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Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
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Clear Browser Cache: Sometimes, cached data can cause conflicts or issues. Clear the browser cache and cookies before joining the meeting.
Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
Close Other Applications: Running multiple applications in the background can consume system resources and lead to performance issues. Close unnecessary apps to free up resources for the Dryfta meeting platform.
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Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
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 Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
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
Noviceness or non-nativeness? Disentangling the use of stance in French EFL learner academic writing
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
Stance, or the linguistic ways writers express their (1) assessment and commitment, and (2) attitudes and value judgments towards the information presented, has repeatedly been characterized as an area of difficulty for English as a Foreign language (EFL) learners of academic writing. EFL learners are often described as adopting a more assertive style and a more personal tone than experts, for instance. The tendency to associate such features with learner writing, however, has been subject to criticism. First, some researchers argue that those features could actually be typical of novice writing in general – thus encompassing both native and non-native novice writing – as "expertise is a more important aspect to consider than nativeness" (Römer 2009: 99). Second, the culture and language of production of academic writers has an impact on their stance usage (e.g. Vassileva 2001), and generalizing such features to all learners might be slightly reductive. The question thus arises as to the extent to which features of EFL learner writing are associated with (1) the writers' level of expertise, and (2) the fact that they do not write in their first language. A twofold methodology is used to answer this question. First, a tripartite comparison is conducted between one corpus of English expert writing, one corpus of L1 English novice writing, and one corpus of French EFL learner writing. Second, French EFL learner writing is compared to L1 French novice writing, so as to gain better understanding of crosslinguistic influence. The focus is laid on stance adverbials and stance complement clauses controlled by nouns, adjectives, and verbs. The results reveal that a number of features are associated with the noviceness of the writers – native or non-native – such as a lack of awareness of register conventions and a presence of lexical teddy bears. On the other hand, one main finding stands out as being linked to the non-nativeness of EFL learners rather than their noviceness, namely hedge usage. The relatively high number of similarities between the corpora of French EFL learner writing and L1 French novice writing also point to the importance of crosslinguistic influence. This study therefore allows us to distinguish between noviceness- and (non)-nativeness-related stance features in EFL learner writing, and to nuance repeated claims qualifying learners as being "too authoritative" or having a "limited lexical repertoire" (e.g. Hyland & Milton 1997, Paquot 2010). It also highlights the importance of language-specific register awareness, a notion that has received little attention so far.
Hyland, K. & Milton, J. (1997). Qualification and certainty in L1 and L2 students' writing. Journal of Second Language Writing, 6(2), 183-205. Paquot, M. (2010). Academic Vocabulary in Learner Writing: From Extraction to Analysis. London & New York: Continuum. Römer, U. (2009). English in academia: Does nativeness matter? Anglistik: International Journal of English Studies, 20(2), 89-100. Vassileva, I., (2001). Commitment and detachment in English and Bulgarian academic writing. English for Specific Purposes, 20, 83-102.
SE CONSTRUIRE PROFESSEUR DE LANGUE(S): UN PARCOURS CONTINU EN QUETE DE SA PROPRE VOIX
Oral Presentation[SYMP63] Repenser la triade enseignement-apprentissage-évaluation des langues par le prisme des pratiques langagières précaires : une réflexion pluridisciplinaire09:00 AM - 09:30 AM (Europe/Amsterdam) 2023/07/20 07:00:00 UTC - 2024/07/20 07:30:00 UTC
Abstract
This research brings to the fore the language teacher to reflect upon its path in the construction of its own professional identity. Drawing on a critical praxis orientation, experienced and preservice French language teachers navigate into their experiences in and out, during and after their teacher education in the context of a public university in Brazil, considering this environment as no francophone. Results points to a need for an agentive attitude concerning not only what is done in terms of their education as a language teacher but also a broader comprehension of political, cultural and ecological factors impacting in their identity.
L'enseignement-apprentissage des langues se voit recadré dans la société contemporaine en constante transformation par les contextes de production des échanges linguistiques, les valeurs politiques et idéologiques qui les représentent, de même que par le pragmatisme des us et consommation des langues. Apprendre une langue autre que celle ou celles apprises comme langues premières, peut s'avérer une décision aussi bien volontaire qu'imposée, selon le désir ou le besoin de chaque individu. Par contre, enseigner une langue nous fait entrer dans un autre domaine, celui de la pratique professionnelle. En effet, devenir enseignant est, dans tous les cas où l'individu cherche une formation pour cela, un choix. Ce choix, cependant, ne s'avère pas sans implications. Dans les environnements naturellement plurilingues, apprendre et par conséquent enseigner des langues additionnelles, sont des activités courantes. Ces pratiques langagières se font, dans beaucoup de cas, en milieu naturel surtout si les langues en jeu sont des langues majoritairement partagées entre les sujets. La réalité peut être légèrement différente dans les contextes où, la langue comme objet d'apprentissage et d'enseignement, connaît une circulation restreinte. Dans les pays fortement monolingues en termes de pratiques langagières plurilingues, comme c'est le cas du Brésil (le plurilinguisme est reconnu au Brésil dans les langues autochtones et d'héritage mais le Portugais reste la langue majoritaire), les langues additionnelles apprises et enseignées à l'école ont différents statuts, ce qui impacte directement tous ceux qui gravitent autour de leur utilisation.
Ce travail veut dévoiler le parcours de construction professionnelle du professeur de langue(s) entamé par deux groupes de sujets : des professeurs en formation et des professeurs expérimentés, eux-mêmes formateurs de futurs professeurs. À partir d'un exercice de réflexion critique de leur pratique, professeurs expérimentés et futurs enseignants de langue française vont refaire leur parcours depuis leurs premiers contacts avec la langue jusqu'à la construction d'une identité comme professeur. Le contexte choisi est celui d'une université publique brésilienne, située en contexte non francophone. Dans ce travail, il nous intéresse situer la formation des enseignants de langue comme une activité qui se construit au-delà de la salle de classe, une activité qui circule entre les frontières éducationnelles, culturelles et politiques. Enseignant formateur et enseignant en formation cohabitent ainsi entre espaces d'échanges de connaissances, compétences, croyances, attitudes, systèmes de valeurs et idéologies pas toujours partagées. Par la confrontation entre la pratique négociée entre eux, notre but est de confronter leurs parcours face aux enjeux institutionnels et sociaux en quête de l'émergence de la voix sociale propre à cet agir professeur, en tant que sujet responsable de son agir dans le monde. Par un exercice d'autoévaluation, les futurs professeurs réfléchissent à propos de la formation reçue et de la pratique enseignante espérée. Par un exercice de reconstruction les professeurs expérimentés se permettent d'évaluer leurs conceptions et positions. Les résultats démontrent que l'évaluation du parcours de formation est essentielle pour que chaque professeur révèle sa voix sociale et puisse prendre sur soi la responsabilité d'un agir éthique au long de sa formation et dans sa pratique.
Presenters Renata Archanjo Assistant Professor, Federal University Of Rio Grande Do Norte
Gigification of ESL/EAP instructor work in the neoliberal academy
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
This article describes how discourses of professionalism, insecurity, and exploitation among English as a second language/English for Academic Purposes (ESL/EAP) instructors and administrators at two Canadian universities construct their understandings of fair work. These understandings are examined in a nested manner, in keeping with social positioning theory. Via discourse and thematic analysis of job advertisements and semi-structured interviews, this paper illuminates how ESL/EAP instructor work is increasingly rendered un(der)paid, constantly evaluated, surveilled, and precarious. Viewed through the lens of "magic time," an infinite category of work time, we document the frustrations of ESL/EAP instructors who recognize their own exploitation. The relevance of this study is described in relation to the growing numbers of international students at Canadian universities who require a more robust infrastructure supporting their needs, while the ESL/EAP instructors who provide these programmes are increasingly made disposable through contingent employment relationships, known among contract professors in for-credit courses as adjunctification. In the noncredit, even more marginal context of ESL/EAP instructors subject to the forces of international student supply and demand, underpaid even by adjunct faculty standards, and engaged in often cutthroat competition for the few remaining contracts, we examine the gigification of ESL/EAP instructor work.
Higher education is undergoing substantial reforms in accordance with a neoliberal ideological turn, includingadjunctification (Harvey, 2005; Aronowitz, 2000), defined in the applied linguistics context as "the push for institutions of higher learning to hire as many adjuncts (part-time, nonbenefited employees) as possible to teach courses at a lower rate and without job security" (Marcotte, 2020, np). In Canada, Rose (2020) statistically analyzed the 2019 Canadian Union of Public Employees (CUPE) Database on Academic Employment in Canada to demonstrate how more than half of all postsecondary teaching positions are staffed from an adjunct reserve pool of "low paid and marginalized academic workers" (p. 15), particularly in education services such as EAP programmes. Globally in higher education, a similar trend is happening (Ball 2012; Childress 2019). Here, we address the transformation of the work of one such group of marginal teaching staff impacted by the neoliberal turn in universities, ESL/EAP instructors who work in English Language Centers (ELCs). In this presentation, we will describe how discourses of professionalism, insecurity, and exploitation among English as a second language/English for Academic Purposes (hereinafter ESL/EAP) instructors and curriculum-level administrators at two Canadian universities construct their understandings of fair work within and against their current working conditions. Instructors' understandings are examined in a nested manner, in keeping with social positioning theory (Lawson 2022). Via discourse (Blommaert 2005) and thematic analysis of ESL/EAP instructor job advertisements and semi-structured interviews with instructors and administrators of these ESL/EAP programmes, we will illuminate how ESL/EAP instructor work is increasingly rendered un(der)paid, constantly evaluated, surveilled, and precarious not just in Canada but globally. Viewed through the lens of "magic time," an infinite category of work time, we will explore the frustrations of ESL/EAP instructors who recognize their own exploitation. The relevance of this study is described in relation to the growing numbers of international students at Canadian universities who require a more robust infrastructure supporting their needs, while the ESL/EAP instructors who provide these programmes are increasingly made disposable through contingent employment relationships, known among contract professors in higher education for-credit courses as adjunctification. We suggest that focused global advocacy and action is required, targeting decreased gigification of ESL/EAP instructor work.
References
Aronowitz, S. (2000). The Knowledge Factory: Dismantling the Corporate University and Creating True Higher Learning. Beacon Press. Ball, S. J.(2012)Performativity, Commodification and Commitment: An I-Spy Guide to the Neoliberal University,British Journal of Educational Studies,60(1),17-28. DOI:10.1080/00071005.2011.650940 Blommaert, J. (2005). Discourse: A critical introduction. Cambridge: Cambridge UP. Childress, H. (2019). The Adjunct Underclass: How America's Colleges Betrayed Their Faculty, Their Students, and Their Mission. University of Chicago Press. Harvey, D. (2005). A Brief History of Neoliberalism, Oxford University Press. Lawson, T. (2022). Social positioning theory. Cambridge Journal of Economics, 46, 1-39. https://doi.org/10.1093/cje/beab040 Marcotte, S. N. (2020). The rise of adjunctification: From surviving to thriving. TESOL Blog. Retrieved June 30, 2022 from: http://blog.tesol.org/the-rise-of-adjunctification-from-surviving-to-thriving/ Rose, D. (2020). A snapshot of precarious academic work in Canada. New Proposals: Journal of Marxism and Interdisciplinary Inquiry, 11(1), 7-17.
A Longitudinal Mix Study with Text Mining and questionnaires on Study Abroad affecting Language Competence, Intercultural Sensitivity, and Future Careers－Before and After Covid19
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
Still, Covid 19 has been spreading all over the world, though gradually, traveling and studying abroad have resumed in several countries. In Japan, the government decided to allow companies and universities to send to foreign countries and accept business people and students from foreign countries. This presentation aims to longitudinally investigate how the experience of the semester-long study abroad affects the improvement of English language competence, intercultural sensitivity, and future careers for Japanese university students by using a mixed study with questionnaires and Text Mining analysis. Especially we investigated how university students were affected by the Covid19 for English proficiency and intercultural competencies before and after the restriction which they could not study abroad. Before the pandemic, about one hundred students in the second academic year who participated in study abroad programs at eight different universities in three English-speaking countries were asked to answer pre-departure and post-return questionnaires as quantitative research. The results of the questionnaires showed that the students improved their English from A2/B1 levels to B2/C1 levels based on the CEFR. Additionally, they improved their intercultural sensitivity from the stages of Minimization/ Acceptance to Adaptation/ Integration based on the Developmental Model of Intercultural Sensitivity (DMIS) (Bennett, 2011, 2016)). Second, Text Mining analysis was conducted as qualitative research on the text comments about study abroad experiences written by the same students. They uploaded their comments on the university internet system at different times (prior to departure, three weeks after departure, three weeks prior to return, and after return). In the text analysis, they had the confidence to improve their English by using the words "enjoy" and "develop themselves." As for the final comments after their return, they reflected that they enjoyed their lives in foreign countries and learned about different cultures, but struggled with being involved in the cultural differences, in the Minimization stage. In addition, their study abroad experiences contributed to their career hunting. The mixed study showed the discrepancy in the stage of DMIS between the quantitative studies and the qualitative studies, though we concluded the mixed study would accurately help reflect the impact of the study abroad program. During the pandemic, the students who couldn't study abroad had several choices: 20 students took an online study abroad program, or ten students concentrated on their studies at a university in Japan. They were asked to answer pre-and post-questionnaires. Their English levels were almost the same as the students who studied abroad in person. On the other hand, the intercultural sensitivity differed, some of them were not improved, and quite a few students improved their intercultural sensitivity, reporting that they could communicate with international students after the online English lessons and conducted some projects to work with each other via ZOOM. The other students who didn't study abroad in person reported that they concentrated on their English and the sub-major subjects such as business administration. The model of mainly three categories' characteristics of the students will be described in the presentation.
Affordances and Constraints of ELT Textbook Materiality in a Chinese Emergency Online Classroom
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
Despite the growing interest in ELT textbook studies, how English teachers use textbooks in real classrooms has been inadequately investigated (Harwood, 2014). The paucity of textbook use research may result in a distorted picture of ELT textbooks, as static analyses of textbook content can never reveal the full nature of textbooks, neglecting how they are consumed by users through contextualized interpretation and dynamic interaction (Weinberg & Wiesner, 2011). In addition, the majority of previous textbook use research has focused on teachers' interpretations of textbook content, but has neglected the fact that textbooks are also objects with material qualities (Kolbeck & Röhl, 2018). According to Nevile et al (2014), objects make significant contributions to the trajectories of human interaction in social settings, while in ELT classrooms, classroom interaction has been regarded as central to effective teaching (Walsh, 2011). To fully understand the interactions involved, how teachers interact with the materiality of textbooks as objects and how teachers employ the materiality of textbooks to interact with students require detailed and systematic analysis. Besides, the global COVID-19 pandemic has disrupted face-to-face teaching routines and shifted courses to emergency online teaching, enforcing various constraints on classroom interaction. One major challenge in Chinese universities is that teachers have to interact in online classrooms where there is zero visibility of participants, and the materiality of textbooks is not presented in the form of printed books but displayed through computer screens. In thisscenario, how teachers verbalize textbooks and manipulate them through the computer screen and mouse becomes a key influencing factor in classroom interaction. The present study, drawing on the strengths of interaction analysis, which foregrounds the significance of real-life data in local contexts and pivots on the interpretation of speaker intent encoded in both verbal and nonverbal signals in interaction(Gumperz, 1982), aims to investigate the affordances and constraints of ELT textbook materiality in emergency online classroom interaction. Through interaction analysis of one Chinese university teacher's 11 video-recorded lessons, the study reveals various strategies involving verbalizing the textbook and manipulating it through the computer screen and mouse to cope with the interactional challenges arising in emergency online classrooms. The study has important implications for ELT textbook development, highlighting the need for special attention to material qualities of textbooks. Implications can also be drawn for teacher development programs designed to enhance English teachers' interactional competence, especially in emergency online classrooms. Gumperz, J. J. (1982). Discourse strategies. Cambridge University Press. Harwood, N. (Ed.). (2014). English language teaching textbooks: Content, consumption, production. Palgrave Macmillan. Kolbeck, G. & Röhl, T. (2018). Textbook practices: Reading texts, touching books. In E. Fuchs & A. Bock (Eds.), Palgrave handbook of textbook studies. Palgrave Macmillan. Nevile, M., Haddington, P., Heinemann, T. & Rauniomaa, M. (Eds.). (2014). Interacting with objects: Language, materiality, and social activity. John Benjamins. Walsh, S. (2011). Exploring classroom discourse: Language in action. Routledge. Weinberg, A. & Wiesner, E. (2011). Understanding mathematics textbooks through reader-oriented theory. Educational Studies in Mathematics, 76(1): 49-63.
Presenters Yi Zhang PhD Student, University Of Warwick
Designing meaningful materials to teach English to young learners: impacts on teachers’ approaches and practices
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics02:45 PM - 03:15 PM (Europe/Amsterdam) 2023/07/20 12:45:00 UTC - 2024/07/20 13:15:00 UTC
We have been watching a significant expansion in the area of teaching English as a foreign language (FL) to young learners (CAMERON, 2003) in public schools in Brazil (ROCHA, 2007; TONELLI, 2007). But, this same expansion hasn't been noticed in the designing of teaching materials (TOMLINSON, 2012) to the referred context. Thus, teachers have to face the challenge of designing their own materials. However, most of them don't feel confident and prepared enough for such work. We intend to present a study which had as context a teacher development course conducted with 18 teachers on designing English teaching materials to teach English to young learners. The aim was to investigate the possible impacts the process of designing meaningful, contextualized teaching materials would have on teachers' approaches to teach English to young learners. The main objective of the course was to help the participants to elaborate teaching materials to be used in their lessons. The course was composed of teaching and learning languages theory discussion, the designing of teaching materials and the implementation of those materials in the teachers' classrooms. We aimed at helping teachers to understand and be able to produce teaching materials which could be meaningful (Vigotsky, 1962, 1978) contextualized. We believed that teaching materials along with a process of reflective development (SCHON, 1983, NOVOA, 2009) could potencialize the opportunities for acquisition (KUMARAVADIVELU, 1994). The study was based on the qualitative approach (ERICKSON, 1981) with an emphasis on exploratory and interpretative methods. For producing and collecting data, we used: questionnaire answered by the participants, participants' written field notes and participants' written reflective activity. The results indicate that the great majority of the participants changed their views about teaching a foreign language to young learners, from a very strong grammatical approach to a much more meaningful and contextualized practice. A much deeper understanding by teachers about young learners' interests and necessities was observed in the teachers' practices demonstrating that the process of designing such materials can be a powerful way of professional development. CAMERON, L. Challenges for ELT from the expansion in teaching children. ELT Journal - Oxford University Press, v. 57, 2003, p.105 -112. ERICKSON, F. "Qualitative Methods in Research on Teaching" In: Handbook of research on Teaching. Macmillan Publishing Company, 1981. KUMARAVADIVELU, B. The Postmethod Condition: Emerging Strategies for second/foreign language teaching. Tesol Quarterly, n. 28, 1994. NÓVOA, A. Professores: imagens do futuro presente. Lisboa: Educa, 2009. ROCHA, C.H. O Ensino de Línguas para Crianças no Contexto Educacional Brasileiro: breves reflexões e possíveis previsões. DELTA (PUCSP. Impresso), v. 23, 2007, p. 273- 319. SCHÖN, D.A. The Reflective Practitioner: How Professionals Think in Action. London: Temple Smith. 1983. TOMLINSON, B. Materials Development for language Learning and Teaching. Language Teaching, 45, 2012, pp 143-179 TONELLI, J. R. A.; RAMOS, S. G. M. (org.) O ensino de LE para crianças: reflexões e contribuições. Londrina: Moriá, 2007. VYGOTSKY, L. S. Mind in society: The development of higher psychological processes Cambridge, Mass.: Harvard University Press. 1978 VYGOTSKI. L.S.. Thought and language. Cambridge Mass.: Harvard University Press. 1962.
Pedagogical impacts of automated writing evaluation system on both students and teachers in English learning environments in Japan
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics03:15 PM - 03:45 PM (Europe/Amsterdam) 2023/07/20 13:15:00 UTC - 2024/07/20 13:45:00 UTC
Recently, the use of pedagogical ICT tools has been attracting attention, driven by the shift to online classes to prevent the spread of COVID-19. In the area of English writing instruction, automated writing evaluation (AWE) has been introduced at universities. The benefits of using AWE for proofreading English, in particular, include to provide consistent feedback on syntactic and lexical errors in a short period of time (Dikli, 2010), the immediacy of the feedback, which keeps learners motivated to revise their texts, and thus better quality of their final products (Stevenson & Phakiti, 2014). However, verification of the efficacy of these AWE feedback on reduction in a specific number of errors and on expected increase in satisfaction and motivation of both learners and the teachers using AWE have yet to be elucidated. In an aim to identify how technology can enhance students' feedback practice to produce better texts compared to conventional ways of teachers providing comments manually, we used the online-generated feedback, Turnitin Feedback Studio (https://www.turnitin.com/)（TFS, hereafter), to the classes in the Life Science Department in Ritsumeikan University in Japan. Students are engaged in science projects, and their results are demonstrated with papers in English up to 2000 words. TFS detect syntactic, lexical and mechanic errors instantly in students' papers, but it does not provide suggestions for revision. Students are required to consider how to revise their texts by themselves. Under this condition, three research questions were formulated; 1) Do TFS assist students better to improve their texts than their teachers' manual feedback? 2) In which conditions, do students' texts improve, revise errors individually, assisted by peers, or assisted by teachers? 3) Does the use of TFS improve students' and teachers' satisfaction and motivation over the feedback practice? As for 1), we examined a control group (without any assistance), a group assisted by TFS, and a group with teacher feedback. As for 2), we examined a control group, a group using Peer Mark Review (peer feedback function in TFS) in pairs with different proficiency levels of English, and a group assisted by their teachers for revision. The number of errors were compared before and after the treatment. As for 3), pre and post surveys were administered and compared, followed by semi-structured interviews with both students and teachers. Preliminary results show that while students alone could not revise untreatable errors (e.g., choice of words, mechanics as detected by Ferris, 2011), peer/teacher helped more in correcting grammar mistakes. Overall satisfaction and increased motivation toward the use of TFS were noted among the groups of students with positive comments in the post survey. It was also found that TFS can reduce the amount of marking that teachers have to do, and can focus on meaning-oriented aspects of contents/logics as they allow AWE to mark on syntax/lexis errors beforehand. Limitations of AWE (e.g., pattern-matching feedback, inability of individually-tailored feedback) will be discussed in this paper; however, the authors believe that this study will showcase how technology can make a positive difference in teaching English writing, including better learner experience and better learning outcomes. Dikli, S. (2010). The nature of automated essay scoring feedback. CALICO Journal, 28(1), 99–134. Ferris, D. (2011). Treatment of error in second language student writing. The University of Michigan Press. Stevenson, M., & Phakiti, A. (2014). The effect of computer-generated feedback on the quality of writing. Assessing Writing, 19, 51–65. https://doi.org/10.1016/j.asw.2013.11.007
The Role of English as a Lingua Franca in Intercultural Competence Development
Oral Presentation[SYMP57] OPEN CALL - New fields of research in Applied Linguistics03:45 PM - 04:15 PM (Europe/Amsterdam) 2023/07/20 13:45:00 UTC - 2024/07/20 14:15:00 UTC
Participating in an international experience in a foreign country is many times seen as the most favourable option when it comes to learning a second language. In the same line, aspects such as intercultural competence (IC) also seem to take advantage of such stays (Heinzmann et al., 2015), and this particularly true when students travel to countries where English is not the official language, but it is used as a lingua franca (ELFSA, Köylü, 2021). The present study qualitatively explores IC development, and how this construct evolves after a semester-long ELFSA experience. Participants (n= 8) come from two L1 backgrounds (Spanish, n= 3; Turkish, n= 5) and English was their L2. Following a stimulated-recall protocol, semi-structured interviews were performed to elicit information from the participants. Interviews were coded and analysed drawing on grounded theory in light of conceptualizations of IC (Byram, 1997). Results suggest that participating in an ELFSA experience within the ERASMUS framework contributes to IC development in terms of cultural empathy and flexibility, among others.
Studying or residing abroad is many times seen as the most favourable option when it comes to learning or developing a second language (L2). Given the social and cultural variables involved in the study abroad (SA) realm, additional aspects such as intercultural competence (IC) and communicative skills also seem to take advantage of such stays (Heinzmann et al., 2015). Nonetheless, when reviewing the SA literature it is easy to notice that research on aspects other than linguistic development have only received little attention. Furthermore, the traditional SA context (i.e. going abroad to a country where the L2 is the official language) has been the focus of most SA research, whereas other contexts such as the English as a Lingua Franca one (i.e. going abroad to a country where the L2 is not the official language but used for means of communication) have only been overlooked (Köylü, 2021). The present study qualitatively explores IC development, and how this construct evolves after a semester-long ELFSA experience in light of using English as a lingua franca. The participants of the study (n = 7) are tertiary level credit and degree seeking students from two different national and native tongue (L1) backgrounds, a group of Catalan/Spanish bilinguals (n= 3) and a group of Turkish L1s peakers (n = 4) ERASMUS exchange students and English was their L2. Following a stimulated-recall protocol, semi-structured interviews were performed to elicit information from the participants. All the participants were reminded of their previous performances and/or interview data, elicited years ago by the same researchers for different projects. Apart from individual interviews conducted in the participants' L1, two focus group interviews were administered to collect data: an L1 focus group interview conducted with the speakers of the same L1s and another focus group interview where English was used as a lingua franca among the participants, who are from different L1 backgrounds. The data from these interviews were first transcribed verbatim and later coded and analysed for emergent themes in light of conceptualizations of IC (Byram, 1997). Results suggest that participating in an ELFSA experience within the ERASMUS framework contributes to IC development in terms of cultural empathy and flexibility, among others. The social and pedagogical aspects of ELF, on the other hand, were highly valued among the participants who considered ELF to be a major reason to end up with raised IC awareness and communicative skills, along with gains in English.
References: Byram, M. (1997). Teaching and assessing intercultural communicative competence. Philadelphia: Multilingual Matters. Heinzmann, S., Künzle, R., Schallhart, N., & Müller, M. (2015). The effect of study abroad on intercultural competence: Results from a longitudinal quasi-experimental study. Frontiers: The Interdisciplinary Journal of Study Abroad, 26(1), 187-208 Köylü, Z. (2021). The ERASMUS sojourn: does the destination country or pre-departure proficiency impact oral proficiency gains? The Language Learning Journal.
Presenters Judith Borràs Teacher And Researcher, UDIT - Universidad De Diseño Y Tecnología
Renata Archanjo
Yi Zhang
Judith Borràs
