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English as an International Language: A Review of the Literature
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In: Colombian Applied Linguistics Journal, Vol 15, Iss 1, Pp 113-126 (2013) (2013)
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| 22 |
Of “siliconaires” and “millionerds” – How ESP learners understand novel blends in English
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In: Ibérica, Vol 25, Pp 85-106 (2013) (2013)
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| 23 |
Étude expérimentale de la perception de la modalité à travers l'intonation en anglais
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In: ISSN: 2264-7082 ; Travaux Interdisciplinaires sur la Parole et le Langage ; https://hal.archives-ouvertes.fr/hal-00671202 ; Travaux Interdisciplinaires sur la Parole et le Langage, Laboratoire Parole et Langage, 2012, p. 1-18 (2012)
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| 24 |
Perceptions Of Hispanic Female ESL Students Toward First-Year College Writing Courses: A Phenomenological Examination Of Cultural Influences
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In: Graduate Theses and Dissertations (2012)
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| 25 |
Παραγωγή γραπτού λόγου από μαθητές Γυμνασίου: Ανάλυση λαθών στην ελληνική ως μητρική και ως δεύτερη γλώσσα.: ...
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| 26 |
Exploring Success in Tutoring the Non-Native English Speaker at University Writing Centers
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In: ETD Archive (2010)
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| 27 |
Automated Writing Evaluation for non-native speaker English academic writing: The case of IADE and its formative feedback
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In: Graduate Theses and Dissertations (2010)
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Abstract:
This dissertation presents an innovative approach to the development and empirical evaluation of Automated Writing Evaluation (AWE) technology used for teaching and learning. It introduces IADE (Intelligent Academic Discourse Evaluator), a new web-based AWE program that analyzes research article Introduction sections and generates immediate, individualized, discipline-specific feedback. The major purpose of the dissertation was to implement IADE as a formative assessment tool complementing L2 graduate-level academic writing instruction and to investigate the effectiveness and appropriateness of its automated evaluation and feedback. To achieve this goal, the study sought evidence of IADE's Language Learning Potential, Meaning Focus, Learner Fit, and Impact qualities outlined in Chapelle's (2001) CALL evaluation conceptual framework. A mixed-methods approach with a concurrent transformative strategy was employed. Quantitative data consisted of Likert-scale, yes/no, and open-ended survey responses; automated and human scores for first and last drafts; pre-/post test scores; and frequency counts for draft submission and for access to IADE's Help Options. Qualitative data contained students' first and last drafts as well as transcripts of think-aloud protocols and Camtasia computer screen recordings, observations, and semi-structured interviews. The findings indicate that IADE can be considered an effective formative assessment tool suitable for implementation in the targeted instructional context. Its effectiveness was a result of combined strengths of its Language Learning Potential, Meaning Focus, Learner Fit, and Impact qualities, which were all enhanced by the program's automated feedback. The strength of Language Learning Potential was supported by evidence of noticing of and focus on discourse form, improved rhetorical quality of writing, increased learning gains, and relative helpfulness of practice and modified interaction. Learners' focus on the functional meaning of discourse and construction of such meaning served as evidence of strong Meaning Focus. IADE's automated feedback characteristics and Help Options were appropriate for targeted learners, which speaks of adequate Learner Fit. Finally, despite some negative effects caused by IADE's numerical feedback, overall Impact, exerted at affective, intrinsic, pragmatic, and cognitive levels, was found to be positive due to the color-coded type of feedback. The results of this study provide valuable empirical knowledge to the areas of L2 academic writing, AWE, formative assessment, and I/CALL. They have important practical and theoretical implications and are informative for future research as well as for the design and application of new learning technologies.
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Keyword:
academic writing; Automated Writing Evaluation; computer assisted language learning; English Language and Literature; Intelligent Academic Discourse Evaluator (IADE); intelligent formative feedback; non-native speakers of Engllish; Rhetoric and Composition
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URL: https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=2600&context=etd
https://lib.dr.iastate.edu/etd/11630
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| 28 |
Towards intelligibility: Designing short pronunciation courses for advanced field experts
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In: ISSN: 2108-6354 ; EISSN: 2108-6354 ; ASp - La revue du GERAS ; http://hal.univ-smb.fr/hal-00636625 ; ASp - La revue du GERAS, revue.org (en ligne) / Bordeaux : GERAS (imprimé), 2008, 53-54, pp.89-110 (2008)
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| 29 |
Non-Native English Speakers and their Experience in College: a Study Based on Interview Conducted with International Students at the University of Massachusetts in Amherst
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In: Master's Capstone Projects (2004)
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