Castledown Journals
Not a member yet
968 research outputs found
Sort by
An analysis of the use of Criterion in a writing classroom in Japan
No full textCriterion is a web-based writing assessment system developed by English Testing Service (ETS) which automatically provides learners with feedback as well as a score on essays that are written using the system. This descriptive study examined 28 Japanese adult students’ TOEFL writing essays to explore what Criterion can and cannot do with regard to providing feedback on the essays. Criterion’s critique function was compared with a human instructor’s error feedback focusing on five error categories: verbs, word choice, nouns, articles, and sentence structures. The results revealed that Criterion experienced difficulties in detecting errors in all of the five categories. Through the study, it is suggested that Criterion should be implemented into a classroom with a team of teachers rather than as a standing-alone evaluation tool
Syntactical and lexical development in NNS-NNS Asynchronous CMC
No full textRecent research into asynchronous CMC-based interactions between native speakers (NS) and nonnative speakers (NNS) of a language has linked them to increased motivation and participation, and a reduction in anxiety (Beauvois & Eledge, 1996; Leh, 1997; Aitsiselmi, 1999), and studies suggesting that such interactions may lead to increases in L2 proficiency have begun to appear in the literature (e.g., Flor_z-Estrada, 1995; Ioanniou-Georgiou, 1999; Stockwell & Harrington, 2003). However, a problem faced by many second language teachers is the difficulty in finding suitable native speaking email partners with whom to hold exchanges, and teachers are often forced to conduct such projects solely with other nonnative speakers. This study is a follow-up study based on the methodology of previous research by Stockwell and Harrington (2003) to investigate if similar patterns of interaction and target-language (TL) development were also evident in an NNS-NNS setting. The study investigates 24 nonnative speakers of English studying at two different universities in Japan involved in a five-week email exchange project. Learner output was investigated for lexical and syntactic development over the exchange period through a combination of type/token ratio and T-unit analyses. The results of the study showed that there was evidence of TL development in the NNS-NNS interactions across the interaction period following a similar pattern to that found in the NS-NNS interactions, although significantly less pronounced. Examination of the interactions suggested that there were aspects that differed from the NS-NNS, which are also discussed
Using blogs in the foreign language classroom: Encouraging learner independence
No full textThis small scale action research study explores how the author incorporated a blog project into an integrated-skills foreign language class in a Japanese university. This project was an out-of-class project aimed at motivating students to take advantage of authentic environments outside the classroom in order to practice language skills and communicate with others. This study seeks to determine the usefulness of using blogs in the foreign language classroom, and to assist foreign language professionals interested in developing learner independence in their own learners by using this relatively new computer-based learning forum. Data were collected from learners through questionnaires and interviews conducted at the end of the term. At this time, learners were asked to reflect on their attitudes about the blog project and how it aided them in practicing English out of the classroom. Findings suggest that learner-perceived benefits of using blogs included increased interest and motivation to use English because of interaction with, and feedback from, classmates and teachers. There is also indication, however, that although the project helped to improve reading and writing skills, some learners were more interested in developing oral communication skills not directly addressed in the blog project. The findings also suggest that learners who participated in the blog project were interested in continuing to blog even after the semester finished. Further research needs to focus on whether or not learners did indeed continue using this resource after the course ended, and in which foreign language courses this project is most suitable
Building language-learning environments to help technological university students develop English independent learning
No full textThis action research discusses how the teacher integrates the technology-based Self-access Center and Web-based environments into an integrated language skills English class at a technological university in Taiwan. In this study, Web-based environments include English learning Web sites, and communication tools including e-mail, MSN, Instant Messenger, and Skype. This study was an out-of-class project aimed at motivating students to make use of various technology-based environments outside the classroom in order to develop integrated language skills and communicate with others. This research seeks to examine the benefits of using technology-based environments out of the classroom and to inspire English as a foreign language (EFL) educators interested in assisting their students to work toward learner autonomy/learner independence by employing authentic and global environments. Data were obtained from students through interviews, reflective diaries and a questionnaire given out at the end of the term. Collected data indicated that although difficulties and problems were encountered, students maintained a positive attitude toward independent learning in various technology-based learning environments and they intended to continue to use Web-based environments for practicing language skills and communicating with others. In this project, the teacher’s support, encouragement, and guidance were regarded as effective and necessary. In addition, motivation, self-confidence and taking responsibility for learning were considered to play vital roles in students’ independent learning processes. Further research needs to focus on whether or not students did continue to use Web-based environments for independent learning after the course ended. Recommendations are made for improvements to EFL pedagogy and learning processes in the Taiwanese context, in regards to study results.
Understanding culture through poetry: A task-based project using multimedia and online video
No full textChoices in asynchronous communication for postgraduate teaching students
No full textMost research concludes that asynchronous activities increase the amount of student participation and improve the student-centred learning atmosphere. This raised concerns when students didn’t access discussion sites as part of their postgraduate teaching of English language studies. This study focused on the perception of a group of on-campus and off-campus postgraduate TESOL students (both native and non-native speakers of English) towards two different kinds of asynchronous activities: email and online discussion. The result showed that students preferred the email to the discussion though a large majority of both NS and NNS supported the use of online discussion as a learning tool. The reasons given included time as well as privacy, which, unexpectedly, was an issue raised mostly by native speakers of English