Correction to: A Qualitative Investigation of Chinese Students’ Willingness to Communicate in English in the Graduate School EMI Classroom; 中國學生在以英語為授課用語的研究生課堂使用英語進行溝通意願之質性研究

This article uses the conceptual framework of second language willingness to communicate (L2 WTC), and in particular the contributory construct of international posture (IP; Yashima, 2002), to report on a content and language integrated learning (CLIL) course taught in the Japanese university context. The research follows up an exploratory, small-scale study with a focused qualitative investigation. Due to space restrictions the current paper reports only on the key qualitative findings and attempts to build a picture of how the theme of the course, Japanese international history, affected learners’ IP, a construct that has been shown to be key to Japanese learners of English’s L2 WTC (Yashima, 2002). It is shown that after completing the course, learners felt more connected to the wider world, and as a result IP developed in varied and meaningful ways, seemingly increasing L2 WTC and stimulating critical thinking facilities both within and without the classroom.

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The language use, attitudes, and motivation of Chinese students prior to a semester-long sojourn in an English-speaking environment

Study Abroad Research in Second Language Acquisition and International Education ◽

10.1075/sar.1.1.01jac ◽

2016 ◽

Vol 1 (1) ◽

pp. 4-33 ◽

Cited By ~ 11

Author(s):

Jane Jackson

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Use ◽

Language Attitudes ◽

Critical Role ◽

Chinese Students ◽

Willingness To Communicate ◽

International Exchange ◽

Exchange Program ◽

English Speaking

Second language acquisition scholars have long recognized that language attitudes and motivation can play a critical role in second language (L2) learning, leading to variations in willingness to communicate (WTC) and initiate interactions in that language. This paper reports on the pre-sojourn phase of a mixed-method study that investigated the language and intercultural learning of 149 Chinese students from a Hong Kong university who participated in a semester-long exchange program in an English-speaking country. By way of a questionnaire survey, document analysis (e.g., study plans), and in-depth interviews, the first phase examined their pre-sojourn language use, attitudes, and motivation, as well as their aims, expectations, and concerns about their impending study and residence in the host environment. Studies of this nature are essential to provide direction for pre-sojourn orientations and other interventions that can support and optimize the language enhancement and intercultural engagement of outgoing L2 international exchange students.

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The Research on Willingness to Communicate in Chinese Students’ EFL Study

Journal of Language Teaching and Research ◽

10.4304/jltr.3.1.112-117 ◽

2012 ◽

Vol 3 (1) ◽

Cited By ~ 6

Author(s):

Li Fu ◽

Xuesong Wang ◽

Yang Wang

Keyword(s):

Chinese Students ◽

Willingness To Communicate

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Lectures and Conferences on Mathematical Statistics. By J. Neyman. Revised and supplemented by the author with the editorial assistance of W E. Deming. Mimeographed, Pp. 167. $1.25. 1938. (Graduate School, United States Department of Agriculture, Washington)

The Mathematical Gazette ◽

10.1017/s0025557200059374 ◽

1939 ◽

Vol 23 (254) ◽

pp. 225-226 ◽

Cited By ~ 1

Keyword(s):

United States ◽

Graduate School ◽

Mathematical Statistics ◽

United States Department ◽

Department Of Agriculture ◽

States Department

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Student Experience Applying to Graduate School for Speech-Language Pathology

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00102 ◽

2020 ◽

Vol 5 (1) ◽

pp. 192-205

Author(s):

Lesley Sylvan ◽

Andrea Perkins ◽

Carly Truglio

Keyword(s):

Graduate School ◽

Master's Degree ◽

Graduate Programs ◽

Student Experience ◽

Degree Programs ◽

Speech Language Pathology ◽

Application Process ◽

Master's Degree Programs ◽

Language Pathology ◽

Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

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Speech-Language Pathologists' Perceptions of Their Preparation and Confidence for Providing Dysphagia Services

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00115 ◽

2020 ◽

Vol 5 (6) ◽

pp. 1666-1682

Author(s):

Lena G. Caesar ◽

Merertu Kitila

Keyword(s):

Service Delivery ◽

Graduate School ◽

Online Survey ◽

The United States ◽

Academic Preparation ◽

Speech Language Pathologists ◽

Confidence Levels ◽

Graduate School Preparation ◽

Graduate Preparation ◽

Significant Relationships

Purpose The purpose of this study was to investigate the perceptions of speech-language pathologists (SLPs) regarding their academic preparation and current confidence levels for providing dysphagia services, and the relationship between their perceptions of graduate school preparation and their current levels of confidence. Method This study utilized an online survey to gather information from 374 American Speech-Language-Hearing Association–certified SLPs who currently provide dysphagia services in the United States. Surveys were primarily distributed through American Speech-Language-Hearing Association Special Interest Group forums and Facebook groups. The anonymous survey gathered information regarding SLPs' perceptions of academic preparation and current confidence levels for providing dysphagia services in 11 knowledge and skill areas. Results Findings indicated that more than half of respondents did not feel prepared following their graduate academic training in five of the 11 knowledge and skill areas related to dysphagia service delivery. However, about half of respondents indicated they were currently confident about their ability to provide services in eight of the 11 knowledge and skill areas. Findings also indicated that their current confidence levels to provide dysphagia services were significantly higher than their perceptions of preparation immediately following graduate school. However, no significant relationships were found between respondents' self-reported current confidence levels and their perceptions of the adequacy of their academic preparation. Conclusions Despite SLPs' low perceptions of the adequacy of their graduate preparation for providing dysphagia services in specific knowledge and skill areas immediately following graduation, they reported high confidence levels with respect to their actual service delivery. Implications of these findings are discussed.

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Telepractice: A Survey of AuD Students Pre- and Post-Telepractice

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig18.28 ◽

2017 ◽

Vol 2 (18) ◽

pp. 28-41

Author(s):

Kelli M. Watts ◽

Laura B. Willis

Keyword(s):

Doctoral Students ◽

Graduate School ◽

Professional Services ◽

Hands On ◽

Before And After ◽

Lack Of Knowledge

Telepractice, defined by the American Speech-Language-Hearing Association (ASHA, n.d.) as “the application of telecommunications technology to the delivery of professional services at a distance by linking clinician to client, or clinician to clinician, for assessment, intervention, and/or consultation,” is a quickly growing aspect of practicing audiology. However, only 12% of audiologists are involved in providing services via telepractice (REDA International, Inc., 2002). Lack of knowledge regarding telepractice has been cited as one of the reasons many audiologists do not use telepractice to provide audiology services. This study surveyed audiology doctoral students regarding their opinions about the use of telepractice both before and after their opportunity to provide services via telepractice sessions. The authors expected that by providing students the opportunity to have hands-on training in telepractice with supervision, they would be more open to using telepractice after becoming licensed audiologists. Overall, the data indicates benefits of exposing students to telepractice while they are in graduate school.

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