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Full-Text Articles in Education

Patterns Of Tasks, Patterns Of Talk: L2 Literacy Building In University Spanish Classes, Jesse Gleason, Tammy Slater Jun 2016

Patterns Of Tasks, Patterns Of Talk: L2 Literacy Building In University Spanish Classes, Jesse Gleason, Tammy Slater

English Publications

ABSTRACT

Second language (L2) classroom research has sought to shed light on the processes and practices that develop L2 learners’ abilities [Nunan, D. 2004. Task-based language teaching. London: Continuum; Verplaetse, L. 2014. Using big questions to apprentice students into language-rich classroom practices. TESOL Quarterly, 179, 632–641; Zeungler, J., & Mori, J. 2002. Microanalyses of classroom discourse: A critical consideration of method. Applied Linguistics, 23(3), 283–288]. Honing in on the micro-level of classroom tasks and even further into the language of the tasks can help to reveal the patterns in teacher- and student-talk that help scaffold students’ academic literacy. Literacy, from a systemic functional view of language learning, entails having the tools to function in the social contexts that are valued in students’ lives. This ...


Effects Of Strength Of Accent On An L2 Interactive Lecture Listening Comprehension Test, Gary Ockey, Spiros Papageorgiou, Robert French Apr 2016

Effects Of Strength Of Accent On An L2 Interactive Lecture Listening Comprehension Test, Gary Ockey, Spiros Papageorgiou, Robert French

English Publications

This article reports on a study which aimed to determine the effect of strength of accent on listening comprehension of interactive lectures. Test takers (N = 21,726) listened to an interactive lecture given by one of nine speakers and responded to six comprehension items. The test taker responses were analyzed with the Rasch computer program WINSTEPS to investigate the relative difficulty of the items associated with the nine versions of the interactive lectures. Results indicated that comprehension of interactive lectures was diminished with quite light accents, as has been found with monologic lectures.


Automated Writing Evaluation For Formative Assessment Of Second Language Writing: Investigating The Accuracy And Usefulness Of Feedback As Part Of Argument-Based Validation, Jim Ranalli, Stephanie Link, Evgeny Chukharev-Hudilainen Feb 2016

Automated Writing Evaluation For Formative Assessment Of Second Language Writing: Investigating The Accuracy And Usefulness Of Feedback As Part Of Argument-Based Validation, Jim Ranalli, Stephanie Link, Evgeny Chukharev-Hudilainen

English Publications

An increasing number of studies on the use of tools for automated writing evaluation (AWE) in writing classrooms suggest growing interest in their potential for formative assessment. As with all assessments, these applications should be validated in terms of their intended interpretations and uses. A recent argument-based validation framework outlined inferences that require backing to support integration of one AWE tool, Criterion, into a college-level English as a Second Language (ESL) writing course. The present research appraised evidence for the assumptions underlying two inferences in this argument. In the first of two studies, we assessed evidence for the evaluation inference ...


Learning To Use Systemic Functional Grammar To Teach Literary Analysis: Views On The Effectiveness Of A Short Professional Development Workshop, Tammy Slater, Shannon Mccrocklin Jan 2016

Learning To Use Systemic Functional Grammar To Teach Literary Analysis: Views On The Effectiveness Of A Short Professional Development Workshop, Tammy Slater, Shannon Mccrocklin

English Publications

As students’ academic language ability grows, they are expected to move from summarizing or retelling works of literature to studying texts critically. With this comes the demand for more developed literacy skills or, as those working from a systemic functional linguistic perspective would argue, an increase in the students’ resources for making meaning in an ever-widening variety of contexts (Derewianka, 2001). English language arts (ELA) teachers in the United States today are challenged with the task of developing this literacy to meet Common Core State Standards (National Governors Association Center for Best Practices and Council of Chief State School Officers ...


Oral Academic Discourse Socialization Of An Esl Chinese Student: Cohesive Device Use, Sue Wang, Tammy Slater Jan 2016

Oral Academic Discourse Socialization Of An Esl Chinese Student: Cohesive Device Use, Sue Wang, Tammy Slater

English Publications

Framed in language socialization theory, this study examines the longitudinal cohesive device development of an ESL Chinese graduate student over time during his discourse socialization by focusing on his oral presentations through a systemic functional linguistics approach. The study found that the participant improved in his use of textual resources as he continued his discourse socialization in the academic community that he had joined. Yet the problems and challenges the participant faced during his development of cohesive devices also illustrated the complexity and non-linear characteristics of academic discourse socialization. The study contributes to language socialization research by employing a systemic ...


Automated Error Detection For Developing Grammar Proficiency Of Esl Learners, Hui-Hsien Feng, Aysel Saricaoglu, Evgeny Chukharev-Hudilainen Jan 2016

Automated Error Detection For Developing Grammar Proficiency Of Esl Learners, Hui-Hsien Feng, Aysel Saricaoglu, Evgeny Chukharev-Hudilainen

English Publications

Thanks to natural language processing technologies, computer programs are actively being used not only for holistic scoring, but also for formative evaluation of writing. CyWrite is one such program that is under development. The program is built upon Second Language Acquisition theories and aims to assist ESL learners in higher education by providing them with effective formative feedback to facilitate autonomous learning and improvement of their writing skills. In this study, we focus on CyWrite’s capacity to detect grammatical errors in student writing. We specifically report on (1) computational and pedagogical approaches to the development of the tool in ...


Syntactic Complexity Of Efl Chinese Students’ Writing, Sue Wang, Tammy Slater Jan 2016

Syntactic Complexity Of Efl Chinese Students’ Writing, Sue Wang, Tammy Slater

English Publications

Syntactic complexity as an indicator in the study of English learners’ language proficiency has been frequently employed in language development assessment. Using the Syntactic Complexity Analyzer, developed by Lu (2010), this article collected data representing the syntactic complexity indexes from the writing of Chinese non-English major students and from the writing of proficient users of English on a similar task. The results indicate that there is a significant difference in the use of complex nominals, the mean length of sentences, and the mean length of clauses between the writings of EFL Chinese students and more proficient users. This study provides ...


Connecting Criterion Scores And Classroom Grading Contexts: A Systemic Functional Linguistic Model For Teaching And Assessing Causal Language, Hong Ma, Tammy Slater Jan 2016

Connecting Criterion Scores And Classroom Grading Contexts: A Systemic Functional Linguistic Model For Teaching And Assessing Causal Language, Hong Ma, Tammy Slater

English Publications

This study utilized theory proposed by Mohan, Slater, Luo, and Jaipal (2002) regarding what they refer to as the Developmental Path of Cause to examine issues of AWE score use in classroom contexts. Utilization of this model enabled this study to investigate the accuracy of the AWE scores by comparing them to ratings based on teachers’ intuition as well as to scores generated based on existing rubrics. The qualitative data collected from focus group interviews of three experienced teachers’ justifications for their intuitive evaluations of essays suggested that the Developmental Path of Cause helped teachers articulate their intuitions, identifying the ...


Discourse Classification Into Rhetorical Functions For Awe Feedback, Elena Cotos, Nick Pendar Jan 2016

Discourse Classification Into Rhetorical Functions For Awe Feedback, Elena Cotos, Nick Pendar

English Publications

This paper reports on the development of the analysis engine for the Research Writing Tutor (RWT), an AWE program designed to provide genre and discipline-specific feedback on the functional units of research article discourse. Unlike traditional NLP-based applications that categorize complete documents, RWT’s analyzer categorizes every sentence in the text as both a communicative move and a rhetorical step. We describe the construction of a cascade of two support vector machine classifiers trained on a multi-disciplinary corpus of annotated Introduction texts. This work not only demonstrates the usefulness of NLP for automated genre analysis, but also paves the road ...


Studying Disciplinary Corpora To Teach The Craft Of Discussion, Elena Cotos, Stephanie Link, Sarah Rebecca Huffman Jan 2016

Studying Disciplinary Corpora To Teach The Craft Of Discussion, Elena Cotos, Stephanie Link, Sarah Rebecca Huffman

English Publications

Producing publishable quality research articles is a difficult task for novice scholarly writers. Particularly challenging is writing the Discussion/Conclusion section, which requires taking evaluative and interpretive stances on obtained results and substantiating claims regarding the worth of the scholarly contribution of the article to scientific knowledge. Conforming to the expectations of the target disciplinary community adds another dimension to the challenge. Corpus-based genre analysis can foster postgraduate writing instruction by providing insightful descriptions of rhetorical patterns and variation in disciplinary discourse. This paper introduces a pedagogically-oriented cross-disciplinary model of moves and steps devised through top-down corpus analysis. The model ...


The Risk Takers: The Support Faculty Participants In Integration Initiatives Say They Really Need, Denise A. Vrchota Jan 2016

The Risk Takers: The Support Faculty Participants In Integration Initiatives Say They Really Need, Denise A. Vrchota

English Publications

This qualitative study reports the concerns of faculty in three pre-professional programs of one food science department as they integrate communication competencies into their classes. The study found that faculty viewed communication activities through the lenses of their disciplinary traditions, applying scientific frames of reference to communication activities. Two areas of concern that emerged are: first, faculty were challenged by logistical issues such as development assessment instruments and assignments; second the risks they took by teaching an area outside of their disciplinary expertise caused them anxieties. Agents of integration and other participants must be cognizant of the disciplinary frames of ...


Adding Quantitative Corpus-Driven Analysis To Qualitative Discourse Analysis: Determining The Aboutness Of Writing Center Talk, Jo Mackiewicz, Isabelle Thompson Jan 2016

Adding Quantitative Corpus-Driven Analysis To Qualitative Discourse Analysis: Determining The Aboutness Of Writing Center Talk, Jo Mackiewicz, Isabelle Thompson

English Publications

We discuss the benefits of using corpus linguistic analysis, a quantita- tive method for determining the "aboutness" of talk, in conjunction with discourse analysis in order to understand writing center talk at a micro- and macrolevel. We exemplify this mixed-method approach by examining a specialized corpus of 20 writing center conferences totaling more than 75,000 words. Our analysis also uncovered words that differentiated writing center talk from reference corpora and thus helped reveal the aboutness of the writing center talk. For example, student writers said "I don't know" far more frequently than any other 4-gram, and tutors said ...


The Effectiveness Of Computer-Based Spaced Repetition In Foreign Language Vocabulary Instruction: A Double-Blind Study, Evgeny Chukharev-Hudilainen, Tatiana A. Klepikova Jan 2016

The Effectiveness Of Computer-Based Spaced Repetition In Foreign Language Vocabulary Instruction: A Double-Blind Study, Evgeny Chukharev-Hudilainen, Tatiana A. Klepikova

English Publications

The purpose of the present paper is twofold; first, we present an empirical study evaluating the effectiveness of a novel CALL tool for foreign language vocabulary instruction based on spaced repetition of target vocabulary items. The study demonstrates that by spending an average of three minutes each day on automatically generated vocabulary activities, EFL students increased their long-term vocabulary retention rate three fold. Second, we demonstrate that the double-blind experiment design, which has become standard research practice in such extremely high-stakes fields as pharmacology and healthcare, has the potential of being successfully implemented in CALL research.