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The Effects of Corrective Feedback on Instructed L2 Speech Perception

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The Effects of Corrective Feedback on Instructed L2 Speech Perception

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Researchers studied how Corrective Feedback Effects L2 Speech Perception by comparing groups of L2 Language Learners.
-Alison Krzenski

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Researchers test, study, and compare simultaneous learners of English and French across many proficiency levels to get an idea of how morphological complexity is developed over the learning stages.

-Leah Bromaghim

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ESL 8130 SLA Digital Article Presentation - Google Slides

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Researchers studied why and when English language learners showed they had difficulty with the present simple tense, specifically the 3sg -s.

- Bae Wa

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Teacher vs. Peer Oral Corrective Feedback in the German Language Classroom

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Teacher vs. Peer Oral Corrective Feedback in the German Language Classroom

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Researchers study the effectiveness of peer oral corrective feedback vs. teacher oral corrective feedback as they relate to the learning of the present perfect tense in German. - Lisa Heupel

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Tense Marking in the English Narrative Retells of Dual Language Preschoolers

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Tense Marking in the English Narrative Retells of Dual Language Preschoolers

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Researchers use a narrative retell task to monitor tense-marking accuracy with a group of Spanish-English Dual Language Learners over a two year span. -Ashley Gilbertson

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Whose? L2-English speakers' possessive pronoun gender errors

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Whose? L2-English speakers' possessive pronoun gender errors

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The researcher looks at what the causes may be for pronoun gender errors in native Spanish, Italian, and Dutch speakers who are fluent in English

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Current Research Article Presentation E. Grams

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Researchers examine and explore the learning difficulties of Hong Kong ESL students in regards to questioning.
-Steph Noble

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Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity

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Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity

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Researchers explore the role of task complexity on L2 writing behavior.
-Nicole Black

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Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity

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Researchers explore how student motivation varies in two types of English courses at a Spanish university. Which classroom environment promotes integrative motivation and which promotes instrumental motivation?
-Kylie Pieczonka

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a) What is the role of the teacher in the classroom?

b) Do you consider your English level adequate to pass the subject?

c) Do you consider relevant the learning strategies in your English class?

d) Do you feel confident in your English class?

e) Have you improved your English knowledge?

f) Are you going to enroll in a similar English course next year?
2. Instrumental motivation:
a) Do you consider English relevant?

b) Do you prefer to learn English than another foreign language? why?

c) Are you going to use English in a professional environment?

d) Do your family or friends speak English?

e) Is English a lingua franca?

f) Do you use English in the Internet?

(2014, p. 242)

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a) What is the role of the teacher in the classroom? b) Do you consider your English level adequate to pass the subject? c) Do you consider relevant the learning strategies in your English class? d) Do you feel confident in your English class? e) Have you improved your English knowledge?

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The Effects of Input Enhancement and Recasts on the Development of Second Language Pragmatic Competence 

 

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The Effects of Input Enhancement and Recasts on the Development of Second Language Pragmatic Competence 

 

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Researchers examine the effect of using input enhancement and recasts over the second language learners' constructive criticism in both short and longer terms
(Anca Vasiu)
https://docs.google.com/a/hamline.edu/presentation/d/e/2PACX-1vSfSKTDs7Zn63MFP_424zDigzilaXnLLs3TgiK0GuLeeqS3pgGgq9DG0X2EVvouVyr7-plzKT8AhkC-/pub?start=true&loop=true&delayms=30000

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Researchers explore two different types of corrective feedback: implicit and explicit. Which, if any, provide learners with better information for long term learning?
- Yashkumarie Premsukh

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Corrective Feedback in Second Language Acquisition

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SCAFFOLDING LANGUAGE LEARNING IN ACADEMIC ESL CLASSROOM 

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SCAFFOLDING LANGUAGE LEARNING IN ACADEMIC ESL CLASSROOM 

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Researcher explores the way scaffolding is presented through three different types of interaction in the classroom and explains the role of power relations in these interaction. (Pachia Vang)

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Teacher-led instruction: when teacher acted as a facilator and mediator during whole class-teacher interactions, the teacher gave almost everyone an opportunity to participate.

BUT, when students worked with their peers, there was less effective participation among each other because of dominated conversations where there were students that were outspoken and couldn't invite their peers into the conversation, bid for a turn, or assist others to complete tasks.

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SCAFFOLDING LANGUAGE LEARNING IN ACADEMIC ESL CLASSROOM

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Teacher-led instruction: when teacher acted as a facilator and mediator during whole class-teacher interactions, the teacher gave almost everyone an opportunity to participate. BUT, when students worked with their peers, there was less effective participation among each other because of dominated conversations where there were students that were outspoken and couldn't invite their peers into the conversation, bid for a turn, or assist others to complete tasks.

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PRONUNCIATION IN FACE-TO-FACE AND AUDIO-ONLY SYNCHRONOUS COMPUTER-MEDIATED LEARNER INTERACTIONS

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PRONUNCIATION IN FACE-TO-FACE AND AUDIO-ONLY SYNCHRONOUS COMPUTER-MEDIATED LEARNER INTERACTIONS

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Researchers examine the role of pronunciation in learner-learner interactions through the context of similar or differing L1 backgrounds, different modes of interaction such as face-to-face and audio-only synchronous computer mediated communication, and communicative tasks.
(Ian Suh)

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Ian Suh's SLA Research Article Presentation

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PRONUNCIATION IN FACE-TO-FACE AND AUDIO-ONLY SYNCHRONOUS COMPUTER-MEDIATED LEARNER INTERACTIONS Loewen, S., & Isbell, D. R. (2017). Pronunciations in face-to-face and audio-only synchronous computer-mediated learner interactions. Studies in Second Language Acquisition, 39, 225–256. doi:10.1017/S0...

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Some Knotty and Intriguing Oral Mistakes by Cantonese and Other Chinese Speakers of English

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Some Knotty and Intriguing Oral Mistakes by Cantonese and Other Chinese Speakers of English

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Is it he, she, or it? To the Chinese English language learner, there may not be a difference in English.
(Kenya Nelson)
https://goo.gl/MuV844

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Some knotty and intriguing oral mistakes

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On the self reported use of communication strategies by CLIL learners in primary education

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On the self reported use of communication strategies by CLIL learners in primary education

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Researchers polled 5th 6th grade Spanish students about the communication strategies they use when speaking English

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L1 Phonology and Producing the Past Tense in English

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L1 Phonology and Producing the Past Tense in English

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Researchers investigate whether or not phonological transfer from certain L1's (Mandarin, Spanish, and Japanese) interferes with correct production of English past tense.
(Casey Hatlevoll)

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Campos-Dintrans, G., & Rothman, J. (2018). The role of L1 phonology in L2 morphological production. Studies in Second Language Acquisition, 40(3), 503-527. doi:10.1017/S0272263117000122 How Mandarin, Spanish, and Japanese compare to English when it comes to past tense formation.

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Question difficulties among Hong Kong ESL students

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Question difficulties among Hong Kong ESL students

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Researchers examine different parts of questions to see what Hong Kong ESL students really have trouble with and (possibly?) why.
Heather Huckstadt

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‘*Why you can’t ask a proper question?’ – The Learning Difficulties of Hong Kong ESL Students

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‘*Why you can’t ask a proper question?’ – The Learning Difficulties of Hong Kong ESL Students Lee, J. F. K. (2016). ‘Why you can't ask a proper question?'-the learning difficulties of Hong Kong ESL students. RELC Journal: A Journal of Language Teaching and Research in Southeast Asia, 47(3), 295-311.

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Recasts vs. Scaffolds -Which is More Effective?

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Recasts vs. Scaffolds -Which is More Effective?

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Researchers investigate the best kind of corrective feedback to help ELs with grammaticality.

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Dikeman.1 SLA Research Digital Presentation - Powerpoint

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Augmenting Academic Speaking at the Tertiary Level through Neuro-linguistic Programming (NLP

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Augmenting Academic Speaking at the Tertiary Level through Neuro-linguistic Programming (NLP

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Can NLP help graduate non-native English speakers speak more freely and with more confidence?

https://www.useloom.com/share/d0804491fb4b4331963f7e96609c91ec

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A notoriously difficult concept in English: articles (a, an, the)! How do we teach students to use them appropriately? Is explicit instruction actually helpful?

Rebecca Maki

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Participants 54 Saudi (Hejazi) Arabic-speaking ELLs 33 in an instructed group 21 in an uninstructed group all have Arabic has their only L1 and English as their L2, none had spent longer than 1 month in an English-speaking country and exposure to English is limited to the