Dan DeweyBrigham Young University - Provo Main Campus | BYU · Department of Linguistics & English Language
Dan Dewey
Doctor of Philosophy
About
49
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1,931
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Citations since 2017
Publications
Publications (49)
en This study explores native English speakers’ (NESs) self-reported comfort levels when speaking with non-native English speakers (NNESs) from different first language (L1) backgrounds and in six different communication situations. NESs (n = 122) listened to Spanish L1 and Chinese L1 NNESs with low, mid or high levels of English proficiency and ra...
This book provides lesson plans for second language teachers who want to promote student well-being by implementing lessons based on principles of positive psychology (content-based instruction). The most recent version can be found at: https://edtechbooks.org/PositivePsychologyintheClassroom
Reviews research on second-language self-assessment and gives recommendations for practices such as:
• Self-assessments should NOT be used as the sole proxy for language proficiency in SLA studies.
• Self-assessments should be used when SLA researchers are interested in someone’s perception
of their ability or when they need low-stakes proficiency...
This study investigated the social networks developed by language learners during 14 weeks of an intensive English as a second language (ESL) program using the Study Abroad Social Interaction Questionnaire ( Dewey, Bown, Baker, Martinsen, Gold, & Eggett, 2014 ; Dewey, Bown, & Eggett, 2012 ). It also utilized native speaker judgments to evaluate ESL...
In this study, the authors use a validation framework to evaluate the usefulness of a self-assessment instrument based on the ACTFL Can-Do Statements for student placement in an Intensive English Program. The authors evaluated (a) the design of the instrument by investigating how well the intended item difficulties aligned with the actual item diff...
The aim of this review is to synthesize empirical studies on undergraduate language learners’ experience abroad during a time period of a year or less. To help provide a framework to this synthesis, we begin our review by tracing the recent evolution of empirical mixed-method research on the learner, identifying problems and characteristics that la...
Anxiety is among the most frequently studied emotions in second language acquisition (SLA). Study abroad (SA) researchers have examined its effects on SLA in that setting in a number of studies. The current study goes beyond previous SA research by examining how anxiety develops and connects with language proficiency development over SA. Specifical...
This paper examines ways of measuring (assigning numbers to) social interaction and language use during study abroad. It reviews the development of instruments for such measurement and describes some of the connections that have been made between quantitative measures of social second language use and language development while abroad. Measures add...
This study analyzed L2 Chinese development in regards to fluency, tonal accuracy, vocabulary acquisition, and task fulfillment during a study abroad (SA) program in China. Tonal accuracy has not been investigated in previous SA research, which has focused largely on non-tonal languages. Furthermore, task fulfillment, a metric linked to L2 proficien...
Study abroad is widely touted as a shortcut to linguistic fluency. As a result, students often begin their overseas experience with unrealistic expectations and then resort to avoidance behavior when they are blind-sided by unanticipated challenges to their identity, such as feeling that they appear incompetent as they struggle to express themselve...
Study abroad is widely touted as a shortcut to linguistic fluency. As a result, students often begin their overseas experience with unrealistic expectations and then resort to avoidance behavior when they are blind-sided by unanticipated challenges to their identity, such as feeling that they appear incompetent as they struggle to express themselve...
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In this paper we describe results comparing performance on L1 and L2 OPI tests and on a measure of cognitive ability conducted in L1 to try to better understand the relationship between one's cognitive abilities and their performance on the OPI. We also describe the cognitive abilities required to perform at higher levels on the OPI.
The current study examined the relationship between overall second language (L2) proficiency and utterance fluency measures for several L2s in order to determine whether utterance measures can be used to predict L2 proficiency. The study measured the speech rate, number of hesitations, number and length of pauses, number and length of runs, and num...
Second language (L2) gains during study abroad have been related to several variables including length of stay (Llanes, 2011), language use (Martinsen, Baker, Dewey, Bown, & Johnson, 2010), and social network development (Isabelli-García, 2006), among others. However, most studies have investigated only a few predictors in single study abroad progr...
In this study, the authors evaluated the strengths and limitations of a self-assessment based on ACTFL Can-Do statements (ACTFL, ) as a tool for measuring linguistic gains over an internship abroad in Russia. They assessed its reliability, determined how its items mapped with the ACTFL scale, and measured the degree to which students' self-evaluati...
In a competitive marketplace, job candidates need to know what TESOL employers are seeking in new hires. A 12-month study of TESOL job announcements examined the types of work offered and the candidate knowledge, experience, skills, and personal characteristics TESOL employers were seeking in full-time hires. An analysis of 169 job advertisements i...
A common predictor of language gains during study abroad (SA) is amount of language use. Yet little attention has been given to determining what factors influence the extent of language use while abroad. Studies in this area have mainly been case studies of learners in single locations. In this larger study, we seek to determine variables connected...
Research has shown that those who build strong social networks during study abroad (SA) tend to benefit linguistically, but little is known about how learners develop social networks during their time abroad. This study documents how 71 learners of Arabic developed these networks and what factors contributed to their formation during SA in Jordan o...
In this paper, we explore language use, social network development, and language acquisition by second learners of Arabic in Jordan and Morocco. Students in these programs reported speaking, listening to, and writing as much English as Arabic during study abroad, but they reported reading more Arabic than English. While patterns indicated similar l...
In this paper we report on relationships between language use, face-to-face social networks and second language acquisition during study abroad in the Middle East.
In this paper we report on ways that learners of Japanese as a second language created face-to-face social networks while living in Japan.
This study examines the self-perceived speaking proficiency development of 204 learners of Japanese who studied abroad in Japan and analyzes connections between self-reported social network development, language use, and speaking development. Learners perceived that they gained the most in areas associated with the intermediate and advanced levels...
The present paper reports on a study that builds upon Dörnyei and Csizér's and Cheng and Dörnyei's research on the teaching practices foreign language instructors consider most motivational. The study utilized an instrument based on that of Dörnyei and Csizér, but changed the cultural context in which the survey was administered (North America) and...
This study investigated the relationship between out-o-f class
L2 use and proficiency gains in learners of English as a second
language (ESL) in an intensive English language program.
In contrast to previous studies on this topic, which have found
weak, non-existent or even inverse relationsMps between outof-
class language experience and L2 profic...
1. Foreword 2. Chapter 1. Introduction: Investigating mission languages (by Hansen, Lynne) 3. Section I Acquisition of mission languages 4. Chapter 2. Language learning and teaching in the Church of Jesus Christ of Latter-day Saints (by Graham, C. Ray) 5. Chapter 3. The development of speaking proficiency of LDS missionaries (by Dewey, Dan) 6. Chap...
This study examined the lived experience of students participating in foreign language houses to improve their skills in Russian, French, or Japanese. American students residing in apartments with other language learners and a native-speaking resident facilitator were required to speak with one another exclusively in the target language and partici...
In this paper we report results of a U.S. nationwide survey to document the state of foreign language communities (foreign language housing). We list the number and types of communities uncovered in the survey. We also describe how these communities are administered, problems encountered in administration, and efforts to strengthen these communitie...
This study compared the amount of the second language (L2) use and linguistic gains made by students in three short-term language immersion programs: (1) traditional study abroad, (2) service-oriented study abroad, and (3) foreign language (FL) housing. These were chosen because they represent three distinct program types, providing students with d...
See http://eds.a.ebscohost.com.erl.lib.byu.edu/eds/detail/detail?sid=06389577-15e7-4873-8ce9-81567b660245%40sessionmgr4001&vid=2&hid=4108&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=eric&AN=EJ684008
This study investigates connections between teacher and student attitudes related to the delayed (or immediate) introduction of Japanese script i...
This study is an investigation of the development of vocabulary knowledge during study abroad, intensive domestic immersion, and academic year formal classroom learning.
Given the diverse backgrounds and technical expertise that language teachers can possess, it is challenging for technology instructors to meet the needs of individuals during workshops or classes. In this study, we explored the effectiveness of three interventions imple- mented to help a technology instructor better meet the needs of individuals in...
This study investigates connections between teacher and student attitudes related to the delayed (or immediate) introduction of Japanese script in the Japanese language classroom. Two groups of students completed questionnaires concerning their attitudes toward the immediate or delayed introduction of Japanese script and the use of romaji (romanize...
To investigate the role of context in reading development, a
comparison of reading comprehension and processes was conducted between
learners of Japanese as a second language in study abroad (SA;
n = 15) and intensive domestic (in the United States)
immersion (IM; n = 15) contexts. A significant difference was
found between contexts in pretest...
The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.
We compared the acquisition of various dimensions of fluency by 28 students of French studying in three different learning contexts: formal language classrooms in an at home (AH) institution, an intensive summer immersion (IM) program, and a study abroad (SA) setting. For the purpose of oral data collection, students participated in oral interviews...
To investigate the role of context in reading development, a comparison of reading comprehension and processes was conducted between learners of Japanese as a second language in study abroad (SA; n = 15) and intensive domestic (in the United States) immersion (IM; n = 15) contexts. A significant difference was found between contexts in pretest to p...
Thesis (M.A.)--Brigham Young University. Dept. of Language Acquisition. Includes bibliographical references (leaves [142]-154).
Projects
Projects (5)
This project focuses on using principles of psychology to understand and promote second language acquisition during intensive second language learning experiences abroad or at home. Some variables included are motivation, self-regulation, self-efficacy, positive psychology, perseverance, grit, anxiety, stress, and mindfulness.
This project is aimed at using social network theory to examine reciprocally the interactions between second language proficiency, L1 and L2 social networks, and SLA during study abroad or international immersion experiences.
This project evaluates the merits of self-assessment for various purposes (placement, proficiency estimation, program learning outcomes evaluation, achievement estimation, etc.). It regularly uses the then-now framework (Lab & Bengo, 2003; Rohs & Langone, 1997) to compare retrospective judgments with current status judgments of second language learners of their own proficiency. Most of this work is based on the ACTFL proficiency levels and the ACTFL Can-Do Statements.
