scholarly journals An Integrated Loop Model of Corrective Feedback and Oral English Learning: A Case of International Students in the United States

2018 ◽  
Vol 7 (3) ◽  
pp. 581-600
Author(s):  
Eun Jeong (Esther) Lee
Keyword(s):  
Corrective Feedback ◽  
The United States ◽  
Learning Trajectory ◽  
Independent Practice ◽  
English Learning ◽  
Loop Model ◽  
Esl Students ◽  
Advanced Level ◽  
Adult Esl ◽  
Mixed Method Design

The author in this study introduces an integrated corrective feedback (CF) loop to schematize the interplay between CF and independent practice in L2 oral English learning among advanced-level adult ESL students. The CF loop integrates insights from the Interaction, Output, and Noticing Hypotheses to show how CF can help or harm L2 learners’ English practice routines. This study used a mixed method design, and the data for the CF loop were collected via qualitative open-ended survey questions and a set of forty student interviews. In the aggregate, interviewees describe a similar practice pattern and learning process and learning trajectory using their teachers’ oral CF, and cite common themes and reasons for whether teachers’ oral CF works or not.

scholarly journals Advanced ESL Students' Prior EFL Education and Their Perceptions of Oral Corrective Feedback

2018 ◽  
Vol 6 (3) ◽  
pp. 798-816 ◽  
Author(s):  
Eun Jeong Esther Lee
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Qualitative Data ◽  
Corrective Feedback ◽  
Culturally Sensitive ◽  
English Learning ◽  
Esl Students ◽  
Classroom Experiences ◽  
Advanced Level ◽  
Oral Corrective Feedback

The author in this study examines how advanced-level adult English as a Second Language (ESL) students’ previous English as a Foreign Language (EFL) classroom experiences influence their perceptions of their teachers’ oral corrective feedback (CF). It uses in-depth qualitative data to characterize the participants’ prior English learning, and to determine how their experiences influence how they perceive CF in ESL classrooms. Understanding these patterns of perception will enhance ESL professionals’ abilities to create effective and culturally sensitive ESL classrooms.

scholarly journals “I Need Child Care!”: Using Funds of Knowledge, Addressing Challenges, and Developing Literacies With a Classroom Community of Adult ESL Learners

2019 ◽  
Vol 68 (1) ◽  
pp. 334-354 ◽  
Author(s):  
Aijuan Cun ◽  
Mary B. McVee ◽  
Christopher Vasquez
Keyword(s):  
Everyday Life ◽  
Social Practice ◽  
Funds Of Knowledge ◽  
Video Recording ◽  
The United States ◽  
Ethnographic Study ◽  
Esl Students ◽  
Adult Esl ◽  
Life Challenge ◽  
Esl Learners

Many immigrants and refugees in the United States must confront different linguistic and cultural contexts in their everyday life. As part of a larger ethnographic study related to refugee families and literacy, this qualitative study explores how adult English as a second language (ESL) students help their classmate Htoo Eh find ways to deal with an everyday life challenge. This study utilized two supporting theoretical frameworks: funds of knowledge and literacy as a social practice. Data sources included field notes, transcripts of video recording, artifacts, as well as conservations with the teacher and welfare coordinators. Findings demonstrate that community members utilized two funds of knowledge in particular: social network and life experience to help the focal participant. Findings also showed that adult ESL students assisted their classmates in developing three types of literacies, which were finding and obtaining childcare, knowing how the system works, and communicating with the caseworker in order to deal with an everyday life challenge. These findings suggest that educators should recognize and value adult ESL learners’ funds of knowledge as well as incorporate the knowledge into instruction. Educators also should open up space for these learners to develop literacies together as a community.

Adult ESL Students' Management of Dialogue Journal Conversation

1990 ◽  
Vol 24 (2) ◽  
pp. 317 ◽  
Author(s):  
Martha R. Dolly
Keyword(s):  
Esl Students ◽  
Adult Esl ◽  
Dialogue Journal

scholarly journals On the Pedagogical Relevance of Strategic Competence

1986 ◽  
Vol 3 (2) ◽  
pp. 53 ◽  
Author(s):  
Tahereh Paribakht
Keyword(s):  
Native Speakers ◽  
Target Language ◽  
Esl Students ◽  
Negotiation Of Meaning ◽  
Identification Task ◽  
Strategic Competence ◽  
Adult Esl ◽  
Communication Situations ◽  
Native Speakers Of English ◽  
Linguistic Material

This paper is a report on a study concerned with the identification of target language linguistic material essential for the learners' use of communication strategies (CS) in survival situations. Subjects were 40 adult ESL students and 20 native speakers of English. A concept-identification task was used to elicit these speakers' CS. Given that the taxonomy of CS developed in the study was based on the type of knowledge utilized by the speakers, it was possible to identify the semantic, as well as the typical syntactic patterns, required for their implementation. These linguistic manifestations of CS can serve as a basis for developing L2 teaching materials with the aim of preparing L2 learners to function successfully in problematic communication situations. An appropriate sequence for the presentation of such material is proposed based on the frequency of their application in the negotiation of meaning by the speakers in this study.

Supporting Immigrant Families and Rural Schools: The Boundary-Spanning Possibilities of an Adult ESL Program

2018 ◽  
Vol 55 (4) ◽  
pp. 537-570 ◽  
Author(s):  
Catherine Dunn Shiffman
Keyword(s):  
School District ◽  
Rural Communities ◽  
Immigrant Families ◽  
The United States ◽  
School Age Children ◽  
Esl Programs ◽  
School District Leaders ◽  
Adult Esl ◽  
The Right ◽  
K 12

Purpose: There has been a significant increase in the number of immigrant families moving to rural communities across the United States. Yet limited research exists that explores relationships between immigrant families and schools in these communities. Rural school districts are often challenged by insufficient resources, expertise, and infrastructure to respond. Adult English as a second language (ESL) programs can be valuable partners. This article explores how instructors in a regional adult ESL program supported relationships between immigrant families and schools in a rural Virginia school district. Research Methods: A case study was conducted between 2014 and 2015. Data collection included observations of adult ESL classes; semistructured interviews with adult ESL instructors, parents of school-age children, and school district leaders and teachers; open-ended questions on a parent survey; and documents. Findings: Four interrelated practices of the adult ESL instructors facilitated understanding and communication between immigrant families and K-12 educators. Adult ESL instructors disseminated information, explained cultural norms and expectations, coached family-school interactions, and created opportunities to connect families and educators. Supporting conditions included characteristics of the adult ESL classes, district leadership and sense of urgency, and multilayered relationships of professionals and actions of the adult ESL coordinator. Implications for Practice: Given the right conditions, adult ESL programs can be valuable partners for rural education leaders seeking to strengthen engagement with immigrant families. These programs can facilitate linkages between schools and adult ESL learners who are parents or caregivers and can be a professional development resource for building district capacity to engage with immigrant families.

scholarly journals An Analysis of Students’ Motivation Toward English Learning As Second Language Among Students In Pritchard English Academy (PEACE)

2017 ◽  
Vol 1 (2) ◽  
pp. 43
Author(s):  
I Wayan Suryasa ◽  
I Gede Putu Adhitya Prayoga ◽  
I Wayan Astu Werdistira
Keyword(s):  
Second Language ◽  
Standard Deviation ◽  
Test Battery ◽  
English Learning ◽  
Advanced Level ◽  
Instrumental Motivation ◽  
Learning English

This research aimed at investigating the students’ motivation in English learning as a second language. The method used was a survey by randomly asking the students in Pritchard English Academy (PEACE) to fill out a questionnaire which adapted from Attitude Motivation Test Battery (AMTB) designed by R.C. Gardner. The questionnaire was administered to a group of 30 students who come from intermediate until advanced level. The data were analyzed by using SPPS program. It was used to find out mean score and standard deviation. The main findings show that the students are relative “highly” motivated and found to be slightly more “instrumentally” motivated to learn English. This reveals that instrumental motivation is a significant factor among this group of students learning English. Based on this study’s findings, some relevant and useful motivational learning implications are recommended for enhancement and improvement of the students’ motivation.

scholarly journals Predictors of second language English lexical recognition: Further insights from a large database of second language lexical decision times

2019 ◽  
Author(s):  
Stephen Skalicky ◽  
Scott Crossley ◽  
Cynthia M. Berger
Keyword(s):  
Second Language ◽  
Lexical Decision ◽  
The United States ◽  
English Learning ◽  
Large Database ◽  
Linguistic Features ◽  
Contextual Diversity ◽  
Orthographic Similarity ◽  
Statistical Measures ◽  
Decision Times

In this study we analyze a large database of lexical decision times for English content words made by speakers of English as an additional language residing in the United States. Our first goal was to test whether the use of statistical measures better able to model variation associated with participants and items would replicate findings of a previous analysis of this data (Berger, Crossley, & Skalicky, 2019). Our second goal was to determine whether variables related to experiences using and learning English would interact with linguistic features of the target words. Results from our statistical analysis suggest affirmative answers to both of these questions. First, our results included significant effects for linguistic features related to contextual diversity and contextual distinctiveness, providing a replication of findings from the original study in that words appearing in more textual and lexical contexts were responded to quicker. Second, a measure of length of English learning and a measure of daily English use interacted with a measure of orthographic similarity. Our study provides further evidence regarding how a large, crowdsourced database can be used to obtain a better understanding of second language lexical recognition behavior and provides suggestions for further research.

The impact of one’s response to the teacher’s feedback on the same person’s and the partner’s learning in paired writing

2021 ◽  
Author(s):  
Taichi Yamashita
Keyword(s):  
Collaborative Writing ◽  
Corrective Feedback ◽  
Posttest Score ◽  
Esl Students ◽  
American University ◽  
Google Docs ◽  
Written Corrective Feedback ◽  
Description Task ◽  
The Impact ◽  
The Relationship

Abstract The present study investigated the relationship between one dyad member’s revision in response to written corrective feedback (CF) and the same person’s learning and the other dyad member’s learning during collaborative writing. Twenty-eight English-as-a-Second-Language (ESL) students at an American university were paired up and collaborated on two animation description tasks in Google Docs while receiving the researcher’s written CF on their errors on the indefinite and definite articles. Learners worked individually on an animation description task one week prior to the written CF treatment (pretest), immediately after the treatment (posttest), and two weeks after (delayed posttest). When pretest score and CF frequency were controlled for, the number of one’s revisions was not related to the same person’s or the partner’s posttest score. However, the number of one’s revisions was significantly positively related to the same learner’s delayed posttest score, but not to the partner’s delayed posttest score.

scholarly journals Timing and Reasons Behind Single-Sport Specialization in Soccer: A Survey of 64 Major League Soccer Athletes

2020 ◽  
Vol 12 (4) ◽  
pp. 355-360
Author(s):  
Derrick M. Knapik ◽  
Katherine H. Rizzone ◽  
James E. Voos
Keyword(s):  
High School ◽  
The United States ◽  
Injury Incidence ◽  
Level Of Evidence ◽  
Cross Sectional ◽  
Advanced Level ◽  
School Location ◽  
Major League Soccer ◽  
Major League ◽  
The Impact

Background: Single-sport specialization at the exclusion of other sports has become increasingly popular in youth sporting culture. The purpose of this study was to survey Major League Soccer (MLS) athletes to examine factors influencing the timing of single-sport specialization in soccer. Hypothesis: The majority of surveyed athletes will have participated in multiple sports prior to specialization and specialized primarily as a result of a coach’s recommendation, with no significant impact on specialization timing stemming from birth or high school location, obtaining a collegiate scholarship, MLS experience, or position. Study Design: Cross-sectional study. Level of Evidence: Level 4. Methods: Anonymous surveys were distributed to 3 MLS organizations and completed by MLS athletes during preseason physicals. Surveys evaluated the age and reason(s) behind an athlete’s decision to specialize in soccer, birth location, geographic high school location for US-born athletes, participation in a developmental league, college scholarship, years in the MLS, and position played. Results: Approximately 74% (64/86) of athletes returned completed surveys. Athletes reported beginning soccer at a mean age of 5.1 ± 2.1 years and specializing at age 12.6 ± 4.3 years. Athletes who participated in no other sports prior to specialization ( P < 0.001), athletes reporting soccer to be their first sport played at an advanced level ( P < 0.001), and athletes receiving a college scholarship ( P = 0.02) specialized at a significantly younger age. Internationally born athletes specialized at significantly younger ages when compared with US-born athletes ( P < 0.001). Conclusion: The majority of athletes participated in multiple sports prior to specialization and eventually specialized to focus exclusively on soccer. The timing of sport specialization in professional MLS athletes was not associated with multisport participation prior to specialization, playing soccer at an advanced level prior to other sports, receiving a college scholarship, or being born outside the United States. Clinical Relevance: Timing of sport specialization is associated with multiple factors prior to athlete promotion to the MLS that warrant further investigation to better understand the impact of specialization on injury incidence, performance, and career length.

scholarly journals Identifying the Most Common CrossFit Injuries in a Variety of Athletes

2020 ◽  
Vol 9 ◽  
pp. 117957271989706
Author(s):  
Kirill Alekseyev ◽  
Alex John ◽  
Andrew Malek ◽  
Malcolm Lakdawala ◽  
Nikhil Verma ◽  
...  
Keyword(s):  
Risk Factors ◽  
Large Scale ◽  
The United States ◽  
Cross Sectional Study ◽  
Musculoskeletal Injuries ◽  
Online Forums ◽  
Cross Sectional ◽  
Advanced Level ◽  
Expertise Level ◽  
Associated Risk Factors

Background: CrossFit is an increasingly popular, rapidly growing exercise regimen. Few studies have evaluated CrossFit-associated musculoskeletal injuries on a large scale. This study explores such injuries and associated risk factors in detail. Objective: To identify the most common musculoskeletal injuries endured during CrossFit training among athletes at different levels of expertise. Design: Survey-based retrospective cross-sectional study. Setting: Distribution at CrossFit gyms in the United States and internationally. Also published on active online forums. Participants: A total of 885 former and current CrossFit athletes. Methods: Institutional review board-approved 33-question Web-based survey focused on CrossFit injuries and associated risk factors. Survey submissions were accepted for a period of 6 months. Main outcome measurements: Specific injuries with associated workouts, risk factors that affected injury including (1) basic demographics, (2) regional differences in reported injuries, (3) training intensity, and (4) expertise level at time of injury. Results: Of the 885 respondents, 295 (33.3%) were injured. The most common injuries involved the back (95/295, 32.2%) and shoulder (61/295, 20.7%). The most common exercises that caused injury were squats (65/295, 22.0%) and deadlifts (53/295, 18.0%). Advanced-level (64/295, 21.7%) athletes were more significantly injured than beginner-level (40/295, 13.6%) athletes. International participants were 2.2 times more likely than domestic US participants to suffer injury. Individuals with 3+ years of CrossFit experience were 3.3 times more likely to be injured than those with 2 or less years of experience. Participants who trained for 11+ h/week were significantly more likely to be injured than those who trained less than or equal to 10 h/week. Conclusions: As CrossFit becomes more popular, it is important to monitor the safety of its practitioners. Further studies are needed to explore how to lower this injury prevalence of 33.3%. Areas to focus on include factors that have caused the regional (international vs US states) differences, level of expertise/experience differences (advanced level vs intermediate and beginner levels), and stretching routine modifications.

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