ScholarSpace
ScholarSpace is an open-access, digital institutional repository for the University of Hawaiʻi at Mānoa community. ScholarSpace stores the intellectual works and unique collections of the UH at Mānoa academic community and also provides a permanent web location for those accessing these resources.
Communities in ScholarSpace
Select a community to browse its collections.
Recent Submissions
Reading Graphic Novels in English as a Foreign Language for Social-Emotional Learning: A Case Study with Japanese EFL Learners
(2023-12) Kunogi, Mayuho; Crookes, Graham V.; Ziegler, Nicole
Recently, the area of social-emotional learning (SEL) has started to receive attention from researchers and educators in mainstream education. However, there is a noticeable absence of research done in the area of additional language instruction. This report explores the possibility of the integration of SEL into language lessons through a small-scale case study of reading in English as a foreign language (EFL) using graphic novels. Two Japanese EFL learners took a series of lessons in dialogic reading of graphic novels in English over four weeks. Data was collected relating to developments in the learners’ vocabulary and SEL, specifically self-awareness. Simple assessments were made of vocabulary before and after the treatment. The comparison of pre- and post- assessments showed that there was a notable gain in command of emotional lexical items in English. In addition, a qualitative analysis of the discourse between the instructor and participants, as well as teachers’ notes, revealed that dialogic reading of graphic novels allowed learners to deepen their understanding of emotions through their use of English.
Exploring the improvement of IELTS Speaking score through practice with Artificial Intelligence (AI) Technology - "Call Annie"
(2024-12) Bui, Thi Phuong Thao; Crowther, Dustin J.; Isbell, Daniel
Advancements in artificial intelligence (AI) have introduced new tools for language learning, including for high-stakes exams such as IELTS. This study examined the impact of using the AI chatbot Call Annie (https://callannie.ai/) to improve IELTS speaking skills among three Vietnamese learners with varying proficiency levels. Over eight weeks, three participants engaged in regular speaking practice with Call Annie as part of an online IELTS preparation course. Data collection included pretest and posttest IELTS mock speaking exams, weekly journals, and a focus group interview. Results indicated that all participants experienced some gains in overall speaking scores, with significant improvements noted in vocabulary. However, progress in pronunciation was modest and inconsistent. Participants perceived Call Annie as helpful for vocabulary acquisition and speaking confidence, though they noted limitations in the chatbot’s feedback on grammar. This study highlighted both the potential benefits and limitations of AI-based tools for IELTS preparation, suggesting a supplementary role for AI chatbot in language learning.
The Recognition of Chinese Compound Words by Native English- and Korean-speaking Learners of Chinese
(University of Hawaii National Foreign Language Resource Center, 2024-11-18) Sun, Jing; Luo, Xiao; Pae, Hye K.
Challenges in reading Chinese as a foreign language involve the large proportion of two-character compound words which have complex intra-word morphological structures and scriptal distance between learner’s native language (L1) and Chinese as a second or foreign language. This study extended a previous investigation on the processing of Chinese coordinative compound words to various morphological structures to examine L1 effects and intra-word structure effects during compound word recognition and identified difficulty order associated with the different structures of Chinese compound words. Native English- and Korean-speaking learners of Chinese (n = 25, n = 13, respectively), along with native Chinese readers participated (n = 29). Both learners’ L1s and the morphological structures of compound words exerted significant main effects on compound word recognition. For non-native readers, the Korean group processed the five structures of compounds faster but less accurately than did the English-speaking counterpart. For both non-native groups, the subject-predicate structure was the most difficult to recognize, followed by the verb-complement structure.
Teacher role in synchronous oral interaction: Young learner telecollaboration
(University of Hawaii National Foreign Language Resource Center, 2024-11-18) Wigham, Ciara R.; Whyte, Shona
The potential of synchronous technology-mediated oral interaction for second language (L2) acquisition by young learners interests researchers and classroom teachers alike. Research highlights the utility of live telecollaborative exchange for motivating learners, but also underlines the challenges teachers face in supporting young beginners in interaction tasks. However, few studies focus on actual learning opportunities created in telecollaborative task-based language teaching (TBLT) and on the role of teachers in creating such opportunities. This paper presents two case studies on synchronous telecollaboration in primary schools (7-10 year olds, A1 CEFR level). Interaction data from small-group telecollaborative interactions is examined using multimodal (inter)action analysis (MIA, Norris, 2019) to investigate how teachers’ choices with respect to task implementation affect opportunities for learner autonomy, the outcome of particular tasks, and learners’ L2 usage. Analysis highlights how co-verbal actions are used to manage different interactional spaces and reveal learners’ active roles, and how teacher presence/absence can affect task outcome and influence opportunities for either focus on form or spontaneous L2 production. Our discussion shows that synchronous interaction can drive language learning with young learners, not only motivation and participation, and focuses on implications for further research combining MIA with TBLT.
Hōkūlani Insider, November 2024
(2024-11-13) Park, Hye-Jin; Feliciano, Jerrik; Galloway, Lisa
What’s on this Fall!
Project Hōkūlani-CLD TEAMS November 2024 eBlast Newsletter
Inside:
Hōkūlani Students
Spring Student Internships to be Announced
Students’ Continued Support Leads to Success
Summer STEM Camps in 2025
Employers to Join Us
Recruiting and Training Soon!
Hōkūlani-CLD TEAMS Educators
Community Learning Consortium Implementation
PIER Resources
New Website Launched
Happy Thanksgiving
Turkey, STEM and Gratitude