower than predicted. This was particularly true for high-achieving students. Peer-raters were the most lenient raters; however, they rated high-achieving writers lower and low-achieving writers higher. This tendency was independent of their own writing abilities and therefore offered no support for the hypothesis that high-achieving writers rated severely and low-achieving writers rated leniently. On the other hand, most peer-raters were internally consistent and produced fewer bias interactions than self- and teacher-raters. Each of the four teachers was internally consistent; however, each displayed a unique bias pattern. Self-, peer-, and teacher-raters assessed "Grammar" severely and "Spelling" leniently. The analysis also revealed that teacher-raters assessed "Spelling," "Format," and "Punctuation" differently from the other criteria. It was concluded that self-assessment was somewhat idiosyncratic and therefore of limited utility as a part of formal assessment. Peer-assessors on the other hand were shown to be internally consistent and their rating patterns were not dependent on their own writing performance. They also produced relatively few bias interactions. These results suggest that in at least some contexts, peer-assessments can play a useful role in writing classes. By using multifaceted Rasch measurement, teachers can inform peer-raters of their bias patterns and help them develop better quality assessment criteria, two steps that might lead to better quality peer-assessment. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Graduate Business Education: Profiling Successful Students and Its Relevance for Marketing and Recruitment Policy (EJ822020)
Eddey, Peter; Baumann, Chris
Journal of Education for Business, v84 n3 p160-168 Jan-Feb 2009
Descriptors: Grade Point Average; Marketing; Business Education; Educational Policy; Graduate Study; Profiles; Student Recruitment; Foreign Countries; Student Characteristics; Academic Achievement; Graduate Students; English (Second Language); Second Language Learning; Language Proficiency; Foreign Students
Abstract: The authors conducted an analysis of 1,049 graduates from post-graduate business programs at an Australian university primarily to determine whether students from nonbusiness backgrounds, after completing a business preparation program, perform at the same academic level as students with prior studies in business. The authors found that students from business and nonbusiness backgrounds perform equally well. Another objective was to test the associations between additional student-related variables and academic performance for profiling successful postgraduate students. The authors found that younger postgraduate students and those who are more proficient in English achieve higher GPA scores. Student profiling is relevant for determining marketing and recruitment policy. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Implementation of Supportive School Programs for Immigrant Students in the United States (EJ822033)
Chu, Szu-Yin
Preventing School Failure, v53 n2 p67-72 Win 2009
Descriptors: Immigrants; Student Needs; English (Second Language); Academic Achievement; Educational Finance; Educational Resources; Accountability; Pupil Personnel Services; Program Effectiveness; Special Needs Students; Limited English Speaking; Academic Support Services; At Risk Students; Financial Support; Federal Legislation; Special Education; Program Evaluation
Abstract: The growing number of immigrant students in the United States continues to affect school programs. First, the author describes the issues that challenge immigrant students, including varying levels of language and academic performance, funding and school resources, and flexibility and accountability. Then, the author discuss what school leaders can do for these students, such as provide supportive school programs and services. In reviewing the characteristics of successful programs, school leaders can better understand how to work effectively with immigrant students. The author concludes with recommendations on evaluating programs and services for immigrants. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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