Research Methods in Applied Linguistics最新文献_第10页

Students’ views of disciplinary literacies in internationalised English-medium higher education: Step-by-step survey development 国际化英语高等教育中学生对学科素养的看法:逐步调查发展

Research Methods in Applied Linguistics Pub Date : 2023-08-29 DOI: 10.1016/j.rmal.2023.100073

Emma Dafouz , Sonia López-Serrano , Pascual Pérez-Paredes

{"title":"Students’ views of disciplinary literacies in internationalised English-medium higher education: Step-by-step survey development","authors":"Emma Dafouz , Sonia López-Serrano , Pascual Pérez-Paredes","doi":"10.1016/j.rmal.2023.100073","DOIUrl":"https://doi.org/10.1016/j.rmal.2023.100073","url":null,"abstract":"<div><p>In the last two decades, research on English-medium education (EME) has grown exponentially because of internationalisation and globalisation. Many early studies have examined university lecturers’ attitudes to the change in the language of instruction as well as on their linguistic and pedagogical needs. However, much less attention has been paid to students and, most specifically, to how they view disciplinary literacies (DLs) in EME. Our examination of DLs deviates from previous research in that it foregrounds two dimensions which have not received sufficient attention in the EME setting, namely internationalisation of higher education and students’ perceived use of bi/plurilingual repertoires. This article describes the step-by-step process of developing a psychometric survey that examines students’ views of internationalisation and bi/pluriliteracies in the development of DLs in EME contexts. The resulting survey shows the presence of four interrelated constructs: student L1/s in disciplinary practices, internationalisation, English in disciplinary practices, and international community of practice. This instrument demonstrates strong reliability after several piloting stages and adjustments. Implications for pedagogy and policy development are also provided in the conclusions.</p></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"2 3","pages":"Article 100073"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49750802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the potential of automated speech recognition for scoring the Korean Elicited Imitation Test 探索自动语音识别在韩国引出模仿测试评分方面的潜力

Research Methods in Applied Linguistics Pub Date : 2023-08-28 DOI: 10.1016/j.rmal.2023.100076

Daniel R. Isbell , Kathy MinHye Kim , Xiaobin Chen

{"title":"Exploring the potential of automated speech recognition for scoring the Korean Elicited Imitation Test","authors":"Daniel R. Isbell , Kathy MinHye Kim , Xiaobin Chen","doi":"10.1016/j.rmal.2023.100076","DOIUrl":"https://doi.org/10.1016/j.rmal.2023.100076","url":null,"abstract":"<div><p>Elicited Imitation Tests (EITs) are often used as a practical tool for measuring L2 proficiency. In this study, we explore the potential of applying three commercial automated speech recognition (ASR) tools—Amazon, Google, and Naver—in combination with several transcription scoring metrics to automate Korean EIT scoring. Two hundred and four participants’ previously human-scored EITs (Isbell & Lee, 2022) were compared with automated EIT scores based on ASR transcriptions. Nearly all combinations of ASR platforms and transcription metrics correlated with original human EIT total scores above .90, with the Naver and Google transcriptions yielding the strongest correlations (<em>r</em> = .94-.96). Moreover, examining the item-level relationships between transcription metrics and original EIT scores yielded moderate-to-large correlations near .80 for the Google and Naver transcriptions, thereby providing additional support for the validity of automated EIT scoring. We conclude with implications for prospective users and developers of machine-scored EITs.</p></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"2 3","pages":"Article 100076"},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49750766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ethical dilemmas of teacher research in applied linguistics 应用语言学教师研究的伦理困境

Research Methods in Applied Linguistics Pub Date : 2023-08-22 DOI: 10.1016/j.rmal.2023.100072

Betsy Gilliland, Michelle Kunkel, Thu Ha Nguyen, Kristen Urada, Cade Christenson

{"title":"Ethical dilemmas of teacher research in applied linguistics","authors":"Betsy Gilliland, Michelle Kunkel, Thu Ha Nguyen, Kristen Urada, Cade Christenson","doi":"10.1016/j.rmal.2023.100072","DOIUrl":"https://doi.org/10.1016/j.rmal.2023.100072","url":null,"abstract":"<div><p>Teacher research (TR) is teachers’ systematic examination of their pedagogy and/or their students’ learning within their own classrooms. Language TR presents different ethical dilemmas from other applied linguistics research due to the researcher's positioning and TR's situatedness. Teacher-researchers’ dual roles as instructor and researcher allow unique perspectives but also raise questions of subjectivity. Because TR is situated in specific contexts, teacher-researchers’ ethical decisions require special attention to interpersonal effects not captured in institutional ethics reviews. This article presents qualitative analyses of data collected during a semester-long graduate course introducing language teachers to classroom action research. We documented participants’ development as researchers through recorded class discussions and their reflective writing. We analyzed the data recursively, focusing on ethically important moments. Some ethical issues paralleled those in the TR literature while others were specific to each participant's context. Participants’ reflexivity was crucial for managing these context-specific dilemmas as some situations lacked a clear answer. We illustrate our findings with vignettes from participating teacher-researchers exemplifying these dilemmas. We conclude by discussing ongoing challenges in language TR and by recommending future directions.</p></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"2 3","pages":"Article 100072"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49724520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Parallel forms reliability of two versions of the Spanish Elicited Imitation Task 两个版本的西班牙语诱导模仿任务的平行形式的可靠性

Research Methods in Applied Linguistics Pub Date : 2023-08-22 DOI: 10.1016/j.rmal.2023.100070

Mandy Faretta-Stutenberg , Bernard I. Issa , Harriet Wood Bowden , Kara Morgan-Short

{"title":"Parallel forms reliability of two versions of the Spanish Elicited Imitation Task","authors":"Mandy Faretta-Stutenberg , Bernard I. Issa , Harriet Wood Bowden , Kara Morgan-Short","doi":"10.1016/j.rmal.2023.100070","DOIUrl":"https://doi.org/10.1016/j.rmal.2023.100070","url":null,"abstract":"<div><p>Assessing proficiency in a standardized way is fundamental to second language acquisition research methodology and theory building. Ortega and colleagues’ (2002) Elicited Imitation Task (EIT), developed to measure global oral proficiency across various languages, has been supported by a body of methodological research that provides evidence that the task yields scores that are internally reliable and externally valid. However, where only one EIT has been validated for a given language, as in Spanish, the EIT's usefulness for longitudinal or repeated-measures research is limited due to possible test effects. The present study tests the parallel forms reliability of a minimally modified version of the Ortega et al. (2002) Spanish EIT (version A) and a second version (version B) designed to provide a parallel option for longitudinal research. Both versions were administered to participants (<em>n</em> = 96), from whom self-ratings of proficiency were also collected. Parallel forms reliability was supported by a wide variety of metrics, including comparability between the versions in terms of overall scores, internal reliability, item-level statistics, and correlations with an external measure (self-ratings of proficiency). These results provide evidence for the two versions’ parallel forms equivalence, which in our view supports their utility for longitudinal research.</p></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"2 3","pages":"Article 100070"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49724844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Genre-related episodes: A tutorial for L2 writing teachers 体裁相关剧集:第二语言写作教师教程

Research Methods in Applied Linguistics Pub Date : 2023-08-17 DOI: 10.1016/j.rmal.2023.100071

Angela Hakim

引用次数: 0

Can linguists distinguish between ChatGPT/AI and human writing?: A study of research ethics and academic publishing 语言学家能区分ChatGPT/AI和人类写作吗?:研究伦理与学术出版研究

Research Methods in Applied Linguistics Pub Date : 2023-08-07 DOI: 10.1016/j.rmal.2023.100068

J. Elliott Casal , Matt Kessler

{"title":"Can linguists distinguish between ChatGPT/AI and human writing?: A study of research ethics and academic publishing","authors":"J. Elliott Casal , Matt Kessler","doi":"10.1016/j.rmal.2023.100068","DOIUrl":"https://doi.org/10.1016/j.rmal.2023.100068","url":null,"abstract":"<div><p>There has been considerable intrigue surrounding the use of Large Language Model powered AI chatbots such as ChatGPT in research, educational contexts, and beyond. However, most studies have explored such tools’ general capabilities and applications for language teaching purposes. The current study advances this discussion to examine issues pertaining to human judgements, accuracy, and research ethics. Specifically, we investigate: 1) the extent to which linguists/reviewers from top journals can distinguish AI- from human-generated writing, 2) what the basis of reviewers’ decisions are, and 3) the extent to which editors of top Applied Linguistics journals believe AI tools are ethical for research purposes. In the study, reviewers (<em>N</em> = 72) completed a judgement task involving AI- and human-generated research abstracts, and several reviewers participated in follow-up interviews to explain their rationales. Similarly, editors (<em>N</em> = 27) completed a survey and interviews to discuss their beliefs. Findings suggest that despite employing multiple rationales to judge texts, reviewers were largely unsuccessful in identifying AI versus human writing, with an overall positive identification rate of only 38.9%. Additionally, many editors believed there are ethical uses of AI tools for facilitating research processes, yet some disagreed. Future research directions are discussed involving AI tools and academic publishing.</p></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"2 3","pages":"Article 100068"},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49724813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Investigating test content structure using multidimensional scaling 使用多维缩放调查测试内容结构

Research Methods in Applied Linguistics Pub Date : 2023-08-01 DOI: 10.1016/j.rmal.2023.100047

Abdolvahab Khademi

引用次数: 1

A content-controlled monolingual comparable corpus approach to comparing learner and proficient argumentative writing 一个内容控制的单语可比语料库方法来比较学习者和熟练的议论文写作

Research Methods in Applied Linguistics Pub Date : 2023-08-01 DOI: 10.1016/j.rmal.2023.100053

Qiao Wang , Laurence Anthony , Nurul Ihsan Arshad

{"title":"A content-controlled monolingual comparable corpus approach to comparing learner and proficient argumentative writing","authors":"Qiao Wang , Laurence Anthony , Nurul Ihsan Arshad","doi":"10.1016/j.rmal.2023.100053","DOIUrl":"https://doi.org/10.1016/j.rmal.2023.100053","url":null,"abstract":"<div><p>This mixed-methods study approaches the differences between learner and proficient argumentative writing by building a content-controlled monolingual comparable corpus (CCMCC) that contains learner-teacher sample pairs of the same semantic content. Twenty-seven learner samples were collected from 27 Chinese university students who each wrote on one topic from the second writing task of IELTS Academic. To generate content-controlled teacher samples, an experienced teacher revised or rewrote each learner sample after confirming the ideas learners intended to express through individual and face-to-face communication with each learner. Then, a native speaker checked the language of the teacher samples. In data analysis, each learner-teacher sample pair was analyzed using Coh-Metrix to generate statistics in 45 indices under text length, syntax, lexicon, and cohesion, after which a shortlist of indices of both statistically and practically significant differences was identified. Qualitatively, the researchers identified the differences through side-by-side comparisons of sample pairs and coded the important patterns in the differences to explore their underlying reasons. This approach generated different quantitative results from previous corpus-based comparative writing studies, such as the ineffectiveness of cohesion indices to distinguish learner and proficient writing. Qualitative analysis further revealed noteworthy findings including the lack of concision in learner writing and learners’ unfamiliarity with using prepositional phrases to express actions. The advantages, limitations and implications of this approach are discussed.</p></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"2 2","pages":"Article 100053"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49726813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Tracking learner engagement in the L2 classroom with experience sampling 用经验抽样法跟踪学习者在第二语言课堂中的参与度

Research Methods in Applied Linguistics Pub Date : 2023-08-01 DOI: 10.1016/j.rmal.2023.100052

Hayo Reinders , Bradford J. Lee , Euan Bonner

{"title":"Tracking learner engagement in the L2 classroom with experience sampling","authors":"Hayo Reinders , Bradford J. Lee , Euan Bonner","doi":"10.1016/j.rmal.2023.100052","DOIUrl":"https://doi.org/10.1016/j.rmal.2023.100052","url":null,"abstract":"<div><p>Learner engagement is a major predictor of success in L2 acquisition (Hiver et al., 2021). It is therefore important to be able to measure and track engagement levels over time. This may provide theoretical insight into the conditions (both internal and external to the learner) in which engagement is more likely to occur, as well as offer implications for pedagogical practices to create such conditions. However, current research on L2 engagement suffers from a number of shortcomings: 1) Much of it is carried out in highly controlled research settings and lacks ecological validity, 2) Scaling, for example by increasing the number of research contexts or participants, is often impossible, 3) Current methods are often highly intrusive, for example requiring learners to interrupt learning activities in order to respond to questions, 4) Many studies are of short duration and thus unable to capture variation over time, and, 5) Many studies only investigate small student populations in a single environment. To overcome these shortcomings, we designed a mobile application for use by teachers in class to record L2 engagement levels through experience sampling, a method used to collect data on learner experiences in-the-moment. In this article we describe the application, the process by which we validated the instrument, and demonstrate its usefulness as a research and pedagogical instrument based on a 1-year pilot study.</p></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"2 2","pages":"Article 100052"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49726812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

fMRI reveals the dynamic interface between explicit and implicit knowledge recruited during elicited imitation task fMRI揭示了诱导模仿任务中外显知识和内隐知识之间的动态界面

Research Methods in Applied Linguistics Pub Date : 2023-08-01 DOI: 10.1016/j.rmal.2023.100051

Yuichi Suzuki , Hyeonjeong Jeong , Haining Cui , Kiyo Okamoto , Ryuta Kawashima , Motoaki Sugiura

{"title":"fMRI reveals the dynamic interface between explicit and implicit knowledge recruited during elicited imitation task","authors":"Yuichi Suzuki , Hyeonjeong Jeong , Haining Cui , Kiyo Okamoto , Ryuta Kawashima , Motoaki Sugiura","doi":"10.1016/j.rmal.2023.100051","DOIUrl":"https://doi.org/10.1016/j.rmal.2023.100051","url":null,"abstract":"<div><p>Development of valid tasks that tap into implicit knowledge is a prerequisite for understanding the interface between explicit and implicit grammatical knowledge in second language (L2) acquisition. However, the extent to which elicited imitation tasks (EITs) draw on implicit or/and explicit knowledge has been a subject of controversy, due in part to the limitations of behavioral methods. To overcome this drawback, in this study, we used functional magnetic resonance imaging (fMRI) to examine the neural circuits underlying explicit and implicit knowledge (i.e., declarative and procedural memory) during the listening and speaking phases of an EIT performed by advanced L2 speakers of Japanese living in Japan. While the behavioral data suggest that the EIT primarily draws on automatized (speeded-up) explicit knowledge, the neuroimaging data revealed learners’ dynamic use of explicit and implicit knowledge during its comprehension and production phases. Higher explicit knowledge scores (derived from a metalinguistic knowledge task) were associated with greater declarative memory (left hippocampus) activation during the speaking EIT phase, indicating a prominent role of explicit knowledge in production. During the listening phase, however, higher explicit knowledge scores predicted lower activation in declarative memory (left hippocampus) and higher activation in procedural memory (left inferior frontal gyrus), suggesting that explicit knowledge plays both inhibitory and facilitative role in the use of implicit knowledge for comprehension. Taken together, these findings suggest that advanced L2 speakers utilize their explicit and implicit knowledge efficiently and dynamically—characterized as a hallmark of automaticity—for comprehension and production during the EIT.</p></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"2 2","pages":"Article 100051"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49738426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1