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- Creators: Arizona State University
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This dissertation study investigated how L2 doctoral students regulate their emotions upon receiving written feedback from their mentors. The study took a multiple-case-study approach that entailed stimulated recall of the feedback-reading and revision process. Three international doctoral students who were engaged in high-stakes writing in the third and fourth years of their doctoral program participated in the study. The data from the stimulated-recall and interview talks were analyzed and coded for emotion-regulation strategies and how they were used in the participants’ revision process. The results show that the participants, while processing feedback, experienced a variety of emotions—both positive and negative—that stemmed from the challenges of working in an academic setting, life as a scholar, and social relationships. They also regulated their emotional reactions by suppressing immediate emotional responses or by reappraising their thoughts to proactively reduce the emotional impact. The results also show that one of the key functions of emotion regulations in the writing process may be to prevent writer’s block. These findings, unlike previous studies, provide an understanding of how individual variations of emotion regulation strategies are exercised and how regulation impacts the process of writing in a naturalistic context. In addition, the findings suggest the need for future studies to identify the necessity and efficiency of emotion regulation strategies within the L2 writing context and establish an inventory of emotion regulation strategies that allow researchers, teachers, and writers to recognize ways to sustain an effective writing process.
ContributorsSato, Ryuichi (Author) / Matsuda, Paul K (Thesis advisor) / James, Mark A (Committee member) / Prior, Matthew T (Committee member) / Arizona State University (Publisher)
Created2022
Description
This dissertation explores the professionalization of students enrolled in second language teacher education (SLTE) and their perceptions of the characteristics and obligations of a professional second language teacher (SLT). The sociocognitive approach forms the theoretical foundation, which sees humans as life-long learners and teachers, who adapt by progressively aligning with others and their ecosocial environment. Professionalization is seen as the socialization process of progressive alignment that involves the development of skills, knowledge, identities, norms, and values within a professional community of practice. An SLTE course was observed in an etic ethnographic tradition, all course materials were collected, and semi-structured interviews that focused on SLT professionalism were conducted with 13 participants. Data were analyzed using the lenses of language socialization and membership categorization analysis (MCA) to make visible target phenomena related to professionalization. Language socialization revealed instances of professionalization that took place during the SLTE course or that resulted from processes during the semi-structured interviews, which were illuminated by positive or negative affiliation. MCA revealed participant perceptions about the obligations and characteristics of a professional SLT, from which six themes emerged, which include interacting with students, methods and materials, teacher attributes, student attributes, and the concepts of schools and schooling, which broadly represent the synchronic and diachronic sociocultural contexts for SLTE respectively. The use of computer-assisted language learning (CALL) received further attention. 100% of participants expressed some willingness to use these tools, but 23% had an initial reactionary response that rejected CALL in favor of more traditional methods. Additionally, 54% of responses included unsolicited mentions of the Covid-19 pandemic in a misinterpretation of CALL. Interventions for those with a misinterpretation are suggested to orient CALL appropriately in the context of the pandemic and for 21st century language learning and teaching. Course materials were quantitatively analyzed using semantic similarity indices in an exploratory process with negligible results. Possible modifications are discussed that might result in a useful proxy statistic for professionalization. Further implications are discussed in relation to SLTE curriculum and professionalization along with perspectives about building rapport when using semi-structured interviews as a research method.
ContributorsWinans, Michael David (Author) / Matsuda, Aya (Thesis advisor) / Smith, Byran (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2022
Description
Until recently, second language writers were typically separated from their peers in mainstream composition courses. However, as the field considers the possibility of integrating second language writers into mainstream composition classrooms, important questions arise. For instance, how are teachers of First Year Composition (FYC) prepared for valuing and responding to the linguistic resources of students representing a range of linguistic backgrounds? Also, what would happen if teachers of FYC had a broader view of multilingualism in the mainstream composition classroom (one that includes fluent bilinguals, English-dominant bilinguals, and second language writers)? This study addresses interests and questions such as these by examining whether and how new Teaching Assistants/Associates (TAs) take up or respond to critical perspectives on language and race introduced during their first semester teaching. Specifically, I analyzed how a group of new TAs are thinking about language and race in relation to learning and writing. Through surveys, observations, and interviews, I documented and analyzed how they engaged in conversations about language, writing and race; made sense of readings and activities on the theoretical concepts of raciolinguistics and translanguaging; and responded to information presented during two workshops on these topics. I also explored what these TAs said about the relationship between their own critical perspectives on language and their teaching practices (current and future). Findings show that participants’ critical language awareness and their ability to envision a critical language pedagogy grew over the course of the semester. Findings also show that, even though they expressed uncertainty about the precise meaning of theoretical terms such as raciolinguistics and translanguaging, their stated beliefs align with the central claims of scholarship advocating such perspectives. The findings of this study shed light on ways to help new teachers of FYC support multilingual students from a range of backgrounds–especially those TAs who work in contexts where ideologies of race and language devalue multilingualism and nonstandard varieties of English and influence what counts as academic writing.
ContributorsGriego, Anjanette Rainelle (Author) / Warriner, Doris (Thesis advisor) / Matsuda, Paul (Committee member) / Rose, Shirley (Committee member) / Elder, Cristyn (Committee member) / Arizona State University (Publisher)
Created2022
Description
Research regarding graduate teaching assistant (TA) training in the composition practicum is a popular topic in composition scholarship, covering topics about TA resistance, theory and practice, and reflective practices; but research about international TAs (ITAs) has not been frequently discussed. Research about ITAs exists in the university at large; however, it does not specifically address the needs of ITAs in a composition practicum, where training is typically longer and is specific to writing pedagogy. To meet this need, this dissertation employed a qualitative interview study with semi-structured interviews and surveys to discover how TA mentors who teach ITAs and ITAs themselves view the composition practicum and how it can be improved for ITAs. Through participants’ stories and experiences, this dissertation highlights ways writing programs might rethink their composition practicum for ITAs and offers a starting point for researching ITAs in composition TA training. Ultimately, this project uses ITAs’ and TA mentors’ voices to offer programmatic suggestions that benefit ITAs in the composition practicum.
ContributorsDevey, Alyssa (Author) / Saidy, Christina (Thesis advisor) / Rose, Shirley K (Committee member) / Matsuda, Paul K. (Committee member) / Arizona State University (Publisher)
Created2023
Description
Within English supplementary tutoring centers in China, the professional development teachers are afforded is limited due to time constraints and the qualifications of teacher trainers within those centers. To facilitate a novel means of engaging teachers in their professional development related to guided reading, an innovation configurations map was introduced to teachers at two centers in southern China. This map is composed of six configurations that would foster teachers’ understanding of what comprised effective guided reading classes. They include a focus on prior knowledge, vocabulary, reading skills and strategies, reading comprehension, class discussion, and written expression. Implementing the innovation configurations map for guided reading at the two centers occurred with head teachers and key informants from both centers. Other teachers participated to varying degrees based on their interests and availability. Using a qualitative case study methodology as part of an action research project, six strands of data were collected to assess how teachers used the map and what lessons were learned. These strands are institutional documents, interviews with participants, participant observation of academic meetings, direct observation of key informants’ classes, and education journey maps detailing participants’ experiences in using the innovation configurations map. For roughly seven months, the participants worked on developing their understanding of how to use the map and apply it within their contexts. They built this awareness within their activity systems with guidance and support from their colleagues and me. The contingent and responsive help teachers received was crucial in ensuring they understood how to use the innovation configurations map and their willingness to do so. Without that support and guidance, teachers were ambivalent about the use of the map and used it minimally or not at all. The findings, thus, indicate that for teachers to be willing to develop themselves professionally and use the innovation configurations map, they require ongoing support and guidance based on their needs to ensure they may do so effectively.
ContributorsRobinette, Robby Lee (Author) / Baker, Dale (Thesis advisor) / Chapman, Amy (Committee member) / Feng, Siyuan (Committee member) / Arizona State University (Publisher)
Created2023
Description
Content-based instruction, task-based language teaching, and game-mediated learning are three pedagogical approaches that are perceived as effective in second and foreign language education. These approaches share common ground in a sociocultural and functional view of language learning and popularity as engaging classroom strategies in K-12 contexts. However, challenges may exist in attaining content-integrated language learning goals, designing engaging and efficient language learning tasks, or implementing game-mediated activities in classroom settings. Prior research has suggested an enhanced result in facilitating language learning as well as promoting student participation when combining some of these existing approaches. What is missing is an attempt to blend all three approaches which may lead to a synergistic way of utilizing task-based, game-mediated activities to help achieve the goals of content-integrated language learning. To address this gap in current literature and field practice, I proposed a game-mediated dual learning instructional model that aims to conceptually and practically discuss various ways of blending these aforementioned approaches. In addition, I adopted two analytical frameworks—a close analysis of language-related episodes and a three-step multimodal analysis of learners’ participation—to provide empirical evidence for participants’ language production and multimodal participation during a game-mediated project. This qualitative-driven study took place in a physics class in an independent high school in the northeastern U.S. from January to March 2022. Data sources for the project included (1) audio and video recorded data, and (2) observational data such as student-oriented notes taken during the stay at the research site. The findings of this project illustrate the diverse opportunities for language learning through participating in collaborative, game-mediated, and task-based activities. The findings also suggest that participants adopted multimodal ways of communication when engaging in these activities. This project contributes to the literature on game-mediated second and foreign language education by adopting an interdisciplinary approach to propose a new way of integrating several pedagogical approaches, while also providing an empirical account of this instructional model.
ContributorsGao, Yuchan (Author) / Gee, Elisabeth R. (Thesis advisor) / Bernstein, Katie (Committee member) / Reinhardt, Jonathon (Committee member) / Sykes, Julie (Committee member) / Arizona State University (Publisher)
Created2023
Description
This study examines the impact of High-Immersion Virtual Reality (HiVR) as a tool for teaching English L2 pragmatics to international students enrolled in an Intensive English Program at a US university. This research focuses on integrating HiVR into explicit L2 pragmatics instructional treatments. A quasi-experimental design was employed to assess the pragmatic performance of students in both experimental (HiVR) and control groups across four pragmatics tasks during an eight-week intermediate level course. The findings show a significant advantage for the experimental group, suggesting that HiVR practice enhances learning outcomes in L2 pragmatics. Qualitative feedback revealed participants' enjoyment and perceived realism of VR practice, highlighting the potential of HiVR for simulating real-life conversational scenarios. This study contributes to the field of Computer-Assisted Language Learning (CALL) by demonstrating the efficacy of HiVR in improving L2 pragmatic competence.
ContributorsGracia, Emilia (Author) / Smith, David Bryan (Thesis advisor) / Prior, Matthew (Committee member) / Gonzalez-Lloret, Marta (Committee member) / Arizona State University (Publisher)
Created2024
Description
One of the major issues confronting education in Arizona and across the United States has been the consistent low performance of culturally and linguistically diverse (CLD) students in comparison to their peers as evidenced by the disparity of the achievement gap at every level in the educational pipeline. A contributing factor has been the lack of teacher preparation focused on teaching CLD students. Preparation focused on a culturally responsive curriculum about dispositions and pedagogical knowledge and skills as well as field experience placement with CLD students have been previously identified areas to consider when training preservice teachers (PSTs). Therefore, this study examined how a Culturally Responsive and Linguistic Teaching (CRLT) Framework would raise preservice teacher’s critical consciousness about teaching CLD students. The CRLT Framework focused on two specific areas; (a) a culturally responsive curriculum and (b) a team-based service-learning experience. The CRP curriculum included lessons designed to increase PSTs understanding about how their sociolinguist views influenced their pedagogical knowledge about teaching CLD students. In addition, the team-based service-learning approach, as a community of practice, provided experiences for PSTs to apply theory to practice. A mixed method analysis was employed to collect and analyze the quantitative data (surveys) and qualitative data (interviews and photovoice). Results from this study suggested increases in PSTs’ knowledge, self-efficacy, and perceptions of usefulness of CRP in their future practices. The team-based, service-learning component, which was based on a community of practice framework, enhanced the learning experience by allowing students to move from theory to practice and served as an important contributing factor to the overall results. Given the findings of this research study, it appeared that an introductory course focused on a culturally responsive and linguistic teaching influenced PSTs’ dispositions, knowledge, and skills. Thus, providing an introductory course, earlier rather than later, has the potential to change the trajectory of preparing PSTs so they were more prepared to teach CLD students as they continued through their program of study. Results showed effective work with CLD students was about so much more than ‘just good teaching.’
ContributorsAlsen, Beth Ann (Author) / Buss, Ray R (Thesis advisor) / Jimenez-Silva, Margarita (Committee member) / Spink Strickland, Jennifer (Committee member) / Arizona State University (Publisher)
Created2019
Description
With Common Core State Standards (CCSS), all students are held to the same high expectations, including students learning English and other learners who may have academic difficulties. Many students learning English have trouble writing and need effective writing strategies to meet the demands the standards present. Ten fourth and fifth grade students learning English (6 girls and 4 boys), whose home language was Spanish, participated in a multiple baseline design across three small groups of participants with multiple probes during baseline. In this study, self-regulated strategy development (SRSD) for opinion writing using students’ own ideas was evaluated. Students who participated in this study demonstrated an increase in: the number of persuasive elements (e.g. premise, reasons, elaborations, and conclusion) included in their essays, overall essay quality, and the number of linking words used when writing opinion essays using their own ideas. Additionally, students’ knowledge of the writing process and opinion-writing genre improved. Students found the instruction to be socially acceptable. Limitations and directions for future research are discussed.
ContributorsBarkel, Ashley Amanda (Author) / Harris, Karen R. (Thesis advisor) / Graham, Stephen (Committee member) / McCoy, Kathleen (Committee member) / Arizona State University (Publisher)
Created2018
Description
Arizona continues to implement the 4-hour ELD block despite opposition and concerns regarding is appropriateness and effectiveness. Research using state and national assessments show that English language learners continue to fall behind their English proficient peers in reading achievement even after the implementation of the 4-hour ELD block. In general, there is no proven direct correlation between the program and underachievement. This study evaluated the impact of the 4-hour ELD block on reading achievement by comparing similar reading-abled students that were in the program with students that were not. The study was conducted in a district located in a predominately Hispanic poor community in order to eliminate social and economical factors that could disadvantage one group over the other. The findings demonstrated there were no significant differences in the reading achievement between both groups, supporting arguments that the 4-hour ELD block has made little to no impact for ELL students. However, results demonstrate that early intervention may be significant in explaining increases in reading achievement.
ContributorsSánchez, Arturo (Author) / Schugurensky, Daniel, 1958- (Thesis advisor) / Garcia, Eugene E. (Thesis advisor) / Chavez, Jacob A. (Committee member) / Arizona State University (Publisher)
Created2019