- Monterey, California, USA
- Computer Assisted Language Learning, CALL, Language Learning, Language Teaching, MFL, Modern Foreign Languages Teaching and Learning, and 33 moreBlogging, Social Media, Qualitative Research, Reflection, Teacher Research, Teacher Reflection, Linguistics, Applied Linguistics, Academic Writing, Rhetoric, Teaching English as a Second Language, India, Comics and Graphic Novels, Composition and Rhetoric, English for Academic Purposes, Technology, English As a Second Language (ESL), Writing, Second Language Writing, Gaming, ESL/EFL Writing, Plagiarism Detection, Business Communication, Public Relations and Social Media, Plagiarism, Teaching English As A Foreign Language, Teaching Second Language Writing, Teaching English, teaching academic writing to ESL or L2 students, Teaching EFL, Professional development of ESL/EFL teachers, Plagiarism studies, and Internationalisation of Higher Educationedit
Large enrollment online courses (over 40 students) are becoming increasingly common due to the profits they can offer institutions. Little research, however, has been conducted into faculty experiences in these contexts. This qualitative... more
Large enrollment online courses (over 40 students) are becoming increasingly common due to the profits they can offer institutions. Little research, however, has been conducted into faculty experiences in these contexts. This qualitative study fills this need and explores the experiences, challenges, and strategies of faculty, specifically in courses that have traditionally required interaction between students and teachers. Participants were professors and administrators (N = 13) of Chinese, English, Japanese, and Spanish teaching in a South Korean cyber university. Data included an online survey, interviews, and document analysis. Participants reported feeling slightly more-favorable than less-favorable about their experiences teaching and their students' experiences learning in these courses. ACTFL's (2010) guidelines for language courses were reexamined considering the current technology and budgetary environment, with findings ultimately leading to the Framework for Developing and Teaching Large Online Language Courses. We offer an expansion of the ACTFL criteria of meaningful interaction, documenting the role that interaction between student and rich media content has to offer. This study also highlights the degree to which these large online courses rely on students arriving with their own self-directed learning strategies, underlining concerns related to equity in education.
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This in-house inquiry explores the response practices of a group of L2 writing teachers in our specific program to gain a better understanding of these teachers’ feedback practices and to bring about purposeful change within our local... more
This in-house inquiry explores the response practices of a group of L2 writing teachers in our specific program to gain a better understanding of these teachers’ feedback practices and to bring about purposeful change within our local context. Data consists of 4,313 electronic feedback (e-feedback) items given by six writing teachers to 36 L2 students on six writing tasks in a first-year writing course for international students. Using Ene and Upton’s (2014) e-feedback framework, each feedback instance was coded for feedback target, directness, explicitness, charge, and location. Although some variations exist, results show that these teachers overwhelmingly focused on form across writing tasks. Findings also show that the e-feedback was primarily corrective, direct, explicit, and within-text. Following a discussion of our programmatic response to this internal investigation, we conclude by arguing that programs can establish philosophies of response grounded in their specific conte...
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Review by Dawn Bikowski, Ohio University Online cultural exchanges are becoming increasingly popular as technologies allow for more interaction, negotiation of meaning, and authentic communication with native speakers of a target... more
Review by Dawn Bikowski, Ohio University Online cultural exchanges are becoming increasingly popular as technologies allow for more interaction, negotiation of meaning, and authentic communication with native speakers of a target language. Goals of these projects generally move beyond learning linguistic components of a language to developing students’ intercultural communicative competence (Byram, 1997), often called intercultural competence (IC) as well. Networked technologies are seen as a primary means of accomplishing these goals, particularly as they allow learners to engage in projects with native speakers. Yet, more understanding about these online exchanges is needed, particularly regarding intercultural competence. Even three years after the publication of this collection, Dervin (2010) notes that in most language departments, intercultural competence is still often not understood by teachers or learners and is not being sufficiently developed in curricula. The need for in...
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This study investigated the effect of repeated in-class web-based collaborative writing tasks on second language writers’ (L2) individual writing scores. A pre-test post-test research model was used in addition to participant surveys,... more
This study investigated the effect of repeated in-class web-based collaborative writing tasks on second language writers’ (L2) individual writing scores. A pre-test post-test research model was used in addition to participant surveys, class observations, and teacher interviews. Participants included 59 L2 writers in a writing class at a large U.S. university. The 32 participants in the experimental group engaged in four in-class web-based collaborative writing tasks, while the 27 participants in the control group engaged in the same four in-class web-based writing tasks but individually. A paired samples t-test revealed that both groups experienced statistically significant gains from their pre- to posttest scores. An independent sample t-test of pre- to post-test gains revealed that the participants in the collaborative web-based writing group experienced statistically significant writing gains in their individual writing over the participants in the individual web-based writing gr...
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Page 1. THE DISCOURSE OF RELATIONSHIP BUILDING IN AN INTERCULTURAL VIRTUAL LEARNING COMMUNITY A dissertation presented to the faculty of the College of Education of Ohio University In partial fulfillment ...
This exploratory study contributes to the field of plagiarism studies by exploring the potential role of culture and educational context on how students understand and interpret source use practices. Participants were first language... more
This exploratory study contributes to the field of plagiarism studies by exploring the potential role of culture and educational context on how students understand and interpret source use practices. Participants were first language Chinese university students, one group studying in China (N=100) and another in the US (N=72). Data consisted of participants’ written descriptions in Chinese of five source use practices with varying levels of acceptability (e.g., unattributed copying, a cited paraphrase), thereby placing the concept of plagiarism within the larger framework of overall source use. Five screen capture videos of a fictional student writing a paper and using an online source represented different source use practices. A focus group was also used to explore participants’ understandings of Chinese term(s) that have many meanings in English. Quantitative and qualitative analyses reveal the China- and US-based students describe the source use practices differently. Differences were found in their use of polysemous Chinese words (e.g., yǐnyòng引用) that require several English words for translation, and in the frequency of words indicating plagiarism (抄袭 chāoxí and 剽窃 piáoqìe). Participants’ usage of first language terms related to plagiarism varied with exposure to a different culture and educational context, with participants in the US being more likely to refer to stigmatized practices (e.g., unattributed copying) with value-laden negative terms than were China-based participants. These differences in their usage of their first language illustrate the development of their awareness of academic expectations in the Anglo-American context. Pedagogical implications are discussed.
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This in-house inquiry explores the response practices of a group of L2 writing teachers in our specific program to gain a better understanding of these teachers' feedback practices and to bring about purposeful change within our local... more
This in-house inquiry explores the response practices of a group of L2 writing teachers in our specific program to gain a better understanding of these teachers' feedback practices and to bring about purposeful change within our local context. Data consist of 4,313 electronic feedback (e-feedback) items given by six writing teachers to 36 L2 students on six writing tasks in a first-year writing course for international students. Using Ene and Upton's (2014) e-feedback framework, each feedback instance was coded for feedback target, directness, explicitness, charge, and location. Although some variations exist, results show that these teachers overwhelmingly focused on form across writing tasks. Findings also show that the e-feedback was primarily corrective, direct, explicit, and within-text. Following a discussion of our programmatic response to this internal investigation, we conclude by arguing that programs can establish philosophies of response grounded in their specific context based on examination of local practices.
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This mixed-methods study explored non-native English speaking students' learning processes and engagement as they used a customized interactive digital textbook housed on a mobile device. Think aloud protocols, surveys of anticipated and... more
This mixed-methods study explored non-native English speaking students' learning processes and engagement as they used a customized interactive digital textbook housed on a mobile device. Think aloud protocols, surveys of anticipated and actual engagement with the digital textbook, reflective journals, and member checking constituted data collection. Participants included 13 students in a large U.S. university Business English class. This study responds to the call for further research on how interacting with digital textbooks and mobile devices may affect student reading behaviors and the learning process, using the cultures-of-use conceptual framework by Thorne (2003) as a lens for analysis. Results of a paired Wilcoxon signed-rank test found that participants entered the course with high expectations for the digital textbook and ratings remained high over the term, with only one area showing a significant decrease in engagement. Analysis of think aloud protocol and reflective journal data resulted in the creation of the Framework for Learning with Digital Resources. This framework of learning processes and strategies can be used by materials designers in creating digital textbooks and resources and by educators in supporting students as they move from using digital devices mainly for personal use to utilizing them effectively in their learning.
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This study investigated the effect of repeated in-class web-based collaborative writing tasks on second language writers' (L2) individual writing scores. A pre-test post-test research model was used in addition to participant surveys,... more
This study investigated the effect of repeated in-class web-based collaborative writing tasks on second language writers' (L2) individual writing scores. A pre-test post-test research model was used in addition to participant surveys, class observations, and teacher interviews. Participants included 59 L2 writers in a writing class at a large U.S. university. The 32 participants in the experimental group engaged in four in-class web-based collaborative writing tasks, while the 27 participants in the control group engaged in the same four in-class web-based writing tasks but individually. A paired samples t-test revealed that both groups experienced statistically significant gains from their pre-to post-test scores. An independent sample t-test of pre-to post-test gains revealed that the participants in the collaborative web-based writing group experienced statistically significant writing gains in their individual writing over the participants in the individual web-based writing group. Participant survey results showed that the L2 writers valued the collaborative in-class writing tasks overall and that many participants in the individual group wished they had done in-class collaborative web-based writing. Three types of collaborative groups emerged. Pedagogical implications for technology-enhanced collaborative writing are discussed, and a Teaching Cycle for Web-Based Collaborative Writing is introduced.
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This study investigates Web-based, project oriented, many-to-many collaborative writing for academic purposes. Thirty-eight Fulbright scholars in an orientation program at a large Midwestern university used a Web-based word processing... more
This study investigates Web-based, project oriented, many-to-many collaborative writing for academic purposes. Thirty-eight Fulbright scholars in an orientation program at a large Midwestern university used a Web-based word processing tool to collaboratively plan and report on a research project. The purpose of this study is to explore and understand the changing nature of collaborative writing, as it is influenced by Web-based writing contexts. Details of students’ writing processes and their perceptions of the collaborative Web-based word processing experience are explored. Findings suggest that students focused more on meaning than form, that their grammatical changes were overall more accurate than inaccurate, that they participated with varying frequency, and that they used the tool for simultaneous varied purposes. Student feedback about the Web-based collaborative activity and use of Google Docs offers additional insights. Observations about the evolving nature of Web-based collaborative writing and associated pedagogical practices including considerations about student autonomy are discussed.
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This study reports on how language teachers in preparation integrate key concepts from second language acquisition (SLA) theory into CALL curricular design. The need for language teachers who have had SLA coursework to receive orientation... more
This study reports on how language teachers in preparation integrate key concepts from second language acquisition (SLA) theory into CALL curricular design. The need for language teachers who have had SLA coursework to receive orientation to student- centered learning in a CALL context has been identified previously (Kessler, 2010). This research is intended to provide insight into the ways that students can more effectively design CALL environments with activities that are based on SLA-informed pedagogy. The suggestion is made that in order to successfully integrate SLA theories and CALL, not only is it beneficial for SLA principles to be incorporated into CALL courses but also for SLA theory courses to address the opportunities that CALL may offer for integrating SLA principles within the language classroom.
As technologies evolve, our communication styles, information needs and learning patterns are changing as well. How we as professionals can harness these opportunities that technology provides yet maintain our grounding in solid... more
As technologies evolve, our communication styles, information needs and learning patterns are changing as well. How we as professionals can harness these opportunities that technology provides yet maintain our grounding in solid pedagogical approaches can be challenging. Yet, this is an exciting time, allowing us to utilize our own creativity as we innovate our teaching in response to our changing environments. This paper outlines a framework that guides educators in using technologies in pedagogically sound ways that meet students’ communicative competence and digital literacy needs within an increasingly connected world. Resources and guidelines for integrating them into the classroom effectively are discussed, as teachers use technology for collaboration in an ever-changing technological landscape.
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Providing English language learners with effective feedback on their writing is an issue facing many writing teachers. This article focuses on English language learners’ perceptions of both direct and indirect form-focused written... more
Providing English language learners with effective feedback on their writing is an issue facing many writing teachers. This article focuses on English language learners’ perceptions of both direct and indirect form-focused written feedback and how these perceptions might change over time. Forty-two advanced level students in an intensive English program at a large U.S. university participated in two surveys, one at the beginning of the term and one at the end. They were asked to rate and comment on the usefulness of five types of feedback (three indirect and two direct) for the purposes of both text revision and the learning of grammar and writing. Students perceived the feedback types that provide codes, comments, and/or expla- nations as being more useful overall in text revision than other forms of feedback. Findings indicate that students’ perceptions regarding the usefulness of feedback types changed throughout the course. Three areas of feedback that students focused on as their perceptions change are identified, as are reasons why students did or did not value each of the feedback types.
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This study reports on attention to meaning among 40 NNS pre-service EFL teachers as they collaboratively constructed a wiki in a 16-week online course. Focus is placed upon the nature of individual and group behavior when attending to... more
This study reports on attention to meaning among 40 NNS pre-service EFL teachers as they collaboratively constructed a wiki in a 16-week online course. Focus is placed upon the nature of individual and group behavior when attending to meaning in a long-term wiki-based collaborative activity as well as the students' collaborative autonomous language learning abilities. Phases of group collaboration as well as individual language acts were analyzed. Student interaction and language use appear to benefit from flexible learning ...
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This paper presents a case study of writing tasks in graduate courses at a large, American university. The study investigates writing tasks across the curriculum and draws implications for curriculum design in English for Academic... more
This paper presents a case study of writing tasks in graduate courses at a large, American university. The study investigates writing tasks across the curriculum and draws implications for curriculum design in English for Academic Purposes (EAP). Using actual course syllabi for task analysis, the researchers analyzed 200 course syllabi from 20 academic departments covering a wide range of disciplines. Findings indicate that library research papers and project reports are the most commonly assigned tasks across the curriculum. This study also found that professors in the social sciences, arts, and humanities assign a wider variety of writing assignments and more writing assignments in general than do professors in the sciences, math, and engineering. Finally, while many courses in the sciences, math, and engineering require no writing assignments at all, each of these departments does have at least some courses requiring extended writing.
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Recent research has come a long way in describing the linguistic features of large samples of written texts, although a satisfactory description of L2 writing remains problematic. Even when variables such as proficiency, language... more
Recent research has come a long way in describing the linguistic features of large samples of written texts, although a satisfactory description of L2 writing remains problematic. Even when variables such as proficiency, language background, topic, and audience have been controlled, straightforward predictive relationships between linguistic variables and quality ratings have remained elusive, and perhaps they always will. We propose a different approach. Rather than assuming a linear relationship between linguistic features and quality ratings, we explore multiple profiles of highly rated timed compositions and describe how they compare in terms of their lexical, grammatical, and discourse features. To this end, we performed a cluster analysis on two sets of timed compositions to examine their patterns of use of several linguistic features. The purpose of the analysis was to investigate whether multiple profiles (or clusters) would emerge among the highly rated compositions in each data set. This did indeed occur. Within each data set, the profiles of highly rated texts differed significantly. Some profiles exhibited above-average levels for several linguistic features, whereas others showed below-average levels. We interpret the results as confirming that highly rated texts are not at all isometric, even though there do appear to be some identifiable constraints on the ways in which highly rated timed compositions may vary.
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This important book answers the growing call for US institutions to internationalize, create global citizens, and better serve diverse populations. Faculty are increasingly tasked with simultaneously encouraging a more inclusive... more
This important book answers the growing call for US institutions to internationalize, create global citizens, and better serve diverse populations. Faculty are increasingly tasked with simultaneously encouraging a more inclusive worldview, facilitating classroom environments that harness the potential of students, and advising students who may need an array of university services or speak English as an additional language. Teaching with a Global Perspective is an accessible, hands-on tool for faculty and instructors seeking to facilitate global classroom environments and to offer diverse students the academic, language, and interpersonal support needed for success. Rich with practical features including Classroom Strategies, Assessments, Case studies, Discussion Questions, and suggestions for further reading in bibliographies, chapters address:
• developing a working understanding of global learning and inclusivity;
identifying opportunities and barriers to helping students grow as global citizens;
• building confidence in teaching with a global perspective;
• facilitating courses and in-class participation that promote global and inclusive learning and communication between diverse populations;
• designing curricula, courses, assignments, and assessments that foster global and inclusive learning and support students with varied needs; and
• providing facilitative responses to students’ academic work.
Teaching with a Global Perspective bridges an important divide in discussions about globalizing curricula by developing readers’ content knowledge while also helping them to develop more effective global communication strategies.
• developing a working understanding of global learning and inclusivity;
identifying opportunities and barriers to helping students grow as global citizens;
• building confidence in teaching with a global perspective;
• facilitating courses and in-class participation that promote global and inclusive learning and communication between diverse populations;
• designing curricula, courses, assignments, and assessments that foster global and inclusive learning and support students with varied needs; and
• providing facilitative responses to students’ academic work.
Teaching with a Global Perspective bridges an important divide in discussions about globalizing curricula by developing readers’ content knowledge while also helping them to develop more effective global communication strategies.