Dawn Bikowski

Defense Language Institute Foreign Language Center | DLIFLC · Office of Standardization and Academic Excellence

This chapter outlines how technology, coupled with student-centered pedagogy, can assist international students as they strive to understand and abide by Anglo-American source use conventions. It begins by briefly summarizing the challenges students face as they seek to accurately and effectively paraphrase source texts. It then reports on three US...

Team teaching is re-emerging as a relevant research topic in language education due to the complexity and realities of globalization (Williams, Evans, & Metcalf, 2010). This qualitative study examined the characteristics of high-performing teams and their leadership in foreign language programs. Fifty-four college-level teachers, department chairpe...

Large enrollment online courses (over 40 students) are becoming increasingly common due to the profits they can offer institutions. Little research, however, has been conducted into faculty experiences in these contexts. This qualitative study fills this need and explores the experiences, challenges, and strategies of faculty, specifically in cours...

This mixed-methods, exploratory study contributes to global education and minimizing education inequities in higher education by providing a case study (N=23) assessing the degree to which students experienced global learning in an undergraduate course. Data included student questionnaires from the beginning and ending of the course, intermittent r...

This important book answers the growing call for US institutions to internationalize, create global citizens, and better serve diverse populations. Faculty are increasingly tasked with simultaneously encouraging a more inclusive worldview, facilitating classroom environments that harness the potential of students, and advising students who may need...

Grammar instruction has moved beyond the memorization of rules or dialogues and is more firmly situated in helping learners develop their communicative competence, necessitating tasks that allow for noticing grammatical forms, their meaning, and their use. Teaching grammar with technology offers many opportunities that meet these needs. Teachers ca...

This in-house inquiry explores the response practices of a group of L2 writing teachers in our specific program to gain a better understanding of these teachers’ feedback practices and to bring about purposeful change within our local context. Data consist of 4,313 electronic feedback (e-feedback) items given by six writing teachers to 36 L2 studen...

This mixed-methods study explored non-native English speaking students' learning processes and engagement as they used a customized interactive digital textbook housed on a mobile device. Think aloud protocols, surveys of anticipated and actual engagement with the digital textbook, reflective journals, and member checking constituted data collectio...

This study investigated the effect of repeated in-class web-based collaborative writing tasks on second language writers' (L2) individual writing scores. A pre-test post-test research model was used in addition to participant surveys, class observations, and teacher interviews. Participants included 59 L2 writers in a writing class at a large U.S....

With this thematic issue on replication studies in CALL, we would like to draw attention to the importance of looking back both in CALL research and the development of learning technology. Replicating CALL research and evaluating (commercialized) language-learning tools, software, systems, and environments afford engagement with past findings, outc...

Providing English language learners with effective feedback on their writing is an issue facing many writing teachers. This article focuses on English language learners' perceptions of both direct and indirect form-focused written feedback and how these perceptions might change over time. Forty-two advanced level students in an intensive English pr...

As technologies evolve, our communication styles, information needs and learning patterns are changing as well. How we as professionals can harness these opportunities that technology provides yet maintain our grounding in solid pedagogical approaches can be challenging. Yet, this is an exciting time, allowing us to utilize our own creativity as we...

This study investigates Web-based, project oriented, many-to-many collaborative writing for academic purposes. Thirty-eight Fulbright scholars in an orientation program at a large Midwestern university used a Web-based word processing tool to collaboratively plan and report on a research project. The purpose of this study is to explore and understa...

This study explores if and how nonnative English-speaking (NNES) students use technology to check their own writing for plagiarism. It responds to a call for more practice-oriented research on how educators can assist students in the effective integration of sources in their writing (Wette, 2010). Survey data from 141 NNES graduate and undergraduat...

This study reports on how language teachers in preparation integrate key concepts from second language acquisition (SLA) theory into CALL curricular design. The need for language teachers who have had SLA coursework to receive orientation to student-centered learning in a CALL context has been identified previously (Kessler, 2010). This research is...

This study reports on attention to meaning among 40 NNS pre-service EFL teachers as they collaboratively constructed a wiki in a 16-week online course. Focus is placed upon the nature of individual and group behavior when attending to meaning in a long-term wiki-based collaborative activity as well as the students' collaborative autonomous language...

This paper presents a case study of writing tasks in graduate courses at a large, American university. The study investigates writing tasks across the curriculum and draws implications for curriculum design in English for Academic Purposes (EAP). Using actual course syllabi for task analysis, the researchers analyzed 200 course syllabi from 20 acad...

The experiences of students in an online learning community were explored in this qualitative case study using social presence theory as an interpretive lens. Participants included five undergraduate students in a certificate program at a large Midwestern university. Students who felt a sense of community online most highly valued the friendship th...

Academic dishonesty has become a topic of concern at many universities. Many studies have documented the prevalence of academic dishonesty by various student populations, cited reasons that students engage in academic dishonesty, identified policies universities can implement to combat the problem, or suggested strategies that faculty can use to mi...

Recent research has come a long way in describing the linguistic features of large samples of written texts, although a satisfactory description of L2 writing remains problematic. Even when variables such as proficiency, language background, topic, and audience have been controlled, straightforward predictive relationships between linguistic variab...

Reading 2 : Michael Ryall (Student text, Pp. 203) Writing 2 : Laurie Blass and Meredith Pike‐Baky : (Student text, Pp. 235) Listening & Speaking 2 : Mary McVey Gill and Pamela Hartmann (Student text, Pp. 245) (Also available: Instructor's Manuals and CNN® video clips) Boston, MA: Heinle & Heinle, 2000