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Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
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By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
20230720T083020230720T1615Europe/Amsterdam[SYMP57] OPEN CALL - New fields of research in Applied LinguisticsHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Exploring teacher identity and agency through the Tree of Life approach
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics08:30 AM - 09:00 AM (Europe/Amsterdam) 2023/07/20 06:30:00 UTC - 2024/07/20 07:00:00 UTC
Teacher identity has been widely described and conceptualised, although it is a challenge to find a univocal and completely satisfying working definition (Mockler, 2011; Beauchamp and Thomas, 2009). In the research project 'Early career English teacher identity and agency', funded by the British Council, we aimed to develop a better understanding of teacher identity and its relation to agency, while also piloting participatory and decolonising methodologies which could represent innovative ways of working for the British Council. Adopting a decolonising and participatory tool – the Tree of Life (Ncube, 2006, 2007) – we developed a series of three workshops with ten early career English teachers from Armenia, Brazil, Morocco, Nigeria and the Occupied Palestinian Territories. During the workshops we discussed participants' roots, their strengths, and their hopes and dreams, which also gave us insights into identity and agency. In this presentation, we present the findings of the project, including reflections into adopting a decolonising approach and the benefits we gained from it.
This presentation presents the findings from a participatory research project (Imperiale, 2022) conducted with a group of ten early career English teachers from Armenia, Brazil, Morocco, Nigeria, and the Occupied Palestinian Territories, as part of the British Council's Widening Participation programme. The project purpose was threefold: first, to strengthen teacher development by providing an opportunity for teachers to meet and exchange knowledge and experiences with colleagues from different backgrounds; second, to understand early career teachers' perspectives on teacher identity and agency, including their roles within their local communities and within an international community of teachers; and third, to understand the value of bringing together a small group of international teachers in this way, with a view to informing new ways of working at the British Council. These aims, and the ethos of the project, called for a participatory and decolonising research methodology. The Tree of Life (Ncumbe, 2006) is a strength-based tool used to develop collective narratives, which was first used in the context of therapy work, but has since expanded into research methodology. Through a series of three workshops, we explored participants' roots, their strengths and capabilities and their dreams and hopes through a visual, metaphorical representation of a tree. The approach proved to be useful both in terms of providing relevant research findings, and more importantly as a way of enabling participants to feel heard and valued. After the workshop series we had individual interviews with all the participants, and a final meeting where preliminary findings were presented and participants provided their feedback. Our findings focus on four main points: a) Participants perceive identity as a transformative process, strictly intertwined with 'agency' (Imperiale, 2018); b) Participants believe in education for hope and social change, where students can flourish and have a positive impact on their communities and society; c) In order to achieve change, participants feel they need to work both within and outside the system, since the education system itself may limit teachers' freedom in constructing the education they aspire to be part of; and d) While teachers may experience isolation and even despair, participants raised the need to keep their motivation alive and that one way of doing this is through peer-to-peer collaboration. We conclude by proposing the development of further research projects that adopt participatory and praxis-oriented ways of working, which may be increasingly sustainable and have long-term impact, and with the suggestion that teacher identity and agency are embedded in teacher development. References Imperiale, M. G. (2018). Developing language education in the Gaza Strip: pedagogies of capability and resistance. Unpublished PhD thesis (University of Glasgow). Imperiale, M.G.; Mander, S.; Ross D. (2022) Early career teacher identity project report: exploring teacher identity and agency through the Tree of Life approach. London: British Council. Ncube, N. (2006). The Tree of Life project: using narrative ideas in work with vulnerable children in Southern Africa. The International Journal of Narrative Therapy and Community Work, 1, 3-16.
Teaching and learning languages remotely: Pandemic lessons for a post-pandemic future
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics09:00 AM - 09:30 AM (Europe/Amsterdam) 2023/07/20 07:00:00 UTC - 2024/07/20 07:30:00 UTC
Building on MacIntyre et al. (2020) and Mercer & Gregersen (2020), this exploratory study examines the transition to emergency remote instruction (ERT) during the COVID-19 pandemic based on questionnaire responses from over 6,000 language learners and teachers from 118 countries. To examine how the stakeholders adapted to ERT, we had constructed an original online survey composed of 441 items. Constructs of interest were derived from existing validated scales as well as ones developed specifically for this project. Exploratory and confirmatory factor analyses with direct oblimin, excluding items exhibiting cross- or low loadings (
Presenters Michał B. Paradowski Associate Professor, University Of Warsaw Co-authors
Reevaluating the Teaching of Communication Strategies in English Language Teaching in Light of English as a Lingua Franca
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics09:30 AM - 10:00 AM (Europe/Amsterdam) 2023/07/20 07:30:00 UTC - 2024/07/20 08:00:00 UTC
Over the past two decades, English as a lingua franca (ELF) has attracted growing research interest as a communicative phenomenon, and one insight that has emerged is that ELF communication is largely successful despite the fact that interlocutors often come from widely different linguacultural backgrounds. Research into ELF suggests that, rather than adhering strictly to the norms of Standard English, successful ELF users instead deploy their linguistic, cultural and pragmatic resources flexibly in order to co-construct understanding with their interlocutors in situ. Communication strategies (CSs) play an important role in this process, and this has led to general advocacy for an increased focus on the development of an ELF-informed strategic competence in English language teaching (ELT) (cf. Cogo & Dewey 2012, Tarone 2016, Kaur 2016). Although CSs are currently incorporated into mainstream ELT to some extent, insights from ELF research nevertheless suggest that some reconceptualization is necessary. ELF research has highlighted the role of CSs in facilitating fundamental processes such as accommodation and negotiation of meaning (cf. Cogo 2009, Cogo & Dewey 2012). Thus, whereas traditional applied linguistic perspectives have tended to view the use of CSs by language learners as primarily compensating for deficits in linguistic and sociolinguistic competence, an ELF perspective views their use as an important part of helping learners to develop "the ability…to adjust and align themselves to different communicative systems and cooperate in communication" (Baker 2012: 63). Given the importance of CSs for the kind of flexible communicative competence needed for successful ELF communication, instruction in CSs became a central area of focus in an action research study exploring how insights from ELF research could be translated into classroom practice in a university-level English classroom. The first part of this talk will outline the ELF-informed approach to CS instruction developed in the study, highlighting commonalities and key differences to approaches currently underpinning mainstream ELT. The second part will present classroom data illustrating how this approach was able to facilitate the development of an ELF-oriented strategic competence and the potential implications of these findings for ELT.
Baker, Will (2012) From cultural awareness to intercultural awareness: culture in ELT. ELT Journal 66/1, 62-70. Cogo, Alessia (2009) 'Accommodating difference in ELF conversations: A study of pragmatic strategies'. In Mauranen, Anna / Ranta, Elina (eds.) English as a Lingua Franca: Studies and Findings. Newcastle upon Tyne: Cambridge Scholars Publishing, 254-273. Cogo, Alessia / Dewey, Martin (2012) Analysing English as a Lingua Franca. London: Continuum International. Kaur, Jagdish (2016) 'Using pragmatic strategies for effective ELF communication. Relevance to classroom practice'. In Murata, Kumiko (ed.) Exploring ELF in Japanese academic and business contexts: conceptualization, research and pedagogic implications. London: Routledge, 240-254. Tarone, Elaine (2016) 'Learner language in ELF and SLA'. In Pitzl, Marie-Luise / Osimk-Teasdale, Ruth (eds.) English as a Lingua Franca: Perpsectives and Prospects. Berlin: De Gruyter Mouton, 217-225.
Effects of Oral Explanations Over Shared Screens in Online English Classes
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics10:00 AM - 10:30 AM (Europe/Amsterdam) 2023/07/20 08:00:00 UTC - 2024/07/20 08:30:00 UTC
Sato (2021) noted that "there are surprisingly few empirical studies on the educational effects of computers" (p. 49). Due to the spread of COVID-19 infection, many universities in Japan have introduced distance learning since the 2020 academic year. In line with this, the compulsory first term class named "English 1," for the first-year students at X University, has been conducted in online classes using Google Classroom. Online TED Talks are employed as teaching materials since they are highly convenient, match the intellectual level of university students, and also allow individual study. In 2020, students and instructor were not yet familiar with the operation of Google Classroom, and also Wi-Fi conditions were unstable, so lessons could only be conducted by exchanging text messages related to each TED Talk. However, as they got used to such conditions in 2021, the instructor decided to add an oral explanation to one question with a high error rate in an English "confirmation test" conducted at the beginning of each class. The explanation was given using shared screen on Google Meet (part of Google Classroom). The purpose of this study was to compare the effects of "English 1" classes in 2020 and 2021 that reflect learning styles on the English proficiency of the first-year university students. The number of participants in 2020 was 74, and that in 2021 was 58 because of the decrease in enrollment. For comparison, a preliminary written test (pre-test) was first conducted in each of the two years to determine each student's English proficiency, and then a total of ten 90-minute lessons using one TED Talks presentation per lesson were conducted. The content of the pre-test was unrelated to the lessons. One week after the tenth class was completed, a post-test employing the same content as the pre-test was conducted. Simultaneously, a five-point Likert scale questionnaire consisting of 15 items related to emotions was conducted. Analysis of the test results revealed the following. First, comparison of the pre- and post-test scores in each year showed no significant difference in 2020 (Hasegawa, 2021), but did show improvement in 2021 with a significant difference at the 0.1% level. Next, as a result of comparing the emotional questionnaire in 2020 and 2021, the point was improved from the median of 3 in the item "I can understand English grammar," producing a significant difference at the 5% level. Because there was no significant difference between pre-test scores of the two years, it was suggested that it is important to add oral explanations targeting the students' weak points in English grammar over shared screens in distance learning.
Bibliography Hasegawa, S. (2021, August 20-22). Will distance learning using TED Talks improve university students' English proficiency? [Paper presentation]. The 60th LET Annual Conference, Online. Sato, M. (2021). Dai-yoji-sangyo-kakumei to kyoiku no mirai: Posuto-korona-jidai no ICT-kyoiku [Fourth industrial revolution and the future of education: ICT education in the post-corona era). Iwanami-shoten.
Dealing with EFL Communication Problems through Multimodal Practices: A Study of Secondary School Students in Task-based Interactions
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics10:30 AM - 11:00 AM (Europe/Amsterdam) 2023/07/20 08:30:00 UTC - 2024/07/20 09:00:00 UTC
This paper deals with the role of hand gestures and other types of visible behavior (eye gaze, body posture, facial expressions etc.) in task-based classroom interaction. Our goal is to explore the interactional role of gestures in L2 learning to achieve and maintain intersubjectivity during peer interactions since learning a second language does not only require linguistic skills, but also interactional ones to maintain the coherence and cohesion of the exchange. The present empirical study is based on a longitudinal corpus of video-recorded conversations between 24 pairs of secondary school students in ESL classrooms in France (Manoïlov, 2017). The 48 students were recorded while performing information tasks at the beginning and end of the school year. Specific attention is paid to the emergence of gestures within the sequential development of the exchange, as well as shifts in posture and gaze direction to signal and overcome communication problems. Analyses reveal instances of joint gesture production, with interactive pointing gestures, among others, used to seek agreement and understanding, during which peers co-achieve the task at hand.
This paper deals with the role of hand gestures and other types of visible behavior (eye gaze, body posture, facial expressions etc.) in task-based classroom interaction. In the past few years, more and more attention has been paid to the crucial role of gestures in L2 learning, as previous research has shown a strong relationship between gesture use and grammar, vocabulary, or prosody (Gullberg, 2006; Huang et al., 2019; McCafferty, 2006). In addition, studies in Conversation Analysis and interaction research (e.g. Mondada, 2019 Pekarek-Doehler, 2018; Sacks et al., 1974) have further grounded the notion of L2 competence as socially-situated and embedded within interactional practices, which closely echoes the concept of "interactional competence" (IC) (Galaczi, 2014; Hall et al., 2011) which focuses on the ability to manage several aspects of the interaction (e.g. topic management, interactive listening, repair etc.). Further in line with this notion of IC, our goal is to explore the interactional role of gestures in L2 learning to achieve and maintain intersubjectivity during peer interactions. Learning a second language does not only require linguistic skills, but interactional ones as well to maintain the coherence and cohesion of the exchange. For instance, Gullberg (2011), who has worked extensively on communication strategies in L2 production, described how learners dealt with interaction-related difficulties by exploiting the full range of multimodal resources they had at their disposal. In line with this body of work, the present empirical study is based on a longitudinal corpus of video-recorded conversations between 24 pairs of secondary school students in ESL classrooms in France (Manoïlov, 2017). The 48 students were recorded while performing information tasks at the beginning and end of the school year. Specific attention is paid to the emergence of gestures within the sequential development of the exchange, as well as shifts in posture and gaze direction to signal and overcome communication problems. Analyses reveal instances of joint gesture production, with interactive pointing gestures, among others, used to seek agreement and understanding, during which peers co-achieve the task at hand.
References Eskildsen, S. W., & Wagner, J. (2015). Embodied L2 construction learning. Language Learning, 65(2), 268-297. Gullberg, M. (2009). A helping hand? Gestures, L2 learners, and grammar. In Gesture (pp. 197-222). Routledge. Gullberg, M. (2011). Multilingual multimodality: Communicative difficulties and their solutions in second-language use. Embodied interaction: Language and body in the material world, 137-151. Hall, J. K., Hellermann, J., & Doehler, S. P. (Eds.). (2011). L2 interactional competence and development. Multilingual Matters. Huang, X., Kim, N., & Christianson, K. (2019). Gesture and vocabulary learning in a second language. Language Learning, 69(1), 177-197. Manoïlov, P. V. (2017). L'interaction orale entre pairs en classe d'anglais LV2: analyse didactique et linguistique de la construction et du développement des compétences des apprenants (Doctoral dissertation, Université Sorbonne Paris Cité). McCafferty, S. G. (2006). Gesture and the materialization of second language prosody. Mondada, L. (2019). Contemporary issues in conversation analysis: Embodiment and materiality, multimodality and multisensoriality in social interaction. Journal of Pragmatics, 145, 47-62.
De la restitution scientifique à l’œil du grand public. Retour sur le projet Accmadial dans sa dimension implicative et applicative
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics01:15 PM - 01:45 PM (Europe/Amsterdam) 2023/07/20 11:15:00 UTC - 2024/07/20 11:45:00 UTC
The Accmadial project (ACCompagnement des MAlades DIagnostiqués ALzheimer) (supported by MSHPL, MSHB and IRESP) has studied the experience of carers of people diagnosed with Alzheimer's from their own putting into words of this experience. It aims at giving a new description of it, as an individual reality co-constructed from the social gaze. From a discourse analysis frame, it fits into the international social, political and scientific contexts of research in social sciences and humanities around "the disease of the century". It claims an involved position : in addition to collecting the words of carers, it has encouraged exchanges around its results even with non-specialists. It also claims to be applied research as it has intended to identify some possible/necessary adjustments. This specification has led us to meet again some of the carers, accompanied by the photographer Illès Sarkantyu. This statement means to adopt another way to restitute our results to address society at large. In this paper, we propose to use this path to work on the resonances between SHS and artistic practices, and to describe the challenges to be taken up in order to accomplish this change of fields of practice and of gender it implies.
S'adresser au sensible quand on est chercheur, c'est changer de champs de pratique. Le projet Accmadial (ACCompagnement des MAlades DIagnostiqués ALzheimer) a ainsi choisi de passer de celui de la recherche – et des modes de diffusion interne au domaine – à celui de la communication destinée au grand public à travers une œuvre de vulgarisation : il a associé le discours du chercheur et ses techniques d'appréhension spécifiques d'un fait social à celui, plus sensible, d'un artiste et photographe. Développé depuis 2017 avec le soutien de la MSH des Pays de la Loire puis de l'Université Bretagne Sud et enfin de l'IRESP, Accmadial a étudié le vécu des aidants des personnes diagnostiquées Alzheimer à partir de leur propre mise en mots de ce vécu. Et ce, dans la perspective d'en proposer une description nouvelle, en tant que réalité individuelle co-construite à partir du regard social. Situé en analyse du discours, qui appréhende les discours en tant qu'énoncés avec leur propriétés linguistiques mais aussi en tant qu'ils émergent dans des espaces discursifs déjà imprégnés de représentations construites, ce projet s'insère dans les contextes sociaux, politiques et scientifiques internationaux de la recherche en SHS autour de « la maladie du siècle ». Il revendique un positionnement impliqué dans la mesure où, en plus de recueillir la parole des aidants, il a multiplié les rencontres avec des groupes d'aidants, des professionnels de santé et suscité des échanges autour de ses résultats dans le cadre de rendez-vous de vulgarisation. Il revendique aussi une recherche appliquée dans la mesure où il entendait identifier les ajustements possibles/nécessaires à l'accompagnement des personnels malades par leurs proches. Ce cahier des charges a mené l'équipe à repartir à la rencontre de certains des aidants interrogés, accompagnée du photographe Illès Sarkantyu pour qu'il y associe un autre regard. Cette option a ensuite imposé d'adopter une autre écriture, de penser la valorisation en sortant des standards de la recherche pour alpaguer la société dans son hétérogénéité tout en mettant en relief ce que nous, chercheurs en SHS et en sciences du langage, apportons au traitement de ce fait social qu'est l'aidance. Nous proposons dans cette communication de nous appuyer sur ce parcours pour travailler les résonances entre SHS et pratiques artistiques. Nous nous intéresserons aux enjeux à relever, à ce qu'implique ce dialogue, à ce que représente un tel passage, d'un champ de pratique à l'autre et d'un genre à un autre. Bibliographie AUTHIER-REVUZ Jacqueline. Hétérogénéité(s) énonciative(s). In: Langages, 19ᵉ année, n°73, 1984. Les Plans d'Énonciation, sous la direction de Laurent Danon-Boileau. pp. 98-111. GARRIC, N., PUGNIERE-SAAVEDRA, F. ROCHAIX, V. (2021), « L'aidant du malade diagnostiqué Alzheimer : quel rôle dans la relation de soin ?", Espaces Linguistiques n°2. Le rôle des discours dans le parcours de soin, Université de Limoges [en ligne] https://doi.org/10.25965/espaces-linguistiques.305 PAILLIART, Isabelle (2005) « La publicisation de la science. Exposer, communiquer, débattre, publier, vulgariser – Hommage à Jean Caune », PUG, coll. :communication, médias et sociétés
The different ways to write publishable research articles – Common patterns and variation across eight research areas in science and social science disciplines
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics01:45 PM - 02:15 PM (Europe/Amsterdam) 2023/07/20 11:45:00 UTC - 2024/07/20 12:15:00 UTC
Many studies have investigated the linguistic features and variation of research articles (RAs) to guide the teaching and learning of English for Research Publication Purposes (ERPP). These studies predominantly adopted a discipline-based framework to foreground the influence of (sub-)disciplinary conventions on RAs. They collect writing samples, group them by (sub-)disciplines, and compare differences among the groups (e.g., Hyland, 2008). While these studies provided valuable insights into understanding research writing, they may fall short in revealing linguistic variation within and transcending disciplinary boundaries. As increasing new evidence has pointed to linguistic variation that obscures (sub-)disciplinary conventions (e.g., Triki, 2021), this study proposes an alternative approach without foregrounding the influence of (sub-)disciplines. Guided by the APPRAISAL framework, this study examined 240 RA discussions from eight research areas in four overarching disciplines: Chemistry, Geoscience, Education, and Management. This study used Cluster Analysis to explore linguistic variation without pre-grouping the samples. The analysis classified the discussions into five clusters characterized by distinct linguistic profiles demonstrating statistical significance. The profiles do not strongly associate with specific (sub-)disciplines and are likely to be motivated by various factors. Specifically, Cluster 1 is characterized by the infrequent use of features to convey attitude and stance as the RAs devote more space to describing relatively objective processes, such as experimental results, research design and implementation, and real-world observations. Cluster 2 is characterized by the frequent use of linguistic devices that emphasize the study's positive practical value, which may be motivated by the researchers' rhetorical choice to promote their research by drawing readers' attention to the highlights. Cluster 4 employs more attribution resources, indicating higher citation density. This could be due to the RAs' highly cumulative knowledge base requiring them to elaborate on what has already been known in the field before making sense of the findings. The opposite is true for Cluster 3, possibly due to the relatively less cohesive knowledge base and more interpretive knowledge-making of RAs in this cluster. Cluster 5 is characterized by the frequent use of linguistic devices to hedge claims and fend off alternative interpretations, indicating that the research findings do not provide unequivocal evidence to make factual claims. The identified linguistic features and variation of RAs can offer practical guidance to novice researchers on how to write publishable RAs. The findings also provided further evidence to support the call for a re-examination of the discipline-based framework in writing research (Kaufhold & McGrath, 2019). Given the internal fragmentation of (sub-)disciplines and the increasing trend of interdisciplinary research, future ERPP research may need to break free of the discipline-based framework.
Bibliography Hyland, K. (2008). Disciplinary voices: Interactions in research writing. English Text Construction, 1(1), 5-22. Kaufhold, K., & McGrath, L. (2019). Revisiting the role of 'discipline' in writing for publication in two social sciences. Journal of English for Academic Purposes, 40, 115-128. Triki, N. (2021). Exemplification in research articles: Structural, semantic and metadiscursive properties across disciplines. Journal of English for Academic Purposes, 54, 101039.
Presenters Weiyu Zhang Language Specialist, SEAMEO RELCYin Ling Cheung Associate Professor, Nanyang Technological University
Acquiring Academic Discourse Competence through Formulaic Language-focused Instruction
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics02:15 PM - 02:45 PM (Europe/Amsterdam) 2023/07/20 12:15:00 UTC - 2024/07/20 12:45:00 UTC
This presentation discusses how enhancing the English as an additional language (EAL) speakers' formulaic language competence through content-based (CB) instruction that applies genre pedagogy and socio-pragmatics can contribute to the development of academic literacy. It reports on the results of the mixed methods research that examined the effectiveness of formulaic language-focused instruction in an English for Academic Purposes (EAP) course at a Canadian university. The course designed for the first-year EAL students aims at facilitating their transition to the academia. The presentation showcases teaching and learning tasks and activities that activate recognition, analysis and controlled production of formulaic sequences that are common in spoken and written academic discourse and pertain to different disciplines. These tasks and activities are incorporated in the course assignments, such as research report and presentations. The effectiveness of the instructional components is discussed in the context of a pre- and post-instruction test and samples of coursework that demonstrate how the participants' formulaic competence has evolved and is manifested through the ratio of the "accuracy/appropriacy of use" errors and fluency (Schmitt, 2013). Students' perspectives are addressed in terms of how participating in the course has impacted their overall academic performance.
Competence in spoken and written academic discourse can be a significant linguistic predictor of academic success (Daller et al., 2021). However, compared to speakers of English as a first language (L1) and advanced EAL speakers, students with lower language proficiency face challenges because they concurrently strive to achieve language competence, develop academic literacy skills and meet academic standards in their discipline. Limited fluency while interpreting and/or expressing ideas might lead to the EAL students' reluctance to engage in unplanned interaction and even perception of themselves as impostors, who are less academically capable than their more proficient peers. The recent research demonstrates that the problem has intensified over the two years of distance learning (Yüce, 2022). This presentation provides a solution by arguing that the awareness of and ability to operate formulaic sequences provide a shortcut for students who endeavour to increase fluency of comprehension and production. The presentation discusses a formulaic language-focused teaching and learning approach that is embedded in genre pedagogy, socio-pragmatic theories, and corpus linguistics and presents the results of the research project conducted with over 40 participants in a content-based (CB) EAP course. Based on their English language proficiency test scores, these first-year undergraduate students were placed in the beginner-level EAP course while taking discipline-specific courses. Although the participants were from different programs of study, they experienced similar difficulties in reading/listening-comprehension and production of spoken and written academic texts. Over the four months while working on the course assignments that included reading sources for annotated bibliography, collecting/describing data, writing a research report and delivering presentations, participants were exposed to formulaic language-focused instruction. The input-enhanced instruction targeted noticing and inferencing from the context and explicit teaching through the analysis of formulaic sequences by using academic texts, corpora and technology-enhanced tools, such as collocation databases and translation apps. The effectiveness of the instruction was measured by the pre- and post-instruction recognition and controlled production-based test, quantitative analysis of samples of coursework, and qualitative analysis of informal student feedback. The results demonstrate increased fluency and accuracy of recognition, a statistically significant decrease of accuracy/appropriacy of use errors in the spoken and written production, as well as perceived self-efficacy. Participants reported feeling more confident when identifying and operating formulaic sequences in academic discourse. The implications of the study suggest the importance of formulaic language-enhanced instruction in helping EAL students develop academic literacy, overcome the impostor syndrome and become full participants in the community of peers and professors. References Barnhart, C. R., Li, L., & Thompson, J. (2022). Learning whiplash: Chinese College EFL learners' perceptions of sudden online learning. E-Learning and Digital Media, 19(3), 240-257. Daller, M., Kuiken, F., Trenkic, D., & Vedder, I. (2021). Linguistic predictors of academic achievement amongst international students and home students in higher education: Introduction. International Journal of Bilingual Education and Bilingualism, 24(10), 1453-1457. Schmitt, N. (2013). Formulaic language and collocation. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. Hoboken, NJ: Blackwell Publishing.
Presenters Olga Makinina Assistant Professor, York University
Partially participatory research: How ‘non-participatory’ research methodologies can potentially involve participants meaningfully to increase equity and efficacy
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics03:00 PM - 03:30 PM (Europe/Amsterdam) 2023/07/20 13:00:00 UTC - 2024/07/20 13:30:00 UTC
Common forms of participatory research in applied linguistics (e.g., action research) typically emphasise the importance of maximising participant involvement. They recommend approaches in which the 'researcher' (or rather, the participant with academic expertise), if involved at all, adopts a facilitation, supervision or mentoring role, and the participants (e.g., language teachers) are encouraged and expected to lead on, and investigate topics broadly, or wholly, of their own choosing (e.g., Dikilitaş, & Griffiths, 2017; Smith, 2020). This initiative to maximise participant involvement is logical, commendable, and empowering to participants, but it does potentially limit the methodological range and scope of participatory investigation, making it more challenging in projects with certain restrictions or conditions concerning topic focus, research question, methodology or role obligations. Such projects are arguably the norm in applied linguistics academia, rather than the exception, including, for example, those involving conditional funding and doctoral research projects. In this presentation I will argue that a wider range of research methodologies can be made both more equitable and more effective without necessarily compromising on aspects of methodological rigour if they involve participants to a degree (i.e., if they are 'partially' participatory), and that such practices are of increasing importance and relevance in cross-cultural research, particularly studies that involve researchers from the global North and participants from the global South. I will provide a clear practical example of this from my own PhD project – a case study of English language teacher expertise in India (Anderson, 2021, forthcoming) – illustrating how a case study research design can be adapted to involve participants meaningfully and equitably from the recruitment phase, through research design and topic focus, data collection and analysis. I will provide an example of how participants' voices and expertise can be represented in the outputs of the project, alongside those of the researcher. I will also argue that, because of the wider range of opportunities that they offer, partially participatory projects are not necessarily inferior to fully participatory (participant-led) ones, providing justification for the approach adopted is made clear. While this approach seems promising and advantageous in a number of ways, I will also offer a critical caution, reflecting on how partially participatory approaches may require a felicitous combination of methodology and topic to work effectively, and invite the audience to reflect on similar challenges in their own research. References Anderson, J. (2021). Eight expert Indian teachers of English: A participatory comparative case study of teacher expertise in the global South [Doctoral dissertation]. University of Warwick Publications Service and WRAP. http://wrap.warwick.ac.uk/159940/ Anderson, J. (forthcoming). Teacher expertise in the global South: theory, research and evidence. Cambridge University Press. Dikilitaş, K., & Griffiths, C. (2017). Developing language teacher autonomy through action research. Palgrave Macmillan. Smith, R. (2020). Mentoring teachers to research their classrooms: a practical handbook. British Council.
Presenters Jason Anderson Assistant Professor, University Of Warwick
Data-driven learning: A scoping review of established and emerging research directions
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics03:30 PM - 04:00 PM (Europe/Amsterdam) 2023/07/20 13:30:00 UTC - 2024/07/20 14:00:00 UTC
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Data-driven learning (DDL) popularly involves the explicit use of corpus data, whether hands-on or via prepared materials, for learners and teachers of a foreign or second language. Since the basic concepts were first introduced in the 1980s, hundreds of academic publications have appeared. Drawing and expanding on the results of our recent study (Authors, 2021), we present a scoping review of DDL research up to and including 2021, with the focus on the 156 research articles (RAs) in journals listed by the latest Clarivate Web of Science ranking for Linguistics (192 journals in 2020) and answer the following question: What research trends have been most prominent in DDL research and what new trends have been emerging? Methodologically, we treated our RA collection as a corpus in its own right to analyze using corpus tools and methods (Authors, 2021; Pérez-Paredes, 2022). The corpus gives a total of just over 1 million words from full authors' texts of 156 RAs. We first coded the research characteristics of each article by main theme (Theory and Methodology; Learning Contexts, Implementation, and Technology) and subthemes (e.g., Learning Contexts: L1 and L2, region, proficiency, institution, discipline). We then divided the RA publication timeline into three periods: early (1997- 2004), middle (2005-2013), and late (2014-2021), with the start of each period corresponding to a visible increase in the number of publications (Fig. 1). Finally, we conducted an analysis of the usage patterns of keywords and key clusters related to each subtheme using corpus analysis tools (Keyword, Collocation, Cluster, Dispersion) in AntConc 4.0 (Anthony, 2021). The overall picture displays a wide variety of theories, methods, and settings employed in DDL research, with some characteristics remaining remarkably stable and others showing declining or rising trends. For example, we found an initial increase of the number of RAs with explicit theoretical grounding; however, the proportion of such articles remained stable from 2005 with only about two thirds of the articles mentioning theories. In terms of setting and methodology, there are some encouraging recent trends such as DDL reaching out to new learner populations and learning environments (e.g., Asian and Middle Eastern regions, variety of target languages, younger learners, lower proficiency levels). On the other hand, there is remarkably little change in other methodological aspects, with most studies targeting university students, English for general purposes classes, relatively small groups, short DDL interventions using concordancers, and lexico-grammar as the learning target. We conclude by inviting DDL researchers to diversify their research methodology, design multi-institutional studies, integrate contemporary multifactorial data analysis methods, improve the rigor of the methodological reporting, and, while doing the above, to open DDL up to Applied Linguistics theories and research methods, which would undoubtedly bring both fields forward. Figure 1. RAs by date
References Anthony, L. (2021). AntConc, v4.0. Tokyo: Waseda University. Pérez-Paredes, P. (2022). A systematic review of the uses and spread of corpora and data- driven learning in CALL research during 2011-2015. Computer Assisted Language Learning, 35(1-2), 36-61.
"It broadens my horizons": Visual accessibility awareness, mediation and meaningful language learning through audio description.
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics04:00 PM - 04:30 PM (Europe/Amsterdam) 2023/07/20 14:00:00 UTC - 2024/07/20 14:30:00 UTC
In today's foreign language (FL) teaching paradigm, learners are considered "language users and social agents", and language, "a vehicle for communication rather than a subject to study" (CEFR, 2020: 29). The classroom becomes a space where mediation adopts a central role, making learners aware of the existence of communication barriers beyond interlinguistic ones. To mediate across them, learners must employ all four main skills –speaking, writing, listening and reading– interconnectedly, switching from one to another as they would in 'real-life' communication (Su, 2007), always keeping the interlocutor's needs in mind. Audio description (AD) is a mode of intersemiotic, accessible audiovisual translation that turns visually-coded elements into verbal commentary to facilitate access for visually-diverse audiences (Walzack & Fryer, 2017). Increased awareness of its social mediation role has contributed to its incorporation into media accessibility regulations across countries (Orero, 2016), further leading to its popularisation as a classroom tool in FL teaching, with promising results (Ibáñez Moreno & Vermeulen, 2017). This presentation offers a methodological framework for the implementation of AD-based tasks in FL settings to promote meaningful learning and visual diversity awareness. Relying on perceptions expressed by students participating in an AD classroom project, it illustrates AD's potential to provide them with "21st century skills" (Baran-Łucarz & Klimas, 2020: 24) needed to engage in respectful communication in today's globalised world. Bringing AD into the FL classroom opens up the door to a professional activity with a clearly-set communicative goal. In AD-based tasks students become audio describers, approaching communication not just as learners, or even interlocutors, but as linguistic and social mediators: they must mediate between communication systems, between meanings and connotations, and between a visually-conveyed world and an audience without full access to it. In the process, they become aware of the diversity within communicative needs, as well as of how language use must vary to meet them, how formal and semantic subtleties affect meaning, and how multiple abilities -linguistic and non-linguistic- converge and complement each other to achieve the communicative goal.
References: Baran-Łucarz, M. & Klimas, A. (2020). Developing 21st century skills in a foreign language classroom: EFL student teachers' beliefs and self-awareness. Academic Journal of Modern Philology, 10, 23-38. Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume. Council of Europe Publishing. Ibáñez Moreno, A., & Vermeulen, A. (2017a). Audio description for all: A literature review of its pedagogical values in foreign language teaching and learning. Encuentro. Revista de Investigación e Innovación en la Clase de Idiomas, 26, 52-68. Orero, P. (2016). From DTV4ALL to HBB4ALL: Accessibility in European broadcasting. In A. Matamala& P. Orero (Eds.), Researching Audio Description (249-267). Palgrave Macmillan. Su, Y. C. (2007). Students' changing views and the integrated-skills approach in Taiwan's EFL college classes. Asia Pacific Education Review, 8(1), 27-40. Walczak, A., & Fryer, L. (2017). Creative description: The impact of audio description style on presence in visually impaired audiences. British Journal of Visual Impairment, 35(1), 6-17.
Presenters Adriana Bausells-Espín PhD Student / Teacher Of English For Specific Purposes, UNED (Universidad Nacional De Educación A Distancia, Spain) / Universidad San Jorge
Michał B. Paradowski
Christie Heike
Weiyu Zhang
Yin Ling Cheung
Olga Makinina
Jason Anderson
ALEX BOULTON
Adriana Bausells-Espín