The last few years have amplified the use of digital technology in the second language (L2) classroom due to the emergence of COVID-19. Students were forced to study online, and, as a result, changing the interaction among students became crucial. While most English Language Intensive Courses for Overseas Students (ELICOS) classrooms have since returned to face-to-face delivery, many providers are now considering the potential benefits of online learning and the strategies that make the platform and classroom interaction effective. One method of facilitating online interaction is collaborative writing (i.e., co-writing). Co-writing refers to two or more individuals producing work and contributing to a task together. While not a new phenomenon in face-to-face settings, this research project closely investigates the methods that students use to interact while completing co-writing tasks in an online environment and the impact these may have on L2 learning. The data, taken over five weeks, was collected from 15 adult English for Academic Purposes students in an online ELICOS classroom. Results showed areas of improvement in co-writing and a perception among students that co-writing was helpful. The paper aims to contribute to greater understanding and improved co-writing delivery and practice for ESL students and practitioners.
{"title":"Interactive methods used in collaborative writing in the online ESL classroom","authors":"Diana Chojczak, Ashey Starford","doi":"10.61504/lpli1548","DOIUrl":"https://doi.org/10.61504/lpli1548","url":null,"abstract":"The last few years have amplified the use of digital technology in the second language (L2) classroom due to the emergence of COVID-19. Students were forced to study online, and, as a result, changing the interaction among students became crucial. While most English Language Intensive Courses for Overseas Students (ELICOS) classrooms have since returned to face-to-face delivery, many providers are now considering the potential benefits of online learning and the strategies that make the platform and classroom interaction effective. One method of facilitating online interaction is collaborative writing (i.e., co-writing). Co-writing refers to two or more individuals producing work and contributing to a task together. While not a new phenomenon in face-to-face settings, this research project closely investigates the methods that students use to interact while completing co-writing tasks in an online environment and the impact these may have on L2 learning. The data, taken over five weeks, was collected from 15 adult English for Academic Purposes students in an online ELICOS classroom. Results showed areas of improvement in co-writing and a perception among students that co-writing was helpful. The paper aims to contribute to greater understanding and improved co-writing delivery and practice for ESL students and practitioners.","PeriodicalId":37337,"journal":{"name":"English Australia Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135687109","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}
{"title":"Priming the pump: Using movement to help facilitate language learning","authors":"Joshua Cohen","doi":"10.61504/irfv9847","DOIUrl":"https://doi.org/10.61504/irfv9847","url":null,"abstract":"","PeriodicalId":37337,"journal":{"name":"English Australia Journal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135686020","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}
The last few years have amplified the use of digital technology in the second language (L2) classroom due to the emergence of COVID-19.Students were forced to study online, and, as a result, changing the interaction among students became crucial. While most English Language Intensive Courses for Overseas Students (ELICOS) classrooms have since returned to face-to-face delivery, many providers are now considering the potential benefits of online learning and the strategies that make the platform and classroom interaction effective. One method of facilitating online interaction is collaborative writing (i.e.co-writing). Co-writing refers to two or more individuals producing work and contributing to a task together. While not a new phenomenon in face-to-face settings, this research project closely investigates the methods that students use to interact while completing co-writing tasks in an online environment and the impact these may have on L2 learning.The data, taken over five weeks, was collected from 15 adult English for Academic Purposes students in an online ELICOS classroom. Results showed areas of improvement in co-writing and a perception among students that co-writing was helpful. The paper aims to contribute to greater understanding and improved co-writing delivery and practice for ESL students and practitioners.
{"title":"Interactive methods used in collaborative writing in the online ESL classroom","authors":"Diana Chojczak, Ashley Starford","doi":"10.61504/czkc7151","DOIUrl":"https://doi.org/10.61504/czkc7151","url":null,"abstract":"The last few years have amplified the use of digital technology in the second language (L2) classroom due to the emergence of COVID-19.Students were forced to study online, and, as a result, changing the interaction among students became crucial. While most English Language Intensive Courses for Overseas Students (ELICOS) classrooms have since returned to face-to-face delivery, many providers are now considering the potential benefits of online learning and the strategies that make the platform and classroom interaction effective. One method of facilitating online interaction is collaborative writing (i.e.co-writing). Co-writing refers to two or more individuals producing work and contributing to a task together. While not a new phenomenon in face-to-face settings, this research project closely investigates the methods that students use to interact while completing co-writing tasks in an online environment and the impact these may have on L2 learning.The data, taken over five weeks, was collected from 15 adult English for Academic Purposes students in an online ELICOS classroom. Results showed areas of improvement in co-writing and a perception among students that co-writing was helpful. The paper aims to contribute to greater understanding and improved co-writing delivery and practice for ESL students and practitioners.","PeriodicalId":37337,"journal":{"name":"English Australia Journal","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135639820","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}
Facilitating the transformation of vocabulary from receptive to productive can be challenging for second language (L2) teachers. Although some studies have focused on understanding activities that promote productive vocabulary in written modes (e.g., Teng & Xu, 2022), little is known about the effect of activities on productive vocabulary in spoken modes. To fill this gap, this paper presents an innovative pronunciation-integrated teaching model to facilitate productive oral vocabulary development. Pronunciation training and vocabulary teaching are typically seen as distinct areas of teaching English as a Second Language; yet, in the context of developing productive vocabulary to be used in speaking, they are highly complementary. Therefore, the innovativeness of the model presented here is the integration of pronunciation training into vocabulary-focused. The teaching model is helpful because it provides teachers with a practical guide for the creation of activities that can be used for classroom teaching of productive oral vocabulary.
{"title":"From potential words to actual words: A pronunciation-integrated teaching model to facilitate productive oral vocabulary development","authors":"Bianca Mister","doi":"10.61504/wgei1658","DOIUrl":"https://doi.org/10.61504/wgei1658","url":null,"abstract":"Facilitating the transformation of vocabulary from receptive to productive can be challenging for second language (L2) teachers. Although some studies have focused on understanding activities that promote productive vocabulary in written modes (e.g., Teng & Xu, 2022), little is known about the effect of activities on productive vocabulary in spoken modes. To fill this gap, this paper presents an innovative pronunciation-integrated teaching model to facilitate productive oral vocabulary development. Pronunciation training and vocabulary teaching are typically seen as distinct areas of teaching English as a Second Language; yet, in the context of developing productive vocabulary to be used in speaking, they are highly complementary. Therefore, the innovativeness of the model presented here is the integration of pronunciation training into vocabulary-focused. The teaching model is helpful because it provides teachers with a practical guide for the creation of activities that can be used for classroom teaching of productive oral vocabulary.","PeriodicalId":37337,"journal":{"name":"English Australia Journal","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135639819","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}
{"title":"Insights from corpus linguistics: Using keywords-in-context to teach and assess English learning","authors":"Rodrigo Arellano, Kevin Gerigk","doi":"10.61504/phfv1647","DOIUrl":"https://doi.org/10.61504/phfv1647","url":null,"abstract":"","PeriodicalId":37337,"journal":{"name":"English Australia Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135639821","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}
{"title":"Constructing reliable and formative speaking and writing achievement criteria","authors":"Jamie Clayton, Ian Pavitt","doi":"10.61504/kjwr8885","DOIUrl":"https://doi.org/10.61504/kjwr8885","url":null,"abstract":"","PeriodicalId":37337,"journal":{"name":"English Australia Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135639822","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}
Facilitating the transformation of vocabulary from receptive to productive can be challenging for second language (L2) teachers. Although some studies have focused on understanding activities that promote productive vocabulary in written modes (e.g., Teng & Xu, 2022), little is known about the effect of activities on productive vocabulary in spoken modes. To fill this gap, this paper presents an innovative pronunciation-integrated teaching model to facilitate productive oral vocabulary development. Pronunciation training and vocabulary teaching are typically seen as distinct areas of teaching English as a Second Language; yet, in the context of developing productive vocabulary to be used in speaking, they are highly complementary. Therefore, the innovativeness of the model presented here is the integration of pronunciation training into vocabulary-focused. The teaching model is helpful because it provides teachers with a practical guide for the creation of activities that can be used for classroom teaching of productive oral vocabulary.
{"title":"From potential words to actual words: A pronunciation-integrated teaching model to facilitate productive oral vocabulary development","authors":"Bianca Mister","doi":"10.61504/loyp4151","DOIUrl":"https://doi.org/10.61504/loyp4151","url":null,"abstract":"Facilitating the transformation of vocabulary from receptive to productive can be challenging for second language (L2) teachers. Although some studies have focused on understanding activities that promote productive vocabulary in written modes (e.g., Teng & Xu, 2022), little is known about the effect of activities on productive vocabulary in spoken modes. To fill this gap, this paper presents an innovative pronunciation-integrated teaching model to facilitate productive oral vocabulary development. Pronunciation training and vocabulary teaching are typically seen as distinct areas of teaching English as a Second Language; yet, in the context of developing productive vocabulary to be used in speaking, they are highly complementary. Therefore, the innovativeness of the model presented here is the integration of pronunciation training into vocabulary-focused. The teaching model is helpful because it provides teachers with a practical guide for the creation of activities that can be used for classroom teaching of productive oral vocabulary.","PeriodicalId":37337,"journal":{"name":"English Australia Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135687205","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}
The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.
{"title":"The Cambridge Guide to Blended Learning for Language Teaching","authors":"V. Todd","doi":"10.1017/9781009024754","DOIUrl":"https://doi.org/10.1017/9781009024754","url":null,"abstract":"The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.","PeriodicalId":37337,"journal":{"name":"English Australia Journal","volume":"199 1","pages":"79-81"},"PeriodicalIF":0.0,"publicationDate":"2015-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79886848","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}
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