Los investigadores publican artículos en revistas científicas de su área de conocimiento con el objetivo de difundir los hallazgos y recomendaciones de sus estudios, por lo cual las comunidades de ...investigación surgen como resultado de la comunicación entre autores que citan otros artículos relevantes. Este estudio se centra en la relaciones entre las comunidades de investigación en español e inglés del campo concreto de la Tecnología Educativa. Exploramos como hipótesis si hay señales de comunicación científica a través de revistas entre los autores de esas dos comunidades, y si los autores que publican en inglés citan recíprocamente a los autores españoles. Para la verificación de dichas hipótesis se llevó a cabo un análisis de redes sociales considerando las citas de salida y de entrada de ocho revistas de acceso abierto (cuatro en inglés y cuatro en español) publicadas durante 10 años (2007-2016). La muestra incluye 3.407 artículos, que fueron analizados con UCINET y el software Gephi. Los resultados muestran la confirmación parcial de las hipótesis, ya que se reconocen dos comunidades de investigación separadas con escasa comunicación entre ellas; sin embargo, la comunidad española se presenta como más conectada internamente que la inglesa. Interpretamos estos resultados considerando no solo los factores relacionados con el idioma, sino también los orígenes de la revista y el área de conocimiento específica. Como conclusiones, apuntamos algunas recomendaciones generales para mejorar la comunicación futura entre esas dos comunidades de investigación educativa.
Although the effects of different types of written corrective feedback (WCF) have been examined in great detail, learners’ revision behavior in response to WCF has not been systematically ...investigated. The current study compared students’ classroom revision behaviors when they worked in pairs and when they worked individually. It further compared the effects of students’ collaborative and individual revision of teachers’ indirect WCF on accuracy development in their subsequent writing. A total of 36 learners of English as a second language (ESL) completed four timed essays over an 8-week academic session. The instructor provided indirect WCF on students’ essays, and the students revised their writing either individually (the self-correction group) or in pairs (the pair-correction group). The students’ revision behavior was analysed in terms of the correctness of revised errors. The accuracy of their writing was analysed in terms of the number of error-free T-units and the total number of errors for each 100 words. The findings indicated that the pair-correction group corrected their errors at a higher rate of accuracy than the self-correction group. Both groups showed significant improvement in the accuracy of their writing after receiving feedback during the 8-week session; however, no difference in improvement was found between the self-correction and the pair-correction groups.
Intensive English programs (IEPs) have traditionally been central actors in promoting teacher professional development, curricular innovations, and applied linguistics and second language acquisition ...research. Yet at the same time, the programs are also central actors in neoliberal linguistic commodification. This article demonstrates how neoliberalism influences the covert policy discourses of the decision-making processes of an IEP. Using an analytic autoethnographic approach to present an interwoven series of narratives and analyses, the article argues that IEP administrators, faculty, and staff are limited in how they can contest their complicity at propelling a neoliberal institution profiting from language education. The article also demonstrates how neoliberal positioning took precedence over pedagogical discourses in certain decision-making processes and impeded the experimentation and exercise of an innovative curriculum, and it suggests ways that the neoliberal orientation of IEPs currently impacts and eventually may alter the nature of MA TESOL. The issues presented here not only reflect the experiences and concerns of professionals in English language teaching, but they are also timely in that IEPs have been largely underrepresented in the expanding discussions of the relationship between applied linguistics, its subfields, and neoliberalism.
In commercial materials for the teaching of second language (L2) pronunciation, common bottom‐up approaches segment phonology into a series of discrete and decontextualized linguistic components with ...rules that students are encouraged to internalize. Such approaches seem out of step with recent second language acquisition (SLA) theory and research that emphasize the central influence of social context, interlocutor, empathy, and nonverbal elements on the meaningful use of L2 forms. Research showing that these factors profoundly influence the pronunciation of an L2 in social discourse suggests a more top‐down, holistic pedagogy to better harness the agentive energy of motivated and goal‐oriented L2 learners. Drawing on findings in interlanguage phonology and Bakhtinian sociocultural theory, this article documents ways that 7 adult L2 learners in an intensive English program improved their English intelligibility, while some of them also improved their delivery, as they all mirrored and subsequently channeled the voices of model speakers in rehearsed oral presentations over the course of a short 7‐week pedagogical treatment. The findings of this study support the view that the construct of voice and the influence of social contextual factors in SLA are critical in shaping interlanguage phonology and raise a number of important pedagogical implications for addressing learning outcomes in L2 pronunciation.
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The present study examined students' perceptions of immediacy behaviours and credibility of their teachers as well as their willingness to communicate in class, in the South Korean context, with ...undergraduate English as a Foreign Language (EFL) learners. Participants were 252 undergraduate Korean students enrolled in a mandatory English conversation course, and they were exposed to either native or non-native English-speaking instructors. The two groups exposed to different types of teachers were asked to complete a questionnaire on teacher immediacy, credibility, student willingness to communicate in English, and self-rated English-speaking ability around the end of the semester. Results indicated that sub-components of teacher immediacy and credibility were positively and significantly correlated with each other in both groups. Further, for the participants who had native and non-native English-speaking teachers, different sub-components of teacher immediacy and credibility were found to be related to the participants' willingness to communicate in English during class.
Higher education institutions often pair native speakers with English as a second and foreign language learners to encourage oral conversation practice. Born out of such circumstances, the current ...investigation, drawing upon the activity theory perspective, examined the plausibility of native-speaking conversation partners providing oral corrective focused grammar feedback. Two advanced South Korean male English learners were recruited as case studies - one received explicit oral corrective focused grammar feedback on plural noun errors while the other did not receive corrective feedback. Results of the learners' grammatical accuracy during four conversation sessions, stimulated recalls, and the native speaker conversation partner's reflection reports were analysed and discussed. Providing oral corrective focused feedback resulted in a decrease in language output and grammar accuracy while increasing languaging. The conversation activities were driven and defined by the learners' motives, and their motives were shaped and influenced by the sociocultural conditions that the students had experienced. The learners formed different stances and patterns of interactions while encountering rules and division of labour in the conversation activity with the native speaker. The levels of motives and agency were not stagnant but fluctuated over time because of the dynamic influence of internal and external factors related to the conversation activity. Suggestions for conversation partner training are provided and the practicalities of native-speaking conversation partners providing oral corrective focused grammar feedback are discussed.
Foreign language (FL) teachers and students may have very similar or disparate notions of effective teaching, and the intersection of the two sets of beliefs has ramifications for language learning ...and the effectiveness of instruction. Horwitz (1990), Kern (1995), and Schulz (1996) have argued that mismatches between FL students' and teachers' expectations can negatively affect the students' satisfaction with the language class and can potentially lead to the discontinuation of study. The principal objectives of this study were to identify and compare, overall and by teacher, teachers' and students' ideals of effective teacher behaviors. Of 83 intact 1st-and 2nd-year classes across 9 languages at the University of Arizona, 49 FL teachers and their students responded to a 24-item Likert-scale questionnaire covering several areas of FL pedagogy. The students seemed to favor a grammar-based approach, whereas their teachers preferred a more communicative classroom, as evidenced by significant differences in such areas as target language use, error correction, and group work. The significant discrepancies between teacher and student beliefs in several relevant areas point to the need for FL teachers to seek out their students' perspectives actively and to engage them in brief classroom discussions about the rationale behind certain instructional strategies.
As the use of flipped learning spreads throughout educational disciplines, TESOL educators need to consider its potential for our field. This article, based on a computer‐aided language learning ...(CALL) interest session at TESOL 2015, first looks at how best to describe and define flipped learning and examines the factors needed to make it effective in promoting language acquisition in a classroom setting. Next, the authors discuss the role of assessment and how flipped learning provides opportunities for increased informal assessment measures. Then, a flipped learning project is presented as an example of how flipped learning can take shape using project‐based learning in an intensive English program (IEP) course. The article concludes with a consideration of both the benefits and the challenges pertaining to this approach for TESOL.
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