Estela Ene

• PhD
• Managing Director at Indiana University – Purdue University Indianapolis

Teacher-moderated online chats are a common option for conducting writing conferences with students. The efficacy of chat sessions is impacted by the expectations for and structure of these sessions. This corpus-based study used a move analysis to determine the purposes and organization of 129 chats between 3 experienced teachers and 106 students o...

Most computer-assisted language learning professional development (CALL PD) in Romania is self-driven. At the university level, PD happens in an even less structured way than in K-12 environments, because Romanian universities benefit from “academic autonomy.” The COVID-19 pandemic brought about a flurry of CALL PD opportunities, which emerged as a...

The pandemic was a turning point in Computer-Assisted Language Learning Professional Development (CALL PD) in Romania, as very little had been done before March 2020. Teachers were ill-prepared for online teaching. The pandemic has not triggered a significant rise in PD programs from the Ministry of Education due to the country’s laborious process...

This chapter reflects on the usefulness of World 101, a multi-module online material by the Council on Foreign Relations, for both teacher training and teaching ESL. The context for the project is a university-level, cross-listed undergraduate and graduate-level online course on methods of Teaching English to Speakers of Other Languages (TESOL). Th...

Finding an answer to the effectiveness of autonomous learning in contrast to traditional forms of teacher-directed learning has significant pedagogical ramifications. Our study sheds light on the effects of increased autonomy in SL on the development of students and the role of the instructor. Furthermore, we focus on international student experien...

Understanding how students engage with written feedback (WF) on L2 writing is crucial. Given the mediating role of learner perceptions and beliefs about WF (including in relation to teacher behaviour and perceived persona), our research explores learner perceptions and affective responses to-or affective engagement with-WF in a university context....

Many global contexts remain largely unexplored, and thus unable to inform the shaping of an accurate picture or theory of second language (L2) writing around the world. Romania is such a context. This study investigates the attitudes and perceptions of 52 in-service K-12 English teachers from Romania, and represents an expansion of prior research c...

This pilot study applies the three tenets of intercultural rhetoric (i.e., texts must be studied in context; culture is complex and dynamic; written discourse encounters necessitate negotiation and accommodation) to an investigation of the translingual practices of four post-graduate-level second language (L2) writers of English. By using stimulate...

We know little about how teacher feedback and student revisions are influenced when feedback is given electronically. This study contributes to a better understanding of teacher electronic feedback (TEF) in second language writing by investigating its effectiveness in face-to-face and online ESL writing classes in which TEF was offered asynchronous...

Our study directly compares three different English as a Foreign Language (EFL) contexts in order to understand how EFL writing practices differ (or not) across the world. The researchers conducted teacher surveys, focus groups, and selected teacher interviews with teachers from Poland (42), China (15), and Mexico (14). A perceived low value of Eng...

As universities internationalize and U.S. and Chinese universities become partners, there is growing demand for online English language courses for students seeking to improve their English prior to arriving to the U.S. Situated in the context of a partnership between a U.S. Midwest university and its Chinese partner, this chapter provides a method...

In teaching and assessing L2 writing, the ideal combination of Corrective Feedback (CF) and rubric use is yet to be determined. When rubrics are used with multiple drafts and assignments, teachers may wonder if other forms of CF are still necessary or useful. This longitudinal case study follows a learner's progress over the course of one year in o...

The merits of reflective exercises in teacher training are well known. Reflection through journals, surveys/questionnaires, action research, or supervised teaching and classroom discussion creates opportunities for teachers in training to think critically of what they do in their classes, why they do it, and how they could improve. Sometimes, howev...

The research on electronic feedback in second language writing is scarce, despite the increasingly frequent use of computers in ESL writing classrooms. The current study's purpose is to determine (1) what types of electronic written feedback ESL learners receive on writing that has been submitted and returned electronically, and (2) the relationshi...

As universities internationalize and U.S. and Chinese universities become partners, there is growing demand for online English language courses for students seeking to improve their English prior to arriving to the U.S. Situated in the context of a partnership between a U.S. Midwest university and its Chinese partner, this chapter provides a method...

As universities internationalize and U.S. and Chinese universities become partners, there is growing demand for online English language courses for students seeking to improve their English prior to arriving to the U.S. Situated in the context of a partnership between a U.S. Midwest university and its Chinese partner, this chapter provides a method...

Technology is constantly transforming the way we live and learn. Keywords: CALL; computer mediated communication; second language acquisition; language for academic purposes; language for specific purposes

Eastern Europe is an area of constant change.

Second Language Acquisition (SLA) researchers have yet to map the developmental stages language learners go through as they approach the target language. In studies of English as a Second Language (ESL) writing, the term 'advanced learner' has been applied indiscriminately to learners ranging from freshman ESL composition to graduate students. Ther...

Second Language Acquisition (SLA) researchers have yet to map the developmental stages language learners go through as they approach the target language. In studies of English as a Second Language (ESL) writing, the term 'advanced learner' has been applied indiscriminately to learners ranging from freshman ESL composition to graduate students. Ther...

This paper aims to explore advanced ESL learners' ability to make improvements in grammatical accuracy by autonomously noticing and correcting their own grammatical errors. In the recent literature in SLA, it is suggested that classroom tasks can be used to foster autonomous language learning habits (cf. Dam 2001). Therefore, it is important to con...

This paper investigates the impact that a teacher's virtual presence—or lack thereof—has on students' chat behavior with regard to error correction, uptake, target language use, and on-task behavior. The data come from beginning Ger-man students engaged in pair and small-group chatting activities at a major American university. Transcripts from cha...

This paper takes a new bok at syntactic constraints an code-switching by analyzing code-switches between Romanian (a Romance language never before included in a code-switching study) and English. Romanian-Endish code-switching provides evidence agninst the universality of Poplack's (i980) syntactic constraints on code-switching. Moreover, it reveal...