Professor (English)
Faculty of Interdisciplinary Mathematical Sciences
Meiji University
Nakano, Tokyo, Japan
ORCID: 0000-0002-2493-1497
My Research Interests
Thank you for kindly visiting my research page, on which I hope you'll find something both useful and interesting.
I am, as noted above, a professor of English in the Faculty of Interdisciplinary Mathematical Sciences at Meiji University in the Tokyo metropolitan area. Coming from a STEM background (specifically, physics) but with a lifelong interest in languages, my research interests generally include both areas. I both use and teach advanced statistics, and my primary area is structural equation modeling (which forms part of the background on the top page of my website). I have also long been interested in the intersection of technology and foreign language education. A third area is the role of affective variables— particularly international posture—in foreign language acquisition. This interest has seen considerable work in instrument validation of age-appropriate versions of the International Posture instrument.
A recent addition to my portfolio is research on marginalization and under-representation in virtual exchange. Representing essentially an extension of my work with the International Collaboration Office at Meiji University, this is a collaborative effort with a team of seven researchers scattered across the globe. The research is funded by the Stevens Initiative, an organization established in honor of the late Ambassador Christopher Stevens to facilitate international effort to build global competence and career readiness skills for young people in the United States, the Middle East, and North Africa through the medium of virtual exchange. My colleagues and I gratefully acknowledge the support we have received.
Finally, my training includes undergraduate degrees from Montana State University in physics and German. I thereafter obtained an MA in English from the University of Montana and then my doctorate in TESOL from Temple University.
Edited Book
Nakajima, T., Ohara, T., Uematsu, M., & Onda, Y. (2019). Environmental contamination from the Fukushima nuclear disaster. Cambridge: Cambridge University Press. (I served as the English editor.)
Book Chapters (4)
Elwood, J. A. & Kawano, M. (2023).
To build a poster: The story of a STEM poster presentation course.
In M. Apple, J. Falout, & G. Hill (Eds.), STEM English in Japan:
Education, Innovation, and Motivation.
London: Palgrave.
[abstract]
Abstract
Text here.
MacLean, G. R., & Elwood, J. A. (2013).
Factors in the implementation of mobile phones in Japanese university EFL classroom.
In H. Yang & S. Wang (Eds.), Cases on managing e-learning: Development and
implementation (pp. 118-144). Hershey, PA: IGI. doi: 10.4018/978-1-4666-1933-3.ch006
[abstract]
Abstract
This chapter considers factors that can play roles in the use of mobile phones in
university English as a Foreign Language (EFL) classrooms in Japan. While
recent developments have made such devices an increasingly attractive
alternative to computers in education, issues such as cost and privacy
have been noted by other research to be of some concern. This study
investigated the use and perceptions of mobile phones by 249 university
students studying EFL in Japan. Results indicated that although
students declared varying levels of proficiency with their mobile
phones, most were able to complete the tasks queried. Among factors
that might inhibit successful implementation of the use of mobile
phones for education, cost and security concerns were minimal, but
student reservations about using mobile phones for educational
tasks appeared to be a mediating factor.
MacLean, G., & Elwood, J. (2009).
Digital natives, learner perceptions, and the use of ICT. In M. Thomas (Ed.),
Handbook of research on Web 2.0 and second language learning
(pp. 156-179). Hershey, PA: IGI.
[abstract]
Abstract
Prensky (2001) posited the emergence of a new generation of digital
natives fluent in the language of cyberspace and familiar with
the tools of user-generated content. If correct, the existence of
this group would necessitate a thorough reconsideration of pedagogy
to meet their radically different learning needs, which dovetail
with the nascent Web 2.0 and its communities of users. The study
examined in this chapter addressed a series of questions about
the implications of digital natives in Japan, and found contemporary
users of technology to be in firm control of only a limited number
of skills. Learner use and perception of technology appeared to
be mediated by several variables: technological proficiency or the
lack thereof, tradition, willingness to use technology (WUT), and
gender. The research instruments utilized in this chapter were
analyzed and found to be psychometrically adequate. It is argued
that these categories and scales will provide a useful resource
for further attempts to understand the potential of Web 2.0 and
the concept of the digital native in other educational traditions
and contexts.
Murphey, T., Falout, J., Elwood, J., & Hood, M. (2009).
Inviting student voice. In R. Nunn & J. Adamson (Eds.),
Accepting alternative
voices in EFL Journal articles (pp. 211-235). Seoul: Asian EFL Press.
[abstract]
Abstract
Inviting, including, and increasing student voice could transform and
energize our activities, curricula, methods, and governance in English
language teaching (ELT), and could engender a self-fulfilling prophecy
of increased learning, student agency, and community consciousness.
General education theory provides most of the examples for using
student voice. However, we report how such practices can be applied
in ELT with our own small streams of research through action logs,
language learning histories, student petitions, and surveys. We
look closely at 440 students' appraisals of their English classes
in their secondary education in Japan, and propose how it might
affect English teaching in Japan were it acted upon. More than
surveying student attitudes, we are encouraging students
themselves to participate in educational research, deliberations,
and decision-making for proactive transformation of their own
education. Including more student voices in ELT can increase
the value of what we do professionally - teach and learn.
Journal Articles (21)
Monoi, N., Kawai, H., Ikeda, C., & Elwood, J. A. (under review). Ready to begin English learning? A study of the phoneme production skills of Japanese preschoolers. RELC Journal.
Ghasemy, M., Elwood, J. A., & Scott, G. (in press). Approaches to education for sustainability leadership development in higher education: An international comparative study in the Asia Pacific region. International Journal of Sustainability in Higher Education, 25(7).
Ghasemy, M., Gaskin, J. E., & Elwood, J. A. (2024). Testing the "Holy Grail" of industrial psychology in an Asia-Pacific higher education system: The application of the PLSe2 method in validating a bow pattern non-recursive model. Journal of Applied Research in Higher Education, 16(2), 302-314. https://doi.org/10.1108/JARHE-10-2022-0333
Abe, Y., Elwood, J. A., & Kobayashi, W. (2023). The effects of problem-based learning on affective processes in the flipped classroom using MOOCs: Willingness to communicate, motivation, self-efficacy, and problem-solving orientation. Journal of the Japanese Society for Engineering Education, 71(6), 9-16. https://doi.org/10.4307/jsee.71.6_9
Ghasemy, M., & Elwood, J. A. (2023). A comparative study on the Education for Sustainability (EfS) skills and in-role performance effectiveness in the context of the Malaysian and the Japanese academic ecosystems. Higher Education Forum, 20, 79-103. https://doi.org/10.15027/53852
Alami, N. H., Albequerque, J., Ashton, L. S., Elwood, J. A., Elwoozie, K., Hauck, M., Karam, J., Klimanova, L., Nasr, R., & Satar, M. (2022). Marginalization and underrepresentation in virtual exchange: Reasons and remedies. Journal of International Students [special issue on virtual exchange] 12(S3), 57-76. https://doi.org/10.32674/jis.v12i3S.4665
Ghasemy, M., & Elwood, J. A. (2022). Job satisfaction, academic motivation, and organizational citizenship behavior among lecturers during the COVID-19 pandemic: A cross-national comparative study in Japan and Malaysia. Asia Pacific Education Review. https://doi.org/10.1007/s12564-022-09757-6
Ghasemy, M., Elwood, J. A., & Scott, G. (2022). A comparative study on turnaround leadership in higher education and the successful implementation of the UN's sustainable development goals. International Journal of Sustainability in Higher Education, 24(3), 602-636. https://doi.org/10.1108/IJSHE-01-2022-0001
Abe, Y., Elwood, J. A., Khoo, Y. Y., & Hood, M. (2021). The relationship between self-regulation skills and English proficiency among Asian EFL learners in the flipped online classroom. International Journal of Knowledge and Learning, 14(2), 159-174.
Ghasemy, M., & Elwood, J. A. (2022).
Lecturers' job satisfaction, academic motivation, and organizational citizenship
behavior amidst the Covid-19 pandemic: A cross-national comparative study
across Japan and Malaysia.
Asia Pacific Education Review, 1-15. https://doi.org/10.1007/s12564-022-09757-6
[abstract]
Abstract:
Job satisfaction and its antecedents and outcomes have been important
areas of focus in social sciences research, and higher education is
not an exception. This issue has become more important during the
unprecedented Covid-19 pandemic. For this reason, through a cross-national
study between Malaysia and Japan, we collected data on lecturers'
job satisfaction and two of its outcomes, namely academic motivation
and individual level organizational citizenship behavior (OCBI) to
test our evidence-rooted theoretical model which explains the
relationships between these variables. We also added age, gender,
and tenure as covariates to our model. Our partial least squares
structural equation modeling (PLS-SEM) estimation results at the
aggregate and country levels showed that the effect of job
satisfaction on OCBI is mainly transmitted through academic
motivation. We also observed that the Malaysian and the Japanese
relationships between these variables in our model. In addition,
the relationship between academic motivation and OCBI was nonlinear
based on the data from the Malaysian sample, and we explained this
phenomenon from both theoretical and practical/policy perspectives.
Moreover, our results showed that age plays an important role in
our model when it is estimated using the data from the Malaysian
higher education system. We discussed our findings theoretical
and practical implications in detail.
lecturers are not statistically different in terms of the
Keywords: Job satisfaction, Academic motivation, Individual-level
organizational citizenship behavior (OCBI), Higher education,
Covid-19 pandemic, Malaysia, Japan
Ghasemy, M., Elwood, J. A., & Nejad, M. R. (2022). Academics to serve the communities: Examining the hierarchical structure of the servant leadership model in academia. Journal of Higher Education Outreach and Engagement, 26(1), 51-70. [abstract] Abstract: Servant leadership for Higher Education (HE) has been one of the recent proposed leadership models to be practiced in institutions of higher learning. Yet, the literature, due to the theoretical and methodological flaws, does not provide a good picture of the dimensions of this leadership style in academic settings. For this reason, our study aims at investigating the factorial validity of a well-developed multilevel servant leadership model in the Malaysian HE context. Specifically, based on three demographic variables namely university, academic background and relevant HE experience, we clustered 1864 lecturers into 120 clusters and estimated the 7-factor second-order servant leadership model at two levels. Our analysis showed that servant leadership in academic settings was a single level 5-factor second-order model rather than a hierarchical model. Put it differently, we did not find empirical evidence for "emotional healing" and "putting subordinates first", as two dimensions of servant leadership, in academic settings. In addition, we compared our model with a few other servant leadership models and investigated its consistency with the principles of servant leadership for HE to provide more insights about our model. Finally, we discussed the practical, theoretical, and methodological implications of our findings and suggested the future lines of research in this regard. Keywords: Servant leadership for higher education, Department level, Multilevel model, Satorra-Bentler method, Malaysia
Abe, Y., Elwood, J. A., & Hood, M. (2019). Self-regulated learning,
e-Learning, and the flipped classroom: A comparative study. Language Education & Technology,
56, 133-156.
[abstract]
Abstract Abe, Y., Hood, M., & Elwood, J. A. (2018). Self-regulated
learning and culture in the flipped EFL classroom with ICT. Journal of the Japanese Society of
Engineering Education, 66(5), 62-65, 68. doi: 10.4307/jsee.66.6_62
[abstract]
Abstract Elwood, J. A., & Kawano, M. (2018). Developing poster session
skills for Japanese science students: A course of active learning.
JACET ESP Kanto Annual Report.
[abstract]
Abstract:
One facet of university undergraduate education is the
acquisition of presentation skills, yet little attention
has been paid to poster presentation skills. In this paper,
we will introduce a poster presentation course for science
students which promotes academic skills needed to engage
in poster sessions in English. This undergraduate poster
presentation course targeted third-year science students at
a private university in Tokyo. In both 2015 and 2016 students
completed surveys at the conclusion of the course which
revealed that the course was effective in improving second
language skills and knowledge of the poster sessions. In
addition, modifications based on student feedback from the
2015 cohort were instrumental in improvements in skills
specific to poster sessions. This manuscript concludes with
reflections on lessons learned and forthcoming modifications
to the course. Elwood, J. A., & Monoi, N. (2015). Measuring carefully:
Validating the International Posture-Children instrument. JALT Journal, 37(2), 119-146.
[abstract]
Abstract Elwood, J. A., & Bode, J. (2014).
Student preferences vis-a-vis writing feedback in university EFL writing classes in Japan.
System, 42(1), 333-343. doi: 10.1016/j.system.2013.12.023
[abstract]
Abstract Elwood, J. A., & MacLean, G. R. (2012). To use or not to use: Psychometric properties of the willingness to
use technology (WUT) instrument in three Asian contexts. Computers and Education, 58, 1360-1371. doi: 10.1016/j.compedu.2011.11.008
[abstract]
Abstract Hood, M., Elwood, J. & Falout, J. (2009). Student attitudes toward
task-based language teaching at Japanese colleges. [Special
issue on task-based language learning]. Asian Journal of English Language Teaching, 19, 19-47.
[abstract]
Abstract Elwood, J. & MacLean, G. (2009). ICT usage and student perceptions
in Cambodia and Japan. International Journal of Emerging Technologies and
Society, 7(2), 68-82.
[abstract]
Abstract Elwood, J. (2009). Conrad's avatar: Group membership and authorial intent.
OTB Forum, 2(1), 22-30.
[abstract]
Abstract Murphey, T., Falout, J., Elwood, J., & Hood, M. (2009). Inviting student voice.
Asian EFL Journal, 11(2), 1-25.
[abstract]
Abstract Falout, J., Elwood, J., & Hood, M. (2009). Demotivation: Affective states and
learning outcomes. System, 37(3), 403-437. doi: 10.1016/j.system.2009.03.004
[abstract]
Abstract Proceedings Papers (10) Kawano, M., Elwood, J. A., & Shibasaki, R. (in press). Effects
of moving from in-person to online: STEM majors and poster presentations.
JACET International Conference Proceedings.
Kawano, M., Elwood, J. A., Koga, Y., & Shibasaki, R. (2019).
Learner perceptions of active learning: Some issues of poster session activities in ESP university classes.
In J. Mynard & I. K. Brady (Eds.), Stretching Boundaries. Proceedings of the
Third International Psychology of Language Learning Conference
(pp. 38-40). Tokyo: International Association for the Psychology of Language Learning.
Elwood, J., & MacLean, G. (2011). Classroom feedback systems and mobile systems.
In Proceedings of the International Conference on e-Commerce, e-Administration, e-Socity, e-Education,
and e-Technology (pp. 2793-2804).
[abstract]
Abstract MacLean, G. R., & Elwood, J. (2010). Mobile phone usage and perceptions in Japanese
university classrooms. In Proceedings of the World Conference on Educational Multimedia, Hypermedia and
Telecommunication (EDMEDIA) 2011 (pp. 1774-2804). Chesapeake, VA: AACE. Fujii, K., Elwood, J., & Orr, B. (2010). Collaborative mapping: Google Maps for
language exchange.Proceedings of the 22nd Annual Meeting of the Central Association of Teachers of
Japanese (CATJ22).
[abstract]
Abstract MacLean, G., & Elwood, J. (2009). Classroom feedback and polling
technology. In M. Thomas (Ed.), JALT CALL 2008 Conference Proceedings
(pp. 29-34). Tokyo: JALT.
[abstract]
Abstract Falout, J., Murphey, T., Elwood, J., & Hood, M. (2008). Learner voices:
Reflections on secondary education. In K. Bradford-Watts, T. Muller,
& M. Swanson (Eds.), JALT2007 Conference Proceedings (pp. 232-243). Tokyo: JALT.
[abstract]
Abstract Falout, J., Hood, M., & Elwood, J. (2007). Learners' perceptions of
communicative language teaching methods at Japanese colleges. In B. Visgatis
& M. Apple (Eds.), JALT2006 Conference Proceedings (pp. 43-51). Tokyo: JALT.
[abstract]
Abstract Elwood, J. (2007). "Oh my gosh! English is fun!": Stories of highly
proficient learners of English. In K. Schaefer (Series Ed.), Y. Kusanagi, & K. Fushino (Vol. Eds.),
Temple University Japan Working Papers in Applied Linguistics: Narrative
Inquiries and Case Studies, 22 (pp. 3-23). Tokyo: Temple University Japan.
[abstract]
Abstract Elwood, J. (2006). Culture and affect in vaulting the Rubicon: Stories
of becoming highly proficient in English. In K. Bradford-Watts & C. Ikeguchi
(Eds.), JALT2005 Conference Proceedings. (pp. aa-bb). Tokyo: JALT.
[abstract]
Abstract University (in-house) Publications (7) Elwood, J. (2006). Extensive reading only? Why not extensive listening (and
other things), too? Foreign Language Education, 28, 81-89. (Tsukuba,
Ibaraki: Foreign Language Center). Elwood, J. (2005). Vocabulary selection in restricted and non-restricted
contexts: A pilot study. Foreign Language Education, 27, 1-15. (Tsukuba,
Ibaraki: Foreign Language Center). Elwood, J. (2002). Darwin: The saga continues. Language & Culture, 2,
125-136. (Tokyo: Toyo University). Elwood, J. (2001). Darwin's progeny. Language & Culture, 1,
123-135. (Tokyo: Toyo University). Elwood, J. (2000). Who killed Lady Twigglesworth? Journal of Toyo
University, General Education, 39, 87-99. Elwood, J. (2000). The roller coaster ride of the Japanese vowel system. Journal
of Toyo University, General Education, 39, 101-106. Elwood, J. (1999). Who wears no clothes? Journal of Toyo University,
General Education, 38, 157-168. Invited Talks Better than a Crescent Wrench: Poster Presentations (May 20, 2016).
PanSIG 2016 Conference, Naha, Okinawa, Japan.
[abstract]
Abstract Choko-lits and EFL: Casting the Net Widely (December 19, 2015).
Trends in Language Teaching 2015 Conference, Naha, Okinawa, Japan.
[abstract]
Abstract Vaulting the Rubicon: The Nuts and Bolts of Narrative Study (July, 2007).
Ibaraki JALT, Mito, Ibaraki, Japan.
[abstract]
Abstract Presentations (53) A Report on Case Studies of VE Implementation in
Europe, Central Asia, East Asia: Implications and Directions for Future
Research (with
Mirjam Hauck, Liudmila Klimanova, Müge Satar, Nael Alami, Samantha al Ahib,
Loye Sekihata Ashton, and Kwesi Ewoodzie). (February 24, 2024). Intercultural
Competence Conference (ICC 2024), Tucson, Arizona, USA. [hybrid]
TheHawaii presentation(with Madoka Kawano and Kentaro Fukuchi).
(January 5, 2024). IAFOR 2024. Honolulu, Hawaii, USA late August presentation (with Madoka Kawano and Kentaro
Fukuchi). (August 30, 2023). JACET The Evolution of International Posture of Japanese EFL Students from Grade 3
through 12: A Longitudinal Study (with Naoko Monoi). (June 24, 2022). Psychology of Language
Learning Conference 2022 (PLL4). Cape Breton, Nova Scotia, Canada. [online]
Marginalization and Underrepresentation in Virtual Exchange in Multiple
Geopolitical Sectors (with Mirjam Hauck, Liudmila Klimanova, Müge Satar, Nael Alami,
Loye Sekihata Ashton, and Kwesi Ewoodzie) (June 3, 2022). NAFSA 2022 Annual Conference & Expo.
Denver, Colorado, USA. [hybrid]
Group Differences in a Practice-Based Approach to Education for Sustainability (EFS)
Leadership Development: The Application of the PLSE2 Method in Running Simultaneous Comparisions through the SEM
Framework (with Majid Ghasemy). (March 25, 2022). International Conference on Research in
Education and Science (ICRES2022). Antalya, Turkey.
Education for Sustainability (EFS) Expertise and Self-Organization to Achieve Personal and
Interpersonal Outcomes: A Comparative Study in the Context of the Malaysian and the Japanese Higher Education
Systems. (with Majid Ghasemy). (March 25, 2022). International Conference on Research in
Education and Science (ICRES2022). Antalya, Turkey.
The Causes and Remedies for Marginalization and Underrepresentation in
Global Virtual Exchanges. (February 21-22, 2022). Association of International Education
Administrators 2022 Annual Conference [online]. New Orleans, Lousiana (with Mirjam Hauck,
Liudmila Klimanova, Müge Satar, Nael Alami, Loye Sekihata Ashton, and Kwesi Ewoodzie).
Marginalization and Underrepresentation in Global VE Initiatives (with Mirjam Hauck,
Liudmila Klimanova, Müge Satar, Nael Alami, Loye Sekihata Ashton, and Kwesi Ewoodzie). (January 28, 2022).
Eighth International Conference on the Development and Assessment of Intercultural Competence [online].
Tucson, Arizona.
Needs Assessment of Professors and Students as an Initial Phase of Designing a
University STEM English Course. (with Madoka Kawano and Kentaro Fukuchi). (December 4, 2021). The 19th Asia TEFL International
Conference [online]. Delhi, India.
Changes in International Posture of Japanese EFL Students From G5 Tp G12
(with Naoko Monoi). (November 13, 2021). JALT2021 (online). Shizuoka, Japan.
The Causes and Remedies for Marginalization and Underrepresentation in
Global Virtual Exchange Initiatives (with Mirjam Hauck, Loye Sekihata Ashton, Müge Satar et al.)
(October 28, 2021). 2021 International Virtual Exchange Conference. [online]
The Evolution of International Posture of Japanese EFL Students from Grade 7
through 12: A Longitudinal Study (with Naoko Monoi). (December 5, 2020). JAAL in JACET 2020 (online).
Tokyo, Japan.
The Evolution of International Posture in Japanese ESL Students from
Grade 10 through University 2nd Year: A Longitudinal Study. (January 27, 2020). LISD Annual
Research Conference on Mathematics & Statistics (ARCMS) 2020), Oxford, UK.
The Evolution of International Posture in Japanese
EFL Students from Grade 7 through Grade 9: A Longitudinal Study. (August 24, 2019).
2019 International Symposium on Applied Structural Equation Modeling
and Methodological Matters (SASEM 2019), Malacca, Malaysia.
Affective Variables over Time in Twin Multinational
Facebook Language Exchanges. (March 24, 2019). International Conference on
Linguistics and Applied Language Studies (ICLALS 2019), Sydney, Australia.
The Language Use of Novice Communicators in the
Academic Workplace: University Contexts in Japan. (February 8, 2019).
VAKKI Symposium 2019: Workplace Communication 2), Vaasa, Finland.
Learner Perceptions of Active Learning: Some
Issues of Poster Session Activities in ESP University Classes.
(June 9, 2018). Third Psychology of Language Learning Conference, Tokyo
(with Madoka Kawano, Reijirou Shibasaki, and Yuya Koga).
Validating the International Posture-Child
Instrument with Grades 3 & 4.
(June 10, 2018). Third Psychology of Language Learning Conference, Tokyo (with Naoko Monoi).
Enhancing Affective Variables and Intercultural Competence:
Short- and Long-Term Effects of a Tandem Facebook Language Exchange
(December 30, 2017). 5th International Conference on Sciences, Technology,
and Social Sciences, Dubai, UAE.
Active Learning through Poster Sessions: Ongoing Development
of a Presentation Course (August 30, 2017).
JACET, Tokyo (with Madoka Kawano and Reijiro Shibasaki).
Poster Presentations: An Authentic, Effective Method of Enhancing Communication Skills of Academic English.
(September, 2016).
JACET, Sapporo, Hokkaido (with Madoka Kawano and Reijiro Shibasaki).
[abstract]
Abstract Achieving Authenticity in Writing Assessment: The Case for Keeping Assessment Local.
(March, 2016).
INTED, Valencia, Spain (with Katerina Petchko and Gavin O'Neill).
[abstract]
Abstract Developing Support Structures Targeting The Occluded Difficulties Faced by International
Students. (March, 2016).
INTED, Valencia, Spain (with Katerina Petchko and Gavin O'Neill).
[abstract]
Abstract Graduate Writing in English at a Multi-Polar Institute in Japan: A Corpus Analysis
(March, 2016).
Malaga, Spain (with Katerina Petchko and Gavin O'Neill)
[abstract]
Abstract Social Learning: Leveraging the Power of SNS in Language Learning. (December 5, 2015).
Pan-Pacific Assocation of Applied Linguistics, Seoul, South Korea (with Kiyomi Fujii, Yuka Matsuhashi, Brent Wright, Yasuo Uotate, and Barron Orr).
[abstract]
Abstract Guiding Students Towards Autonomous Learning: From Blogs to Facebook. (June 6, 2015).
JALT-CALL, Fukuoka, Japan (with Kiyomi Fujii, Yuka Matsuhashi, Brent Wright, Yasuo Uotate, and Barron Orr).
[abstract]
Abstract Development and Validation of a Placement Test for a Multi-Polar Graduate Institute. (March 22, 2015).
LTRC, Toronto (with Katerina Petchko).
[abstract]
Abstract Looking at the Way Forward in the Authentic Assessment of Academic Writing.
(March 20, 2015). AAAL 2015, Toronto (with Katerina Petchko).
[abstract]
Abstract Communicating Across Borders: Using Google Maps and Blogs for Language Learning.
(November 24, 2014). JALT 2014, Tsukuba, Ibaraki, Japan (with Kiyomi Fujii, Yuka Matsuhashi,
Yasuo Uotate, Brent Wright, and Barron Orr).
[abstract]
Abstract Context is Key: Using Maps and Blogs for Language Learning.
(June, 2014). JALT CALL 2014, Nagoya, Japan (with Kiyomi Fujii, Yuka Matsuhashi, Yasuo Uotate, Brent Wright, and Barron Orr).
[abstract]
Abstract Testing the Academic Writing Ability of Incoming Master's Students at GRIPS.
(February, 2013). First International Symposium on Academic Writing and Critical Thinking, Nagoya, Japan (with Katrena Petchko).
[abstract]
Abstract Peer Feedback on EFL Oral Presentations: A FACETS Analysis.
(June, 2012). JALT CALL 2012, Kobe, Japan (with George MacLean and Shinichi Nagata).
[abstract]
Abstract Student Perceptions of University EFL Writing Feedback.
(November, 2011). JALT 2011, Tokyo, Japan (with Jeroen Bode).
[abstract]
Abstract The Nuts and Bolts of Willingness to Use
Technology (WUT). (May, 2009). JALT-CALL Conference, Kyoto, Japan.
[abstract]
Abstract Google Maps for Language Exchange. (February, 2010).
4th International Wireless Ready Symposium, Nagoya, Japan (with Kiyomi Fujii).
[abstract]
Abstract Classroom Feedback Systems and Mobile Students.
(February, 2010). 4th International Wireless Ready Symposium,
Nagoya, Japan (with George MacLean).
[abstract]
Abstract Student Perceptions of Mobile Phone Use in EFL Classrooms.
(June, 2009). JALT-CALL Conference, Tokyo Japan (with George MacLean).
[abstract]
Abstract Student Perceptions of Technology in Japan and
Cambodia. (February, 2009). 3rd International Wireless Ready Symposium,
Nagoya, Japan (with George MacLean and Im Keun).
[abstract]
Abstract Classroom Response Systems: Opportunities and
Considerations. (March, 2008). 2nd International Wireless Ready
Symposium, Nagoya, Japan (with George MacLean).
[abstract]
Abstract Looking Back: Secondary English Education.
(November, 2007). JALT 2007, Tokyo, Japan. (with Joseph Falout,
Michael Hood, and Tim Murphey).
[abstract]
Abstract Learner Perceptions of EFL Classroom
Technology. (November, 2007). GloCall 2007, Hanoi and Ho Chi Minh,
Vietnam (with George MacLean).
[abstract]
Abstract Clicker Use in MFL Classrooms. (November,
2007). GloCall2007 Conference, Hanoi and Ho Chi Minh, Vietnam (with
George MacLean).
[abstract]
Abstract Japanese University Students' Attitudes toward
Task-Based Language Teaching. (September, 2007).
The Second Task-Based Language Teaching Conference. Honolulu,
Hawaii, USA (with Michael Hood and Joseph Falout).
[abstract]
Abstract Modeling EFL Learner Demotivation.
(March, 2007). TESOL 2007 Convention. Seattle, Washington, USA
(with Michael Hood and Joseph Falout).
[abstract]
Abstract Japanese University Students' Attitudes
toward Communicative Language Teaching. (March, 2007).
TESOL 2007 Convention. Seattle, Washington, USA (with Michael Hood
and Joseph Falout).
[abstract]
Abstract Cross-sectional Analysis of Demotivational
Factors (January, 2007). The 27th International Thailand TESOL
Conference and 10th Pan-Asian Consortium International Conference
2007, Bangkok, Thailand (with Michael Hood and Joseph Falout).
The Spiral of Demotivation. (November,
2006). JALT 2006, Fukuoka, Japan (with Michael Hood and Joseph Falout).
Communicative Language Teaching: Perceptions
of Japanese University Students. (November, 2006). JALT 2006,
Fukuoka, Japan (with Michael Hood and Joseph Falout).
Learners' Perceptions of Communicative
Language Teaching Methods at Japanese Colleges (February, 2006).
2006 Temple University Japan Applied Linguistics Colloquium,
Osaka, Japan (with Michael Hood and Joseph Falout).
Culture and Affect in Vaulting the Rubicon:
Stories of Becoming Highly Proficient in English (October,
2005). JALT, Shizuoka, Japan.
Vocabulary Selection in Restricted and
Non-Restricted Contexts: A Pilot Study. (February, 2004).
2004 Temple University Japan Applied Linguistics Colloquium,
Tokyo, Japan.
E-mail Exchange in an Asian Context.
(July, 2003). Korean Association of Foreign Language Educators,
Seoul, Korea. (with Sakae Suzuki) Unpublished Manuscripts Monoi, N., & Elwood, J. A. (under review).
The predictive power and position of extroversion in an L2 WTC model.
[abstract]
Abstract:
Under the aegis of second language acquisition, the concept of willingness
to communicate in a second language (L2 WTC) has been the focus of
considerable research over several decades. Among the various components
that influence L2 WTC, personality has been considered a key variable
which influences the degree of L2 Willingness to Communicate (WTC),
yet a striking pattern to emerge from past studies is that personality
is rarely included in the search for predictors of WTC. This is
relatively surprising considering that MacIntyre et al.'s (1998)
pyramid model includes individual context (i.e., personality) at
the base of the WTC pyramid. In the current study, extroversion was
chosen as one of the personality traits. The present study identified
the predictors of L2 WTC of 1,640 10- to 12-year-old Japanese
elementary school students who study English in Japan. Multiple
regression analyses revealed that the strongest predictor of L2
WTC was international posture, while L2 motivation, L2 perceived
competence, and extroversion played lesser but still significant
roles. In addition, this study investigates the role of personality
in a model of elementary school students' L2 WTC in English in a
classroom context. It examines the potential connections among six
learner-internal variables: three communication-related variables
(L2 WTC, L2 perceived competence, and L2 motivation), two affective
variables (international posture and L2 communication anxiety), and
one personality trait (extroversion). Using structural equation
modeling, the findings revealed one significant path from extroversion
were directed to international posture and indirectly connected to
L2 WTC. This study demonstrates that the Japanese elementary school
students' extroversion contributes to L2 WTC.
Keywords: willingness to communicate; extroversion, L2 perceived
competence; L2 communication anxiety; L2 motivation; international
posture; young EFL learners
Elwood, J. A., & Monoi, N. (forthcoming). The evolution of
International Posture in Japanese EFL students from grade 7 through university 2: A
longitudinal study.
Elwood, J. A., MacLean, G. R., & Nagata, S. (forthcoming).
The roles of friendship and mode of evaluation in peer evaluation of EFL oral presentations:
A FACETS analysis.
[abstract]
Abstract Elwood, J. A. (2011). Enriching structural models of L2 willingness
to communicate: The role of personality, ego permeability, and perceived distance. [Unpublished dissertation].
Temple University, Tokyo. (download)
Grants Poster Presentations (2020-2022). Japan Society for the Promotion
of Science. (with Madoka Kawano and Kentaro Fukuchi)
Academic Job Satisfaction (2020-2021). Sumitomo Foundation. JY1,000,000
(with Majid Ghasmey)
International Posture (2019-2022). Japan Society for the Promotion
of Science. (with Naoko Monoi)
Flipped Learning (2018-2020). Japan Society for the Promotion
of Science. (with Yumiko Abe and Michael Hood)
International Posture (2015-2018). Japan Society for the Promotion
of Science. (with Naoko Monoi)
Social Media in Foreign Language Education (2013-2016). Japan
Society for the Promotion
of Science. (with Kiyomi Fujii, Yasuo Uotate, Brent Wright, Yuka Matsuhashi,
and Barron J. Orr)
Use of Clickers in EFL Education (2009-2012). Japan Society for the Promotion
of Science. (with George R. MacLean)
Self-regulated learning (SRL) leads to greater achievement because
students are more likely to plan, organize, and self-monitor (Pintrich
& De Groot, 1990). At the university level, SRL leads to greater
motivation and academic achievement (Kosnin, 2007). One context
that might contribute to improved SRL skills is e-learning because
an e-learning system promotes continuity inside and outside the
class. Moreover, a flipped classroom enables effective practice
and interaction by reversing in-class instructional time and
out-of-class practice time. Previous research on the relationship
between e-learning and SRL, however, has yielded mixed results
(e.g., Kramarski & Gutman, 2006; Lynch & Dembo, 2004; McManus,
2000), which might be attributed to the difficulty of continuing
work inside and outside of the classroom (Adachi, 2007) or the
procrastination associated with e-learning (Goda, 2012). In this
study, an SRL system was developed in support of flipped learning
activities to encourage students to be self-regulated learners.
University EFL students in Japan, the Philippines, and Malaysia
were investigated to examine the relationship between motivation
and self-regulation as well as the effectiveness of a self-regulated
flipped learning system. In addition, we investigated the influence
of learner characteristics on their sense of satisfaction with
flipped learning.
This study adopted a flipped learning approach to blended learning
as a means to encourage students to be self-learners. A self-regulated
learning system was developed to support flipped learning activities.
The flipped learning system comprises a video lecture and online quizzes.
The purpose of this study was to investigate the relationship among
motivation belief (i.e., intrinsic value, self-efficacy), self-regulated
learning strategy, the effectiveness of blended learning with a
self-regulated flipped learning system, and learning outcomes. In
the context of a flipped classroom, students showed significant
improvement in the language proficiency measures. A well-fitting
model emerged detailing the respective structures of motivation
belief and learning strategies, and task value and self-efficacy
were found to underpin both. Task value and meta-cognitive and
cognitive strategy use were found to directly predict satisfaction
as well as mediate the effects of intrinsic goal motivation and
self-efficacy on satisfaction. The results suggest that flipped
learning is an effective tool for EFL classrooms.
With the onset of English education in elementary schools in Japan mandated
at an earlier age than in the past, the need to understand the extent to which
children obtain international posture (Yashima, 2002) has become increasingly
crucial. Toward that end, in the current study a validation of the International
Posture-Child instrument (Monoi-Yamaga, 2010; Yamaga, 2007) precedes an investigation
of the configuration and level of the International Posture that fifth- and
sixth-grade students at five Japanese public elementary school students
possessed. Results indicated that configurations of children differed from that
of adults, with 5th-graders exhibiting a 2-factor configuration and 6th-graders
either an identical 2-factor configuration or a more complex 3-factor structure.
Using the 2-factor configuration, levels of IP of the 5th- and 6th-graders were
found to be statistically indiscernible. Implications and suggestions for
further research are discussed.
While learning outcomes associated with type and frequency of feedback have been extensively
researched, student perceptions of teacher feedback have received less attention. This
manuscript reports on an investigation of student perceptions and wishes concerning teacher
feedback in university EFL writing classes in Japan. Students generally reacted positively
to feedback and exhibited strong preferences for detailed, handwritten feedback that
addressed both content and mechanical errors. The color of feedback appears to be an issue
of minimal concern as students indicated nearly equal preference for red and blue marking.
Higher proficiency corresponded with lower anxiety levels, an increased willingness to ask
questions about feedback, and more positive reactions to feedback, while the opposite was
true for lower-proficiency students. Females preferred detailed, direct feedback more than
males did, while males indicated somewhat higher anxiety concerning feedback. Finally,
feedback was utilized only to a modest extent, a result that highlights the need to
encourage and train students in its use. The study concludes with suggestions for
further research.
With the ongoing development of technology and its ever increasing influence in
the social and educational spheres, knowing whether users will embrace
technological means is of considerable importance. This article looks at
Willingness to Use Technology (WUT; MacLean & Elwood, 2009), an instrument
developed to assess a potential technology userfs propensity to do so
when choosing between a technological medium and a non-technological
medium for doing a task. Data were collected from university students
in Malaysia (n = 169), Cambodia (n = 131), and Japan (n = 1262).
Descriptive statistics showed that Cambodian and Malaysian students
were disposed toward selecting technological means for most tasks,
while the preferences of the Japanese students varied by task. Rasch
analysis showed that the items functioned satisfactorily, and results
of two types of confirmatory factor analysis converged, indicating
WUT consisted of two factors differentiated by the degree of
synchronicity of communication in all three contexts. The investigation
of partial-measurement invariance indicated that the factor composition
was fundamentally invariant across the three Japan samples yet differed
some across the three countries. Although its use in cross-cultural
research contexts requires further consideration, the WUT instrument
represents a robust measure of usersf behavior regarding technology
in the specific contexts examined in this study.
The aim of this paper is to re-examine the notions of indirectness and politeness as applied to
requests. It is argued that (contrary to current theories of politeness) the two notions do not
represent parallel demensions; indirectness does not necessarily imply politeness. The relationship
between the two was
The aim of this paper is to re-examine the notions of indirectness and politeness as applied to
requests. It is argued that (contrary to current theories of politeness) the two notions do not
represent parallel demensions; indirectness does not necessarily imply politeness. The relationship
between the two was
"The eyes are the window to the soul" - whatever the origin of this phrase,
humans have long searched for the true meaning in a person's soul. Absent
the eyes, later generations can look at one's written legacy for clues
to a writer's intent. This paper revisits that question concerning
Joseph Conrad, whose works have been the focus of intense scrutiny
since written a century ago. Drawing on the notion of group membership,
this paper argues that as a linguistic and cultural outsider, Conrad
was able to comment very knowledgeably on the human condition while
effectively distancing himself from broad cultural tendencies of
his time.
The aim of this paper is to re-examine the notions of indirectness and politeness as applied to
requests. It is argued that (contrary to current theories of politeness) the two notions do not
represent parallel demensions; indirectness does not necessarily imply politeness. The relationship
between the two was
Demotivation can negatively influence the learner's attitudes and behaviors,
degrade classroom group dynamics and teacher's motivation, and result in
long-term and widespread negative learning outcomes. 900 university EFL
learners were surveyed to investigate the demotivating factors in learning
English as a foreign language (EFL) in Japan, and the relationship between
past demotivating experiences and present proficiencies. Affective states
and capacity to self-regulate learning were compared among learners with
varying academic interests, experiences, and proficiencies. Demotivating
factors were grouped into three categories: external conditions of the
learning environment, internal conditions of the learner, and reactive
behaviors to demotivating experiences. Internal and reactive factors were
shown to correlate with long-term EFL learning outcomes. Findings from
this study indicated that beginning, less-proficient learners in non-English
majors were least likely to control their affective states to cope with
demotivating experiences. Finally, this paper discusses steps that might
prevent or minimize demotivation and facilitate remotivation.
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One element of academic conferences is the (mostly) unloved poster
presentation, which has received scant attention in most tertiary
textbooks and classrooms. However, this activity can benefit
presentation skills, impromptu speaking, academic vocabulary,
and area-specific knowledge. In this talk we will examine a new
university poster presentation course that consists of an
authentic regimen of crafting and submitting proposals,
creating posters, and participating in a department-wide
poster session. Feedback indicated the course was challenging
yet interesting and conducive to improvements in students'
English skills. This presentation will broaden participants'
knowledge of a very beneficial yet underutilized series of
activities.
In the EFL world of the first quarter of the 21st century,
educators find themselves faced with the prospect of preparing
students for an increasingly globalized, connected world. To meet
such a challenge, the toolbox of contemporary EFL educators is
replete with a veritable wealth of tools and tricks that might
prove useful. This talk will offer insight into four aspects of
such tools. Beginning with technological innovations, we will
continue to the growing role of content material in EFL courses.
Possible roles of human (and even non-human) characters constitute
the third aspect, and a nod to time-tested methods will complete
the tetralogy. Listeners should gain an enhanced awareness of the
breadth of resources available today as well as a handful of
discrete ideas to enrich their own classrooms.
Abstract to be inserted here.
In the world of academia, conferences play a vital role in providing venues for
presentation of work and interaction with colleagues. A typical conference includes
a plethora of oral presentations, symposia, and poster presentations, and language
education has increasingly come to include activities to foster oral presentation
skills of the students. Poster presentations, however, have received very little
attention in curricula and research, yet when compared to a speech or an oral
presentation, a poster presentation requires students to negotiate the poster
design and to select carefully poster elements. Moreover, it promotes discussion
among group members as well as improvised speech in their communication with
session attendees. Thus, in this presentation a new course on poster presentations
will be introduced and evaluated. Targeting third-year math students at a p
rivate university in Tokyo, this required course aims to (a) enable students
to plan, conduct, and review a poster presentation in English, (b) enhance
their basic language skills and vocabulary in the areas of their academic
nterests, and (c) promote collaborative learning among students. A total of
415 students in 14 classes participated. The course reflected as much as
possible an authentic regimen of creating a poster: while working in groups,
students first learned to read and write proposals (which were submitted and
"vetted"), then planned and created a poster, wrote scripts, participated
in the poster session, and finally critiqued their poster. A post-course
survey revealed that the students found the course and the poster session
challenging yet interesting and conducive to improvements in their English
skills. Increased knowledge of their own academic area and of other departmental
seminars was a further benefit. This presentation is expected to broaden
participants' knowledge of a very authentic yet underutilized method of
fostering improved presentation skills, academic vocabulary, and area-specific knowledge.
References
The recent rethinking of second-language writing assessment has led to significant changes
in how writing assessment is conceptualized, designed, and implemented. There is now a
greater emphasis on the notion of authenticity in test development, the use of integrated
writing-from-sources tasks, as well as the instructional effects of testing, or washback.
Much of the work on writing assessment, however, has been limited to ESL settings,
especially in the U.S. and Australia, and to undergraduate programs. Research is lacking
on the issues of authenticity, washback, and the use of integrated tasks in multinational
EFL assessment contexts, particularly in graduate programs. Yet, available scholarship
in writing assessment (Condon, 2013; Horowitz , 1991; Kroll & Reid, 1994; Shay, 2005)
highlights the importance of the local context?of knowing the people, standards, and
curriculum practices involved in writing?in the development of writing tests that are
capable of furnishing useful information about test-takers. In this presentation, we
describe the work we have done to develop an in-house placement test of English
academic writing for a multinational student body at a graduate school in Japan,
an EFL context. The development process has spanned several years as the test evolved
in three stages, from the use of a traditional, commercially available, prompt-based
test assessing general-purpose writing skills to an in-house integrated reading-writing
test focusing on test-takers? ability to analyze arguments, and, finally, to a locally
designed, authentic, source-based assessment of disciplinary writing skills. The focus
of this presentation will be on explaining the rationale behind the decisions we have
made in the test development process, decisions that were motivated by three overarching
considerations—considerations of test authenticity, the construct of
academic writing, and washback. This presentation is expected to broaden participants?
understanding of authentic writing assessment and the challenges involved in the
development of authentic tests of academic writing.
References
Condon, W. (2013). Large-scale assessment, locally-developed measures, and automated scoring
of essays: Fishing for red herrings? Assessing Writing, 18, 100-108.
Horowitz, D. (1991). ESL writing assessments: Contradictions and resolutions. In L. Hamp-Lyons
(Ed.), Assessing second language writing in academic contexts (pp. 71-85). Norwood, NJ: Ablex.
Kroll, B., & Reid, J. (1994). Guidelines for designing writing prompts: Clarifications, caveats,
and cautions. Journal of Second Language Writing, 3, 231?255.
Shay, S. (2005). The assessment of complex tasks: A double reading. Studies in Higher
Education, 30(6), 663-679.
With an increasing number of students choosing to pursue undergraduate and graduate degrees in
foreign universities, it has become increasingly important to diagnose the difficulties that
these students face while studying in a foreign educational context. The purpose of this
diagnosis is to aid in the design of support structures to ensure that students attempting
to complete challenging courses with the additional burden of unfamiliarity with a foreign
educational context achieve their own goals and meet the requirements of their host
universities. There has been considerable research on profiling learners with language
learning difficulties (Fox et al., 2014; Leki, 1995). Most of this research points to
strong motivation and wise study strategies as key predictors of academic success. F
urther, some research has looked at homogenous student bodies struggling to complete
courses with English as the medium of instruction (EMI, Arden-Close, 1993; Flowerdew,
1993; Sert, 2008); however, ameliorative actions taken in such contexts have limited
effectiveness for universities receiving students from various countries and educational
backgrounds. The research detailed in this presentation provides valuable new insights
for universities with international student bodies in that it analyses the occluded
difficulties faced by highly motivated and experienced students from every corner
of the globe studying in one university in Japan. The data for this study were
gathered through semi-structured interviews conducted at the end of one year of study
with students who were identified as likely to have difficulty with their studies
at the beginning of their first term. The topics discussed in the presentation will
include unfamiliarity with foreign writing genres (especially those concerning
research-based writing), lecture comprehension issues, student coping strategies,
and plagiarism. Attendees will benefit from an explanation of how to develop and
implement structures to support a multi-cultural, international student body.
References
Arden-Close, C. (1993). Language problems in science lectures to
non-native speakers. English for Specific Purposes, 12, 251-261.
Flowerdew, J. (1993). Content-based language instruction in tertiary
settings. English for Specific Purposes, 12, 121-138.
Fox, J., Cheng, L., & Zumbo, B. D. (2014). Do they make a difference?
The impact of English language programs on second language students in Canadian
universities. TESOL Quarterly, 48(1), 57-85.
Leki, I. (1995). Coping strategies of ESL students in writing tasks
across the curriculum. TESOL Quarterly, 29, 235?260.
Sert, N. (2008). The language of instruction dilemma in the Turkish
context. System, 36(2), 156?171.
In a world growing increasingly smaller, enrollment in many graduate institutes
has come to include students of myriad educational backgrounds with a concomitant range
of English proficiencies. To instruct such a student body, keen awareness of the students?
writing proficiency and shortcomings is necessary to help them complete their respective
programs, and corpus analysis provides one tool toward that end.
This presentation will address two corpus analyses of writing produced by 1150 international
students over a 10-year period at an English language-medium, multi-polar graduate
institute in Japan. The primary corpus for this project is the seven-million-word Graduate
Policy Studies Corpus of Written English created from the students? final policy papers,
with smaller discipline-specific corpora culled from leading journals and general-use corpora
also being utilized. In the first corpus analysis, lexical profiles were examined and the
use of academic lexis (Coxhead, 2000) compared across the three types of corpora. The
second analysis dealt with verb usage, hedging constructions (Crompton, 1997), and
contracted forms (Baron, 2004), all of which are important for these particular graduate
students to write effectively. The presentation will conclude with implications from
these results and suggestions for further uses of locally-created corpora for for very
heterogeneous student populations.
Baron, N. S. (2004). See you online: Gender issues in college student use of instant message.
Journal of Language and Social Psychology, 23(4), 397-423. doi: 10.1177/0261927X04269585
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34
(2), 213-238. doi: 10.2307/3587951
Crompton, P. (1997). Hedging in academic writing: Some theoretical problems. English for Specific
Purposes, 16(4), 271-287. doi:10.1016/S0889-4906(97)00007-0
Abstract to be inserted here.
Recent advances in technology have opened new avenues for language
learning by making possible meaningful interaction between language
learners who are in different countries. Studies have shown that online
tools, such as SNS, facilitate communication and encourage language
learning (Back 2014; Hirotani & Lyddon 2013; Sato & Fukai, 2001). These
new technologies allow students to engage in out-of-class learning
(Benson 2011). In our preliminary work using blogs language learners
in two different countries were able to interact with each other outside
of the classroom. This is an important step towards learners taking
charge of their own learning, which is an important aspect of autonomous
learning.
Extending from our project using blogs, the authors conducted a series
of assignments involving video and written exchanges between EFL
and JFL learners at universities in Japan and the US using Facebook. In
the video assignments, students introduced themselves, talked about
their school's campus, and explained their favorite places and activities.
The data is comprised of EFL learners' perceptions of the activities,
which were gathered from reflection logs and interviews.
In this presentation we will provide an overview of the two projects
and report the results attained through the analysis of the data, paying
special attention to the differences between student perceptions of the
blog and Facebook activities and how these types of activities can be
used to encourage autonomous learning. Furthermore, we will suggest
pedagogical implications of the results and share some of the challenges
encountered when doing a language exchange project.
Abstract: In this session, we will present results of a project to develop a test of academic
writing ability for a multi-national graduate school of policy studies. At the institute in
question, the student body comprises an eclectic group, with each cohort including some 200
students from, on average, 60 countries in which English is spoken either as a second
language or as a foreign language. Applicants must provide evidence of English
proficiency, but that evidence is often spotty or of uncertain provenance and seldom
includes evidence of writing ability. Unfortunately, in the course of their study
at this institute, many students prove to be, at best, inadequately familiar with
the conventions of academic writing, a situation which seriously compromises their
prospects of completing their studies and producing an acceptable graduation paper.
Given this background, we have constructed an academic writing test to measure the
skill set deemed necessary to succeed in this community.
The initial section of this presentation focuses on the development and validation
of the test to date. In the conceptualization phase, we considered standardized
tests of academic writing to assess students' ability, which often employ
"general-purpose" writing tasks that elicit a description of personal opinions
and/or experiences. However, we felt that the focus on how students write rather
than what they write provided little insight into understanding students' "true"
academic writing ability, which should be assessed using tasks more germane to
academic writing. Such tasks would assess students' ability to understand academic
assignments, evaluate the logic and validity of presented arguments, and respond
by producing "text-responsible prose" (Leki & Carson, 1997, p. 58). Our
dissatisfaction with existing tests resulted in the development of a pre-matriculation
test in which examinees respond to two carefully selected, culturally sensitive
prompts. The test was administered in three consecutive years to 408 students.
Data were examined using multi-faceted Rasch measurement (MFRM) to elucidate
the performance of the examinees, raters, and the rating rubric along the
dimensions of (a) the extent to which the students were able to evaluate the
presented arguments and produce text-responsible prose and (b) language and
organization. In the validation phase, we assessed the predictive validity of
the test by examining whether it predicted the students' academic performance
as well as, or better than, the evidence of English proficiency the students
had submitted to the institute at the time of application. With the goal of
optimizing the diagnostic potential and the predictive validity of this test,
we will outline lessons from earlier administrations of this test and examine
salient points related to the test construction, scoring rubric, data analysis,
and test validation. We hope that this discussion will engender further
refinements of the test while providing guidance for test developers in
similar situations with extremely heterogeneous student populations.
In an academic context, test authenticity refers to the extent to which a test measures
the types of skills and abilities that are considered necessary for academic study
in a particular context. From this perspective, authentic assessment can only be
done locally, where the specific writing context?including the purpose, audience,
and the range of tasks?is known. Over the past several years, we have been engaged
in the development of an authentic test designed to measure the academic writing
ability of international students at a graduate institute in Japan and have moved
from the use of a commercial general-purpose writing test scored holistically to
the development of a more specific, locally-designed test that
elicits ?text-responsible prose? (Leki & Carson, 1997, p. 58), assesses what
is valued in disciplinary writing, and focuses on multiple traits of writing
that are important at the graduate level. The purpose of this roundtable discussion
is to provide a structured forum for participants interested in writing assessment
to advance their understanding of important issues in authentic assessment and to
facilitate collaboration in the development of authentic tests of academic writing.
Drawing on the work being done at our institute, we will initiate a discussion of
six broad components of an authentic writing test: the purpose, the writer, the
writing task, the scoring, the reader, and test validation. Participants will be
encouraged to share ideas about, and experiences with, writing assessment and
test development. The discussion is expected to broaden participants? understanding
of authentic writing assessment and the challenges involved in the development of
authentic tests of academic writing.
Reference
Leki, I., & Carson, J. (1997). ?Completely different words?: EAP and the writing experiences of ESL students in university courses. TESOL Quarterly, 31, 39-69.
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The increased use of technology in educational contexts has brought
myriad possibilities and concomitant challenges. In this paper, some
of the various facets that play roles in evaluation of oral presentations
in EFL classrooms in Japan are examined using many-faceted Rasch
measurement (MFRM; Rasch, 1960). In addition to the traditional facets
of presenter ability, rater severity, and the scoring rubric, the roles
of friendship between peer raters and the mode of evaluation were
examined. The three rater groups (peers, graduate students, and
teachers), were found to have different yet quite consistent levels
of strictness. Friendship and the mode of evaluation both played
limited yet statistically significant roles. Strictness generally
increased with a decrease in the level of friendship, but casual
acquaintances were rated more strictly than complete strangers.
In addition, more interactions occurred when the two parties had
a low level of friendship. For mode of evaluation, although the
impact of different modes was statistically significant, the
minimal degree suggests that technology and traditional modes
for evaluation are essentially interchangeable. For the rating
domains, however, the proportion of significant interactions
was substantially higher, with the graduate students in particular
exhibiting a large number of idiosyncratic usages. All three rater
groups yielded different interactions patterns, suggesting that
further training would be prudent.
The manuscript concludes with suggestions for further research.
Date last updated: February 13, 2023
URL: http://www.jimelwood.net/research/research.html
Copyright 2023 by JE.