Joshua M . Paiz
I am currently a teaching assistant professor of English for Academic Purposes at GW in Washington, D.C., where I teach graduate and undergraduate literacy courses. This year, I'm also on loan to the University Writing Program to teach their first class on composing with AI. I am also currently working with the U.S. Department of State and the Ministry of Education in Bahrain to advise on matters of policy and training related to AI in education. I am also a faculty member at Montgomery College, where I teach TESOL teacher education and preparation courses.
My current projects include my second book, a practical guide to meaningful and ethical AI integrating into English language teaching, under contract with Equinox Publishers, UK. I am also engaged in several collaborative research endeavors examining the role of AI in ELT pedagogy, writing centers practice, and the application of NLP to CALL research reviews.
I am also extending my professional practice with a second masters in applied computer sciences (GW).
Supervisors: Margie Berns (PhD Dissertation Chair), Tony Silva (PhD Dissertation), Felicia Roberts (PhD Dissertation), Melinda Reichelt (MA Thesis Chair, PhD Dissertation), Joseph Hara (MA Thesis), Anthony Edgington (MA Thesis), Douglas Coleman (MA Thesis), and Dwight Atkinson (Initial PhD Advisor)
Phone: 202-994-1059
My current projects include my second book, a practical guide to meaningful and ethical AI integrating into English language teaching, under contract with Equinox Publishers, UK. I am also engaged in several collaborative research endeavors examining the role of AI in ELT pedagogy, writing centers practice, and the application of NLP to CALL research reviews.
I am also extending my professional practice with a second masters in applied computer sciences (GW).
Supervisors: Margie Berns (PhD Dissertation Chair), Tony Silva (PhD Dissertation), Felicia Roberts (PhD Dissertation), Melinda Reichelt (MA Thesis Chair, PhD Dissertation), Joseph Hara (MA Thesis), Anthony Edgington (MA Thesis), Douglas Coleman (MA Thesis), and Dwight Atkinson (Initial PhD Advisor)
Phone: 202-994-1059
less
InterestsView All (33)
Uploads
Papers by Joshua M . Paiz
In order to test the proposed sociocognitive theory of identity, an autoethnographic research project has served as a testbed for the theoretical work addressed in the first half of this dissertation. This will begin by grounding the current research endeavor in the autoethnographic tradition. Then, an autoethnographic telling and sociocognitive interpretation of the author's professional identity development over the course of his entry into the discipline will be presented. This will include an examination of the ways in which identity performances can be off-loaded onto various aspects of one's ecosocial context as well as the ways in which various online platforms (e.g., Facebook, academia.edu, researchgate.net) mediate identity performances. Data and findings about the role of alignment in identity construction and enactment will also be presented. By examining the alignment between the author and his Major Professor, this study speaks to the ways that alignment can influence foregrounded identity performance, as well as the performance of a written professional identity.
In the conclusion, implications for graduate education and professional development will be outlined. Also provided will be a post-mortem of the proposed theory's performance as an analytical tool and possible directions for future identity research that utilizes this theoretical approach.
of their choice; depending on the round. The participants than wrote a short essay, in English, based on their idea generation tasks.
Once the Japanese was glossed into English and coded using a modified version of episodic units (see Brice, 2005), the thesis corroborates findings of Wang and Wen
(2003) which seem to suggest that they language used in idea generation may correlate to
a writer’s level of English proficiency. Also, it was discovered that the participants of this
study developed their ideas more thoroughly in English as opposed to Japanese. This may
be because of differences between the “communication mode (Scarborough, 1998).”
Online Writing Labs, or OWLs, are potentially powerful tools to extend the reach of the writing center beyond the physical space—meeting students-writers where they are at and in their time of need. That is, OWLs can play an important part in facilitating student success. This paper discusses the OWL life cycle in order to advocate for the continued growth and development of OWLs in a variety of national/regional contexts around the globe. First, the theoretical and practical considerations of starting an OWL will be discussed. This includes issues like deciding what kind of OWL to launch (e.g., asynchronous resource collection, synchronous web-based tutoring, etc.) as well as the practical needs to be considered (e.g., finding talent, deciding on server needs, etc.). Next, lessons from the fields of Writing Centers and Writing Program Administration (WPA) will be synthesized in order to highlight potentially effective ways to advocate for the resources needed to start and maintain a robust online writing lab. Finally, this paper will conclude by recommending best practices for OWL content development by discussing recent findings regarding user-centered design (UxD) and materials creation for second language (L2) writing at one of the world’s oldest and largest OWLs, the Purdue OWL.
This paper examines the ways in which a professional writing seminar in social work was designed and delivered to make explicit the professional literacy practices of the that field This seminar is part of the requirements for non-native English-speaking (NNES) students pursuing a Global Master’s in Social Work (gMSW) degree from a Sino-American joint-venture university in eastern China. This paper discusses how program administrators positioned the NNES students and how the course was designed to resist a deficit view of second language (L2) professional writing. It then discusses the evolution of students’ views towards professional writing as a critical site of professional identity performance.