ethanporcaro/eric-fulltext-meta huggingface dataset:
Why an Indirect Measure of L2 Learner&apos;s Willingness to Communicate in L2 Writing Requires Cautious Inferencing
Author: Kim, Peter
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Case Studies,Inferences,Writing (Composition),Native Speakers,Correlation

In &quot;Exploring the Dynamics of Willingness to Communicate (WTC) in Written Communication&quot; (EJ1176701), Choe's preliminary case study explores an area of WTC that has not been fully addressed by WTC scholars: an analysis of WTC in written communication. When the concept of WTC was applied to the L2 context, a negative correlation between L1 WTC and L2 WTC revealed a different nature of L2 WTC. L2 WTC was found to be fluid and dynamic, open and interactive with L2 learning context and a host of other factors both learner internal and external that self-organizes to emerge a changing WTC orientation that is situation-specific. In light of this, according to the &quot;Complex Dynamic Systems Theory&quot; (CDST) approach to second language acquisition (SLA), L2 WTC features layers of potential factors that comprise situation-specific influences at a given moment-in-time as well as stable, enduring influences that are more resistant to change. In short, in CDST, L2 WTC is seen as an emergent property of both the stable, intrinsic nature of the learner and the dynamic nature of the learner's external conditions. In Choe's study, the dynamism of Belinda and Michelle's WTC through email correspondences was analyzed in relation to topic, lexical complexity, article accuracy, and article form-function mapping. Using an inductive approach, the author measured WTC indirectly by assuming that at the macro-level, the amount of words an individual was willing to produce in each correspondence adequately measured her WTC in writing. At the micro-level, a similar approach was used to assume that the proportion of words an individual was willing to write under a topic was proportional to her WTC on the same topic. The author fully acknowledged this limitation and such limitations notwithstanding, she has done an admirable work in her attempt to explore WTC in L2 writing. Nevertheless, Peter Kim aims to revisit the assumptions of the indirect method used to measure the latent psychological construct in question.
A Learning-Oriented Assessment Perspective on Scenario-Based Assessment
Author: Carroll, Brian A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Student Evaluation,Vignettes,Guidelines,Test Construction,Language Tests,Discourse Analysis,Affective Behavior,Performance Based Assessment,Language Proficiency

A broad view of assessment development and design procedures portrays existing theories and methodologies as not fully representative of the knowledge, skills, and abilities students need to perform in the 21st century. Acknowledgement of these inadequacies has led to developments in assessment research attempting to meet contemporary expectations for student performance. Learning-oriented assessment (LOA) theorizes a framework of dynamic, interacting relationships influencing instruction, learning, and assessment through which assessments can be developed, designed, and validated. As a complement, scenario-based assessment (SBA), contains a suite of unique assessment development and design guidelines intended to reflect contemporary notions of education found in the cognitive and learning sciences. This analysis indicates the extent to which the LOA framework can be a theoretical support underlying the SBA development and design guidelines conceived to confront 21st century expectations for assessments.
Complex Dynamic Systems and Interlanguage Variability: Investigating Topic, Syntactic Complexity, and Accuracy in NS-NNS Written Interaction
Author: Dean, Anna Ciriani
Date: 2017-00-00
Type: Journal Articles
Subjects: Interlanguage,Linguistics,Qualitative Research,English (Second Language),Second Language Learning,Second Language Instruction,Spanish,English,Chinese,Correlation,Native Speakers,Asynchronous Communication,Interaction,Bilingualism

Studies adopting a Complex Dynamic Systems Theory framework have often fallen into one of two camps: those investigating variable linguistic subsystems (namely, CAF studies) and those concerned with non-linguistic variables displaying the characteristics of dynamic systems, with little concern for their connection to linguistic development. Examining asynchronous interactional data in an 8-week email exchange between a bilingual speaker of Spanish and English and an advanced Chinese learner of English, this study attempts to reconcile these two camps by exploring the extent to which syntactic complexity and article accuracy vary situationally as a function of topic and willingness to communicate (WTC) in L2 written performance over time and by investigating any potential relationships between complexity and accuracy. A qualitative, inductive analysis reveals that topic bears the characteristics of a dynamic system. The results also show that, for both the native speaker (NS) and non-native speaker (NNS), syntactic complexity, measured as subordinate clauses per T-unit and complex nominals per T-unit, varies situationally with topic, shifting not just over time but within a single email. As might be anticipated, article accuracy exhibits the typical instability of a dynamic system for the NNS but not for the NS, whose stable performance may reflect a permanent attractor state. Both the NNS' and NS' article accuracy are subject to cross-linguistic influence. Evolving correlations between complexity and accuracy suggest that certain topics and the WTC associated with them may induce trade-offs between the two subsystems.
Immigrant/Learner, Affiliate, Author, Expert: The Intersections of L2 Writing, Identity, and Computer-Mediated Communication
Author: Scheffler, Dani
Date: 2017-00-00
Type: Journal Articles
Subjects: Immigrants,Second Language Learning,Second Language Instruction,Self Concept,Literacy Education,Computer Mediated Communication,Writing Skills,Writing Instruction,Teaching Methods,Educational Technology,Social Media,Learning Motivation,Group Membership,Communities of Practice,English (Second Language),Audiences,Role,Correlation,Literature Reviews

As technology continues to shape our interactions in both personal and educational contexts, the exploration of how computer-mediated communication (CMC) may impact the development of second language writing skills has received greater interest. While a growing body of research has investigated potential applications of this technology within second language (L2) classrooms, the voluntary writing practices of L2 writers--where and what they choose to write outside of academic domains--are relatively uncharted as yet. This review of the literature seeks to identify the many CMC contexts in which L2 writers situate themselves, their purposes for engaging these online audiences, and the social roles or identities that emerge through their chosen writing activities. Previous studies indicate that social media platforms and other online communities indeed promote learners' experimentation with identity, group membership, and language with apparent gains in writer confidence and motivation; however, establishing a clear link between CMC and literacy development, as well as determining how computer-based writing can be meaningfully integrated into academic settings, remain directions for future research.
Interlanguage Pragmatic Development and L2 Request Behavior: A Critical Review of the Literature for Emergent Use of &quot;Polite&quot; Requests
Author: Eskin, Daniel
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Pragmatics,English (Second Language),Interlanguage,Language Research,Context Effect,Social Behavior,Language Tests,Intercultural Communication,Speech Acts,Taxonomy,Syntax,Longitudinal Studies,Case Studies,Elementary School Students,Graduate Students,Advanced Students,Foreign Countries,Language Proficiency,Behavior Patterns

The way we ask for something, or &quot;request,&quot; is hardly the same across all contexts. The degree to which we show politeness in these instances is closely related to a number of contextual factors (Brown &amp; Levinson, 1987), manifested in the linguistic features that we employ (Blum-Kulka, House &amp; Kasper, 1989; Searle, 1975). However, the issue becomes particularly thorny when evaluating perceived pragmatic transgressions among English language learners (ELLs). Is the issue their misunderstanding of social expectations (i.e., &quot;sociopragmatic&quot;) or the language used (i.e., &quot;pragmalinguistic&quot;)? Past research in second language assessment (SLA) has focused on how learners develop the ability to perform requests (e.g., Kasper &amp; Rose, 2002). However, what has been left under-addressed is the emergent ability among ELLs to request in a manner considered polite and contextually appropriate. With that issue in mind, this article reviews the literature on second language (L2) developmental patterns in the performance of requests with an eye for evidence of emergent awareness of politeness. The article begins with a discussion of the theoretical and empirical foundations for this question then proceeds into a review of studies among ELLs at three different proficiency levels, concluding with a discussion of the implications that this research has for language teaching and testing.
Corrective Feedback in Written Synchronous and Asynchronous Computer-Mediated Communication
Author: Akbar, Farah S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Feedback (Response),Error Correction,English (Second Language),Second Language Learning,Computer Mediated Communication,Asynchronous Communication,Synchronous Communication,Second Language Instruction,Native Speakers,Writing (Composition),French,Japanese,Spanish,Qualitative Research,Statistical Analysis

Although corrective feedback (CF) has attracted much attention in the field of second language acquisition, there is scant research pertaining to CF in naturalistic written computer-mediated communication (CMC). This exploratory study addressed this gap by describing the types of CF that occurred and evaluating their relative effects on learner uptake in two conditions: (1) asynchronous CMC and (2) synchronous CMC between four Native Speaker-Non-Native Speaker dyads. As a measure of effectiveness, learner uptake is defined as immediate or delayed learner responses to CF. Participants completed the following synchronous tasks: an introductory task, and a video-prompted discussion task via an online chat program. For the asynchronous task, the participants co-developed a 3-day travel plan via email. The findings showed that CF in the form of clarification requests existed in the ACMC environment, whereas recasts were the only type of CF observed in the SCMC environment. Although no evidence of immediate effect was shown during task performance, an instance of delayed effect was shown across tasks in the SCMC environment.
Language for Specific Purposes Testing: A Historical Review
Author: Grapin, Scott E.
Date: 2017-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,English (Second Language),Language Tests,Language Proficiency,Interaction,Communicative Competence (Languages)

Language for specific purposes (LSP) has a long history in the language testing literature. An outgrowth of the communicative language movement of the 1970s, LSP testing arose out of the practical need to assess individuals' abilities to perform specific tasks in academic and professional settings. This historical review traces the evolution of LSP testing in the language testing literature, focusing specifically on theory and research in two key areas: (a) authenticity and (b) the interaction between language knowledge and background knowledge. The review then turns to how Douglas (2000), in the most comprehensive treatment of LSP testing to date, incorporates insights from these two lines of work into his conceptualization. Throughout the review, tensions and debates emerging from the literature are discussed. The final section addresses the uncertain future of LSP in the language testing landscape.
Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach
Author: Seong, Yuna
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Language Proficiency,Second Language Instruction,English for Academic Purposes,Speech Skills,English (Second Language)

The conceptualization of L2 [second language] proficiency has evolved to include a broader range of knowledge, skills, and abilities, prompting L2 testers to embrace new approaches to defining and assessing L2 speaking ability. This review discusses the evolution of L2 proficiency and speaking ability, and suggests scenario-based assessment (SBA) as a promising practice to designing language assessments that can provide a more comprehensive interpretation of one's L2 speaking ability. An example of an online scenario-based academic speaking assessment is illustrated to demonstrate SBA's efficacy and potential.
Candidate Teacher Education Program Confusion in Turkey
Author: Cam Tosun, Figen
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Foreign Countries,Qualitative Research,Student Attitudes,Semi Structured Interviews,Teacher Education Programs,Program Effectiveness,Coding,Student Teaching,Student Satisfaction,Interpersonal Relationship,Content Analysis

In this research, the purpose is to investigate the practice of teacher candidate procedure and engage in a discourse on the teacher candidates' views on the practice. The qualitative method has been used in order to analyze teacher candidates' views on the subject. The subjects of the study comprise 57 teacher candidates currently working in Bayburt. Semi-structured interview forms consisting of questions about the way the teacher candidate education is implemented and questions that refer to their thoughts about the practice were used as data gathering instrument. In this research, content analysis technique has been used for the analysis of the data collected through the interviews. The codes reached through the answers from the informants and their frequencies have been given. The codes with high frequencies have been supported with excerpts from teacher candidates. As a result of the study, it has been found out that most of these teachers who were involved in teacher candidate training consider it 'a waste of time'. With flexibilities allowed and without proper planning, the practice of the procedure is found to have prevented achievement of the goal. Furthermore, the practice of contract adjunct teaching has also brought about some contradictions.
Language, Migration, and Citizenship in France
Author: Durkis, Andrea Eileen
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Language Usage,Citizenship,Language Proficiency,Language Tests,European History,Public Policy,Standardized Tests

As countries are confronted with the complexities of integrating new immigrants within their national borders, the ability of new arrivals to use the language or languages of their adopted country has increasingly become viewed as essential to the process of their integration and assimilation. The use of language assessments as a requirement for citizenship has become commonplace, and the importance of these tools as devices for gate keeping or door opening (Bachman &amp; Purpura, 2008) is substantial. The assessments fulfilling the language proficiency requirement for naturalization in France have changed and evolved substantially over the past two decades. They have progressed from unstructured and unsystematic interviews with no construct and no scoring criteria to pedagogical assessments and standardized tests with defined constructs and alignment to specific levels of proficiency on the Common European Framework of Reference (CEFR). This paper will explore the language assessments used as part of the citizenship process over the past twenty years in France through the validity framework proposed by Kane (1992, 2006, 2013). Special attention will be given to issues of fairness, values, and social consequences.
Ignoring Disadvantaged Students: Caveats of the ELA Regents Exam
Author: Beltran, Jorge
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Arts,Graduation Rate,English Language Learners,Test Validity,Scores,Immigrants,Achievement Gap,Elementary Secondary Education,Standardized Tests

The Comprehensive English Regents Exam, also referred to as the English Language Arts (ELA) Examination, is a widely used measure of student achievement in the K-12 system in New York, yet it is not without criticism. One concern is that the ELA Regents Exam may be contributing to the widening of the gap in graduation rates between English language learners (ELLs) and English-proficient students (NYSED, 2014b). This suggests a threat to the validity of the inferences made based on test scores. When considering the features of test design and the characteristics of the test's diverse target population under an argument-based validity approach (Bachman, 2003, 2005; Kane, 1992, 2002), a mismatch between the intended consequences of test use and the actual effects on the involved stakeholders can be identified. The purpose of this commentary is to analyze possible threats to validity, with issues ranging from domain analysis and construct definition to test misuse from a language assessment perspective and to discuss the impact of the Regents Examination in ELA on newly-arrived ELLs.
Test Fairness in Second Language Assessment
Author: Banerjee, Heidi Liu
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Programs,Language Tests,Test Reliability,Test Validity,Educational Theories,Concept Formation

Fairness, an essential quality of a test, has been broadly defined as equitable treatment of all test-takers during the testing process, absence of measurement bias, equitable access to the constructs being measured, and justifiable validity of test score interpretation for the intended purpose(s) (AREA, APA, &amp; NCME, 2014). Given that test fairness is closely related to the interpretations and uses of test scores as well as the claims made from those interpretations and uses, it is critical to obtain and weigh validity evidence to support or refute the score interpretations, their uses, and the potential socio-political consequences in order to evaluate fairness (Chalhoub-Deville, 2015; Haertel &amp; Herman, 2005; McNamara &amp; Roever, 2006). The purpose of this article is to describe how test fairness has been conceptualized in second language assessment through the lens of validity theories. First, I will describe construct- and interpretive-argument-based validity theories and how they accommodate the integration of test fairness. Then, following Xi (2010), three major approaches to conceptualizing test fairness in relation to validity will be discussed. As observed by Xi (2010), all three major approaches share a common caveat in that they do not provide concrete steps to prioritize evidence in fairness investigations. In an attempt to build a more comprehensive fairness argument that allows for systematic investigation of test fairness, Xi (2010) proposes a new approach to conceptualizing fairness within a validity framework. Her contribution to the understanding of fairness issues in language testing will be presented as part of the conclusion of this article.
Effect of Sports Satisfaction on Aggression and Stress in Judokas and Swimmers
Author: Keskin, Özlem
Date: 2018-06-00
Type: Journal Articles
Subjects: Aquatic Sports,Athletics,Satisfaction,Aggression,Anxiety,Athletes,Statistical Analysis,Correlation,Age Differences,Foreign Countries,Gender Differences,Educational Attainment,Regression (Statistics)

Entirely 60 athletes (39 judokas and 21 swimmers) participated in this study that was performed in 2 different branches (contact and contactless). The purpose of this paper was to determine the effect of sports satisfaction on aggression level and stress. Three different scales as the stress scale, aggression scale, and sports satisfaction scale were used to collect the data. T-test, one way ANOVA test, regression and correlation tests were used in independent groups to analyze the data obtained from these scales. SPSS 24.00 packaged software analyzed the data. It is seen when an evaluation based on the branches are actualized that point averages of sports satisfaction of both the judokas and swimmers are at a good level. While there is no significant difference in terms of the branch, gender, and education, there are significant differences (p&lt;0,01) in terms of the age group variable at the same time. With reference to our other finding, there is a negative relationship between the sports satisfaction and stress (r = -0,320, p&lt;0.01). As the sports satisfaction increases, stress level decreases at the same time. There is seen a negative significant relationship between the age group and aggression levels (r = -0,374, p&lt;0,01). As the age decreases, the aggression level increases.
Examination of the Perceptions on the View of Preschool Teachers about School Counselor
Author: Öztabak, Muhammet Ü.
Date: 2018-06-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,School Counselors,Counselor Role,Figurative Language,Content Analysis,Teacher Surveys,Foreign Countries,Qualitative Research

The responsibility of the development and the achievement of the child seems to be put on the shoulders of the preschool teacher. However, education is a teamwork in which not only teacher but also school administrator, family, school counselor (psychological counselor) and other supporting units should take active duty and work in cooperation. The school counselor plays an important role in following and supporting the child's bio-psycho-social development in this process. For all that, it is noteworthy that there is no effective cooperation between preschool teacher and school counselor. This study aims to investigate the perceptions of preschool teachers about school counselors. The data on school counselors' perceptions was collected by metaphor analysis method. Content analysis was used to classify the data. The study group of the research consisted of 221 preschool teachers working in European side of Istanbul during the academic year of 2016-2017. As a means of collecting data, teachers were asked to complete the sentence &quot;School counselor is like .............. because ...........&quot; Also the &quot;personal information form&quot; was used to obtain demographic information. Conceptual categories were created by analyzing the reasons why teachers preferred and used their specific expressions to complete the survey. It was determined that the school counselor perceived positive expressions such as advisor, helper, guiding, problem solver, supporting.