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The effects of mediation and corrective feedback on L2 writing development
Full text linkThis study explored the effects of Mediation-based Feedback and Direct Corrective Feedback on the linguistic accuracy and rhetorical development of EFL university students’ writing. A quasi-experimental design involved two L2 writing classes (mediation group vs. correction group), each receiving feedback across three writing tasks: pre-test, post-test, and delayed post-test. The mediation group received dialogic, adaptive mediation aligned with learners’ Zones of Proximal Development, while the correction group received teacher-led direct corrections. Quantitative analyses revealed that the mediation group outperformed the correction group in linguistic accuracy, with statistically significant differences and a large effect size. Within-group comparisons showed that mediation led to moderate improvements in linguistic accuracy, while direct corrective feedback produced small yet meaningful gains. No significant between-group differences were found for rhetorical development; however, direct corrective feedback yielded sustained medium effect size gains, while the mediation group demonstrated initial progress that regressed over time. The study contributes to research on feedback by highlighting the benefits and limitations of mediation and correction in L2 writing development.
Note: This study is a part of the doctoral dissertation of the first author supervised by the second author.
‘Dissolution by design’: Gonski school funding and school autonomy reform impacts on English as an additional language/ dialect programs in Australian schools
Full text linkIn 2011, the Australian Government embarked on an equity-badged, ‘needs-based’ school funding reform accompanied by national school autonomy reforms devolving decisions about resourcing, staffing and service design and delivery to school principals. In the second of three articles examining national policy impacts on English as an additional language/ dialect programs in Australian schools, this study examines the ‘enchanting’ policy designs of the Gonski funding and national school autonomy reforms that deregulated, devolved and ultimately dissipated tied-funded specialist EAL/D provision for English language learners. Analysis of data from ACTA’s 2016 State of EAL/D Education in Australia survey highlights direct ‘on the ground’ impacts of school autonomy policies in eroding the essential conditions for school EAL/D program provision and in intensifying school micro-political contestation around specialist expertise required for effective EAL/D program delivery. The article notes the national advocacy of the Australian Council of TESOL Associations (ACTA) in linking possible EAL/D policy solutions to emergent education policy agendas. The article provides a reassessment of the Gonski funding reforms and contributes to a growing critique of school autonomy policies in Australian school education
Real Person Fanfiction and the Construction of the (Un)Ethical Fan
Full text linkReal person fanfiction (RPF) has a tumultuous history within academia and fandom. Though RPF remains a staple of fandom, the fans that write and read it are often moralised for their alleged misunderstanding of what constitutes a fictional character. Consequently, much of RPF studies focuses on fans’ construction of the celebrity persona. Though important, this focus on celebrity persona is prioritised over the role that RPF plays in constructing the persona of the (un)ethical fan. The act of reading, writing, and discussing RPF is not just about constructing the celebrity persona—it is equally, and always, concerned with constructing and performing the fannish persona, particularly along moral lines. This article uses the Taskmaster fandom as a case study, as the British comedy panel show—whose presenters enact a dominant/submissive dynamic via their Taskmaster personas—blurs the boundary between fiction and reality both on and off the show, making its fannish spaces ripe with discussion of fan ethicality, the construction of (un)ethical celebrity, and fan persona. Simultaneously, Taskmaster’s presenters’ explicit discussion of RPF written about them, and the response of the fandom to this discussion, shines light on how fans view their own moral positionality and how they construct (un)ethical fan personas. In investigating this fandom’s performance of what they call “ethical RPF”, this article seeks to theorise the construction of an (un)ethical fan persona as innately intertwined with RPF as a practice and fans’ treatment of it as moral performance
Localiser la décolonisation : la théoriecritique latino-américaine et caribéenne
Full text linkIn the region commonly referred to as Latin American and Caribbean, Abya Yala or Améfrica, progress in advancing nationally or locally led decolonisation agendas in the international aid system has been challenged by insufficient dialogue about what decolonisation would look like in our region, countries, and communities. Drawing on contributions from Latin American and Caribbean decolonial theory, including Black feminist theory, decoloniality, and critical geopolitics, this article contributes to the critical discussions necessary for effectively operationalising the decolonisation agenda. Such alternative and innovative analyses can offer a nuanced, historically informed analysis of the root causes of the human rights issues we address, challenging the dominant view that portrays them as crises' that humanitarian aid can resolve. A deep understanding of the cultural, socioeconomic, and historical factors influencing social justice and human rights issues, as defined by national, sub-national, and sub-regional movements, is essential to ensuring our efforts are relevant and responsive to specific contexts.Dans la région qu’on nomme pays d’Amérique latine et Caraïbes, Abya Yala ou Améfrica, les progrès réalisés dans la mise en œuvre des programmes de décolonisation nationaux ou locaux dans le système d'aide internationale sont questionnés. En effet, il existe un réel manque de dialogue sur ce que représente la décolonisation dans notre région, nos pays et nos communautés. S'appuyant sur les contributions de la théorie décoloniale latino-américaine et caribéenne, y compris la théorie féministe noire, la décolonialité et la géopolitique critique, cet article souhaite contribuer aux discussions critiques nécessaires à l'opérationnalisation efficace de la décolonisation. De telles analyses alternatives et innovantes peuvent offrir une analyse nuancée et historiquement informée des causes profondes engendrant les problèmes liés aux droits humains que nous traitons. Elles remettent également en cause la vision dominante qui dépeint ces problèmes comme des « crises » que l'aide humanitaire peut résoudre. Une compréhension approfondie des facteurs culturels, socio-économiques et historiques qui influencent les questions de justice sociale et de droits humains, telles que définies par les mouvements nationaux, sous-nationaux et sous-régionaux, est essentielle pour garantir la pertinence et la réactivité de nos efforts dans des contextes spécifiques
Graduate teachers’ sense of belonging anchored in experiences of preservice internships and employability
Full text linkWithin initial teacher education (ITE), there is a complex and dynamic relationship between the theoretical content delivered within university settings and the practical components experienced within schools. Strengthening the nexus between the two represents the ongoing work of teacher educators and an ongoing challenge for pre-service teachers. Extended teaching internships (e.g., of 12 months duration) provide opportunities to develop pre-service teachers’ knowledge through classroom application. These extended professional experience components are justified through how they facilitate entry into the profession and support graduate teachers’ traction within the early career phase – an outcome commonly referred to in Australian policy and public discourse as being ‘classroom-ready’. This mixed-methods research presents findings from an examination of a year-long internship. Through surveys and interviews, graduates shared their experiences and perspectives of what they gained from their involvement. Drawing on conceptual tools of community of practice and pillars of the Framework of Conditions Supporting Early Career Teacher Resilience, the analysis identified participants’ sense of belonging and employability as regular and significant outcomes of the internship. Participants reported feeling a sense of belonging to their internship school colleagues and to teaching, explaining this as an influential factor to graduate employment, early career traction and pathways that carried them beyond the early career phase. These findings have implications for the priorities and outcomes pursued through extended internships, especially during a time where employment-based internships are burgeoning. Further long-term research is needed to understand the extent of impact of extended internships on career trajectories and continuity
Hybrid Intelligence for Holistic UN Governance: Harnessing the synthesis of Artificial and Natural Intelligences
Full text linkRapid technological advances offer the United Nations powerful new tools for conflict prevention, humanitarian relief, and more. Yet artificial intelligence (AI) alone cannot solve the multifaceted crises facing our global community. Drawing on previous research, this paper introduces a 4×4 framework of natural intelligence (NI)—four human capacities (aspirations, emotions, thoughts, sensations) across four social levels (micro, meso, macro, meta)—to demonstrate how combining NI with AI as hybrid intelligence (HI) can improve UN governance. We refer to this synthesis as “HI4hi” (Hybrid Intelligence for a holistic institution). By integrating AI’s computational capabilities with multidimensional human insight, the UN can enhance decision-making precision and accountability across all areas of its work. This paper analyses current AI applications in the UN, explores NI dimensions, and proposes actionable policy recommendations. Ultimately, it asks how systematically integrating AI and NI can yield more precise, accountable, equitable, and contextually relevant outcomes in UN governance
Normalising Fan Parasociality within Pathologising Traces: Fan discourses of ‘good’ and ‘bad’ parasocial behaviours
Full text linkThe past decade has seen an influx of academic work on and popular usage of the term ‘parasocial’, but this work largely theorises fans rather than listens to them. This paper corrects that. Drawing on 16 focus groups with fans of Harry Styles, I explore fans’ understanding and appropriation of the once-forgotten academic term, parasocial. Fans, here, are quite aware of Styles’s star persona and the illusion of their intimacy. They use the concept of parasociality to manage, understand, and police both their own behaviour and that of other fans. The paper argues that the fans actual parasociality and their usage of the term exists as a multisocial, fandom-wide experience, and mimics well-explored concepts in fan studies, including performativity, playful engagement with “easter eggs”, the “fangirl as pathology”, and boundary policing. Their performance of parasociality positions the concept as a normal part of the fan persona to be explored further academically, and at the same time, their self-conscious and hyper-nuanced use of the term contradicts its very definition
Acknowledgement of Country
Full text linkThis includes the front cover of the special edition, Acknowledgement of Country, ACTA Statement, and TESOL in Context editorial team details for the current issue 2025 Volume 33 Number 02 Special Issue
Why Are Personas the Way They Are? Identifying Six Persona Creation Strategies
Full text linkUser personas are well-established in user-centered design. However, the persona creation process is not well understood. Addressing this gap, this study investigates how 29 students created personas from a realistic customer dataset. We identified six main persona creation strategies: (1) data-oriented strategy, (2) diversity strategy, (3) imaginative strategy, (4) sociability strategy, (5) self-centric strategy, and (6) mixed strategy. The most common strategy was the mixed approach seeking to create personas based on the presented data but at the same time representing demographically diverse user groups. Most commonly, the participants created four personas and they aimed at “harmony” in their creation process, e.g., by creating an even number of male and female personas. The results imply that creator-provided reasonings can increase transparency of the persona-creation process
Foreword : Future work and learning in a disrupted world: ‘The Best Chance for All’
Full text linkThis Special Issue, devoted to micro-credentials and qualifications for future work and learning in a disrupted world, is a welcome and critically timed contribution to educational theorising and practice internationally. COVID-19 has accelerated Industry 4.0’s pervasive labour market disruption. Digitisation’s efficiencies have been rapidly embraced and broadly up-scaled as a matter of necessity. Many industries and professions have fast tracked digitalisation to transform pre-pandemic business models for current and future sustainability. We have seen all education sectors – Kindergarten to Year 12 (K-12), vocational education and training/ further education (VET/FE) and higher education (HE) – digitise and digitalise to varying degrees in their rapid move to emergency remote teaching (Hodges et al., 2020). Robust evaluation will be needed to assess the efficacy of that pedagogical triaging – our well-intentioned ‘panic-gogy’ (Kamenetz, 2020) – to inform the quality and fitness-for-future-purpose of that online pivot. In the meantime, HE’s students and graduates emerge from 2020 wanting to support and apply their studies in a challenging job market that was already weakening pre-pandemic and has now worsened (for example in the Australian context, Social Research Centre, 2020), especially for young people. If that was not enough, significant and underlying issues of climate change, reconciliation with First Nations, demographic change and globalisation continue to have implications for equal and equitable participation in the full range of life opportunities, including in meaningful paid work. In brief, the context for this Special Issue is an international grand challenge writ very large