http://hdl.handle.net/10125/19358 Wed, 15 May 2013 05:53:58 GMT 2013-05-15T05:53:58Z http://scholarspace.manoa.hawaii.edu:80/bitstream/id/56860/sls_header-hawaiian.gif http://hdl.handle.net/10125/19358 http://hdl.handle.net/10125/27149 This dissertation uses conversation analysis (CA) to examine English L2 speakers’ participation in an innovative multiparty pragmatic assessment activity. In contrast to previous interlanguage pragmatics research, this study not only considers assessment as an interactive activity, but also uses video footage of naturally occurring disagreement sequences collected from real classroom interactions as the material for its pragmatic assessment activity. By taking this novel approach toward the method and material of pragmatic assessment, this study aims to (1) investigate the ways in which L2 speakers calibrate their assessments in interaction, and (2) explore the possibility of applying CA findings to pedagogic intervention in L2 pragmatics. The data for this study comes from six videotaped L2 speakers’ small group discussions in an English as a second language instructional context. Using a multimodal perspective to analyze assessment in interaction, this study presents a detailed description of how the participants integrate diverse vocal and visual resources to construct stances in concert with other group members and accomplish assessment as a collaborative activity. Specifically, gaze direction is identified as a constitutive part of the participants’ display of affiliation and disaffiliation with assessments. This study also provides an empirical account of how noticing, as a phenomenon registered, invited, and accounted for by the participants, is lodged within the interactional process. Finally, the analysis demonstrates three pedagogical advantages of using authentic disagreement sequences for pragmatic assessment: (1) it provides participants with rich contextual information to coordinate their stances vis-à-vis one another; (2) it affords participants an interactional space to make informed pragmatic decisions; and (3) it sensitizes participants to how disagreement is organized as a multimodal achievement. The findings reported in this study contribute to an understanding of the embodied production of assessments, the consequential displays of noticing in interaction, and the fruitful application of CA to pragmatic instruction. It is hoped that this study both provides an example of the ways language researchers can apply CA to pedagogic intervention and encourages language researchers to further explore this area of L2 studies, thereby expanding the field’s understanding of CA’s engagement with instructional activities and materials development. Wed, 01 May 2013 00:00:00 GMT http://hdl.handle.net/10125/27149 2013-05-01T00:00:00Z Cheng, Tsui-Ping http://hdl.handle.net/10125/27148 This study examines critical thinking and social interaction in the context of a peer-facilitated reading discussion task which was conducted over five weeks of an online advanced ESL reading class. Five research questions examine the extent tp which cognitive presence/skills, social presence, and teaching presence are evident, the relationship between social presence and cognitive negagement, and the authors' suggestions in regard to what task design features could be changed to increase students engagement in critical thinking. The author conducted content analysis of discussion forum transcripts generated over five weeks of an online, advanced ESL Reading course. Tue, 01 Jan 2013 00:00:00 GMT http://hdl.handle.net/10125/27148 2013-01-01T00:00:00Z Meier, Valerie http://hdl.handle.net/10125/27147 This study conducted a needs analysis of ELI 72 (Reading for Foreign Students) to contribute to the continued development of ELI 72 by identifying any ongoing needs that should be addressed, or addressed in more depth. Four research questions examed were (a) what kinds of reading difficulties ELI 72 students experience in general in content courses; (b) whether the students think ELI 72 is useful for their improvement of their reading ability; (c) whether the course activities reflect students' academic reading needs; and (d) what kinds of suggestions can be made for the continued development of ELI 72. The study provides some suggestions, taking into account students’ language needs and situation needs. Sat, 12 May 2012 00:00:00 GMT http://hdl.handle.net/10125/27147 2012-05-12T00:00:00Z Park, Jeongyeon http://hdl.handle.net/10125/27146 This study aims to empirically measure students’ use of academic reading strategies in both English and their L1 at the beginning of the semester at a university in Hawaʻi, and compare results with academic reading strategy use at the end of the term to determine whether there was a reverse transfer. The author highlights the literature on reading strategy instruction and further describes the terms ‘reading strategy’ and ‘transfer’, followed by an explanation of the research question, research method and design of the study, summary of results, discussion, and pedagogical implications. Sun, 15 Apr 2012 00:00:00 GMT http://hdl.handle.net/10125/27146 2012-04-15T00:00:00Z Tsuyuki, Cheryl S, http://hdl.handle.net/10125/27145 This study aims to investigate the teacher role in mediating the task and the learner in an advanced academic writing class. Having identified three types of learner (non-) participation– silence, dominance and off-task talk – through reflective viewing and micro-analysis of video data from a class I taught, I asked how these interactional concerns are understood and addressed by other writing teachers in the same language program as I was teaching. Interview findings from eight writing teachers suggest that the teachers play a key mediating role during the various phases of implementing a task-based lesson in order to address the concerns of silence, dominance and off-task talk. For example, in the task design phase, the students can be given specific roles in their group or can be given planning time. In the task performance phase, the teacher can make judicious interventions in order to encourage contributions from the quiet students or put talkative students on hold for a while. The paper concludes with its contributions to and implications for the professional development of language teachers in task-based pedagogy. Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/10125/27145 2012-01-01T00:00:00Z Sharma, Bal Krishna http://hdl.handle.net/10125/27144 This paper reports on a small-scale internal evaluation of the Discussion Circle (DC) project within the English Language Institute (ELI) Listening and Speaking level 80 class at the University of Hawaii at Manoa. Four questions were asked to evaluate DC project in online and face-to-face ELI 80. The study employed a variety of methods aimed at collecting data from multiple directions about the DC project and its implementation. Sun, 01 Jan 2012 00:00:00 GMT http://hdl.handle.net/10125/27144 2012-01-01T00:00:00Z Choi, Na Young; Meier, Valerie; Trace, Johnathan http://hdl.handle.net/10125/27143 This study presents the validation process for the listening placement tests administered by the English Language Institute (ELI) at the University of Hawaii at Manoa. The research questions are: (a) How does the ELI define the listening comprehension construct validity, (b) How well does the ELI Listening Placement Test (ELI LPT) measure the listening comprehension construct, and (c) How differently do test-takers perform on the dictation test and the multiple- choice test according to language group? Participants in the research included international students and immigrant students enrolled over three semesters in spring and fall 2010 and spring 2011. The study was conducted using a quantitative approach including test score analysis, test item analysis, and a survey, as well as a qualitative approach including curriculum analysis and interviews with administrators and instructors. The findings from the evaluation process addresses the three research questions, the ELI listening comprehension construct, positive and negative evidence concerning construct validity, and different test performances of language groups. Some constructive suggestions for the ELI based on these results were discussed as well as follow-up research topics. Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/10125/27143 2011-01-01T00:00:00Z Chun, Jean Young http://hdl.handle.net/10125/27142 This study investigated English as a second language students' language needs in an academic listening and speaking course at an American university and examined whether the course met their needs. Prior to the data collection, an examination of the course syllabus and interviews with the teachers were conducted to understand the course. Regarding the research method, methodological triangulation was used over two semesters, including the use of interviews, a questionnaire, and class observations. Participants included three interviewees, 78 respondents to the questionnaire, and 39 students in class observations.The data gathered from the participants revealed that there were gaps between their needs and the course content. The study identifies three important items that students should work on in the course (oral presentation, interactions with native speakers, and listening) and then discusses how these items could be incorporated into the course activities. Finally, pedagogical implications are suggested for the course. Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/10125/27142 2011-01-01T00:00:00Z Noda, Kazuyo http://hdl.handle.net/10125/27141 This study presents a sequential analysis of the enactment of teacher identity in closing disagreements among students in small group peer interactions in an advanced academic writing class. In doing so, it discusses: (a) the micro-details of how oppositional stances and opinions are constructed, challenged and/or defended; (b) the sequential environment where the teacher’s situated identity is invoked; and (c) the procedural consequence of the teacher’s enacting of such an identity. Detailed analysis shows two major ways that the teacher’s identity is invoked. First, by directing an inquiry or invitation to the teacher, students display their sensitivity to the uneven distribution of knowledge among the students and the teacher, thus publicly ratifying the latter’s knowing-recipient status. Second, the teacher makes his/her situated identity relevant by self-selecting himself /herself as somebody with the institutionally accredited knowledge and competence to respond to the students. These two patterns are recognized as solicited teacher intervention and unsolicited teacher intervention respectively in this paper. The findings suggest that the enactment of teacher identity dismantles the interactional deadlock among the students and helps them with the task process. Fri, 01 Jan 2010 00:00:00 GMT http://hdl.handle.net/10125/27141 2010-01-01T00:00:00Z Sharma, Bal Krishna http://hdl.handle.net/10125/20262 The present paper reports evaluation of teacher induction processes of HELP. After interviews of former and current HELP teachers were conducted, survey questionnaires additionally administered to the same participants. The analysis of the interviews and survey revealed the followings findings: (1) teachers at HELP found the peer mentoring to be extremely helpful, (2) the binders that were given to teachers were appreciated, but were found by many to be overwhelming and cluttered, (3) teachers were frustrated with the amount of time it takes to get paid, often taking 6 weeks or longer, but understood that the delay was most likely not HELP's fault. Further recommendations will be discussed. Fri, 01 Jan 2010 00:00:00 GMT http://hdl.handle.net/10125/20262 2010-01-01T00:00:00Z Kletzien, Jacob http://hdl.handle.net/10125/20261 The Hawaii English Language Program (HELP) Evaluation Project has endeavored to gather information regarding (1) why students generally choose to come to HELP; (2) why students specifically choose to come to HELP relative to other programs; and (3) whether student expectations are met. The primary source of data came from students directly (both past and current HELP students), but an effort was made to gather data from a wide variety of stakeholders, program experts, clients and institutional documentation. Findings are offered to assist HELP identify attractive aspects of the program, as well as areas needing improvement, inform recruitment efforts and guide development of the program. Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/10125/20261 2008-01-01T00:00:00Z Brown, Dan; Davis, John; Nguyen, Ky http://hdl.handle.net/10125/20260 The current evaluation study on a university-level language program intends to determine the viability of using a specific Virtual Learning Environment in all classes at the program. The evaluation that ensued followed a mixed methods design, mixing at least one quantitative and one qualitative method in the same study (Bergman, 2008b). This paper highlights the benefits of using mixed-methods in language program evaluation as seen in the professional literature and then through a practical example of an evaluation that benefited from the use of mixed methods. Despite the great amount that has been written in favor of mixing methods in all social science research, (e.g. Bergman, 2008a; Cronbach, et al., 1980) reports of actual examples are currently in small number in the professional literature despite the calls that have been made for more of such writing especially in the context of language program evaluation (Caracelli & Greene, 1997; Cronbach et al.,1980; Weiss, 1998). The report of this evaluation, which contains the extent to which methods were mixed and the benefits of that mixing of methods for the evaluation, is presented in response to those calls for such writing. Fri, 01 Jan 2010 00:00:00 GMT http://hdl.handle.net/10125/20260 2010-01-01T00:00:00Z Kletzien, Jacob http://hdl.handle.net/10125/20259 This project focuses on evaluating the existing curriculum and assisting in the rational building of the structure of goals and objectives of HELP. Specifically, the project seeks to answer the following questions: How did the current goals and objectives come into being? How do HELP teachers define and create the goals and objectives for their courses? How are teachers employing the course goals and objectives into the syllabi and into their teaching? How can we sequence the current goals and objectives to build upon each other in a rational structure? Based on a utilization-focused evaluation, interviews with a program administrators were conducted and survey questionnaire was administered to teachers at the program. Recommendations for curricular development of the program such as continual curriculum renewal are to be suggested. http://hdl.handle.net/10125/20259 Johnstun, Ann http://hdl.handle.net/10125/20258 Interactionist Dynamic Assessment (DA) is a language pedagogical approach that dialectically integrates assessment and instruction to co-construct a future between the learner and the mediator. Interactionist DA, based on a qualitative interpretation of Vygotsky’s Zone of Proximal Development (ZPD), focuses on helping learners perform optimally, which they cannot do independently, and develop to the next level through assistance and interactions with the mediator. The present paper attempts to conduct a case study of interactionist DA in the L2 learning context by tutoring L2 English oral communication to investigate how interactions between a mediator and a L1 Japanese student are negotiated and help develop the learner’s performance. The results indicated that interactionist DA in the L2 context was effective in helping the learner overcome problems and perform better through negotiated interactions with the mediator and revealing the learner’s actual competence. Fri, 01 Jan 2010 00:00:00 GMT http://hdl.handle.net/10125/20258 2010-01-01T00:00:00Z Orikasa, Mami http://hdl.handle.net/10125/20257 This study investigates the effect of prompts and recasts, according to two learning stages: One before explicit instruction, and the other after explicit instruction. On two occasions, individual students participated in communicative tasks during dyadic interaction with the researcher, and were provided with feedback in the form of either prompts or recasts. The tasks were designed to provide contexts where use of the targeted English prepositions was obligatory. Between the tasks, explicit instruction was offered to each participant, and soon after the tasks, the knowledge of the prepositions was tested through post-test (1) and post-test (2). Results showed that recasts benefited participants more than prompts in the early stage, and prompts benefited participants more than recasts in the later stage. The careful examination of the results, however, is necessary to understand the study. Fri, 01 Jan 2010 00:00:00 GMT http://hdl.handle.net/10125/20257 2010-01-01T00:00:00Z Noda, Kazuyo http://hdl.handle.net/10125/20256 This evaluative study investigates the usefulness of Laulima, the Virtual Learning Environment (VLE) of the University of Hawai’i, at the Hawai’i English Language Program (HELP). After identifying the needs of internet use from students and teachers, a survey questionnaire was administered to solicit opinions about the use of Laulima from teachers, students, and administrators. Although they all noted the limitation of Laulima including the confusing user interface, in general the results revealed its usefulness particularly in storing and disseminating materials. Thu, 01 Jan 2009 00:00:00 GMT http://hdl.handle.net/10125/20256 2009-01-01T00:00:00Z Kletzien, Jacob http://hdl.handle.net/10125/20255 With the intention of the Hawai’i English Language Program’s (HELP) being accredited to the American Association of Intensive English Programs (AAIEP), this project takes a first step toward the membership, which is self-studied a needs analysis of the program. The analyses include creation of creating a rubric and definitions and identifying needs for each standard, and the results further suggest ways to move forward. http://hdl.handle.net/10125/20255 Johnstun, Ann; Long, Wenpei; Guo, Yue http://hdl.handle.net/10125/20254 The purpose of the present study is to identify L2 speakers’ pragmatic needs in a university EAP program. Based on the needs analysis, target tasks and pragmatic assessment tasks were identified with a specification of intended use of assessment tasks and pragmatic learning outcomes. Specifically, the study addressed the following questions: (a) What are EAP pragmatic needs of students, instructors, and the program? (b) What are the intended uses of EAP pragmatic assessment tasks? (c) What are pragmatic learning outcomes in an EAP program? (d) What kinds of assessment tasks can be developed based on EAP pragmatic needs and intended uses in the target program? For the needs analysis, the semi-structured interviews and questionnaire were used. Also, Multi-faceted Rasch model FACETS analysis was conducted to investigate raters’ performance with task-dependent rating criteria and examinees’ overall performance, the developed tasks showed a wide range of difficulties with the task-dependent rating criteria. Also, all three raters were shown to be internally consistent in their ratings. However, more detailed both qualitative and quantitative data analyses will be crucial to inform stakeholders who will use the developed assessment tasks and rating criteria. Thu, 01 Jan 2009 00:00:00 GMT http://hdl.handle.net/10125/20254 2009-01-01T00:00:00Z Youn, Soo Jung http://hdl.handle.net/10125/20253 This project intends to reform HELP’s placement test by observing its strengths and weaknesses. This project, contrary to the classical Item Response Theory (IRT), employed the Rasch model (Bond & Fox, 2007) for measurement. The Rasch model incorporates an algorithm that expresses the probabilistic expectations of item and person performances. The following tasks were performed subsequently: (1) Analyze the Michigan EPT test results from HELP students, to inform whether this can be used as an effective placement exam at HELP, (2) Evaluate and reform the reading and writing tests, (3) Develop a new speaking test, and (4) Revise written test administration and scoring procedures. The procedure and results of test reform is to be discussed, and recommendations for new placement tests will also follow. Thu, 01 Jan 2009 00:00:00 GMT http://hdl.handle.net/10125/20253 2009-01-01T00:00:00Z Long, Wenpei; Johnstun, Ann http://hdl.handle.net/10125/20252 This pilot study aims to investigate the degrees of Pidgin comprehension by Japanese learners of English, and find out whether Pidgin is easier to listen to and understand than Standard English. Also, it intends to examine the validity of the testing materials. Four Japanese learners of English were recruited, and they were asked to do a cloze-dictation test and a comprehension test about the listening materials. The test score analysis showed that Standard English was easier to listen to and to seek the word-sound correspondence, while Hawaiian Pidgin English was easier to listen to and identify the content. Further discussion of results and issues in testing materials will follow. Fri, 01 Jan 2010 00:00:00 GMT http://hdl.handle.net/10125/20252 2010-01-01T00:00:00Z Sano, Yuko