The document discusses analyzing rapport-building discourse functions in language advising sessions. It provides background on studies related to learner autonomy and language advising. The purpose is to examine how language advisors build rapport and identify strategies used. Research questions ask how rapport is built and what strategies are applied. The significance is that it provides information on language used to establish rapport.
This document discusses implementing project-based learning and multimedia in elementary social studies curriculum. It provides an overview of the presentation topics which include the importance and purpose of the study, a literature review of key themes, implications, and gaps. The purpose of the study is to identify best practices for utilizing project-based learning and multimedia in social studies and to introduce it into a 4th grade classroom to determine the impact on student learning.
TSLB3143 Topic 2 Basic Elements in Educational ResearchYee Bee Choo
This document provides an overview of key elements that should be included in the introductory chapter of an educational research proposal. It discusses choosing a research problem by identifying an issue, controversy, or concern to study. Examples of potential problems are provided. It also outlines five ways to assess if a problem should be researched by examining if it fills gaps, replicates past studies, extends knowledge, gives voice to underrepresented groups, or informs practice. Additional sections covered include justifying the need to study the problem, developing a title/topic, writing an introduction, providing a background, crafting a statement of the problem, creating research objectives and questions, proposing hypotheses, and defining the scope and limitations of the study.
TSLB3143 Topic 1b Types of Educatioanal ResearchYee Bee Choo
- Basic research aims to expand knowledge without a direct commercial application. It seeks to develop and test theories through careful analysis.
- Applied research seeks practical solutions to problems through applying existing theories or data collection. It has a direct value to practitioners.
- Action research is conducted by educators to address practical problems in schools and classrooms. It follows a cycle of identifying problems, planning interventions, implementing actions, evaluating outcomes, and revising plans.
- Evaluation research assesses the effectiveness, quality, or value of programs, products, policies, or practices. It answers questions about what works and how well interventions achieve their goals.
The document provides an overview of research methodology. It discusses key aspects of the research process including developing research questions and hypotheses, research design, data collection methods, and data analysis. Some common data collection methods described are surveys, experiments, case studies, observations, interviews, and focus groups. The document also covers qualitative and quantitative research approaches, as well as descriptive, explanatory, and exploratory research.
The document discusses the conceptualization of research, including topic selection. It identifies some key sources for research topics as theory, personal experience, replication, and library immersion. It emphasizes narrowing broad topics by discussing with experts and reviewing secondary sources. For quantitative studies, the topic is initially narrowed, while qualitative studies undergo narrowing throughout the research process. A formal statement for quantitative research identifies variables and relationships, while qualitative statements emerge later as understanding develops.
The document discusses qualitative research methods in education. It describes how qualitative research can help understand classroom environments and student behaviors through tools like observations, interviews, and artifacts. Qualitative data provides rich descriptions that are not easily measured statistically. The document also discusses how qualitative research offers feedback loops that can help practitioners improve by transforming their practices based on insights from research. It emphasizes that qualitative methods that involve participants can enhance social validity and ensure research reflects realities in educational contexts.
This document discusses implementing project-based learning and multimedia in elementary social studies curriculum. It provides an overview of the presentation topics which include the importance and purpose of the study, a literature review of key themes, implications, and gaps. The purpose of the study is to identify best practices for utilizing project-based learning and multimedia in social studies and to introduce it into a 4th grade classroom to determine the impact on student learning.
TSLB3143 Topic 2 Basic Elements in Educational ResearchYee Bee Choo
This document provides an overview of key elements that should be included in the introductory chapter of an educational research proposal. It discusses choosing a research problem by identifying an issue, controversy, or concern to study. Examples of potential problems are provided. It also outlines five ways to assess if a problem should be researched by examining if it fills gaps, replicates past studies, extends knowledge, gives voice to underrepresented groups, or informs practice. Additional sections covered include justifying the need to study the problem, developing a title/topic, writing an introduction, providing a background, crafting a statement of the problem, creating research objectives and questions, proposing hypotheses, and defining the scope and limitations of the study.
TSLB3143 Topic 1b Types of Educatioanal ResearchYee Bee Choo
- Basic research aims to expand knowledge without a direct commercial application. It seeks to develop and test theories through careful analysis.
- Applied research seeks practical solutions to problems through applying existing theories or data collection. It has a direct value to practitioners.
- Action research is conducted by educators to address practical problems in schools and classrooms. It follows a cycle of identifying problems, planning interventions, implementing actions, evaluating outcomes, and revising plans.
- Evaluation research assesses the effectiveness, quality, or value of programs, products, policies, or practices. It answers questions about what works and how well interventions achieve their goals.
The document provides an overview of research methodology. It discusses key aspects of the research process including developing research questions and hypotheses, research design, data collection methods, and data analysis. Some common data collection methods described are surveys, experiments, case studies, observations, interviews, and focus groups. The document also covers qualitative and quantitative research approaches, as well as descriptive, explanatory, and exploratory research.
The document discusses the conceptualization of research, including topic selection. It identifies some key sources for research topics as theory, personal experience, replication, and library immersion. It emphasizes narrowing broad topics by discussing with experts and reviewing secondary sources. For quantitative studies, the topic is initially narrowed, while qualitative studies undergo narrowing throughout the research process. A formal statement for quantitative research identifies variables and relationships, while qualitative statements emerge later as understanding develops.
The document discusses qualitative research methods in education. It describes how qualitative research can help understand classroom environments and student behaviors through tools like observations, interviews, and artifacts. Qualitative data provides rich descriptions that are not easily measured statistically. The document also discusses how qualitative research offers feedback loops that can help practitioners improve by transforming their practices based on insights from research. It emphasizes that qualitative methods that involve participants can enhance social validity and ensure research reflects realities in educational contexts.
TSL3133 Topic 4 Educational Research ProcedureYee Bee Choo
This document outlines the key steps in the educational research process:
1. Choosing a research problem by identifying an issue to study and justifying its importance.
2. Determining the purpose statement which describes the overall intent and focus of the study.
3. Determining the research objectives which specify the goals of the study.
4. Determining clear and significant research questions that narrow the purpose statement and can be answered through data collection.
The research questions should indicate relationships between variables to contribute meaningful knowledge.
TSLB3143 Topic 1a Research in EducationYee Bee Choo
Here are three references in APA format:
Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
Smith, L. M. (2017). Developing reading comprehension skills in elementary students. Reading Teacher, 71(3), 295-299. https://doi.org/10.1002/trtr.1623
Brown, C. L., Schell, R., Denton, R., & Knode, E. (2019). Family literacy coaching: Partnering with parents for reading success. School Community Journal, 28(1), 63-86.
This document provides an overview of research aptitude and methodology. It defines research as a careful investigation or inquiry to discover new facts in any field of knowledge. Research aptitude is the ability to systematically examine a situation for developing theories. The document outlines the objectives, types, and steps of research. It discusses topics like literature review, variable identification, hypothesis formulation, research design, sampling, and data collection methods.
This document provides background information on a study about vocabulary learning strategies. It discusses how vocabulary is essential for language acquisition and the problems students may face with low vocabulary. It also reviews literature identifying several vocabulary learning strategies, particularly the use of flashcards and pictures. The study aims to determine the effectiveness of these two strategies on students' vocabulary mastery based on their learning style (extrovert vs introvert). It indicates flashcards are expected to be more beneficial than pictures based on their ease of use and portability. The document lays out the rationale for investigating the impact of flashcards versus pictures on vocabulary development for different types of students.
TSL3133 Topic 1 introduction to education researchYee Bee Choo
This document discusses research in education. It defines research and outlines the key steps in the research process. It describes the aims of educational research as adding to knowledge, improving practice, and informing policy. Both quantitative and qualitative approaches to research are covered. Key characteristics of each approach are provided such as the types of research questions asked, how data is collected and analyzed, and how findings are reported. The document also discusses ethics in educational research and important principles like honesty, objectivity, and protecting human subjects.
This case study examines the use of Facebook to engage students in understanding Shakespearean drama. Specifically, it involves 20 students in a drama course who will use Facebook to discuss and make meaning from Shakespeare's plays. The study aims to see how an online social network can facilitate learning literary texts. It is limited to this small group but could provide insights for how teachers can integrate technology into teaching. The case study will collect data on students' Facebook discussions and interpret how this platform supports comprehending difficult aspects of Shakespearean works.
TSL3133 Topic 12 Quantitative Data AnalysisYee Bee Choo
This document discusses descriptive statistics and how it can be used to summarize quantitative data from educational research. Descriptive statistics presents data using measures like percentages, frequencies, means, standard deviations, and graphs/charts. These summaries provide powerful overviews that allow comparisons across groups. Specific measures mentioned include the mode, median, mean, range, variance, and standard deviation. Examples are given of how descriptive statistics could be used to summarize student performance data through tables, line graphs, bar diagrams and pie charts. The document concludes with examples of surveys and tests where descriptive statistics measures could analyze and present the results.
The document discusses quantitative data collection methods in applied linguistics research. It describes how questionnaires and tests are commonly used to collect quantitative data. It provides guidance on sampling procedures, sample size determination, questionnaire design considerations like question format and wording, and formatting questionnaires. Key points covered include using probability and non-probability sampling, aiming for samples of 100-1000 participants, and designing questionnaires that are 4 pages or less and take 30 minutes to complete.
This document discusses different types of classroom research methods: psychometric tradition, naturalistic inquiry, and action research. It provides details on what each method studies, similarities and differences between the methods, examples of research questions that would fit each method, and key issues researchers may want to investigate in classrooms. The document also discusses the role of objectivity and subjectivity in research, arguing that both have a place when researching human behaviors and experiences in educational contexts.
TSL3133 Topic 9 Data Collection InstrumentsYee Bee Choo
This document provides an overview of 12 common data collection instruments used in educational research: 1) Checklist, 2) Survey/Questionnaire, 3) Audio-visual recording, 4) Logs, 5) Field notes, 6) Interview, 7) Photo, 8) Portfolio, 9) Anecdote, 10) Journal/Diary, 11) Tests, and 12) Document analysis. For each instrument, a brief definition is given along with one or two examples of how it has been used in educational research studies. The document concludes with suggesting groups design a data collection instrument for a sample research question involving the use of comic strips in an English classroom.
Research aptitude is an important part of the UGC NET examination training program. The document outlines key aspects of research including meaning, types, methods, and ethics. It discusses the research process from formulating the problem to preparing the final report. Descriptive and experimental methods are highlighted. Workshops/conferences are described as providing hands-on experience. Publication and checking progress are also mentioned.
TSL3133 Topic 10 Data Collection ConsiderationsYee Bee Choo
This document discusses key considerations for data collection in action research projects, including sampling, personal bias, validity, reliability, triangulation, member checking, and ethics. It defines these terms and provides examples and guidelines for how to address each consideration to ensure high-quality data collection and analysis. Specifically, it emphasizes the importance of minimizing bias, establishing validity and reliability, using multiple data sources and analysis methods (triangulation), having participants review findings (member checking), and protecting participants' identities and well-being (ethics).
This document defines and discusses research methods in education. It begins by defining research as systematic, objective analysis and recording of observations that can lead to generalizations, principles, or theories. It then discusses different types of research including positivistic/empirical, symbolic/interpretive, and neo-Marxist revisionist traditions. The document outlines key aspects of research design, approaches, and mixed methods. It provides figures illustrating different research traditions and the process of research. Overall, the document provides an overview of research methods in education, outlining definitions, types, approaches, design considerations, and references.
An Introduction to Research Methods in EducationEl Sameeha
This document provides an overview of qualitative and quantitative research approaches and methods. It discusses the key differences between qualitative and quantitative research, including their scientific methods, research objectives, focus, nature of study, form of data collected, data analysis, and results. Specific qualitative methods like ethnography, case study, and historical research are described. Key quantitative methods such as experimental, quasi-experimental, survey, and correlational research are also outlined. Examples and purposes of each method are provided. The document concludes with a table comparing the main characteristics of qualitative and quantitative approaches.
Ms. Wong, a third grade teacher, wants to address a disruptive student's behavior through action research. She plans to use a single-subject A-B-A-B design to study the effects of time-out on the student's disruptions. First, she will establish a baseline by observing the student's behavior for several days. Then she will introduce time-out periods for a few days to see if it decreases disruptions. She will repeat the cycle, ideally finding that time-out reduces the problematic behavior so it is no longer needed. The main challenge will be observing the student during time-out while still teaching other students.
TSL3133 Topic 14 Writing the Action Research ReportYee Bee Choo
This document provides information about action research reports, including their typical format and structure. It discusses the differences between proposals and reports, with proposals written before research is conducted and reports written after. It also outlines the common sections of an action research report, such as the context, literature review, methods, findings, and implications. Finally, it discusses guidelines for writing action research reports, including style conventions, formatting, and mechanics.
Educational research refers to systematic investigation of significant problems in teaching and learning inside and outside of schools. It aims to develop a science of behavior in educational situations to provide knowledge to help educators achieve their goals through effective methods. Some key characteristics of educational research include that it develops general principles and theories, takes an interdisciplinary approach, employs deductive reasoning, and strives to improve education. However, educational research is not as exact as research in physical sciences due to studying dynamic human behavior and social phenomena that are difficult to measure.
Action research is the small intervention conducted by any practitioner. So each & every person must know the way of conducting action research. How to conduct action research that is described in this presentation.
TSL3133 Topic 8 Data Collection MethodsYee Bee Choo
This document discusses various methods for collecting qualitative data, including observation, interviews, and document analysis. It provides details on the different roles a researcher can take during observation (passive observer, active observer, participant observer). It also explains structured, semi-structured, and unstructured interviews. Finally, it lists various sources that can be analyzed as documents and discusses advantages and disadvantages of document analysis.
The Comparative Effect of Teaching Metacognitive Strategies and Critical Thin...laya91
This document discusses a study that investigated the effects of teaching metacognitive strategies and critical thinking skills on EFL learners' speaking ability. 60 intermediate EFL students participated and were assigned to two groups - one received training in metacognitive strategies, the other in critical thinking skills. Both groups took a pre-test and speaking test, and an independent t-test was used to compare mean speaking scores between the groups. The study aimed to determine if metacognitive strategies or critical thinking skills had a significant effect on speaking ability, and if one method led to greater gains.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: MS. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Segundo
TSL3133 Topic 4 Educational Research ProcedureYee Bee Choo
This document outlines the key steps in the educational research process:
1. Choosing a research problem by identifying an issue to study and justifying its importance.
2. Determining the purpose statement which describes the overall intent and focus of the study.
3. Determining the research objectives which specify the goals of the study.
4. Determining clear and significant research questions that narrow the purpose statement and can be answered through data collection.
The research questions should indicate relationships between variables to contribute meaningful knowledge.
TSLB3143 Topic 1a Research in EducationYee Bee Choo
Here are three references in APA format:
Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
Smith, L. M. (2017). Developing reading comprehension skills in elementary students. Reading Teacher, 71(3), 295-299. https://doi.org/10.1002/trtr.1623
Brown, C. L., Schell, R., Denton, R., & Knode, E. (2019). Family literacy coaching: Partnering with parents for reading success. School Community Journal, 28(1), 63-86.
This document provides an overview of research aptitude and methodology. It defines research as a careful investigation or inquiry to discover new facts in any field of knowledge. Research aptitude is the ability to systematically examine a situation for developing theories. The document outlines the objectives, types, and steps of research. It discusses topics like literature review, variable identification, hypothesis formulation, research design, sampling, and data collection methods.
This document provides background information on a study about vocabulary learning strategies. It discusses how vocabulary is essential for language acquisition and the problems students may face with low vocabulary. It also reviews literature identifying several vocabulary learning strategies, particularly the use of flashcards and pictures. The study aims to determine the effectiveness of these two strategies on students' vocabulary mastery based on their learning style (extrovert vs introvert). It indicates flashcards are expected to be more beneficial than pictures based on their ease of use and portability. The document lays out the rationale for investigating the impact of flashcards versus pictures on vocabulary development for different types of students.
TSL3133 Topic 1 introduction to education researchYee Bee Choo
This document discusses research in education. It defines research and outlines the key steps in the research process. It describes the aims of educational research as adding to knowledge, improving practice, and informing policy. Both quantitative and qualitative approaches to research are covered. Key characteristics of each approach are provided such as the types of research questions asked, how data is collected and analyzed, and how findings are reported. The document also discusses ethics in educational research and important principles like honesty, objectivity, and protecting human subjects.
This case study examines the use of Facebook to engage students in understanding Shakespearean drama. Specifically, it involves 20 students in a drama course who will use Facebook to discuss and make meaning from Shakespeare's plays. The study aims to see how an online social network can facilitate learning literary texts. It is limited to this small group but could provide insights for how teachers can integrate technology into teaching. The case study will collect data on students' Facebook discussions and interpret how this platform supports comprehending difficult aspects of Shakespearean works.
TSL3133 Topic 12 Quantitative Data AnalysisYee Bee Choo
This document discusses descriptive statistics and how it can be used to summarize quantitative data from educational research. Descriptive statistics presents data using measures like percentages, frequencies, means, standard deviations, and graphs/charts. These summaries provide powerful overviews that allow comparisons across groups. Specific measures mentioned include the mode, median, mean, range, variance, and standard deviation. Examples are given of how descriptive statistics could be used to summarize student performance data through tables, line graphs, bar diagrams and pie charts. The document concludes with examples of surveys and tests where descriptive statistics measures could analyze and present the results.
The document discusses quantitative data collection methods in applied linguistics research. It describes how questionnaires and tests are commonly used to collect quantitative data. It provides guidance on sampling procedures, sample size determination, questionnaire design considerations like question format and wording, and formatting questionnaires. Key points covered include using probability and non-probability sampling, aiming for samples of 100-1000 participants, and designing questionnaires that are 4 pages or less and take 30 minutes to complete.
This document discusses different types of classroom research methods: psychometric tradition, naturalistic inquiry, and action research. It provides details on what each method studies, similarities and differences between the methods, examples of research questions that would fit each method, and key issues researchers may want to investigate in classrooms. The document also discusses the role of objectivity and subjectivity in research, arguing that both have a place when researching human behaviors and experiences in educational contexts.
TSL3133 Topic 9 Data Collection InstrumentsYee Bee Choo
This document provides an overview of 12 common data collection instruments used in educational research: 1) Checklist, 2) Survey/Questionnaire, 3) Audio-visual recording, 4) Logs, 5) Field notes, 6) Interview, 7) Photo, 8) Portfolio, 9) Anecdote, 10) Journal/Diary, 11) Tests, and 12) Document analysis. For each instrument, a brief definition is given along with one or two examples of how it has been used in educational research studies. The document concludes with suggesting groups design a data collection instrument for a sample research question involving the use of comic strips in an English classroom.
Research aptitude is an important part of the UGC NET examination training program. The document outlines key aspects of research including meaning, types, methods, and ethics. It discusses the research process from formulating the problem to preparing the final report. Descriptive and experimental methods are highlighted. Workshops/conferences are described as providing hands-on experience. Publication and checking progress are also mentioned.
TSL3133 Topic 10 Data Collection ConsiderationsYee Bee Choo
This document discusses key considerations for data collection in action research projects, including sampling, personal bias, validity, reliability, triangulation, member checking, and ethics. It defines these terms and provides examples and guidelines for how to address each consideration to ensure high-quality data collection and analysis. Specifically, it emphasizes the importance of minimizing bias, establishing validity and reliability, using multiple data sources and analysis methods (triangulation), having participants review findings (member checking), and protecting participants' identities and well-being (ethics).
This document defines and discusses research methods in education. It begins by defining research as systematic, objective analysis and recording of observations that can lead to generalizations, principles, or theories. It then discusses different types of research including positivistic/empirical, symbolic/interpretive, and neo-Marxist revisionist traditions. The document outlines key aspects of research design, approaches, and mixed methods. It provides figures illustrating different research traditions and the process of research. Overall, the document provides an overview of research methods in education, outlining definitions, types, approaches, design considerations, and references.
An Introduction to Research Methods in EducationEl Sameeha
This document provides an overview of qualitative and quantitative research approaches and methods. It discusses the key differences between qualitative and quantitative research, including their scientific methods, research objectives, focus, nature of study, form of data collected, data analysis, and results. Specific qualitative methods like ethnography, case study, and historical research are described. Key quantitative methods such as experimental, quasi-experimental, survey, and correlational research are also outlined. Examples and purposes of each method are provided. The document concludes with a table comparing the main characteristics of qualitative and quantitative approaches.
Ms. Wong, a third grade teacher, wants to address a disruptive student's behavior through action research. She plans to use a single-subject A-B-A-B design to study the effects of time-out on the student's disruptions. First, she will establish a baseline by observing the student's behavior for several days. Then she will introduce time-out periods for a few days to see if it decreases disruptions. She will repeat the cycle, ideally finding that time-out reduces the problematic behavior so it is no longer needed. The main challenge will be observing the student during time-out while still teaching other students.
TSL3133 Topic 14 Writing the Action Research ReportYee Bee Choo
This document provides information about action research reports, including their typical format and structure. It discusses the differences between proposals and reports, with proposals written before research is conducted and reports written after. It also outlines the common sections of an action research report, such as the context, literature review, methods, findings, and implications. Finally, it discusses guidelines for writing action research reports, including style conventions, formatting, and mechanics.
Educational research refers to systematic investigation of significant problems in teaching and learning inside and outside of schools. It aims to develop a science of behavior in educational situations to provide knowledge to help educators achieve their goals through effective methods. Some key characteristics of educational research include that it develops general principles and theories, takes an interdisciplinary approach, employs deductive reasoning, and strives to improve education. However, educational research is not as exact as research in physical sciences due to studying dynamic human behavior and social phenomena that are difficult to measure.
Action research is the small intervention conducted by any practitioner. So each & every person must know the way of conducting action research. How to conduct action research that is described in this presentation.
TSL3133 Topic 8 Data Collection MethodsYee Bee Choo
This document discusses various methods for collecting qualitative data, including observation, interviews, and document analysis. It provides details on the different roles a researcher can take during observation (passive observer, active observer, participant observer). It also explains structured, semi-structured, and unstructured interviews. Finally, it lists various sources that can be analyzed as documents and discusses advantages and disadvantages of document analysis.
The Comparative Effect of Teaching Metacognitive Strategies and Critical Thin...laya91
This document discusses a study that investigated the effects of teaching metacognitive strategies and critical thinking skills on EFL learners' speaking ability. 60 intermediate EFL students participated and were assigned to two groups - one received training in metacognitive strategies, the other in critical thinking skills. Both groups took a pre-test and speaking test, and an independent t-test was used to compare mean speaking scores between the groups. The study aimed to determine if metacognitive strategies or critical thinking skills had a significant effect on speaking ability, and if one method led to greater gains.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: MS. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Segundo
Forging a link between research and pedagogy: A holistic framework for evalua...Samaneh Shafeie
This document proposes a holistic framework for evaluating business English teaching materials that links applied linguistics research findings to pedagogical practice. It identifies relevant research on pedagogical considerations and discourse features of business interactions like meetings. A two-part checklist is developed using this framework to evaluate textbook materials on business meetings. The framework aims to make the materials evaluation process more rigorous by incorporating current understandings from research on the language and skills used in real business contexts.
Asian Parliamentary Debate Simulation In EFL ClassroomFelicia Clark
The document discusses using Asian parliamentary debate simulation to improve English speaking ability in an EFL classroom. It provides background on the challenges of teaching speaking skills and benefits of debate. The study employed a quasi-experimental design with 79 students, finding debate significantly improved experimental group speaking scores. Asian parliamentary debate follows set speech orders and assessments, with the goal of enhancing critical thinking, communication skills, and language development.
This document provides an overview of strategies and principles for teaching reading. It discusses several key aspects of reading instruction including vocabulary development, comprehension, activating prior knowledge, and content-based instruction. Some specific strategies described are structural analysis, context clues, intensive/extensive reading, pleasure reading, prereading plans, previewing, anticipation guides, Question-Answer Relationships (QARs), Reciprocal Questioning (ReQuest), and K-W-L charts. The document also outlines the general objectives of a second language reading program and principles for designing effective reading lessons.
Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.
Action Research In The Language Classroom Motivating Teenage LearnersKayla Smith
This document discusses motivation theories and strategies to motivate teenage language learners. It summarizes four motivation theories: Tremblay and Gardner's revised model of Gardner's motivation theory, linguistic self-confidence theory, attribution theory, and self-determination theory. It then discusses in more detail how goal setting, learner autonomy, and self-confidence can be developed through strategies like setting individual learning goals, self and teacher assessment, and introducing learning strategies. The document aims to demonstrate these motivational strategies through their implementation and analysis in a class of 17 teenage Portuguese students studying English.
The aims of this study were to investigate the employment of Other-Initiated Repair Strategies (OIR Strategies) in solving understanding problem in EFL learners’ conversation and to examine the kinds of trouble sources that prompt the employment of OIR Strategies. The participants were nine EFL learners participating in a speaking class in small university in Indonesia. To elicit the learners’ conversations two communicative tasks, Spot the Difference and Desert Island were used. The learners’ conversations during task performance were video-recorded, then, transcribed using the conventions proposed by Markee (2000) and analyzed qualitatively using Conversation Analysis method. The results showed that EFL learners managed to employ eight types of OIR Strategies comprising of 62 instances in total. The strategies are unspecified repair, interrogative repair, partial repeat plus a question word repair, partial repeat repair, understanding check repair, request for repetition, request for definition, and correction repair. Three different types of trouble sources triggered the use of OIR Strategies, namely linguistic-related problem, interactional-related problem, and meaning-related problem. The study demonstrated that by employing different OIR Strategies, even EFL learners with limited proficiency in English managed to take initiatives to overcome the understanding problem in conversations as part of their learning process. Therefore, the EFL teachers need to consider incorporating the teaching of OIR Strategies as part of their speaking class to improve the students’ fluency.
This document discusses different views of classroom interaction. It describes how interaction has traditionally been seen as the exchange of target language, but argues it should be viewed as a social and purposeful process. When interaction is purposeful and about learning, it allows students to engage with ideas, interpretations, and develop language abilities. The document also discusses how tasks should be designed not just for activities but for deeper learning, considering what students will engage with and take away.
Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.
This document summarizes several language teaching methodologies:
1. Natural Approach focuses on meaningful communication through stages of exposure, production, and fluency. The teacher creates a low-anxiety environment without correction.
2. Task-Based Language Teaching uses tasks requiring complex language use. Learners complete tasks in groups using known English.
3. Content-Based Instruction organizes teaching around content rather than linguistics. Language is used for specific academic or professional purposes.
Intercultural communication in teacher trainingSam Crofts
This document summarizes a paper that was presented at a conference in Japan. The paper examines intercultural communication in teacher training by surveying 124 Japanese and non-Japanese English teachers who participated in a joint training seminar. The results suggest that while the current situation is complex, there is still room for improvement in intercultural communication between Japanese and non-Japanese teachers. The full paper provides background on models of teacher education, intercultural communication, and reflects on the challenges of conducting training exclusively in English in a culturally diverse group.
The document provides an overview of Communicative Language Teaching (CLT). It discusses the origins and key aspects of CLT including its theory of language as communication, theory of learning focused on meaningful tasks, design with objectives centered around communicative competence, syllabus based on notions and functions, emphasis on interactive activities, and roles of the learner and teacher in facilitating communication. The roles of instructional materials in promoting language use are also outlined. In conclusion, while CLT aims to make communication the goal, it has limitations in fully replicating authentic use and in implementation for beginners who need more structure.
Research to Practice Conference 2013 Lindenwood UniversityMario Giampaolo
1) The document discusses using learning contracts in an Italian academic course to develop student-centered learning, reflection, and participation.
2) It was found that learning contracts helped students organize their learning according to their interests and stimulated deep reflection on the learning process.
3) Learning contracts also facilitated interactions between students and the instructor. However, ensuring students understand what learning contracts are and why they are being used is important.
This document discusses factors related to assessing speaking proficiency, including the constructs of speaking, oral development processes, task design, and performance conditions. It addresses linguistic features of speech, construction of speaking tasks, and circumstances of performance such as planning and examination context. Key aspects of speaking that can be observed and evaluated are discussed, such as involvement, fragmentation, and editing features. The roles of declarative and procedural knowledge in methodology are also covered.
This document discusses various methods for teaching English, including content-based instruction, theme-based teaching, experiential learning, task-based teaching, teaching listening comprehension, and teaching oral communication skills. It provides details on each method, including definitions, examples, advantages, and considerations for implementation. Theme-based teaching links curriculum around topics of interest to engage students, while experiential learning involves acquiring skills through doing and learning from experiences. Task-based teaching focuses on having students complete meaningful tasks and use language as a means to solve problems. Teaching listening comprehension involves developing students' ability to understand spoken English through discriminating sounds and comprehending meanings. Teaching oral skills stresses controlled speech production and provides examples of activities like discussions
Current Approaches.pptxggggggggggggggggggggggggggzgekaragz3
This document discusses current approaches to materials and methods in English language teaching. It addresses misconceptions about communicative language teaching and examines how current materials have evolved from traditional approaches while incorporating the best elements. Current materials emphasize authentic real-world language, diverse learner needs, and integrated skills. They organize content around topics and functions as well as formal linguistic elements. Vocabulary is taught through meaningful contexts, and tasks are used to make language learning goal-oriented and focus on both accuracy and fluency. Individual learner differences are also considered in materials design.
Assessment Of ELLs Critical Thinking Using The Holistic Critical Thinking Sc...Tracy Morgan
This document summarizes a study that assessed English language learners' critical thinking skills in Thailand. At the beginning and end of a 10-week English course, students participated in small group discussions that were scored using a critical thinking rubric. Between discussions, students received online instruction on critical thinking concepts. Most students showed improvement in their critical thinking skills based on higher scores on the post-test. The study provides preliminary evidence that explicitly teaching critical thinking can improve students' abilities and that the scoring rubric is an effective assessment tool in this context.
This research examines best practices for teaching vocabulary through a review of current literature and interviews with experienced teachers. It finds that explicit vocabulary instruction is crucial, such as directly teaching word meanings, usage, and context. Integrating various instructional methods like explanations, mnemonic devices, visual aids, and real-world applications can enhance student comprehension and retention of new words. The study aims to identify the most effective vocabulary teaching strategies to help educators optimize instruction and promote student language development.
This document discusses a transformative approach to educating teachers of English as a lingua franca. It argues that current teacher education has not led to noticeable changes and a truly transformative approach is needed. Such an approach would involve teachers confronting and changing long-held beliefs about issues like the role of native speakers, standard English, and pedagogical decisions. Drawing on Mezirow's theory of transformative learning, the document outlines a preliminary framework for English as a lingua franca teacher education with five phases to raise awareness of issues and help teachers adapt their teaching to local contexts.
Similar to IATEFL LASIG Conference Presentation (20)
The document discusses relative pronouns such as who, which, that, and whom. It provides examples of how these pronouns can be used in both subject and object position within sentences. When used in subject position, the relative pronoun replaces the noun as the subject. When used in object position, the relative pronoun replaces the noun as the object. The document also notes that relative pronouns used in object position can sometimes be omitted. It concludes with practice exercises for the reader.
This document discusses various ways that words can be related through their meanings and usage. It describes syntagmatic relations as how words combine in speech, and paradigmatic relations as how words are interrelated within vocabulary groups. Word meaning depends on different types of contexts, including lexical, grammatical, and extra-linguistic context. Words can be classified into semantic fields based on conceptual relationships, and hierarchical structures show inclusion relationships. Synonyms have similar denotational meanings but may differ in connotation or style, while antonyms have opposite meanings but only in certain contexts. Classification of words is generally based on types of semantic relationships like similarity, contrast, or common contexts.
This document provides an overview of dynamic assessment. It discusses how dynamic assessment focuses on measuring the learning process with assistance, unlike static assessment which focuses only on the final product. It outlines Vygotsky and Feuerstein's theories of the zone of proximal development and mediated learning. Approaches like the interventionist and interactionist models are described, as are formats like the sandwich and cake methods. The document discusses strengths like gaining insight into a learner's abilities, and weaknesses like challenges in scaling. It provides examples of dynamic assessment applied to writing skills.
This document provides an overview of case study research. It defines case study as a qualitative approach that focuses on a bounded system. Case study is not a methodological choice but a choice of what to study. It can be used to answer descriptive and explanatory questions. There are three main types of case studies: intrinsic, instrumental, and collective. Case studies are particularistic, descriptive, and heuristic. They involve collecting data through various techniques. Cross-site analysis strategies help compare multiple cases. Case studies have strengths like providing an in-depth understanding but also limitations such as subjectivity. Examples of famous case studies include studies of Genie the feral child and Jill Price.
This study examined how syntactic and semantic processing interact during sentence comprehension using event-related brain potentials (ERPs). The researchers recorded ERPs as participants read sentences varying in the consistency between syntactic and semantic cues. They found that syntactic cues were more likely to be overridden by semantic cues when the cues were partially consistent, eliciting a P600 effect, but resisted semantic cues when inconsistencies required multiple edits, eliciting an N400 effect. The findings provide evidence that syntactic and semantic processing can interact adversarially and independently during sentence comprehension.
This document discusses different approaches to teaching grammar. It outlines reasons for and against explicitly teaching grammar. Some key approaches discussed are the deductive and inductive methods, focus on forms versus focus on form, processing instruction, interactional feedback, textual enhancement, and discourse-based approaches. The document provides examples and discusses the advantages and disadvantages of different grammar teaching methods.
This document discusses Task-Based Language Teaching (TBLT). TBLT aims to provide learners with natural contexts for meaningful interaction through completion of tasks. It focuses on having students express themselves using their own words during tasks. TBLT moves away from the Presentation-Practice-Production model to a Task-Teach-Task model, emphasizing richer classroom interactions and meaning over form. TBLT rejects rote learning and drills, instead actively engaging students through tasks that expose them to natural language use and improve their skills. Lessons focus on tasks rather than topics or language structures. The document also contrasts TBLT with the Communicative Language Teaching approach and lists seven common types of language learning
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
3. Background of theStudy
Studies related to learner autonomy are entitled to provide a deeper link for the inner
processes of the learner to provide a better understanding of learning.According to Little
(1995), learner autonomy is extensively supported by learning strategies and learner
training as well as pedagogical dialogue which could be defined by learning through
interdependence.
Benson (2011) summarized the studies carried out on learner autonomy with respect to
originality. Benson (2011) found that autonomy has extensively been studied from a
sociocultural perspective, technological advances and teachers’ perspective.
Benson(2011) puts advising in language learning under the term teacher autonomy and
states that a language advisor is responsible for guiding the language learner to make
informed decisions about their own learning progress without making those decisions on
behalf of them.
4. Advising in
Language
Learning
Advising in Language Learning (ALL) is assistance
provided by a language specialist to the learner in the way
of becoming an autonomous language learner. It is a
structured and intentional process laying on some ground
rules with a theoretical basis (Kato & Mynard, 2016).
Advising in language learning (ALL) is a process in which a
language advisor and a learner are engaged in a reflective
dialogue to determine learning issues, after which the
learner produces a plan with the help of the advisor and
implements the learning plan to reach their learning goal
(Kato & Mynard, 2016).
5. Advising in Language Learning (ALL)
Advising in Language Learning aims to help learners transform into reflective,
aware, and effective individuals by enhancing their ability to explore their learning
beliefs, identify their language goals and needs, develop their independent study
skills, and manage their affective issues (Kato & Mynard, 2016).
In this respect, the language instructors who have a desire to specialize in advising
need to re-evaluate their existing beliefs and practices about language learning and
transform into LearningAdvisors (LAs) by engaging in intentionally structured
reflective dialogues with learners.
6. Intentional
Reflective
Dialogue
Intentional Reflective Dialogue (IRD): It is the process of promoting
learner autonomy through intentional one-to-one dialogue with the
help of linguistic strategies and features to reflect and deeper think on
the possible learner, and with a focus of learner differences such as
motivation, belief, values, and lifestyles.
The idea of creating a structured dialogue framework is based on
preventing the possibility of fossilization and stagnation that may
occur over time due to characteristic features or underlying
assumptions of advisors (Kato, 2012).
7. BasicAdvising
Strategies
Repeating, Mirroring, Restating, Summarizing
The aim of Basic Advising Strategies
1. To listen carefully to the learner
2. To clarify what learner is working on
3. To check understanding of how the learner is feeling & thinking
4. To make sure the learner feels s/he is listened to
5. To express empathy
6. To stop yourself from giving advice, focusing on what is said
7. To help learner to unravel the key concerns
8. To promote deeper reflection
8. BasicAdvising
Strategies
Giving Positive Feedback, Empathizing, Complimenting
The aim of Basic Advising Strategies
1. To give learners thinking time
2. To let learners know that you are there for them
3. To let learners reflect deeply on a powerful moment
Other Basic Advising Strategies: Linking(Metaviewing),
Using Metaphors, Using Powerful Questions, Intuiting,
Challenging, Confronting, Sharing, Accountability, Silence
9. Purpose of the study
This study inquires the bond between the learner and the advisor created by
building rapport, which can be operationalized based on the concepts of
acceptance, empathy and approval, value-sharing, connecting and co-creation
(Kato, 2012).
Another purpose of the current study is to provide more useful feedback to
language advisors with their advising sessions through which they could help
advisees build their own learner autonomy by raising awareness, self-reflecting
and taking the responsibility of their own learning.
10. ResearchQuestions
1. How do language
advisors (LAs) build
rapport with their
learners during advising
sessions?
2.What rapport building
strategies are applied
during the advising
sessions?
11. Significance of
the study
Studies in language advising seek answers for the
nature of advising, its effect on the learner and
teacher by relating language advising to different
concepts such as motivation and anxiety dealing.
However, there are fewer studies looking for the
quality of language used in advising sessions in
terms of achieving its aim of establishing rapport.
In this respect, this study will provide basic
information regarding the use of rapport building
discourse functions through analyzing the advising
sessions.
12. Literature Review
Building Rapport inTeacher Education
Building Rapport through Reflective Dialogue
Building Rapport in Online Study Groups
Rapport-building Discourse FunctionsTaxonomy
13. Rapport
Building
Context
Discursive Strategies for Mentoring & Interactional
Dynamics inTeacher Education
Dobrowolska & Balslev (2017) analyzed the two types of
knowledge (epistemic and perceptional, Kessel & Korthagen,
1996) constructed through mentoring in teacher education.
For building rapport, interactional steps are taken between the
interlocutors.These are negotiation, co-construction, change in
positioning, reflectivity spectrum and use of referential systems
and resources such as parallel conversations, eye-contact.
14. Rapport
Building
Context
Professional Development for Learning Advisors: Facilitating
the Intentional Reflective Dialogue
Kato (2012) investigated the effectiveness of structured dialogues
regarding language advisors’ reflections on goals, beliefs, values and
conceptual framework and discrepancies between them.
The results of the content analysis showed that the reflective dialogues
enable advisors to reflect critically and holistically and explore
themselves differently.
The findings also showed that structured reflective dialogues allow
advisors to identify the differences between their beliefs and actual
attitudes.
15. Rapport
Building
Context
Rapport Building in Student GroupWork
Adel (2011) investigated rapport building discourse functions in
online and face-to-face student study groups. Forming two
different corpora (written & spoken) from two sets of materials
and applying corpus-based discourse-analytical functions, Adel
(2011) developed a taxonomy of ‘rapport-building discourse
functions’ containing four major categories, discourse-structuring,
intratextual, face-saving, and bonding units.
As a result of the anaylsis of online (written) and face-to-face
(spoken) student interaction from a different perspective, it was
found that rapport building is likely to have a regular linguistic
pattern, and rapport building language is rather formulaic.
16. Rapport
Building
Adel’s Rapport BuildingTaxonomy
Function Examples from the face-
to-face material
Discourse Structuring Greeting
Closing
ExcusingOneself
Hi there!
Should we call it a day?
I’ll be right back.
Intratextual Referring to in-group
discourse
So, just like someone else
mentioned…
Face-saving Apologizing
MitigatingCriticism
I don’t mean to interrupt.
I just want you to…
Bonding Agreeing
Aligning
Commiserating
Complimenting
SeekingAgreement
Offering Encouragement
Thanking
Responding to thanking
Chatting
Yeah, I agree, yes!
I don’t mind giving you…
I’m kinda confused about…
You guys are brilliant.
You know what I’m saying.
Good observation.
Thank you.
You are welcome.
How are you doing?
18. Context &
Participants
The study took place in Japan in language advising sessions
following a one-week language advising training.
The study was conducted with 4 Japanese university
students/language advisees and 4 novice advisors/Turkish-English
language teachers.
All Japanese language advisees were female, while only one of the
language advisors were male in the current study.
All students and teachers participated voluntarily in the study, and
their names were kept anonymous.All participants were pseudo-
named for ethical concerns.
19. Data &
Instruments
The advising sessions that took place in Japan were recorded, and
four of these sessions were transcribed by the researcher for the
sake of the current study.
Each session was approximately one-hour long, the content of the
sessions was introducing the advisees and applying the advising
elements, such as summarizing, mirroring and setting goals
practically through the sessions.
The recorded and transcribed sessions were turned into a small-
scale corpus with 12.335 words.
Created corpus was analyzed with UAM 3 Corpus software
qualitatively based on Adel’s Rapport BuildingTaxonomy (2011).
AntConc software was also employed for frequency and KWIC
concordance analytical tools.
20. Data
Analysis
Reliability Issues
Inter-rater Reliability
For interrater reliability 25% of the data (one of the
transcribed sessions) were also analyzed by a fellow
researcher.
This fellow researcher has enough field knowledge as he is
also a language advisor and actively giving advising sessions
for the past 3 years and attended the advising training in
Japan.
Intra-rater Reliability
The researcher analyzed the transcribed data twice within a
three-week interval.
22. GeneralText
Statistics
Size & Group Numbers in the face-to-face material
Material
Size of Corpus 12,335 words
Number of speakers 8
Number of Interaction groups 4
Variables AdvisorTeachers Students
Age 28-40 18-22
Gender 3 female 1 male 4 females
Major EnglishTeaching Mixed
Cultural Background Turkish Japanese
English Language Level Proficient Users Intermediate Users
27. MainAnalysis
Sample exchange of ‘offering encouragement’
AdvisorTeacher 1: […] Let’s summarize our talk and remember what kind of tools
you have found to study.
Student 1: Article, English articles.
AdvisorTeacher 1: Very nice
Student 1: Instagram
[…]
AdvisorTeacher 1: E-mails
Student 1: On the internet, yeah.
AdvisorTeacher 1: So, you have already found four different tools to study, do
you think it will be useful for your reading studies? How will you organize it?You
said you found four different tools like reading e-mails on the internet, Instagram,
newspaper articles and you also said…
Student 1: Search for Justin Bieber
AdvisorTeacher 1: Yeah, you are right.Would you like to have a plan for how long
will you spend for each of them in a day? How many minutes? Would you like to
plan?What can you do?
Student 1: Maybe I use Instagram before I go to bed.
AdvisorTeacher 1: That’s a great idea. […]
28. MainAnalysis
Sample exchange of ‘complimenting & thanking’
AdvisorTeacher 3: You are welcome to the session.What does your
name mean?
Student 3: Strong and beautiful.
AdvisorTeacher 3: That’s good and it fits you.
Student 3: Thank you.
AdvisorTeacher 3: You could be small, but you are so strong, and
you are very beautiful.
Student 3: Thank you.
[…]
29. MainAnalysis
Sample exchange of ‘excusing & chatting’
Student 4: It is helpful, but it is lack of time, so when I see something, I
can’t see its English.That’s why I memorize the Japanese meaning to
English meaning.This is a very good way for me.This is one thing.And
there is another thing, to memorize grammar or structure.
AdvisorTeacher 4: So, you also improve yourself on how to construct
sentences correctly.
Student 4: Can I bring my material?
AdvisorTeacher 4: Sure.
Student 4: Excuse me.
AdvisorTeacher 4: Is that a marvel bag? Do you like Marvel cartoons?
Student 4: Not really.
30. MainAnalysis
Sample exchange of ‘offering encouragement’
Student 3: Because I want to speak many languages, so it is difficult to
choose which language.And I decided onThai.The reason is maybe
my teacher in high school. His wife can speakThai. My teacher went to
Thailand, he told me aboutThailand many times, so I got interested in
Thailand.
AdvisorTeacher 3: OK, so you developed an interest inThai culture,
and the country and the language through your high school teacher.
Student 3: Yes
AdvisorTeacher 3: This is very nice, isn’t it?
Student 3: Yes, by the time I graduate from this school, I want to be
able to speak more languages like Portuguese and Spanish.
AdvisorTeacher 3: Really?
31. MainAnalysis
Sample exchange of ‘commiserating
[…]
Student 1: When it comes to giving a presentation in front of people, I am
always shaking.
AdvisorTeacher 1: Shaking…
Student 1: Yes, I would say I am little bit awkward. It is awkward for me.
AdvisorTeacher 1: Do not think like that. It is awkward for everybody.You
know whenever I think about a presentation, I always think about I am on the
stage, and I feel awkward first, but then I think about the achievement I will
get, and the satisfaction and I become happy. It is awkward for everybody. Do
not worry about it.
Student 1: Even if it is awkward for me, it is more awkward for the viewers.
AdvisorTeacher 1: Why do you think so?
[…]
32. MainAnalysis
Most frequent rapport type was ‘bonding’ with 595 occurrences making up
95.20% of the corpus. Adel (2011) also stated face-to-face rapport-building
discourse functions are interacted more frequently as a result of multiple
speakers and longer sequences with many extended stretches compared to
written corpus.
Of all 595 occurrences of bonding, ‘agreeing’ was the most frequent sub-type
of bonding with 187 occurrences (29,92%). Backchannels such as ‘yeah, mm,
OK’ are extensively used with a purpose of ‘I’m listening’ , which could build
rapport (Adel, 2011).
‘Seeking agreement, chatting and offering encouragement’ were also
frequent with 116, 107 and 106 occurrences (18,56%, 17,12%, and 16,96%)
respectively. Seeking-agreement sub-category mostly occurred with tag
questions such as ‘right, isn’t it, yes, no; complying with previous studies
(Adel, 2011).
‘The sub-category of complimenting’ was also frequent with 39 occurrences
(6,24%) when compared to other categories and sub-categories.
34. Discussion
The present study has offered insights into the effectiveness of reflective
dialogues structured in advising language learning.
Specifically, this study shed light on rapport-building language used in
advising sessions.
According to the results of the study, the bond between the language
advisors and advisees were built from the first sessions, and it can be
observed through discursive functions of rapport-building.
Bonding strategies such as agreeing, seeking agreement, offering
encouragement, complimenting and chatting in the rapport-building
taxonomy are the most frequently employed discursive strategies in
reflective dialogues in advising sessions.
35. Limitations
The size of corpus was too small to generalize the results of the current
research.
Since it is mainly a qualitative study, it is not possible to generalize the
results nation-wise or internationally.
The variety of cultural background of language advisors and language
learners in the study might be limitation for the current study as culture
may play an important role in the exchange of communication (Spencer-
Oatey, 2000).
36. Further
Research
A replication of the study with more participants and a larger-
scale corpus could be carried out in the future.
The current study consists of transcribed intentional reflective
dialogues between the novice advisors and language learners. It
was the first session done with a purpose of building rapport. A
further study could be carried out to analyze whether the
following sessions could maintain the rapport built in the first
sessions.
A further study including both written and spoken materials could
be carried out to compare the establishing & maintaining rapport
building situation in both contexts.
Studies analyzing discourse functions that threaten rapport can
also be studied in the future.
37. References
Adel, A. (2006). Metadiscourse in L1 and L2 English. John Benjamins.
Adel, A. (2010). Just to give you kind of a map of where we are going:A taxonomy of
metadiscourse in spoken and written academic English. NordicJournal of English Studies, 9(2), 69-
97. https://doi.org/10.35360/njes.218
Benson, P. (2011).What’s new in autonomy? The LanguageTeacher, 35(4). 15-18.
Chrismore,A., Markkanen, R., & Steffensen, M.S. (1993). Metadiscourse in persuasive writing:A
study of texts written by American and Finnish university students. Written Communication, 10(1),
39-71. https://doi.org/ /10.1177/0741088393010001002
Dobrowolska, D., & Balslev, K. (2017) Discursive mentoring strategies and interactional dynamics
in teacher education. Linguistics and Education, 42, 10-20.
Hyland, K. (2005). Stance and engagement:A model of interaction in academic discourse.
DiscourseStudies 7(2), 173-192.
Kato, S. (2012). Professional development for learning advisors: Facilitating the intentional
reflective dialogue. Studies in Self-Access LearningJournal, 3(1), 74-92.
38. References
Kato, S., & Mynard, J. (2016). Reflective Dialogue: Advising in language learning. NewYork, NY:
Routledge.
Kessels, J. P.A. M., & Korthagen, F.A. J. (1996).The relationship between theory and Practice:
Back to classics. American Educational Association, 25(3), 17-22.
Little, D. (1995). Learning as dialogue:The dependence of learner autonomy on teacher
autonomy. System, 23(2), 175-181.
Spencer-Oatey, H. (2000). Rapport Management: A framework for analysis. In Spencer-Oatey, H.
(Ed.), Culturally Speaking: Managing Rapport throughTalk across Genres (11-46), Continuum.
Vande Kopple,W. J. (1985). Some exploratory discourse on metadiscourse. College Composition
and Communication, 36(1), 82-93.
Vande Kopple,W. J. (2012).The importance of studying metadiscourse. Applied Research in
English, 1(2), 37-44.