MA and AGC Scholarly Papers

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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.


Recent Submissions

Now showing 1 - 5 of 27
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    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.
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    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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    The Use of English Loanwords in Question-Answer Sequences of Question Time in the Japanese Parliament
    ( 2022-04-24) Kitada, Katsuhiko ; Kasper, Gabriele
    This paper analyzes the use of English loanwords in question-answer sequences of Question Time (QT) in the Japanese Parliament. Research on English loanwords has been done in several areas, however, none has been conducted in political settings. QT is a dyadic political debate between prime ministers and other Parliament members in the Diet of Japan. I will describe how their lexical choices of English loanwords orient towards certain institutional goals, and how the choices are aligned with dimensions of questioning and answering. Through this analysis, I conclude that English loanwords can function as not only the part of political questions in a formal and professional way to elicit a clear answer but also a technical term to construct a question and highlight a political argument in the process of questioning. In addition, they are also used to diminish negative images of political claims, and also form more favorable grounds in order to display political arguments in the process of answering. It can be said that lexical choices of English loanwords in a question sequence and following answer sequence are deeply interrelated to each other.
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    Talking sustainability: Shaping environmental narratives on Reddit
    ( 2022-04-15) Schweingruber, Melanie Saki ; Zheng, Dongping
    Social media and virtual communities are becoming increasingly important spaces that shape narratives around the issues of environmentalism and sustainability. These serve as educational tools, and as spaces for sharing ideas and opinions on topics of interest. Reddit is an example of how individuals from diverse cultural and linguistic backgrounds can utilize a common space for meaning-making on relevant issues. This research aims to establish how participants frame themselves as members of the online community, r/Sustainability, and how they utilize the virtual spaces to enact their narratives on real-world environmental issues. An investigation of why and how users are framing these narratives based on their personal experiences is a topic addressed in this study. Using a critical ecolinguistic approach, the use of linguistic and semiotic resources within the virtual space are analyzed to establish how participants are negotiating their understanding of environmental sustainability.
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    Is CLP Possible for Korean Law Professionals to Develop Their Multicultural Competence? A Critical Study of Korean Lawyers' Views towards Multiculturalism
    ( 2022-04-14) Park, Hee Jin ; Crookes, Graham
    Responding to the increasing global integration and diversity in the Republic of Korea, this study reports a critical needs analysis to investigate possible changes to professional education in hopes of fostering Korean lawyers’ cultural sensitivity through Critical Language Pedagogy (CLP) for English for Specific Purposes (ESP). Data was collected from ethnographic interviews with five Korean lawyers with significant experience of working with foreign clients, litigants, and colleagues during their practice of law ranging from 9 to 16 years. Data was analyzed using values coding, and themes were derived from the coding. Results suggest that views toward multiculturalism were divided along the theoretical distinction of normative multiculturalism and descriptive multiculturalism. Respondents’ beliefs followed the reasoning of their professional values, and this in turn affected their attitudes and beliefs about their own cultural sensitivity. In order to encourage critical engagement with multiculturalism, it is recommended that CP be integrated into ESP for Korean lawyers.