Student Work - ELI

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Now showing 1 - 10 of 101
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    A teacher’s inquiry into diagnostic assessment in an EAP writing course
    ( 2024-05-30) Qayyum, Rabail
    Research into diagnostic assessment of writing has largely ignored how diagnostic feedback information leads to differentiated instruction and learning. This case study research presents a teacher’s account of validating an in-house diagnostic assessment procedure in an English for Academic Purposes writing course with a view to refining it. I developed a validity argument and gathered and interpreted related evidence, focusing on one student’s performance in and perception of the assessment. The analysis revealed that to an extent the absence of proper feedback mechanisms limited the use of the test, somewhat weakened its impact, and reduced the potential for learning. I propose a modification to the assessment procedure involving a sample student feedback report.
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    A Task-Based Needs Analysis for ELI Listening Courses
    ( 1990-05-12) Alexandrou, Robyn, and Revard, Donna M.
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    A Task-Based Needs Analysis for the English Language Institute at the University of Hawaii at Manoa.
    ( 2001) Kim, Yongyou, Kong, Dong-Kwan, Lee, Younggeun, Silva, Anthony, and Urano, Ken
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    Foreign teaching assistant training and orientation pilot project
    ( 1987) Chaudron, Craig ; Pennington, Martha ; Brown, James
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    A Task-Based Construct of Critical Listening Comprehension in Assessment
    ( 2013) Trace, Jonathan
    This study analyzed a task-based construct of critical listening in an academic listening test for placement purposes in a North American university English for Academic Purposes program. As the ability to listen critically in English is one of the outcomes for the program, it is necessary to utilize a placement instrument that can adequately measure this ability. Buck (2001) claims that one way of approaching this idea of critical listening in listening assessment is through the use of tasks that mirror the uses and functions an examinee will encounter in authentic situations. Using Rasch model analysis, this study first examined the current form of the test to identify how items are functioning and whether or not different, distinct constructs are present in the test. The test was revised using new pilot items based on a task-based model, and then analyzed again to determine the extent this construct was represented in the instrument. Based on these analyses, recommendations are made about the effectiveness of the test and the form further revisions of the test might take in future administrations.
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    Building autonomy in an L2 reading course: A report on a curriculum development project
    ( 2013) West, Gordon
    This paper summarizes a project to develop critical literacy material for the teaching of an intermediate level college ESL reading course. In addition to evaluating the goals and SLOs for the course, the author conducted interviews with teachers and administrators and created a critical literacy module which is included in the appendices along with suggested changes to SLOs and course syllabi and calendars.
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    Pragmatic Assessment in L2 Interaction: Applied Conversation Analysis for Pedagogic Intervention
    ( 2013-05-01) Cheng, Tsui-Ping
    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.
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    Thank you for your awesome thoughts about the article: Social interaction and critical thinking in student-facilitated online discussions
    ( 2013) Meier, Valerie
    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.