Text-Based Plagiarism in Scientific Writing: What Chinese Supervisors Think About Copying and How to Reduce it in Students' Writing

Text-based plagiarism, or textual copying, typically in the form of replicating or patchwriting sentences in a row from sources, seems to be an issue of growing concern among scientific journal editors. Editors have emphasized that senior authors (typically supervisors of science students) should take the responsibility for educating novices against text-based plagiarism. To address a research gap in the literature as to how scientist supervisors perceive the issue of textual copying and what they do in educating their students, this paper reports an interview study with 14 supervisors at a research-oriented Chinese university. The study throws light on the potentiality of senior authors mentoring novices in English as an Additional Language (EAL) contexts and has implications for the efforts that can be made in the wider scientific community to support scientists in writing against text-based plagiarism. © 2011 The Author(s).published_or_final_versionSpringer Open Choice, 28 May 201

Internet-mediated intercultural English language education in China's higher education institutions

In the information age, the advent of Internet technologies has made it possible to transform language learning and teaching, through online intercultural exploration and exchange. The role of English as an international language in global communication is recognised in China's latest national guidelines for tertiary language curricula, which seek to develop professionals possessing both sound language proficiency and intercultural competence, alongside other goals such as information literacy and learner autonomy. This thesis examines the actual delivery of an intercultural dimension mediated by Internet technologies. To this end, this thesis reports an investigation into the situation of Internet-mediated intercultural English language teaching and learning at China's higher education institutions conducted between 2008 and 2009. Multi-stage and multi-site fieldwork combined a survey approach and a collective case study approach. The researcher being the primary data collection tool, data obtained from questionnaire survey, interview (and informal conversation), observation and document collection instruments have been combined. The survey findings thus not only have breadth, but also provide materials for in-depth studies of sample cases. Four cases, demonstrating a variety of institutional, individual, pedagogical and technological factors, are analysed at greater length to explore whether evidenced Internet-mediated practices might facilitate an intercultural approach to teaching and learning. Comparisons suggest that, despite their differing characteristics and contexts, there are some commonalities in terms of Internet-mediated activities entailing elements of an intercultural approach. These elements are synthesised and mapped out in an original pedagogical framework for Internet-mediated intercultural teaching and learning, with a set of guiding principles. This framework advocates establishing an Internet-mediated intra-class community as the basis for undertaking intercultural language activities, complementing the prevailing telecollaborative model for the development of intercultural communicative competence. This outcome contributes to a fuller understanding of the design of Internet-mediated intercultural language activities

A survey of Internet-mediated intercultural foreign language education in China

In all educational contexts, technological developments and changes in pedagogical theory mean that any picture of current practice and attitudes must be dynamic. In many countries, the learning outcomes of foreign language courses now include intercultural communicative competence (ICC), although the precise model for teaching ICC varies even across the English-speaking world. Internet-mediated approaches are widely used to support intercultural learning. In China, the geographical scale of the country and the speed and extent of contemporary socio-economic evolution, allied to long-established and distinctive cultures of learning, make the interface of new technologies and intercultural learning objectives particularly interesting and significant. A small-scale study of college teachers’ and learners’ perceptions of intercultural classroom instruction, with a special focus on Internet mediation, was conducted in mid-2007, using questionnaires and semi-structured questions, to explore the professional, personal and technical issues associated with Internet-mediated learning of languages and cultures. The results show that textbooks remain the predominant authority, while Internet tools are used as a source of information rather than a means of communication. Findings suggest recognition by teachers and students of the potential of the medium, and of the validity of intercultural goals for foreign language classes, although there are some divergences between the views of teachers and students. However, it is suggested that national policy, local incentives and resources and above all educational traditions do not yet allow optimal use of Internet-mediated approaches

A DISCOURSE PHONOLOGY PERSPECTIVE OF EFL TEACHER’S TALK: A CASE STUDY AT ENGLISH FIRST COURSE

Liana Nurbakti (14121320241) “A DISCOURSE PHONOLOGY PERSPECTIVE OF EL TEACHER’S TALK: A CASE STUDY AT ENGLISH FIRST COURSE (QUALITATIVE RESEARCH)” This research explores the intonation pattern and the illocutionary function of teacher’s talk. The aims of this research is investigate the intonation pattern of teachers talk in the classroom and investigate the illocuttionary function served by teacher in the classroom. This study is qualitative method, exactly discourse analysis qualitative. Lodico, et.al (2010: 142) shapes that qualitative researchers focus on the study of social phenomena and on giving voice to the feelings and perceptions of the participants under study. This study also analyzes the words meaning and focus on recoded dialogue and the form is text. The result of this research is the teacher used informal conversation with students in the classroom. It used by the teacher to give the freedom for students in give opinion, share what’s in their mind. Teacher also used rise tone more than others. It means that the teacher guided the students in learning process. It is also used by the teacher to easier the students to understand the lesson itself. In the whole of learning process, the teacher more produced rise (final) to deliver asking function of her talk. Although the investigation was about directive function, but in the process of learning the function that most produce by teacher was asking. It was because in the context of situation of the learning process itself the students more quite. They were say nothing if the teacher not ask them. Ask here means guidance for the students. So, the teacher more ask to the students to guide the students in learning process itself. Keywords: Intonation, Illocutionary, Directive Functio

A DISCOURSE PHONOLOGY PERSPECTIVE OF EFL TEACHER’S TALK: A CASE STUDY AT ENGLISH FIRST COURSE (QUALITATIVE RESEARCH)

Liana Nurbakti (14121320241) “A DISCOURSE PHONOLOGY PERSPECTIVE OF EL TEACHER’S TALK: A CASE STUDY AT ENGLISH FIRST COURSE (QUALITATIVE RESEARCH)” This research explores the intonation pattern and the illocutionary function of teacher’s talk. The aims of this research is investigate the intonation pattern of teachers talk in the classroom and investigate the illocuttionary function served by teacher in the classroom. This study is qualitative method, exactly discourse analysis qualitative. Lodico, et.al (2010: 142) shapes that qualitative researchers focus on the study of social phenomena and on giving voice to the feelings and perceptions of the participants under study. This study also analyzes the words meaning and focus on recoded dialogue and the form is text. The result of this research is the teacher used informal conversation with students in the classroom. It used by the teacher to give the freedom for students in give opinion, share what’s in their mind. Teacher also used rise tone more than others. It means that the teacher guided the students in learning process. It is also used by the teacher to easier the students to understand the lesson itself. In the whole of learning process, the teacher more produced rise (final) to deliver asking function of her talk. Although the investigation was about directive function, but in the process of learning the function that most produce by teacher was asking. It was because in the context of situation of the learning process itself the students more quite. They were say nothing if the teacher not ask them. Ask here means guidance for the students. So, the teacher more ask to the students to guide the students in learning process itself. Keywords: Intonation, Illocutionary, Directive Functio

Analyzing Pre-Service English Teachers' Digital Literacy Skills in EFL Teaching

This study analyses the types of digital literacy skills frequently used and how digital literacy skills support pre-service English teachers’ performances. This research used a mixed method with an explanatory sequential design. The data collection method begins with the collection of quantitative data by online questionnaire, then proceed with the collection of qualitative data to help analyze the data obtained quantitatively through observation and interview. The population of this study was pre-service English teachers, the sixth-semester students of the English Education program at Universitas Negeri Makassar who program teaching training including PPL, Kampus Mengajar, and Ajarmi program. One hundred and two pre-service English teachers filled out the questionnaire, while several representatives were chosen for interview. The result showed that (1) various digital literacy skills were used by pre-service English teachers, such as information, technology, media, communication, reproduction, branching, socio-emotional, and real-time thinking skills. However, the use of information literacy has the highest used percentage, which is 54 % in Often category and 0 % in Never category. and (2) pre-service English teachers' use of digital literacy skills supported the teaching performances, including the access to prepare teaching models and media, improving their teaching skills, and producing new creative and innovative teaching content

Teacher Anxiety and Resilience as Socio-ecological Experience: A Critical Ethnography of Early-career English as an Additional Language Teachers in Post-pandemic Ontario, Canada

This critical ethnographic study investigated the anxiety and resilience experiences of English as an Additional Language (EAL) teachers in Ontario, Canada during their early careers after the pandemic. The study drew on literature regarding the TESOL profession’s precarious nature, resilience and anxiety concepts, pandemic impacts on language education, and debates on native-speakerism. It employed four-level theoretical frameworks, including the theories of critical praxis (Freire, 1970), reflexivity (Byrd Clark, 2020), ecological systems (Bronfenbrenner,1979), and the community of practice (Lave & Wenger, 1991) for its design and implementation. Four pre-service and three in-service English language teachers participated, providing weekly reflective journals for 12 weeks followed by a semi-structured interview. Findings showed that pre-service EAL teachers primarily felt anxious due to academic English skill challenges, peer pressure, limited practical teaching exposure, and concerns about time management and future prospects. Their resilience was enhanced by factors such as growth mindset, written reflections, academic resources, peer support both within and outside the TESOL program, institutional wellness and career services, and hands-on teaching experiences. In contrast, in-service EAL teachers reported unstable working conditions, specific teaching hurdles, and perceived ineffective managerial support as major anxiety sources. Their resilience was linked to coping mechanisms like perspective shifts, reflective journaling, student relationships, peer interactions, institutional workshops, and stable immigration status. This study’s primary contributions encompass a shift from mainstream anxiety research in the field of applied linguistics to a socio-ecological view of both EAL teacher anxiety and resilience. Additional aspects of research significance underscore the effectiveness of online reflective journals and interviews for exploring teacher emotions, heighten EAL teachers’ awareness of and preparation for early-career transition challenges, and offer critical insights for teacher educators, teacher preparation programs, and policy makers in Ontario, Canada to better support early-career EAL teachers

Approaching a Listening and Speaking Skills Gap for Some Learners in the Adult ELL Classroom

Some adult English language learners (AELLs) have weak English listening and speaking skills in relation to their reading and writing literacy skills. Little information about this discrepancy is available to teachers of AELLs. The purpose of this project was to learn what research exists on the topic and find hands-on strategies to address it in the AELL classroom. Methods included an extended literature review and a survey of AELL teachers in two upper-Midwest urban Adult Basic Education (ABE) programs. Studies of college and university students who are learners of English as a second language (ESL), show that listening and speaking skill deficiencies exist in a broader context of adult ESL education. The literature shows a lack of effective listening and speaking instruction in traditional approaches to ESL. Communicative Ianguage teaching (CLT) and cognitive listening strategies have been developed to address these. Survey responses showed a relatively high number of ABE teachers observe a Iistening/speaking skills weakness for some AELLs. Responses included teaching strategies feedback. Based on the literature review findings and survey responses, a manual of listening and speaking instructional activities was developed for the AELL classroom. A tuture examination of this language skills balance is recommended, after College and Career Readiness Standards (CCRS) have been fully adopted in ABE programs

Scaffolding L2 Academic Reading and Self-Regulation Through Task and Feedback

Research has shown that classroom-based reading strategy training does not necessarily result in effective, self-regulated reading behaviours when students engage with authentic academic reading in their own study contexts. In light of this problem, our study examines the effects of an instructional scaffold combined with teacher feedback, designed to foster students’ self-regulation in authentic academic reading contexts. Over a five-week period, students read five academic texts and posted blog posts documenting their reading, scaffolded by a task prompt. In response, their teacher posted individualised feedback. The data comprised 75 student blog posts and 63 teacher responses. The results suggest that the task prompts and feedback supported students’ self-regulation in different ways: while the task prompted students to reflect on their reading, teacher feedback redirected students’ attention to new ways of reading and to less superficial aspects of the task, as well as reminding them of reading behaviours they had previously engaged in successfully. The study therefore provides insights into the interplay between task and feedback and recommendations for teaching practice

Online Communication Tools in Teaching Foreign Languages for Education Sustainability

Higher education curricula are developed based on creating conditions for implementing many professional and universal competencies. In Russia, one of the significant competencies for a modern specialist is business communication in oral and written forms in the Russian language and a foreign language. Therefore, teaching students to write in a foreign language is one of the modern requirements for young specialists’ professional training. This article aimed to study the tools of online communication that are used in teaching foreign languages. The article presents the results of an empirical study and analysis of factors of application of online communication technologies in foreign languages teaching, synchronous and asynchronous means used in online learning, and the advantages of integrating online communication tools into the educational process of teaching a foreign language. The study of the advantages and disadvantages of educational platforms is based on an analysis of information and online communication technologies used in the educational process. Based on the example of teaching a foreign language, the article shows how online communication platforms are involved in the educational process. Furthermore, the teachers’ and students’ opinions are presented on how online platforms are convenient. The survey involved 928 first-year students and 76 foreign language teachers of Volgograd State University (Volgograd), Linguistics University of Nizhny Novgorod (Nizhny Novgorod), Tomsk Polytechnic University (Tomsk), Ural Federal University, named after the first President of Russia B.N. Yeltsin (Ekaterinburg). It was revealed that the integration of online communication tools has positive effects on the formation and development of written communication skills