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I'm looking to connect with one or more Chinese scholars, ideally at PhD or postdoctoral level, to undertake a contrastive, descriptive study of the forms and focal areas of written feedback provided by several automated writing evaluation platforms (including Pigai) on texts written by developing second language learners. The study is at the conceptual stage and I hope to finalise the design/commence data collection from September. Do message me via Research Gate or email me at wsp202 'at' exeter.ac.uk if you're interested in getting involved. The project is not in receipt of any funding.

Hello,

I am interested in Chinese-medium instruction in transnational education contexts, particularly recruitment, academic mobility, policy, practice, pedagogy, and (inter)cultural issues. I would be grateful if you could offer any insights into this topic. Any help, suggestions, references would be much appreciated too.

Thank you and kind regards,

Phan Le-Ha

My work will contribute to the field of TESOL and Applied Linguistics. I’ll investigate the theory of conceptual metaphor by G. Lakoff (2004) and the theory of metaphorical modelling by A.P. Chudinov (2001). We’ll use in our research Metaphor Identification Procedure (MIP) which was introduced by E. Semino from Lancaster University (Pragglejaz group, 2007). Most of the previous works provided theoretical explanation of the metaphor, i.e. they analyzed its source domains and target domain (Lakoff, 2004) and metaphorical models within some types of discourse (Chudinov, 2001) or functions of metaphors in different kinds of discourses (Terry, 2019). What we want to do is to show that metaphors can be taught not from theoretical, but from the practical perspective and therefore it can make better teachers out of us; students will be able to understand more sophisticated forms of the language, i.e. it will develop students’ vocabulary (Tier 2, academic words) and it will develop students’ metaphor awareness.

I'm trying to gather a test battery to test various aspects of L2 reading for English and French. The learners will be L1 Chinese and L1 Czech speakers. Any reliable measurements will be greatly appreciated. 

What is the best method to normalize pitch? I need to compare the L2 tone productions of Spanish learners of Mandarin Chinese with native Chinese children's productions.

I'm studying about the relationship between L2 motivational system and L2 achievement among Iranian EFL learners. I need questionnaire related to it. I think TATSUYA TAGUCHI, MAGID and Pappi can provide it.

In a previous question I asked, most people agreed that L1 writing ABILITY correlates with L2 writing ability.  This is my follow-up:

Are conventions for L1 writing in a given culture sometimes different from the expectations of the L2 culture?  If so, how can we help students take advantage of similarities and avoid the problems resulting from differences?

I am asking this because I am working with some students who have the thesis that conventions for writing in Mandarin Chinese are different from expectations in English writing, particularly in non-fiction informative and persuasive writing, such as would be used in classroom writing assignments. 

I look forward to your insights.  If anyone had relevant literature citations, I would appreciate them.

I need some suggestions as to what should be the instruction fetch mechanism if I don't use branch prediction.

I have about 50~60 pages of narrowly transcribed data from audio/video recordings of 4 Japanese college students playing a game called "Don't Starve Together" in the same room together from when I was practicing transcribing. I have had this data for a while now, but have yet to do anything with it. It seems a waste to discard so much data, so rather than do that, I though I would ask the general SLA/TESOL/CALL community how this data might serve some research purpose, if any.

--Further description of the data--

The data covers approximately 7 hours and 20 minutes of gameplay time over 8 play sessions. The students were simply told to speak only in English while playing the game as they liked, and then left to their own devices. They were allowed to ask the instructor language related questions as needed during play, but otherwise there was no formal instruction. The transcription uses regular othography, and includes conventions for:

--The subjects--

The students were all females between the ages of 18 and 20, majoring in physical or occupational therapy. No formal English proficiency pre-test or post-test was done, however by my judgement, one was a bit more fluent than the other 3, however I would still place them all in a low level of English proficiency. The same one described herself as an experienced gamer, while the other 3 were not. Prior to the study, two of the students already knew each other, as did the other two (i.e. the group consisted of 2 sets of 2 friends).

--Other notes--

If anyone has any ideas for some research I might do with this data, I'm all ears. Otherwise I think I'm just gonna toss it.

Dear professors,

Is there any good thesis to recommend for me to present the results and discussion parts for my PhD thesis entitled "EFFECTS OF METACOGNITIVE STRATEGY INSTRUCTION USING MALL ON RECEPTIVE SKILLS AND METACOGNITIVE AWARENESS OF CHINESE COLLEGE EFL STUDENTS"?

Also, if I want to explore the effects of this instruction on students' learning performance by comparing both the pre-and post test scores within the experimental group and the post-test scores between the experimental and the control group, what the reseach questions should be?

Thank you very much.