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Exploring Co-adaptation in an Ecosystem of Dyadic Interaction
Get PDFIn the field of applied linguistics, Diane Larsen-Freeman is widely recognized, among her numerous contributions, as the originator of Complex Dynamic Systems Theory (CDST). Over the years since her seminal publication (Larsen-Freeman, 1997), CDST has evolved into a meta-theory that guides the field’s thinking on a variety of developmental phenomena, not least the study of second language acquisition. As its theoretical potency rises, so does the need to achieve a tangible understanding of CDST’s core constructs. In this paper, we empirically examine one such construct, co-adaptation, in the context of asynchronous dyadic interaction. A data corpus of 39 emails sent between two college students in China and the United States over the course of seven weeks is analyzed using NVivo 12. Co-adaptation is observed at the pragmatic, discourse, and linguistic levels. True to the spirit of CDST, we describe, and discuss the nuances of, our findings. Considering the novelty of our approach to data analysis, we end by reflecting on the limitations specific to our study, as well as worthwhile directions for future pursuits
Language Development Research, Teaching, and Learning: A Cross-field Perspective
Get PDFThis reflective piece seeks to shed light on the numerous contributions of Diane Larsen-Freeman to theory construction, applied linguistics, and language education by drawing parallels and insights from the FIFA 2022 Qatar World Cup Final. Looking at the multitude of factors that affect both soccer games and language development research, teaching, and learning, the article explores some of her key publications, chosen for their invitation to us to consider expansive holistic changes that both our research and our language education enterprise badly need. My aim has been to capture some prominent aspects of Diane’s unique gifts as a researcher, mentor, thinker, and educator, revealing her lifelong dedication to all these areas and to various fields of language study
Mediating Effect of Language Learning Strategies in the Relationship between Learning Attitude and Proficiency
Get PDFThe purpose of this study was to investigate whether learning strategies play a mediating role in the relationship between learning attitude and foreign language proficiency. Partial Least Squares Structural Equation Modeling (PLS-SEM) were employed to analyze the structural connections among language learning strategies, learning attitudes, and their potential influence on language proficiency. The data were gathered from 1208 Saudi Arabian female secondary school students. The results indicate that learning attitude significantly influences language learning and has a notable impact on students' foreign language proficiency. Additionally, language learning strategies, particularly strategies such as memory, compensation, and cognitive, play a pivotal role in mediating the connection between learning attitude and language proficiency. This study holds implications for English language teaching. Foreign language educators should not only focus on imparting knowledge but also on fostering students' learning strategies and attitudes
‘Teaching Like a Robot’: Chinese English Language Teachers Perceptions of Identity
Get PDFTeacher identity is the reflection of teachers’ perception, position, and identification as teachers. Teachers’ identities are dynamic and continuously negotiated by the interplay of their professional practices, past experiences, and contextual conditions. Drawing on this understanding, this study explores Chinese English teachers’ professional identities within a private English institution in China. Research data was collected through semi-structured interviews with six Chinese English teachers from one private English institution. Interview data was analysed thematically. The study results revealed common teacher identities as advocates of learner autonomy, struggling teachers for higher-level students and sources of students’ learning motivation. Specifically, teachers were challenged in cultivating autonomous students by institutional and sociocultural contextual obstacles. They were also in a challenging situation to improve the effectiveness of teaching higher level students. However, teachers exhibited positive perceptions towards their influence on students’ learning motivation reflected in their effort to actively establish teacher-student relationships and utilize facilitative teacher roles. The research findings suggest the need for designing more effective teacher trainings, improving teachers’ working conditions and a call for re-evaluating English language learning among Chinese students
The Effect of Teaching Discourse Markers through Flipped Model on Iraqi EFL Learners’ Writing Performance
Get PDFThe main purpose of this study was to investigate the effect of discourse markers instruction through the flipped model on Iraqi EFL learners’ writing performance. To achieve this end, 90 advanced EFL learners were selected and assigned into three groups; two as the experimental and one as the control group. The homogeneity of the participants was checked and the normality of the data was calculated. Data analysis revealed that teaching discourse markers significantly affected learners’ knowledge of discourse markers. However, there was no significant effect of teaching discourse markers on advanced Iraqi EFL learners’ overall writing ability. The results of the interview showed that using flipped model increased learners’ confidence and developed positive attitudes towards flipped classes. Finally, some of the challenges and the problems of the study were stated by the interviewees. The findings of the present study can be fruitful for practitioners the field of EFL teaching in general, and for those who plan to hold flipped classes in particular
Collaborative Commentary: A New and Innovative Tool for Language Commentary and Analysis
Get PDFThe goal of this article is to introduce the Collaborative Commentary (CC) tool and explain how it can be used in conjunction with the many TalkBank shared databases to enhance research and teaching in many areas of language study. The CC tool and its features are described in a detailed example of an assignment for an introductory course on language development. Students are able to join a CC group set up by their instructor, open specific transcripts in the CHILDES database, watch an interaction on video, follow the interaction in the transcript, and insert comments or codes directly into the transcript which are only available to members of that CC group. Additional examples of teaching, research, and clinical applications are given for using CC with other TalkBank shared databases such as AphasiaBank, TBIBank, DementiaBank, FluencyBank, and ClassBank. CC is an innovative tool that opens the rich resources of the TalkBank shared databases for a variety of purposes. Instructors can use CC to give students the opportunity to apply what they are learning by identifying behaviors such as those associated with typical dysfluencies versus stuttering or typical language development versus late talking that they are learning about in academic classes. Clinical instructors can have students practice scoring various tests or describe the techniques used in a particular treatment program. Researchers can use CC to debate theories on language, refine definitions of commonly used terms, establish coding reliability, and code behaviors of interests such as gestures, errors, coherence, macrostructure, and pragmatics. The CC tool can open up many exciting new ways to investigate language in many disciplines
The Competition Model and Adult Second Language Learning: Cross-Language Similarity and L2 Morphosyntax Learning
Get PDFAdult second language learners arrive at the language learning situation with an already formed first language grammar system in place. The study of cross-language similarity across the first and second languages explores how the similarities and differences in the two languages make learning more or less difficult, particularly for adult learners. From a Competition Model (MacWhinney, 1997) framework, the authors and their colleagues have conducted research examining the relationship between cross-language similarity and adult second language learning and processing with actual learners and in training paradigms with naïve learners; converging methodological approaches have been used (eye tracking, event related brain potentials, self- paced reading, and grammaticality judgments). We review these studies and describe the predictions derived from the Competition Model framework as a function of whether grammatical constructions are formed similarly or differently in the two languages or are unique to the second language. We conclude with a description of Brian MacWhinney’s influence on this body of research
Integrating Design Thinking (DT) and Project-Based Learning (PjBL) with Writing Literacy for Advancing Creative, Collaborative, and Critical Writing Skills among EFL Learners
Get PDFThis study explores the DT and PjBL to enhance creative, collaborative, and critical writing skills among EFL learners․ A post-test-only quasi-experimental design was employed, involving 65 students from an English Education Program, aged 20 to 22, divided into three groups: DT, PjBL, and a integration of both․ The instruments used to evaluate creative, collaborative, and critical writing skills were thoroughly validated for reliability, demonstrating good convergent validity and internal consistency․ Additionally, Cronbach's alpha confirmed high reliability across all constructs, ensuring an accurate assessment of the participants' writing proficiency․ Data analysis was carried out using MANCOVA, with writing literacy as a covariate to control for variability in individual differences․ The results indicate that integrating DT and PjBL significantly improves writing performance across all skill categories, with the combined approach yielding better outcomes than the individual application of each approach․ This study highlights the effectiveness of integrating DT and PjBL in fostering deeper engagement, critical thinking, and innovation in writing, while preparing students for real-world challenges․ These findings suggest that the integrated approach offers a comprehensive framework for improving EFL writing instruction, with the potential for broader implementation in various educational settings
An Information Architecture Framework for High-performance Professionals Development
Get PDFQualifying high-performance professionals to meet the rigorous quality expectations of society is an ongoing challenge. This research proposes the application of concepts such as Information Organization, Information Architecture, Informational Spaces, Multimodality, Relevance Theory, and Gamification to address the informational needs of high-performance professionals. The core proposition is that an Information Architecture Model, supported by Multimodality and coupled with the principles of Information Organization and Gamification, can enhance the training of high-performance professionals. Information Architecture enables an effective flow of information within informational environments, while Multimodality contributes to diverse semiotic learning objects organized within informational spaces. According to Buckland (1991), information can be understood in three dimensions: a. Information-as-process; b. information-as-knowledge; c. information-as-thing, referring to things understood as informative. Brookes (1980) explored the scientific foundations of information and presented a formula that describes the incorporation of information into an individual's body of knowledge through communication. Wurman (2005) defines informational spaces as structurally designed environments created by information architects to meet the specific informational needs of users, effectively filtering essential and relevant information from an overwhelming amount of available data. The IAAM (Information Architecture Associated with Multimodality) model has been implemented in professional training courses. It serves as a guide for planning and constructing Informational Spaces tailored for training high-performance professionals. This model applies to the work of information architects, whether they are professors in a specific discipline or auxiliary educators. In an applied exploratory research approach, questionnaires were distributed to students (the intended users of the proposed model) and their immediate managers, who evaluated their performance. The evaluations indicated a high level of acceptance of the IAAM model. This research is representative since it includes several professionals
Reconciling the Divides: A Dynamic Integrative Analysis of Variability and Commonality in (Pre)primary School English Development in Switzerland
Get PDFThe main goal of this paper is to suggest a combination of data analyses – notably generalized additive models, time-series clustering methodology, visual methods for significance testing and qualitative analyses – that relate to Complex Dynamic Systems Theory (CDST). To this end, we report on findings from a larger project conducted in a bilingual (pre)primary school in Switzerland, aiming to elucidate the complex ways that L2 English development emerges over time in 45 children who received German/English bilingual instruction over a period of eight years (age 5-12) in combination with emerging extracurricular exposure to English. The results reveal that increased extracurricular activities in English are particularly noticeable during periods of rapid development, but the effects seem temporally limited to the end stages of testing and strongly hinge on the cluster in question (i.e., learners with trajectorial similarities). We relate the findings to the “authenticity gap” between English inside and outside of school, as clusters who perceive a discrepancy between in- and out-of-school encounters with English also show rapid development that is characterized by increased English exposure during extracurricular activities. Methodological implications of adopting non-linear models, which can model complex dynamic relationships in order to better reconcile generalizability, variability, and individuality, are discussed