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.
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Recent Submissions
What does AI bring to second language writing? A systematic review (2014-2024)
(University of Hawaii National Foreign Language Resource Center, 2025-05-19) Feng, Haiying; Li, Kexin; Zhang, Lawrence Jun
The rapid advancement of artificial intelligence (AI) technologies has introduced both opportunities and challenges to second language (L2) writing, and a new dimension to L2 writing research. To map the evolving landscape of AI-integrated L2 writing research, this systematic review analyzed 112 studies published between January 2014 and June 2024. The review focused on research contexts and participants, theoretical and methodological orientations, research setups, and key research issues. The analysis revealed that the majority of studies were conducted with undergraduates in the English as a Foreign Language (EFL) context. Most studies did not specify a theoretical framework; however, the predominant theoretical orientations were cognitive, technological-pedagogical, social, critical, and genre. The literature commonly employed eclectic or mixed methodologies, favoring (quasi-)experimental designs with short duration. The writing tasks investigated were varied, with a notable emphasis on elemental genres such as argumentative essays. The main research issues addressed included AI functionalities; students’ perceptions and experiences; impacts on students’ writing, cognitive, affective, and behavioral performance; teachers’ perceptions, teaching practices, and literacy development; and factors influencing AI use. The findings highlight the need for future research, particularly longitudinal studies focusing on the development of AI literacy in L2 writing.
Choosing lexically appropriate texts: Vocabulary mastery level or text-range vocabulary size?
(University of Hawaii National Foreign Language Resource Center, 2025-05-19) Ha, Hung Tan; Nguyen, Duyen Thi Bich; McLean, Stuart; Matthews, Joshua
Ensuring classroom reading materials align with learners’ lexical knowledge is crucial, often requiring teachers to infer vocabulary knowledge from vocabulary test performance. However, the best approach to match learners with lexically appropriate texts based on vocabulary test scores remains unclear. This study compared two methods: vocabulary mastery level and text-range vocabulary size. A meaning-recall vocabulary levels test and a reading comprehension test were administered to 304 tertiary-level Vietnamese learners of English. Learners were alternatively grouped based on either vocabulary mastery level (no mastery, 1000-word mastery, or 2000-word mastery) or text-range size (1000, 2000, or 3000-word knowledge). Analysis revealed that the text-range vocabulary size approach provided a more accurate means of matching learners with comprehensible texts. These findings offer valuable insights for teachers and researchers in English language education, highlighting practical strategies for selecting reading materials that best support learners’ comprehension and language development.
Human-Wildlife Interactions of Hawaiian Waterbirds in Managed Wetlands
(2025-05-15) Koa Grabar; Melissa R. Price; Kawika B. Winter
At-risk Hawaiian waterbirds utilize a variety of wetland habitats, including lo‘i kalo (Indigenous wetland agro-ecosystems used to grow Colocasia esculenta, a staple Hawaiian
crop); however, how these systems support species recovery remains understudied. This represents a significant knowledge gap, as the expansion of Hawaiian agro-ecosystems has the potential to provide numerous ecosystem services that benefit both local and Indigenous communities, as well as the environment, while simultaneously supporting the recovery
endangered waterbirds in the face of threats such as sea level rise. These benefits include local food production and, in turn, improved food security, cultural (re)connection, and the creation of habitat for endemic and endangered wildlife. Despite these benefits, the management actions necessary to maintain a lo‘i may be perceived as disruptive or harmful to the waterbird species inhabiting them. Actions such as the clearing of vegetation, fluctuations in water levels, and presence during nesting periods, could impact nesting success, so policies that restrict these actions during the nesting season are sometimes imposed on farmers. This study aims to lay a foundation for better understanding the relationships between stewards and the Aeʻo (Hawaiian Stilt, Himantopus mexicanus knudseni), ʻAlae ʻula (Hawaiian Gallinule, Gallinula galeata sandvicensis), ʻAlae keʻokeʻo (Hawaiian Coot, Fulica alai) and pure/hybrid Koloa maoli (Hawaiian duck, Anas wyvilliana). To address this question, I will conduct surveys, inquiring about management and the steward’s thoughts regarding waterbirds at their site, and measure the alert response and flight-initiation distances of waterbirds within their respective wetlands when approached by stewards. To further elucidate these interactions, I will replicate this study at multiple types of sites where waterbirds interact with land stewards, such as state and county parks, and government-managed wetlands. I expect to find that steward perceptions and desired level of interactions, frequency of caretaking, and waterbird species type will be correlated with alert and flight initiation distances when birds are approached by stewards, compared to non- stewards. The findings of this study will help to elucidate the responses of different waterbird species and underscore the contributions of managed wetlands to waterbird recovery.
Soft Skills for Incoming Pre-K Aides
(2025-05-11) Kanoe Hezekia; Dr. Dan Hoffman; Dr. Ari Eichelberger
Pre-K aides work alongside Pre-K teachers in the classroom to help support the teacher and the students in everyday tasks. Pre-K aides, also known as Educational Assistants, Classroom Support or Classroom Aides, help the classroom be productive and efficient. New and incoming Pre-K aides are often unfamiliar with the skills necessary to be an asset to the Pre-K classroom. This project aimed to address this need through instruction for new and incoming Pre-K aides on soft skills needed to succeed in the Pre-K classroom.
The online asynchronous instructional course was evaluated through a usability study (n=3) and an asynchronous learning effectiveness study (n=15). The usability study showed a need to improve the navigation. Learning effectiveness participants were individuals with prior experience with Pre-K students either in or out of the classroom setting. This impacted the learning effectiveness study results as instructional information was already known to them. Although this was the case, a portion of the study showed a 20% increase between the pre and post-test scores. The results and feedback suggest that participants were able to learn from the instruction and gained confidence about Pre-K soft skills and their use in the Pre-K classroom.
How to Pay for College: Demystifying the Financial Aid Process for Low-income High School Seniors
(2025-05-14) Alyssa N Calasicas; Dr. Dan Hoffman; Dr. Ariana Eichelberger
Applying for financial aid can be a convoluted process filled with jargon and unclear steps. For socioeconomically disadvantaged high school seniors, the financial aid process may have additional barriers. Socioeconomically disadvantaged students tend to have lower financial aid literacy that may prevent them from applying and enrolling into college. The How to Pay for College course is an accessible, asynchronous online course that breaks down the financial aid process into four foundational lessons: 1. What is Cost of Attendance; 2. What is Financial Aid; 3. How to Apply for Financial Aid; 4. How to Read a Financial Aid Award Letter. Pre- and post-test assessments were conducted to measure course usability, learning effectiveness, and attitudinal perceptions. Fourteen participants (n=14) completed the course. After completing the course, participants demonstrated an average improvement of 16 percentage points between pre-test and post-test scores. Participants also expressed an increase in confidence in how to pay for college after completing the course. The positive results of the learning effectiveness evaluation and attitudinal survey suggest that the course content and instruction were successful in increasing participants’ financial aid literacy.