A Case Study of Chinese EFL Learners' Meaning-making in Videoconferencing Peer Feedback: A Multimodal Perspective PDF Download

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Languages : en
Pages : 0

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Author: Ye Han
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ISBN: 9781361042137
Category :
Languages : en
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This dissertation, "Learner Engagement With Teacher Written Corrective Feedback in Chinese Tertiary-level EFL Classrooms: a Sociocognitive Perspective" by Ye, Han, 韓曄, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Written corrective feedback (WCF) has drawn intensive attention over the past two decades as a prevalent but controversial teaching technique in L2 classrooms. While previous research has generated useful insights into WCF, our knowledge needs to be expanded, as quasi-experimental studies taking the cognitive perspective have often marginalized the social aspect involved in WCF, had limited ecological validity, overlooked individual differences, and examined the effectiveness of WCF but under-explored learner engagement with WCF. This naturalistic, qualitative multiple-case study, which took a sociocognitive perspective, was an attempt to fill this void by investigating how Chinese EFL non-English major college students cognitively, behaviorally, and affectively engage with teacher WCF, and what learner factors and contextual factors influence their engagement. Two teachers of different linguistic and cultural background were involved, together with three students of different performance levels from each of the two integrated skills classes. Data included the six students'' drafts of all writing assignments throughout the semester with teacher written feedback, semi-structured interviews with teachers and students, students'' retrospective verbal reports, transcripts of teacher-student writing conferences, students'' written reflective accounts, classroom observation notes and audio-records, and class documents. The six student cases revealed the great complexity of learner engagement with WCF. In the cognitive dimension, the quality of noticing induced by WCF, as well as the cognitive operations used to process WCF, was regulated by a number of metacognitive operations. Students'' behavioral engagement involved not only revisions operations, but also revision approaches and actions to implement cognitive operations. Affective engagement, especially emotional reactions to WCF, was also dynamic and multi-faceted. The differences within and across student cases also contributed to the complexity of engagement. While the depth of engagement with WCF varied across individuals, the same student could engage with WCF differently under different task conditions over the semester. The findings suggested that the complexity of engagement can be accounted by the interaction between learner factors (including proficiency levels, prior knowledge, beliefs, motivation and goals), and complex contextual factors, ranging from textual-level context to macro-level sociocultural context. Learner factors shapes learner agency, which are exercised in the decision-making process which takes place as learners receive WCF. Extensive engagement is more likely to occur when learners perceive the learning opportunities afforded by the context and are willing to take actions. The study contributes to the existing research firstly by refining the framework of learner engagement with WCF, which can serve as a useful tool for further analysis of students'' processing and use of WCF in different contexts. It also extends our current knowledge by specifying learner factors and contextual factors that mediate learner engagement and offering insights into the impacts of the interaction between these two sets of factors on engagement. Using a sociocognitive perspective that jointly looks into both the cognitive and the social aspects of WCF has also allowed for a cont

Author: Dandan Chen
Publisher: GRIN Verlag
ISBN: 3346921298
Category : Education
Languages : en
Pages : 411

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Doctoral Thesis / Dissertation from the year 2023 in the subject Pedagogy - Intercultural Pedagogy, grade: pass without corrections, University of Edinburgh (Moray House School of Education and Sport), course: PhD Education, language: English, abstract: This study investigates the role of visualisation in language education to explore a visual strategy for learning that is driven by the goal of deeper learning for all learners, built on theoretical principles of pluriliteracies development learner agency and multimodality. The integration of these concepts has significantly impacted the rationale of the research foci and therefore lies at the heart of this pioneering study that connects pluriliteracies with English language teaching and learning in a primary school in China. In order to investigate the potential role of visuals in English language learning classrooms, this study was conducted by designing and teaching visual-related thematic content to three small groups of English younger learners in China and interviewing them using their own preferred online platform. Participants were encouraged to create visuals, for example, drawings to demonstrate their thinking of abstract conceptual knowledge and scaffold their communication with peers and the teacher-researcher. Such integration of visual creation with language learning is facilitated by learner-teacher Learning Conversations constructing a shared learning space owned and led by learners, which may offer a clear steer in the direction of promoting learner agency and achieving the quality of learning, thereby complementing traditional ways of teaching in China and beyond. Emphasised by research and studies regarding pedagogies for ‘quality’ and ‘successful’ learning (Coyle & Meyer, 2017), the long-established means of measuring learning using tests and examinations may not be sufficient for building learners’ sense of achievement and agentic mindset to direct their own learning. Given the importance attached to PISA league tables on a global basis, the quality of education is at the core of socio-political concerns, offering alternative pedagogic thinking to education systems that define passing examinations as the main criterion of academic success. Note from the editor: The PowerPoint presentation in the appendix had to be edited due to copyright concerns.

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Category : Language and languages
Languages : en
Pages : 502

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Author: Vincent X. Wang
Publisher: John Benjamins Publishing
ISBN: 9027286809
Category : Language Arts & Disciplines
Languages : en
Pages : 217

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Requests, a speech act people frequently use to perform everyday social interactions, have attracted particular attention in politeness theories, pragmatics, and second language acquisition. This book looks at request behaviours in a significant EFL population – Chinese-speaking learners of English. It will draw on recent literature, such as politeness theories and cognitive models for interlanguage pragmatics development, as well as placing special emphasis on situational context and formulaic language to provide a more fine-grained investigation. A range of request scenarios has been specifically designed for this project, from common service encounters to highly face-threatening situations such as borrowing money and asking a favour of police officer. Our findings on Chinese-style pragmatic behaviours and patterns of pragmatic development will be of value to cross-cultural pragmatics researchers, TESOL professionals, and university students with an interest in this area of study.

Author: Robyn Moloney
Publisher: Springer
ISBN: 3319893726
Category : Foreign Language Study
Languages : en
Pages : 102

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This book presents the principles of quality teaching in Chinese, as exemplified in case studies of primary and secondary school classrooms. Drawing on data from five Australian schools, the authors identify the key practices necessary to produce a quality learning experience for students. The book offers a thorough grounding in the issues involved in teaching different age groups, and many practical strategies, including a comprehensive overview of digital technologies for teaching and learning Chinese. It will provide a valuable resource for students and scholars of applied linguistics, in addition to supporting teacher training and professional development.

Author: Robert O'Dowd
Publisher: Routledge
ISBN: 1317392663
Category : Language Arts & Disciplines
Languages : en
Pages : 277

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This volume provides a state of the art overview of Online Intercultural Exchange (OIE) in university education and demonstrates how educators can use OIE to address current challenges in university contexts such as internationalisation, virtual mobility and intercultural foreign language education. Since the 1990s, educators have been using virtual interaction to bring their classes into contact with geographically distant partner classes to create opportunities for authentic communication, meaningful collaboration and first-hand experience of working and learning with partners from other cultural backgrounds. Online exchange projects of this nature can contribute to the development of learner autonomy, linguistic accuracy, intercultural awareness, intercultural skills and electronic literacies. Online Intercultural Exchange has now reached a stage where it is moving beyond individual classroom initiatives and is assuming a role as a major tool for internationalization, intercultural development and virtual mobility in universities around the globe. This volume reports qualitative and quantitative findings on the impact of OIE on universities in Europe and elsewhere and offers comprehensive guidance on using OIE at both pedagogical and technological levels. It provides theoretically-informed accounts of Online Intercultural Exchanges which will relevant to researchers in Computer Assisted Language Learning, Computer-Mediated Communication, or Virtual Education. Finally, contributors offer a collection of practitioner-authored and practically-oriented case studies for the benefit of teachers of foreign languages or in other subject areas who wish to engage in developing the digital literacy and intercultural competences of their learners.

Author: K. Richards
Publisher: Springer
ISBN: 0230505058
Category : Education
Languages : en
Pages : 323

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Graduate and professional TESOL students will welcome this research methods textbook for undertaking qualitative, naturalistic and action research projects. Uniquely, the book offers a three-level structured progression, suited both to novice and intermediate students with a focus on development as classroom teachers of English, and to advanced students engaged in academic research work in applied linguistics. Every chapter is structured to develop the important skills for undertaking QI in a rigorous and serious way, at whatever level is appropriate for the reader's purpose. The book is both scholarly in approach and written in an engagingly direct and clear style.

Author: Pedro Isaias
Publisher: Springer Nature
ISBN: 3030481905
Category : Education
Languages : en
Pages : 224

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This book is to explores a variety of facets of online learning environments to understand how learning occurs and succeeds in digital contexts and what teaching strategies and technologies are most suited to this format. Business, health, government and education are some of the core sectors of society which have been experiencing deep transformations due to a generalized digitalization. While these changes are not novel, the swift progress of technology and the rising complexity of digital environments place a focus on the need for further research and novel strategies. In the context of education, the promise of increased flexibility and broader access to educational resources is impelling much of higher education’s course offerings to online environments. The 21st century learner requires an education that can be pursued anytime and anywhere and that is more aligned with the demands of a digital society. Online education not only assists students to success-fully integrate a workforce that is increasingly digital, but it helps them to become more comfortable with the use of technology in general and, hence, more prepared to be prolific digital citizens. The variety of settings portrayed in this volume attest to the unlimited opportunities afforded by online learning and serve as valuable evidence of its benefit for students’ educational experience. Moreover, these research efforts assist a more comprehensive reflection about the delivery of higher education in the context of online settings.

Author: Mark Warschauer
Publisher: Cambridge University Press
ISBN: 9780521667425
Category : Foreign Language Study
Languages : en
Pages : 264

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This collection of research in on-line communication for second language learning inlcudes use of electronic mail, real-time writing and the World Wide Web. It analyses the theories underlying computer-assisted learning.