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"Academic language"
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Nexus of essay writing and computer-assisted language learning (CALL) in English language classroom
PurposeThis study aims to explore computer-assisted language learning (CALL) activities to improve the English essay writing of Pakistani university students. It highlights the role of CALL in the language proficiency model cognitive academic language proficiency (CALP), which can enable second language learners to engage in more critical thinking skills effectively. Furthermore, it aims to explore English language teachers’ experience about the use of CALL-based activities in English language classrooms or labs.Design/methodology/approachThis study followed a pre-post study design to examine whether the structure of an essay and computer-based activities helped to improve English language proficiency among non-native speakers. This design is adopted to investigate the effects of CALL activities on students’ English essays. This study used data from 198 students and after this, four English teachers were interviewed to know their opinions and observations about these CALL-based activities and students’ essay writings. Pre- and post-test data was analysed in percentages and further examined through a t-test. The findings of teachers’ interviews were further analysed through Nvivo software to develop an understanding of research questions through significant themes.FindingsThe pre-test results confirmed that students’ language proficiency is underdeveloped and informal. Students needed help constructing introductory paragraphs with the reader’s hook, background information, three-point thesis statement and transitional hook. Whereas, post-test results showed that students’ English language proficiency in essay writing was found improved with the use of technological tools and CALL-based activities. Furthermore, it was observed that structure and teacher feedback in essay writing are vital for English proficiency.Originality/valueThis study benefits English language teachers, administrators, language policymakers and syllabus designers at colleges and universities. The debate over how to improve English language proficiency and academic achievement presents diverse challenges across several countries. Non-native speakers, at an undergraduate level, can significantly improve academically and become proficient in English essay writing with the help of structural guidelines and the use of educational technology. This article demonstrates a two-way process to improve an objective definition of English language development, which is conceivable if the technology is adopted.
Journal Article
Remediating the remedial: Transforming academic language and learning practices to advance student equity
This article explores student equity in higher education through the lens of academic language and learning (ALL) and argues that ALL remains a significant barrier to participation and success for students from equity backgrounds. This article aims to provide a critical, equity-focused examination of the discourses evident in the literature that shape contemporary ALL-advising practice. I then draw on data collected in a larger case study into the first-year student experience, to explore how these discourses are evident in ALL advisers' accounts of their practice. Findings indicate that the learning and teaching of ALL continues to be marginalised, despite progress made to embed ALL into core first year units. I argue that remedial models of support continue to disadvantage students from equity backgrounds and ALL advisers need to advocate for a critical space to transform practice that better serves diverse student cohorts.
Journal Article
The effectiveness and transferability of a block- mode discipline-specific academic language development program. 'A practice report'
To address the demands from their courses, students with insufficient language proficiency who cannot attend the standard subject-specific academic language development program are directed to an alternative discipline-specific program - the Language Development Tutorial in Block mode, at the University of Technology Sydney. This practice report evaluates the effectiveness of the alternative program, and the transferability of disciplinary learnings to a subject and assessment level. The findings reveal that most students were satisfied with the program and agreed that it had helped to improve their confidence, discipline-specific language and literacy skills, subject content understanding, and ability to complete their assessments. Students who completed the program were also more likely to achieve higher subject results than those who did not attend/complete it. The findings reinforce the need to provide alternative discipline-specific support where subject-specific support is not viable. More in-depth investigation in future iterations will improve the program's impact.
Journal Article
Academic language features in mathematical modelling tasks raise difficulty in reading comprehension for secondary students
School-related reading requirements can be challenging and are entwined with the general ability to perform academically in subjects such as mathematics. However, it is empirically still unclear in how far linguistic requirements affect regular secondary school students ability to interact with subject content. The project reported here investigated the effects of academic German language characteristics on text comprehension difficulty of regular students in a German comprehensive school (“Gesamtschule”, 10 % heritage language users) in 25 text-heavy modelling tasks on mathematical functions. For each text, three versions with different amounts of academic lexical and syntactic features were constructed, while the content was not altered. N = 407 regular secondary school students (grades 7–10) solved text comprehension items specifically relevant to the mathematical task solution. General measures of language and mathematical proficiency and cultural capital were elicited. The main findings were that a), considerable numbers of students did in fact experience text comprehension difficulties of mathematically relevant information in mathematical modeling tasks; b), a systematic increase of academic language features in the task texts increased comprehension difficulty even when students characteristics were controlled for; c) higher grade level, mathematical and general language competence, and male gender, predicted strongly the ability to solve the comprehension items correctly; and d) number of books at home and language use at home did not moderate text comprehension after all other variables were controlled.
Journal Article
How to write a lot : a practical guide to productive academic writing
\"All academics need to write, and many struggle to finish their dissertations, articles, books, or grant proposals. Writing is hard work and can be difficult to wedge into a frenetic academic schedule. This revised and updated edition of Paul Silvia's popular guide provides practical, lighthearted advice to help academics overcome common barriers and become productive writers. Silvia's expert tips have been updated to apply to a wide variety of disciplines, and this edition has a new chapter devoted to grant and fellowship writing\"-- Provided by publisher.
Book
Academic language proficiency of student teachers in a Namibian University
BackgroundAlthough students in teacher education programmes in Namibia study through the medium of English, their academic language (AL) proficiency remains a challenge for most of them. In the Junior Primary Education programmes, they are not only required to master AL for their own studies, but they must also learn how to teach emergent academic AL in the primary school.AimThis study aimed to address this dual challenge, a practitioner research study was undertaken to assess and compare students’ AL proficiency skills in English cross sectionally in 2020.SettingThe study was conducted online with (N = 78) student teachers at one of 12 campuses of the University of Namibia during the COVID-19 pandemic period.MethodsA standardised test compiled by Uccelli et al. was administered to 78 randomly selected students to measure their core AL skills.ResultsThe assessment results revealed distinct gaps in students’ AL proficiency. In addition, the findings demonstrated a statistically significant variance in assessment outcomes across different year groups.ConclusionThe university, despite provision of several courses, has taken note that AL should ideally be integrated across the curriculum.ContributionThe study revealed usable evidence about students’ AL proficiency, indicating patterns across cohorts.
Journal Article