1 |
The impact of self-reflection and integrated pronunciation instruction on the intelligibility of Generation Z learners of French: A mixed methods study
|
|
|
|
BASE
|
|
Show details
|
|
2 |
CAF across proficiency levels and profiles: an investigation of ESL student writings in an English placement test
|
|
|
|
BASE
|
|
Show details
|
|
3 |
“Am I qualified to be a language tester?”: Understanding the development of language assessment literacy across three stakeholder groups ...
|
|
|
|
BASE
|
|
Show details
|
|
4 |
“Am I qualified to be a language tester?”: Understanding the development of language assessment literacy across three stakeholder groups ...
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Developing second language confidence: The effect of videoconferencing on L2 and HL learners of Spanish
|
|
|
|
BASE
|
|
Show details
|
|
6 |
The effects of language instruction on L2 learners’ input processing and learning outcomes
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Dimensionality of speech fluency: Examining the relationships among complexity, accuracy, and fluency (CAF) features of speaking performances on the Aptis test ...
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Dimensionality of speech fluency: Examining the relationships among complexity, accuracy, and fluency (CAF) features of speaking performances on the Aptis test ...
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Effective teaching characteristics as perceived by ESL students and instructors
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Examining maintained authenticity in a modified process-oriented English placement test
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Investment in and use of English: a case study of Egyptian Twitter users
|
|
|
|
Abstract:
The rise of popularity in Social Network Platforms has led language researchers to explore the effectiveness of Social Network Sites (SNS) in providing learners with opportunities for language practice and learning. In the literature, there has been a consensus towards the usefulness of SNS tools in language learning and practice (Reinhardt, 2019). On the other hand, coined in the 90s by Bonny Norton, investment has been a growing concept in SLA. Investment in L2 learning has been demonstrated through qualitative studies exploring the intersection of socio-economic factors and language learning in different contexts. To refine the notion of investment to better accommodate the constant changes of globalization and digital platforms, Darvin and Norton (2015) developed a model of investment to encompass ideology, capital, and identity, emphasizing the role of these aspects in affording learners with ways to position themselves in their communities. While most of the literature explores investment in L2 learning in ESL contexts, studies on investment in EFL contexts are limited. The present qualitative study explores four Egyptian Twitter users’ use of English to better position themselves and express their identities on Twitter. Approximately 3000 tweets are gathered from Twitter and coded in relation to the topics they tweet about and the language they tweet in. After coding the tweets, interviews were conducted with the participants to further triangulate the data exploring their experiences in relation to the topics they tweet about and the languages they tweet in. Results show that while Arabic is their native language, using English has afforded them a different identity, one that offers opportunities for self-expression and acceptance of change and other cultures. The implication of this study highlights how the L2 can afford learners opportunities to position themselves inside and outside the language classroom, which may affect their investment in their L2.
|
|
Keyword:
English as a Foreign Language; Identity and Investment; Twitter
|
|
URL: http://hdl.handle.net/2142/108547
|
|
BASE
|
|
Hide details
|
|
13 |
Fitting MD analysis in an argument-based validity framework for writing assessment: Explanation and generalization inferences for the ECPE ...
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Fitting MD analysis in an argument-based validity framework for writing assessment: Explanation and generalization inferences for the ECPE ...
|
|
|
|
BASE
|
|
Show details
|
|
15 |
LT_Supplemental_Material – Supplemental material for Fitting MD analysis in an argument-based validity framework for writing assessment: Explanation and generalization inferences for the ECPE ...
|
|
|
|
BASE
|
|
Show details
|
|
16 |
LT_Supplemental_Material – Supplemental material for Fitting MD analysis in an argument-based validity framework for writing assessment: Explanation and generalization inferences for the ECPE ...
|
|
|
|
BASE
|
|
Show details
|
|
17 |
An exploration of the LAL development of pre-service ESL teachers through the processes of item writing
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Comparing the interpretation of text message punctuation by native and non-native English speakers
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Peer feedback in an integrated, process-oriented ESL writing placement test
|
|
|
|
BASE
|
|
Show details
|
|
20 |
Comparing the effects of traditional and virtual reality enhanced task-based language instruction on Chinese L1-English L2 knowledge of phrasal verbs
|
|
|
|
BASE
|
|
Show details
|
|
|
|