English/Applied Linguistics

The graduate school experience can be quite intense, specifically for international students who currently teach English to multilingual students. Despite their dynamic and fluid identity, they also undergo a range of emotions as they strive to assimilate into a specific community of practice and to be professionally accepted. The purpose of this narrative analysis is to examine the emotional labor and identity of an international student working as a pre-service ESL teacher in an English program in one of the U.S research-integrated Universities. Theories on language teacher identity propose that LTI is a complex and multifaceted concept encompasses the beliefs, value, attitude, and experiences that shape the sense of self in addition to the role as language educator. In addition, this study adapted poststructuralist approach that the identity is constructed through a combination of individual agency and social influences, consisting of various roles and subject positions. The participant provided her experiences and thoughts during two times of open-ended interviews and her class observation to better understand her complex identity and the factors that had successfully contributed to its construction. The findings indicate a contrasting relationship between the institution's policies and practices and the participant's teaching philosophy, which, in turn, impacted the participant's emotions and identity negotiation. Moreover, the study also contributes to the significant discovery regarding the impact of intersectionality, specifically race and non-native speakerism, as crucial factors contributing to the participant's emotional labor and identity.

Multimodal feedback has been widely recognized as supporting students' development in learning foreign languages. However, much of the literature has focused on feedback presented only in one language, this ignoring various translanguaging practices that teachers may employ as part of their pedagogical practices. The present pilot case study seeks to understand how multimodal feedback delivered in a pedagogical approach informed by translanguaging may influence students' engagement with that feedback. A total of 6 university students (L1 English) studying Basic 2 level of Turkish as Foreign Language at a research-integrated University in United States participated in the process of multimodal feedback by writing two narrative essays over the first five weeks of spring semester. These students received written and oral comments on their essays in both Turkish and English from their instructor (L1 Turkish, L2 English). Additional audio recordings of student and teacher interviews will be used to analyze their perspectives of the instructor's use of translanguaging in the multimodal feedback. The interview findings show all participants perceive a positive effect in a pedagogical approach informed by translanguaging that engages them with the corrective feedback. Moreover, students also think that the translanguaging approach used in corrective feedback supports them for their advantages in improving their foreign language writing skills. In addition, this study will also provide pedagogical implication for language teachers to use translanguaging while giving both oral and written corrective feedback in FL classrooms.

Motivation is a foremost aspect in language learning and has been extensively studied in the field of SLA due to its important contribution to pedagogical implications. However, SLA scholars/researchers have overwhelmingly preoccupied specifically with Asian students such as Japanese and/or Chinese (Gong et al, 2020; Kikuchi, 2019). This ignores the unique individual differences that Indonesian students have which contribute to their learning trajectories. The present study investigated the factors of individual differences influencing their motivation in learning English as foreign language and how the ideal L2 self is expressed through their language learning narratives. A total of two Indonesian students studying abroad in one of the research-integrated universities in the US participated in this study during the Fall semester. Through three stages of open-ended interviews and the researcher's observations, the data were collected and analyzed using narrative analysis and the L2 Motivational Self System (L2MSS) proposed by Dörnyei (2009) as framework. The analysis revealed that factors such as family background and socioeconomic status, education system inequality, and access to the target language contribute to their perception of their ideal L2 self. Additionally, this study contributes to a more comprehensive understanding of Asian immigrant students as a whole and helps to avoid stereotypical identities of Asian students based on previous research.

"This study investigated whether eye-tracking technology could be employed as a measure of noticing of corrective feedback (in the form of explicit recasts) during NS-NNS task-based synchronous computer-mediated communication (SCMC). Pairs of university-level learners of English (n = 18) engaged in a short chat interaction task with a native speaker, who provided intensive and explicit corrective recasts. Participants‘ eye gaze record was compared to that from a stimulated recall. Noticing events (increased visual attention) were compiled and compared from each technique to determine whether these two techniques yielded similar data. Noticing events from each technique were also compared to results of immediate and delayed post tests of the targeted items. Results confirm the strength of both measures as methods for measuring what learners notice in the corrective feedback during SCMC. Further, the eye tracking and stimulated recall data also suggest that although learners engage in similar amounts of viewing activity across recasts targeting various linguistic categories, they are able to notice semantic and syntactic targets more easily than morphological targets. Results are discussed in terms of eye tracking as a potentially valuable tool in exploring the nature of noticing in instructed SLA and also in terms of argued benefits of CMC for language learning.

Keywords: Eye Tracking, Corrective Feedback, Recasts, Noticing, CMC"

This study used eye tracking to explore the relationship between second-language recasts, noticing, and learning during computer-mediated communication. Learners’ eye fixations were used as a measure of noticing. We examined the relationship between occurrence, number, and duration of fixations and posttest success and between the nature of the recasts and fixation duration. Intermediate learners of Spanish and German (n=16) engaged in chat conferences with their instructor, taking posttests one week later. Results showed a relationship between noticing of lexical and grammatical form and posttest success. Suggestive effects were found for fixation number and posttest success and for number of targets in complex recasts and fixation duration. Eye tracking can be a useful tool for exploring attention to form.

The current study provides guidance for both junior computer-assisted language learning
(CALL) researchers as they decide on the most appropriate forms and placement of scholarly
activity and also for decision makers attempting to evaluate the scholarly activity of these CALL
researchers in their quest for promotion and tenure. In this study, data from 35 online surveys
from established CALL researchers were examined to determine their expert opinions on
the quality of CALL-specific and general applied linguistics journals. These scholars were also
asked to list the criteria they used to rank these journals and comment on the types of scholarly
activity most beneficial to junior CALL scholars. Results suggest that the single most important
element in the scholarly dossier of a CALL researcher is a series of refereed scholarly articles in
highly ranked, peer-reviewed journals. A clear qualitative hierarchy of both CALL-specific and
general applied linguistics journals emerged from the data. The data also show that scholars
agree that the “best” journals for CALL research are those that reflect the highest quality
of relevant articles and those that make a significant contribution to the field. Markedly less
important to these CALL experts in determining journal quality are those more “objective”
measures of quality such as acceptance rate, impact factor, and circulation.

Information and communication technologies have never been more interesting due in large part to their intimate integration into everyday life. Second and foreign language researchers and educators have long recognized the potential of technology to provide access to input and rehearsal (recordings, tutorials and drills), to amplify possibilities for personal expression (text and media processing), to extend existing and enable new opportunities for interpersonal communication (synchronous and asynchronous messaging), and most recently, considerable interest has been focused on social media and social networking environments that have de facto become fused with the activity of real (and not merely 'virtual') life.

This study examines the linguistic complexity and lexical diversity of both overt
and covert L2 output produced during synchronous written computer-mediated
communication, also referred to as chat. Video enhanced chatscripts produced
by university learners of German (N= 23) engaged in dyadic task-based chat
interaction were coded and analyzed for syntactic complexity (ratio of clauses
to c-units), productive use of grammatical gender, and lexical diversity (Index of
Guiraud). Results show that chat output that exhibits evidence of online planning
in the form of post-production monitoring displays significantly greater
linguistic complexity and lexical diversity than chat output that does not exhibit
similar evidence of online planning. These findings suggest that L2 learners do
appear to use the increased online (i.e. moment-by-moment) planning time
afforded by chat to engage in careful production and monitoring.

The research on text-based synchronous computer-mediated communication
(SCMC), while generally acknowledging the potential benefits afforded by the
medium’s capacity for extensive self-repair, has done little in the way of exploration
of the nature of such text. Indeed, until quite recently, output logs have been
favored almost exclusively at the expense of richer records of the interaction that
can better account for this deleted text. Another basic aspect of SCMC interaction
is the occurrence of interruptions initiated by one’s interlocutor during the message
composition phase. The possible effect of these interruptions on the chat
interaction, however, has again been largely ignored in the literature. This study
examines the relationship between these interruptions and deleted text as well as the
effect such interruptions have on the subsequent output produced by learners.

This study explores the relationship between scrolling, negotiated interaction, and selfinitiated self-repair (SISR) in a task-based synchronous computer-mediated communication (SCMC) foreign language learning environment. Pairs of adult learners of German engaged in four jigsaw tasks over the course of one university semester. Video screen capture software was employed to record the written interaction of each participant. Results suggest that in an SCMC environment learners engage in more SISR of grammatical aspects of their own output than lexical aspects. Results also show a negative correlation between the amount of scrolling and negotiation of meaning. No significant correlation was found between scrolling and SISR. Recommendations for a methodological shift in data collection and analysis approaches by CALL researchers are made with the present data illustrating the importance of such a shift.

Synchronous computer-mediated communication (SCMC) has been shown to have direct and indirect benefits for classroom-based second language development. This paper reports on a classroom-based study that explores some of these potential benefits for younger learners of English in a North American (US) public school ESL classroom setting. Data from learner-learner chat interaction are used to illustrate several of these potential benefits as well as some drawbacks to using such a pedagogical approach with younger language learners.

This paper reports on a study of the use of self-repair among learners of German in a taskbased
CMC environment. The purpose of the study was two-fold. The first goal sought to
establish how potential interpretations of CMC data may be very different depending on
the method of data collection and evaluation employed. The second goal was to explicitly
examine the nature of CMC self-repair in the task-based foreign language CALL
classroom. Paired participants (n=46) engaged in six jigsaw tasks over the course of one
university semester via the chat function in Blackboard. Chat data were evaluated first by
using only the chat log file and second by examining a video file of the screen capture of
the entire interaction. Results show a fundamental difference in the interpretation of the
chat interaction which varies as a function of the data collection and evaluation methods
employed. The findings also suggest a possible difference in the nature of self-repair
across face-to-face and SCMC environments. In view of the results, this paper calls for
CALL researchers to abandon the reliance on printed chat log files when attempting to
interpret SCMC interactional data.

The present study builds on recent uptake research (Ellis, Basturkmen, & Loewen, 2001a, 2001b; Lyster & Ranta, 1997) by exploring the relationship between negotiated interaction, a type of focus on form episode, and learner uptake. The study explores whether a negotiation routine's complexity affects learner uptake and if this uptake affects lexical acquisition in a synchronous computer-mediated environment. The data are chatscripts of task-based computer-mediated communication (CMC) interaction among intermediate-level learners of English (n = 24). Results suggest that the complexity of negotiation routines does not influence learner uptake. Findings also suggest that there is no relationship between degree of uptake (none, unsuccessful, and suc- cessful) and the acquisition of target lexical items. These results suggest a possible diminished role for uptake in SLA in a CMC environment. The pedagogical application of these findings includes a word of caution to classroom teachers to adjust their expectations about the relationship between learner uptake and acquisition. In attempting to explain the acquisition of target vocabulary items during task-based CMC interaction, teachers should focus on the nuances of negotiated interaction as well as more subtle indications of acquisition rather than learner uptake per se.

Research on interaction has provided important insights on how second languages may be acquired through interaction, and on how second language learners use their second language in various settings and tasks. Research into computer mediated communication (CMC) in a second language learning context has been a logical outcome of interactionist research. In CMC interactionist research it is typically the case that the products of data collection and objects of analysis are linear transcripts or chat logs. While these transcripts may help us to better understand the nature of learnersÕ interactions, they are essentially one-dimensional in nature, not allowing one to coordinate learnersÕ actions (utterances, gestures, changes in body posture, etc.) with the language they create during interactions. In this paper, we report on the use of a usability lab (UL) in gathering data on synchronous CMC (SCMC) among non-native English dyads. This UL allowed us to capture video, audio, and screen capture for all SCMC sessions. We demonstrate that this methodological approach coupled with a proposed coding technique brings to light many nuances of SCMC interaction that are obscured when relying on printed chatscripts alone.

Research on interaction has provided important insights on how second languages may be
acquired through interaction, and on how second language learners use their second language
in various settings and tasks. Research into computer mediated communication (CMC) in a
second language learning context has been a logical outcome of interactionist research. In
CMC interactionist research it is typically the case that the products of data collection and
objects of analysis are linear transcripts or chat logs. While these transcripts may help us to
better understand the nature of learners
interactions, they are essentially one-dimensional
in nature, not allowing one to coordinate learners
actions (utterances, gestures, changes in
body posture, etc.) with the language they create during interactions. In this paper, we report
on the use of a usability lab (UL) in gathering data on synchronous CMC (SCMC) among
non-native English dyads. This UL allowed us to capture video, audio, and screen capture
for all SCMC sessions. We demonstrate that this methodological approach coupled with a
proposed coding technique brings to light many nuances of SCMC interaction that are
obscured when relying on printed chatscripts alone.

2004 Elsevier Ltd. All rights reserved.

Arguing against the common perception of technology as passive, neutral,
and universal, this article presents a theoretical analysis of a commonly
used and frequently studied technology—Computer Mediated Communication
(CMC)—to illustrate how a technology that is often undistinguished in
practice and research is indeed active, biased, and specific.We then report two
exploratory studies that attempt to test the proposed framework with empirical
evidence. The findings suggest that differences in the features of two CMC
sub-technologies result in different effects on student-student interactions and
vocabulary learning. We are able to both theoretically and empirically demonstrate
that CMC technology can be realized in multiple forms and shapes, each
of which has its own individual characteristics. These different characteristics
are distributed across four different dimensions: temporality, spatiality,
identity, and modality. Depending on their relative location on these dimensions, these characteristics have significant impact on student online
behaviors in terms of social, linguistic, and psychological expressions.
Although the two empirical studies were preliminary due to their sample size
and quasi-experimental nature, they did positively confirm the view that each
technology has unique features that actively shapes potential uses and users.