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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
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
Schulische Leseanforderungen stellen eine Herausforderung dar und sind mit der allgemeinen Fähigkeit verbunden, in Sachfächern wie Mathematik akademische Leistungen zu erbringen. Bisher ist empirisch noch unklar, inwieweit sich sprachliche Anforderungen bei Regelschülerinnen und -schülern in der Sekundarstufe auf den Umgang mit fachlichen Inhalten auswirken. Das hier vorgestellte Projekt untersuchte die Auswirkungen von bildungssprachlichen Merkmalen des Deutschen auf das Textverständnis von Regelschülerinnen und -schülern einer deutschen Gesamtschule (10 % verwenden zu Hause (auch) eine Herkunftssprache) in 25 textlastigen Modellierungsaufgaben zu mathematischen Funktionen. Für jeden Text wurden drei Versionen mit unterschiedlich vielen Elementen typisch bildungssprachlicher lexikalischer und syntaktischer Merkmale erstellt. Der Inhalt wurde nicht verändert. N = 407 Schülerinnen und Schüler der Sekundarstufe (Klassenstufen 7–10) lösten dazu Textverständnisaufgaben, die sich speziell auf die Lösung der mathematischen Aufgaben bezogen. Es wurden allgemeine Maße der sprachlichen und mathematischen Kompetenz sowie des kulturellen Kapitals erhoben. Die Hauptergebnisse waren folgende a) Eine beträchtliche Anzahl von Schülern und Schülerinnen hatte Schwierigkeiten, mathematisch relevante Informationen in mathematischen Modellierungsaufgaben zu verstehen; b) ein systematischer Anstieg von bildungssprachlichen Merkmalen in den Aufgabentexten erhöhte die Verständnisschwierigkeit, selbst wenn die Schülermerkmale kontrolliert wurden; c) höhere Klassenstufe, mathematische und allgemeine Sprachkompetenz sowie das männliche Geschlecht sagten die Fähigkeit, die Verständnisaufgaben richtig zu lösen, in starkem Maße voraus; und d) nach Kontrolle aller anderen Variablen beeinflussten die Anzahl der Bücher sowie der Sprachgebrauch im Elternhaus das Textverständnis nicht.
Journal Article
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
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
Effect of Teaching Metacognitive Reading Strategies on Reading Comprehension of Engineering Students
This experimental research investigates the impact of teaching metacognitive reading strategies on the reading comprehension of engineering students in the English for Science and Technology(EST) context. This research is the first empirical study of its kind in Libyan English as a Foreign Language (EFL/EST) context. The study utilizes the Survey of Reading Strategies (SORS) and a reading comprehension achievement test extracted from ‘Oxford English for Computing’ by Boechner and Brown (instruction manual). The treatment incorporates the explicit teaching of metacognitive strategies to the participants in the experimental group via the Cognitive Academic Language Learning Approach (CALLA) model. Paired-samples t-test results signify a considerable treatment effect among the experimental group. In conclusion, the findings support previous research indicating that explicit instruction effectively improves Libyan EST students’ metacognitive awareness and produces statistically significant gains in reading comprehension.
Journal Article