Matching Items (2)
Description
In the current globalized world, English is an international language that makes it possible for people from different language backgrounds to communicate with each other. In this situation, English users in EIL (English as an international language) should be able to comprehend various accents spoken by English speakers from all over the world. Therefore, in order to investigate how to help Korean high school EFL (English as a foreign language) learners to develop their listening comprehension of various accents of English, this study conducted an experiment by having them listen to various accents of English. Participants were divided into an experimental group and a control group. The experimental group received a treatment of listening to various accents and solving listening comprehension questions. They did reading while listening activity with the same accents when checking their answers. On the other hand, the control group received the same treatment and did the reading while listening activity when checking their answers. The only difference between the groups was that the experimental group listened to various accents of English and the control group listened to American accents. After the treatment, both groups took two pretests. It was found through test score analyses that listening to various accents helped participants to develop their listening comprehension of the accents better than listening to American accents. Furthermore, participants in the experimental group could transfer their listening comprehension developed through the treatment to new contexts such as listening to English accents that they did not practice and listening to real-life listening materials. Along with test score analyses, it was found through a questionnaire that participants who received the treatment of listening to various accents of English perceive that they could transfer their developed listening comprehension. In addition, their responses showed that they recognize the importance of dealing with various accents for international communication and they think English classes in school should deal with various accents of English. With the results, this study insisted that CSAT (College Scholastic Ability Test) listening comprehension section should include various accents of English in order to help Korean high school EFL learners to prepare for international communication situations. With washback effects of CSAT, it will lead Korean EFL stakeholders to be able to prepare for English communications in EIL situations.
ContributorsLee, Joonwon (Author) / James, Mark (Thesis advisor) / Matsuda, Aya (Committee member) / Prior, Matthew (Committee member) / Arizona State University (Publisher)
Created2022
Description
Most new first-year composition (FYC) students already have a great deal of writing experience. Much of this experience comes from writing in digital spaces, such as Facebook, Twitter, Instagram, and Pinterest. This type of writing is often invisible to students: they may not consider it to be writing at all. This dissertation seeks to better understand the actual connections between writing in online spaces and writing in FYC, to see the connections students see between these types of writing, and to work toward a theory for making use of those connections in the FYC classroom. The following interconnected articles focus specifically on Facebook--the largest and most ubiquitous social network site (SNS)-- as a means to better understand students' digital literacy practices.
Initial data was gathered through a large-scale survey of FYC students about their Facebook use and how they saw that use as connected to composition and writing. Chapter 1 uses the data to suggest that FYC students are not likely to see a connection between Facebook and FYC but that such a connection exists. The second chapter uses the same data to demonstrate that men and women are approaching Facebook slightly differently and to explore what that may mean for FYC teachers. The third chapter uses 10 one-on-one interviews with FYC students to further explore Facebook literacies. The interviews suggest that the literacy of Facebook is actually quite complex and includes many modes of communication in addition to writing, such as pictures, links, and "likes." The final chapter explores the issue of transfer. While transfer is popular in composition literature, studies tend to focus on forward-reading and not backward-reaching transfer. This final chapter stresses the importance of this type of transfer, especially when looking back at digital literacy knowledge that students have gained through writing online.
While these articles are intended as stand-alone pieces, together they demonstrate the complex nature of literacies on Facebook, how they connection to FYC, and how FYC teachers may use them in their classrooms. They serve as a starting off point for discussions of effective integration of digital literacies into composition pedagogies.
Initial data was gathered through a large-scale survey of FYC students about their Facebook use and how they saw that use as connected to composition and writing. Chapter 1 uses the data to suggest that FYC students are not likely to see a connection between Facebook and FYC but that such a connection exists. The second chapter uses the same data to demonstrate that men and women are approaching Facebook slightly differently and to explore what that may mean for FYC teachers. The third chapter uses 10 one-on-one interviews with FYC students to further explore Facebook literacies. The interviews suggest that the literacy of Facebook is actually quite complex and includes many modes of communication in addition to writing, such as pictures, links, and "likes." The final chapter explores the issue of transfer. While transfer is popular in composition literature, studies tend to focus on forward-reading and not backward-reaching transfer. This final chapter stresses the importance of this type of transfer, especially when looking back at digital literacy knowledge that students have gained through writing online.
While these articles are intended as stand-alone pieces, together they demonstrate the complex nature of literacies on Facebook, how they connection to FYC, and how FYC teachers may use them in their classrooms. They serve as a starting off point for discussions of effective integration of digital literacies into composition pedagogies.
ContributorsShepherd, Ryan P (Author) / Gee, Elisabeth (Thesis advisor) / Matsuda, Paul Kei (Committee member) / Rose, Shirley K. (Committee member) / Daer, Alice (Committee member) / Arizona State University (Publisher)
Created2014