MA and AGC Scholarly Papers

Permanent URI for this collectionhttps://hdl.handle.net/10125/67805

Non-thesis MA and all AGC students are required to write a Scholarly Paper (SP) before completing their degree and certificate, respectively. This SP is usually based on previously written term papers which have been subject to review and criticism. The quality of a SP should reflect that of articles normally appearing in the standard research journals of the field. Scholarly papers are evaluated by two faculty members in terms of the significance of the problem addressed, scholarship, objectivity, soundness of procedure and method, clarity of presentation, insight and perspective.

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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.
Identity and social media interactions between L1 and L2 Spanish speakers: The case of Reddit postings
(2023-05) Eastman, Lydia; González-Lloret, Marta; Kasper, Gabriele
How do Spanish speaking users of the social media platform Reddit present their identities in an anonymous digital setting? This study examines interactions between anonymous users in the subreddit r/Spanish which is an online forum dedicated to language learning. It is composed of nearly 260,000 users, many of whom are either L1 or L2 speakers of Spanish, who frequently discuss topics surrounding language learning, pragmatics, and metalinguistic explanations of Spanish. In order to learn how identities and cyperpragmatics are developed and presented among anonymous users online, digital discourse and pragmatics were employed to examine two Reddit postings and their subsequent discussions between responders. The results of this study shows how Reddit users within the subreddit r/Spanish often use personal user flair (a customizable and public note that each user can attach as a tag to their username), discourse, digital resources, and cyber pragmatics to present their identities. This study contributes to the growing field of study surrounding spontaneous digital discourse and pragmatics among language learners.
The Effectiveness of One-on-One Teaching English Pronunciation for an Adult Japanese English Learner
(2023-08) Iida, Chisae; Crowther, Dustin; Isbell, Daniel R.
This study examined the effectiveness of one-on-one pronunciation tutoring sessions in improving the accuracy of phoneme production, comprehensibility, and accentedness of English pronunciation for an adult Japanese English learner. The principal aim of the investigation was to enhance the comprehensibility and accentedness of speech through the provision of explicit instruction on both segmentals and suprasegmentals features, with a particular emphasis on eight specific target phonemes (/θ/, /ð/, /l/, /ɹ/, /f/, /p/, /b/, and /v/). One Japanese adult English learner participated in the pronunciation tutoring sessions and received 16 hours of intensive English pronunciation instruction. The learner practiced the eight target sounds through tongue twisters, minimal-pair, and English Accent Coach activities, and shadowing practice. The post-test results showed improvement in accentedness, indicating that the participant's English pronunciation had become closer to nativelikeness. There was also a noticeable difference in comprehensibility between the pre-test and post-test scores. However, the accuracy of phoneme production did not improve across all eight target sounds. Upon closer analysis, it was found that five of the sounds (/θ/, /p/, /ð/, /b/, and /ɹ/) showed improvement, while the other four sounds did not. Overall, this study provided insights into the effectiveness of one-on-one pronunciation tutoring sessions for an adult Japanese English learner seeking to improve English pronunciation. The findings suggested that explicit instruction and consistent practice could lead to significant improvements in comprehensibility and accentedness, even if the accuracy of phonemes was not improved across all target sounds.
Language Use of Japanese-English Bilingual Families and Association with Children's Oral Proficiency in Heritage Japanese
(2023-08) Roos, Sachiko N.; Grüter, Therese; O'Grady, William
The maintenance and development of heritage language (HL) has been influenced by various factors surrounding heritage speakers; however, it is unclear what factors could closely impact children’s oral proficiency. In this exploratory study, I examined the relationships between proximal and distal input factors, and children's oral lexical proficiency in the heritage and community language, among Japanese-English speaking bicultural families in the U.S. Twenty-one children from bilingual families in Hawai‘i and Washington completed an oral picture naming task in both Japanese and English (HALA, adapted from O’Grady et al., 2009) and a semi-structured interview about their family language use. Mothers and fathers separately completed an online survey containing questions about the language use and other potential language-related factors. The analysis of the collected data explored their language use consistency among the family members, the association between the language use and the children’s vocabulary proficiency, and the potential differences in factors between the two regions. The results from the children’s and parents' reports indicated consistency in reciprocal language use among parents and children, found positive correlations between the quantity of parental language outputs to their child and children’s oral lexical proficiency. Additionally, no notable differences were found between the two regions in the U.S. besides non-native Japanese parents’ HL use that was promoted with the heritage community’s support.
Social Factors in Heritage Language Maintenance in Hawai‘i
(2023-12) Mase, Chihiro; Higgins, Christina; Crowther, Dustin
Straight Up Howzit? A Schema Analysis of the Role of Pidgin in Police Work in Hawai‘i
(2023-12) Andrada, Scott; Higgins, Christina; Crookes, Graham V.
While Hawai’i’s multilingual and multicultural diversity is celebrated, the nature of multilingual practices in daily life is not well researched. To address this problem, this study draws on interview data to understand the role of languages other than English in the workplace, with a focus on Pidgin (Hawaiʻi Creole). I analyze interviews with three local police officers to better understand how they make use of Pidgin in their interaction with the community, and I use the officers’ reports to construct a set of schemas that govern their language choices. The study demonstrates that Pidgin is a valued resource that is regularly used to empower Hawaiʻi police officers to connect to their constituents, create harmonious relationships, and resolve problems while on patrol.
Relationship between English Proficiency Test Scores and Academic Success at the University of Hawai‘i at Mānoa
(2024-05) McGehee, Maggie; Crowther, Dustin; Isbell, Daniel R.
This study compared the relationship between English language proficiency (ELP) test scores and academic success at the University of Hawai‘i at Mānoa (UHM) and evaluated whether academic outcomes differed for students who entered on the basis of different tests. Locally, this represents one step in evaluating the validity of using the Duolingo English Test (DET) in admissions decisions. More broadly, it fills a gap in the literature by examining outcomes in a new context (a large, public, less selective university in the US), including a newer test (DET), and covering a wider range of ELP scores than is typically represented in such research. In addition to GPA as an indicator of student success, this study considered proportions of students on academic probation or withdrawing in relation to test submitted, and also made comparisons to international students who were exempt from submitting an ELP score for admission. Further, it compared students admitted unconditionally with higher ELP scores, to those with lower ELP scores admitted contingent upon further English language instruction. Findings are relevant to discussing valid use of DET alongside IELTS and TOEFL in admissions at UHM, while incorporating academic outcomes indicators beyond score correlations with GPA.
Codenames: How board game play affects word association skills and student motivation in an English language classroom
(2023-12) Cowan, Alison; Crowther, Dustin; Isbell, Daniel R.
This exploratory research uses a game-based language (GBL) pedagogic approach to focus on the word association skills of adult English language learners. It employs a pre- and post-test for quantitative analysis to examine how word association skills improve between treatment and control groups. Qualitative analysis of questionnaire responses is used to explore learners’ perceptions of playing the online game Codenames as a tool for language learning. The results of the test scores are not statistically significant due to a small sample size. However, analysis of the data hints at the potential for GBL as an engaging and motivating pedagogical approach that brings fun and challenge into the learning environment.
A Korean EFL Teacher's Agency and Identity Construction Process: A Discourse Analysis Approach
(2023-12) Joo, Ye Won; Gilliland, Betsy; Crookes, Graham V.
This paper explores the discursive practices of a South Korean middle school English teacher in light of the growing gap between South Korean education’s social and cultural ideologies and the teacher’s sense-making process under contradicting circumstances. In contrast with the image of South Korea portrayed by foreign media and Western scholarship as one of the leading countries for education in general and English education in particular (Jenks, 2017; Park, 2009; Seth, 2002; Shim & Park, 2008), workers in the field of education in this country appear to be in agony (Kim, 2017; Namgung et al., 2020). To examine such a contradiction, a semi-structured interview with one South Korean English as a Foreign Language (EFL) teacher was conducted to investigate her work discourses in relation to concepts of teacher agency (Bourdieu, 1977; Tharp & Gallimore, 1988; Wertsch, 1991; Vygotsky, 1978) and teacher identity (Sachs, 2005). Analysis utilized the discourse analytic tools of positioning (Bamberg, 2004) and footing (Goffman, 1981) to better understand the deontic discursive practices that comprise the social practice of claiming the authority to dictate how education should be done in South Korea. The findings show that although there seems to be strong resistance to the impositions and demands by the hostile parties at the workplace, evidence indicates some instances of coping strategies in the same discourses.
Taking foreign language beyond the classroom and into everyday life: Non-heritage language learners of Korean in the foreign language context
(2024-05) Au, Kristine; Higgins, Christina; Zheng, Dongping
When Korean language instruction first emerged in the United States, classrooms were typically dominated by heritage language learners with the presumed motivation to communicate with family members and other native (L1) Korean speakers. More recently, however, the range of language learners of Korean has been diversifying and more non-heritage language learners have been studying the language. As the backgrounds of learners expand, research on different learners’ motivations, learning outcomes, and experiences have followed (Kim, 2021; Nikitina Furuoka, & Kamarudin, 2019; Wang & Pyun, 2021). These studies primarily focus on the role of popular culture, classroom experiences, and academic uses of Korean as an additional language. However, studies have yet to examine how such language learners might use Korean outside of academic contexts after formal study has been completed. Accordingly, this study explores such language use through interviews with participants who continue to use Korean after learning it formally in the classroom. In addition to interviews, this study analyzes participants’ language use in the form of text message data to explore how these learners position themselves in conversations with L1 and second language (L2) Korean speakers in light of their non-heritage status. The findings of this study suggest that when removed from the academic domain of language use, non-heritage users of Korean in foreign language (FL) contexts use Korean in their daily activities and establish and maintain relationships with communities of other L1 and L2 Korean speakers. The findings also suggest that when using Korean, they recognize their position as foreigners to the culture and language, but this identity does not become the source of interactional problems.
Language Maintenance and Identity of 3rd Generation Russian Heritage Language Speakers in the US
(2024-05) Wilkinson, Anastasia; Gilliland, Elizabeth; Crookes, Graham
There is a significant lack of research on third-generation Heritage Language Speakers (HLS). Research that currently exists on the subject is scattered and unsystematized, mostly focused on studies of first- and second-generation HLS. A study on reasons for maintenance of language competence and cultural identity in third-generation Russian Heritage Language Speakers living within the United States has not been conducted. The current study investigates a small sample of third-generation Russian Heritage Language Speakers’ views on their cultural identity and reasons for language maintenance. Through thematic analysis of semi-structured interviews conducted through Zoom with five participants, some clear themes for language maintenance along with third-generation Russian Heritage cultural identity were identified. A desire to pass on the language to the next generation and affiliation with Russian culture and Orthodox Christian religion were amongst some of the reasons for language maintenance. Themes of identity included strong ties to Russian communities that were established in places throughout the US by the first wave of Russian emigres who arrived after the Russian Revolution of 1917. Another theme included the attitude towards modern-day Russian language by the participants who have retained an older and more literary form of Russian. Most of the participants shared similar experiences of prejudice as a result of the war between Russia and Ukraine that started in February 2022. In conclusion, this study found that a strong connection to heritage and motivation to pass the language on to the next generation determines a successful outcome in HL acquisition and maintenance. The participants emphasized the importance of a rigorous heritage language program. Making HL learning programs available at educational systems near large HLS communities, along with parental support, would help HLS families maintain their HL.
A Comparative Study of ChatGPT-Supported and Human-Authored Texts: Japanese High School Students' Creative Writing
(2024-05) Owada, Aya; O'Grady, William; Zheng, Dongping
This study investigated the impact of GenerativeAI (GenAI) on language learning. It explored whether incorporating GenAI into the writing process affected the creativity and lexical diversity of students' essays by comparing GenAI-supported and human-written texts. ChatGPT, as a writing tutor in this study, supported the students' essay writing process and learning outcomes. Seven Japanese high school students participated: three completed essays after interacting with ChatGPT with writing prompts, while the remaining four wrote essays with the support of translation and grammar-checking tools. Their written works were evaluated by three Japanese high school English teachers using a rubric primarily focused on creativity. Student essays provided data and quantitative analysis for lexical diversity. GenAI-supported group chat logs addressed the intersection of GenAI in the writing process. They evaluated the impact of GenAI on the creativity and linguistic diversity of the students' essays as qualitative data. A quantitative analysis of rubric assessment results was conducted to compare the writing outcomes of the two groups. In addition, the qualitative data collection methods included perceptions of the use of GenAI in language learning through pre- and post-survey questionnaires to elicit responses on how students and educators perceive the use of GenAI in language learning. The results showed that GenAI significantly contributed to lexical diversity in the experimental group. However, no statistically significant differences in creativity were found, although the AI-supported group outperformed on average. While the survey results indicated a high level of students' motivation and interest in GenAI in learning, a high level of teacher concern about the ethical considerations of GenAI in educational activities was revealed.
The Effectiveness of Textual Enhancement in Captioned Foreign Language Media on Grammar Acquisition
(2024-04-16) Chun, Young; Ziegler, Nicole; Gruter, Theres
In recent years, research on captioning and subtitling for language development has focused on the use of textual input enhancement as a tool to draw learners’ attention to more difficult and perhaps less salient grammatical features (Lee & Révész, 2018, 2020; Cintrón-Valentín et al., 2019; Cintrón-Valentín & García-Amaya, 2021; García-Amaya & Cintrón-Valentín, 2021). This study contributes to this growing field by investigating the effectiveness of textual enhancement in captions shown while watching authentic foreign language media, replicating typical viewing behavior. Two intact classes consisting of 36 second language (L2) English language learners at a Japanese university were shown an episode of an American television program, with an unenhanced captions only (CO) condition for one class and a textually enhanced captions (TE) condition for the other. The results of the study only show slight, statistically insignificant differences between the two treatment groups, which may mean that further investigation with altered parameters may be necessary to further examine the effectiveness of textual enhancement of captions in authentic foreign language media.
Reclaiming the "true" Hawai‘i in a podcast: A discourse analysis of decolonial practices
(2023-07-01) Napoleon, Noelani; Higgins, Christina; Crookes, GRaham
Due to Western colonization, traditional Hawaiian cultural practices and language were suppressed from the Native Hawaiian community. In the 1970s, a cultural uproar of sovereignty and cultural revitalization emerged, reviving Hawaiian practices, language, and identity for Native Hawaiians. Alongside this, the movement developed a trend of decolonial practices in Hawai'i. Utilizing discursive tools of tactics of intersubjectivity (Bucholtz & Hall, 2005) and stance (Jaffe, 2009), this study examines a podcast hosted by two diasporic Hawai'i locals (referring to people born and raised in Hawai'i) to answer the question: how do Hawai'i locals discursively reclaim and decolonize Hawai'i history and practices from the continental United States? The results found that through affective, epistemic, and dialogic stance-taking, the two hosts of the podcast used their social identities to assert authority and authenticate and reject colonial narratives. Also, the diasporic placement of the participants showed some effect on their affective stance-taking. The findings concluded that the podcasters use their platform to educate their listeners about the "true" Hawai'i, presenting a decolonial narrative to a broad audience. Through the discussion of Hawai'i innovation and indigenous knowledge, the podcasters highlight the injustice the Hawaiian community faces due to Western colonialism. Their podcast contributes to a larger discourse of decolonial efforts in Hawai'i.
Audience Members as Language Brokers in Live Streamed Gaming
(2023-07-01) Itakura, Naoki; Kasper, Gabriele; Hasegawa, Atsushi
In this paper, I use multimodal Conversation Analysis and the concept of language brokering to investigate how online audience participation resolves the lack of comprehension exhibited by a focal live streamer and helps him participate in ongoing interactions. The analysis illustrates how the live chat messages from the audience enable a focal live streamer to manage oral interactions with his co-players. More specifically, the focal live streamer either solicits repair or directs their gaze to the chat box where the audience enacts as language brokers online. The audience gives the focal live streamer two types of comments: (i) words they address and (ii) topics they yield. Various modes (e.g., spoken and written) and multilingual practices (e.g., code-switching, English translations) are employed within the interaction among participants in live streaming. With a greater understanding of the participation framework between a focal live streamer and his audience on live streaming, this paper highlights multimodal analyses of digital interactions where oral and written communications coexist.
L2 Learners' Perception of Long Vowels and Geminates in Japanese Dialects
(2023-07-01) Livingston, Cassidy; Crowther, Dustin; Grüter, Theres
Learners of Japanese are well known to have difficulties acquiring geminates and long vowels. What affects the perception of these has yet to be determined, with various studies coming to different conclusions about what cue learners use. In addition to these more difficult phonological features of the language, Japanese has a few different dialects that may play an additional role in perception. This study focuses on the Standard Japanese, Okinawa, and Kansai dialects. Participants completed two tasks in addition to a background questionnaire. The main task in this experiment required participants to transcribe nonwords that they heard in Hiragana. The nonwords included either a long vowel, geminate, or their minimal pairs which were short vowels and singletons, respectively. Results were analyzed in R through mixed-effects logistic regressions. The results from the main task found that perceptual accuracy dropped when learners transcribed words containing long vowels, however the dialect in which they heard the long vowels did not cause a difference in perception. In terms of geminates, participants did not perform significantly different between geminates and singletons, but similar to the results for long vowels, participants were found not to perform differently due to any of the dialects.
EFL College Students' Perception of English Writing Activities in High School and College
(2022-06-27) Hikaru Ishiyama
This paper explores to what extent the shifts in the types of English writing activities and instruction from secondary school to college can explain English as a foreign language (EFL) college students’ motivation, self-efficacy, and apprehension toward writing in English. Studies in the second language (L2) writing field suggest that previous writing instruction affects L2 writers’ performance and their beliefs. Students’ motivation and apprehension are also susceptible to the learning environments and the types of writing tasks. Given that college writing tasks are more demanding than high school writing, it can be hypothesized that college students have different degrees of motivation, self-efficacy, and writing apprehension from when they are in high school. A total of 101 Japanese college students participated in this survey study. The survey inquired about the types of writing activities the student participants experienced in high school and college as well as their motivation, apprehension, and self-efficacy in terms of writing in English with a 5-point Likert scale. The results showed that high school English-language writing tended to be de-contextualized such as translation activities from Japanese to English, while college writing was composition-based. The gap in writing tasks between the two institutional levels can explain the increase in students’ motivation for writing in English. Contrary to the hypothesis, however, the participant students maintained writing apprehension and low self-efficacy throughout high school and college. The results of this study can inform EFL instructors, policy-makers, and writing researchers of effective writing activities and curricula that may help student learners keep motivation for English writing, and transition smoothly from high school to college.
Second language teacher beliefs about written corrective feedback: Diagnostic, reflective, and developmental tools
(2013-06-13) Peters, Joseph; Gilliland, Betsy
There have been a number of studies on the effectiveness of written corrective feedback (WCF) for L2 writing. The results are complicated and varied, depending on contextual variables, but the demands of stakeholders (students and institutions) on teachers are simple: they want teachers to use WCF. Teachers do not ask ‘whether’ but ‘how’ to use WCF. Researchers have formulated WCF guidelines for teachers, but these recommendations lack consideration for individual development in teachers’ mental lives and context. Reflection is considered crucial for teachers to become effective in using WCF because it recognizes the teachers’ role in their own learning. By using reflection, teachers can adapt and evolve their teacher cognition to fit their context and raise their awareness to generate knowledge. It is thus necessary to apply reflective tools to foster development in the writing teachers’ use of WCF. This paper recognizes previously developed guidelines, addresses contextual variables, and promotes reflective practices to perpetuate writing teachers' development in the utility of WCF. It reviews the literature on WCF and proposes reflective materials that could be utilized in teachers’ WCF pedagogical development.
The Effect of a Classroom Environment of Mutual Visibility, Transparency, and Sharing on ESL Students' Writing
(2022-05-13) Christensen, Cade; Gilliland, Betsy
This study explores how an “open” classroom environment, one in which participants are given unrestricted access to look at and learn from the writing of their classmates, affects the writing development of ESL students. Shared Google Docs were used in an ESL writing class at the University of Hawaiʻi at Mānoa as an accessible repository for all written work done by six advanced level students while writing five progressively more difficult academic essays. Although instructed not to copy or plagiarize specific content, students were explicitly given permission and encouragement to look at and learn from their classmates’ writing in shared Google Docs as they had need or desire to do so. Data was collected by means of focus group interviews, questionnaires, and journal notes to ascertain what effects this “open” classroom environment had on students’ perceptions of their own writing and the writing process. Although some challenges to the environment were acknowledged, results suggest that all students benefited from being able to look at the writing of their peers, all learned specific points they could use in their own writing, and all acknowledged that being able to look at and learn from the writing of others this way helped them improve their own writing more than they would have been able to do otherwise. This suggests potential educational and pedagogical benefits associated with such an “open” classroom environment when it comes to the development of ESL students’ writing.

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