Researching language learning processes in open CALL settings for advanced learners

This article reports on a project (electronic role-play) run at Nottingham Trent University. It investigates how knowledge can be constructed collaboratively in an open setting based on computer-mediated communication (CMC) and the internet as primary source for material. The analysis will concentrate on evidence of (1) focus on language form and (2) acquisition of content. Furthermore, it reports about observations made regarding the way in which students utilize the electronic environment during the learning process, namely (3) the flow of information within an open CALL framework and (4) the non-linear composition of text

Qualitative Research on Mediated Dialogism among Educators and Pupils

The relevance of qualitative research to virtual practices rests on subject knowledge and practical know-how on operations for exchange, growth, learning, and dialogue. Highlighting the discursive perspective, this paper covers theory on emerging didactics for online learning. In doing so, the contents show how computer-mediated learning incorporates a dialogical orientation. There is an empirical account of experiences of applying the theory in a comprehensive Nordic network with an aspect of computer-mediated theory focused on Ba, a construct illustrating how educators and pupils keep their higher mental operations creative in the process of critiquing and applying knowledge in English as a foreign language. The paper explores the social nature of learning, emphasizing the dialogical perspective, weaving methodological consistencies, and principles and theoretical positions with recent conceptual elaborations that focus on knowledge creation in emerging realities. Ideas about action learning provide an overview of issues particular to research on virtual discursive interaction

The age of interactivity: An historical analysis of public discourses on interactivity in Ireland 1995 - 2009.

Interactivity is integral to media and communications and yet is a contested concept in the literature. There is little agreement on its meaning not least because of its multidisciplinary nature. Previous research, concerned with finding a single definition of interactivity, has focused narrowly on specific contexts of communication using limited methodologies. This thesis argues that several meanings of interactivity are in circulation and that the search for one bounded definition constrains understanding of its role and fails to recognise its analytical potential. The study makes an original contribution to research by presenting findings from an analysis of public discourses on interactivity, a valuable source of material neglected in research to date. It shows that at least nine thematic representations of interactivity are in circulation representing different aspects of its role in communicative events. These are identified as the Empowering, Commercial, Pedagogical, Aesthetic, Ludological, Futuropia, Hula-hoop, Sceptical and Information Society themes. The results are based on a longitudinal content and discourse analysis of fifteen years of newspaper coverage in Ireland, an original methodological addition to research, reflecting both a unique national perspective on the concept and the flow of influential international discourses within a small state. The content analysis draws a detailed quantitative picture of how and where interactivity arises in news coverage while the discourse analysis examines qualitative aspects of the dominant, overlapping and conflicting discourses around interactivity and the discourse communities operating behind the talk. The analysis illustrates how thematic representations of interactivity coexist both in discourse and in individual communicative events, suggesting the potential for layered interactivities in communication. The ‘age of interactivity’ describes a wide range of discourses from hype and myths around interactivity to its potentially transformative role in communication. Overall this thesis highlights the value of interactivity as a communication concept and analytical tool with rich research potential

Organisational and strategic communication research: European perspectives II

(Excerto) This e-book presents a selection of the research papers presented at the 5th European Communication Research and Education Association (ECREA) Conference in Lisbon, November, 2015. The book reflects the work of researchers within the Organisational and Strategic Communication (OSC) Section of ECREA from different backgrounds and higher education institutions in Europe and highlights the diverse professional and scientific interests of the Section. At the 5th ECREA Conference, the OSC Section selected almost 50 papers from the 90 submitted abstracts, which were organized into two specialist panels (“Government Public Relations in Europe: Critical Perspectives” and “Inconsistences Organizational Communication”), eight parallel sessions and one poster session. Those papers selected for Lisbon 2015 made a valuable contribution to key contemporary communications debates and issues. The peer reviewed papers presented in this volume share findings and “state of the art” critical reflections, which address the core objective of the Organisational and Strategic Communication Section of ECREA. They also continue the tradition of the promoting scientific knowledge in our broad and diverse field of research, which has been central to Section’s raison d’être since its creation in 2006

Organisational and Strategic Communication Research: European Perspectives II

This e-book presents a selection of the research papers presented at the 5th European Communication Research and Education Association (ECREA) Conference in Lisbon, November, 2015. The book reflects the work of researchers within the Organisational and Strategic Communication (OSC) Section of ECREA from different backgrounds and higher education institutions in Europe and highlights the diverse professional and scientific interests of the Section

English: Language of hope or broken dream?

In this chapter, the ESL approaches adopted by seven different literacy organisations in South Africa are described and analysed. The approaches are identified in relation to developments in the field of applied linguistics and language teaching. The methods include formalist, functional/communicative approach, competency-based approach, natural growth approach, task-based process approach, popular education and ESL approach. The chapter concludes with principles for adult, popular second language learning curriculum and training

Seeing eye to eye: social augmented reality and shared decision making in the marketplace

Firms increasingly seek to improve the online shopping experience by enabling customers to exchange product recommendations through social augmented reality (AR). We utilize socially situated cognition theory and conduct a series of five studies to explore how social AR supports shared decision making in recommender–decision maker dyads. We demonstrate that optimal configurations of social AR, that is, a static (vs. dynamic) point-of-view sharing format matched with an image-enhanced (vs. text-only) communicative act, increase recommenders’ comfort with providing advice and decision makers’ likelihood of using the advice in their choice. For both, these effects are due to a sense of social empowerment, which also stimulates recommenders’ desire for a product and positive behavioral intentions. However, recommenders’ communication motives impose boundary conditions. When recommenders have strong impression management concerns, this weakens the effect of social empowerment on recommendation comfort. Furthermore, the stronger a recommender’s persuasion goal, the less likely the decision maker is to use the recommendation in their choice

The Influence of Management on Teacher Well-Being and the Development of Sustainable Schools

Teaching is one of the professions with the highest levels of stress and disquiet at work, having a negative impact on teachers’ well-being and performance. Thus, well-being is one of the priorities in human resource management (HRM) in schools. In this regard, this paper studies the relationship between HRM, well-being and performance, observing the incidence of leadership and innovation in these relationships. The objective is to measure the extent to which it is necessary to encourage sustainable environments that promote the well-being of teachers and, by extension, students. The study used the methodology of structural equations and a sample of 315 secondary school teachers. The work validates the influence of leadership by example and information management on HRM and performance. In addition, we confirm the significant effect of human resource management on educational performance. The relationship is observed both directly and through the mediating effect on the improvement of well-being. On the other hand, the positive influence of innovation on performance, both in schools and in the classrooms, is reaffirmed. These results suggest the need to zero in on the human resources policies in schools linked to the improvement of teacher well-being and educational performance. They also highlight the role of school and classroom innovation as a key element in maintaining educational quality

Design leadership and communication: Characteristics and abilities of design leaders communicating design to non-designers during the fuzzy front end of new product development

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel UniversityThis research investigates the key characteristics of design leaders in the context of New Product Development (NPD) at the Fuzzy Front End (FFE) or early stage of this process. It particularly focuses on how design leaders communicate design to non-designers. It is often observed that designers struggle to communicate design to non-designers. Previous research has identified design leaders as competent design communicators. However, the definition and key characteristics of design leaders remain unclear. By reviewing the literature on leadership studies, design leadership and project leadership, it is evident that no single universal definition of leadership exists. The most common definition is that leaders apply their knowledge and skills to conduct activities and use their traits to influence other people’s actions. Leadership requires different characteristics for different tasks. To understand the characteristics of design leaders, triangulated research was employed at a real-life NPD project involving young designers and non-designers at early stages of NPD as part of the first study. All participants (N=32) were directly observed, interviewed in semi-structured interviews and administered with assistive questionnaires to compare design and non-design participants’ leadership and communication styles. The second study was in-depth, focusing on UK design leaders (N=11) through semi-structured interviews and based on deficiencies in leadership and communicating design, identified from the first study and the literature review. Comparative studies indicate that designers and design leaders vary their attitudes towards non-designers, motivation and communication style. This study highlights the key characteristics of design leaders: an epiphany by experiencing the entire NPD process, interest in the benefits of NPD stakeholders, a good understanding of design competency, reflectively flexible working attitude and strong, active listening. Thus, a conceptual model was formulated and evaluated, able to guide designers who wish to become design leaders and help to enhance design communication and relationships with non-designers

Drawing as a Method for Accessing Young Children's Perspectives in Research

Researchers have taken a particular interest in children’s drawings as a means of representing and communicating knowledge and perspectives but a review of literature reveals that researchers routinely use drawings as a way of obtaining data without considering their function or value. This ESRC-funded research aims to explore drawing as a method of accessing children's perspectives and has three central research objectives which consider methodological and analytical factors relating to the use of children’s drawings as a research tool. These are: to develop a principled approach to analysing and interpreting children’s drawings, to create guidelines for the use of drawing as a research tool, and to gather children’s perspectives on play through the method of drawing. The research objectives were achieved by asking the following three questions: How can children’s drawings be analysed using a principled approach? What are the major factors to be considered when using drawing as a research tool? What can drawings reveal about children's perspectives on play? The study involved two visits to the homes of eight preschool children aged four. The sample included four girls and four boys from central and north-east Scotland with half of the families being categorised as being of low socioeconomic status. Visits were flexible and unstructured allowing the child autonomy regarding our level of interaction and the types of activities (such as free play and conversation) with which they wished to engage. The second visit included a prompted drawing activity in which I invited children to express their perspectives on play. The topic of play was chosen (i) to offer children a meaningful research activity to investigate the issues surrounding the method, (ii) to explore the task of representing an abstract, yet familiar, concept and how this may influence children’s drawings and representations of play, and (iii) as an extension of the ESRC project Young Children Learning with Toys and Technology at Home (Plowman et al., 2012) by giving greater emphasis to children's own perspectives on play and exploring the ways in which this can be achieved. My theoretical approach is not to consider drawings as reproductions of reality, but to value and attempt to understand children’s drawings as a semiotic vehicle in which messages are created and conveyed during the drawing process through representation and signification. Informed by social semiotics (Kress & van Leeuwen, 1996) the research presents an innovative four-step approach to analysing children's drawings (4-SASA). The protocol, a key contribution of the research, was developed to promote a more systematic analysis, involving (i) isolating signs within drawings through manual annotation, (ii) documenting the child’s understanding of signs and the significance attributed to them, (iii) organising signs using specific categories of social semiotic analysis (mode, size, colour, salience) and identifying the child’s motivation and interest for specific sign production, and (iv) synthesis of the child’s perspectives from steps 1-3. Post hoc methodological examinations elucidated the following four key factors to be considered when using young children’s drawings: (i) contextual sensitivity of the drawing process, (ii) children’s perceptions of the research task, (iii) the complex task of representing an abstract and elusive concept such as play, and (iv) whether there is a fundamental difference between drawing spontaneously (non-commissioned) and drawing on request. Evidence from the study supports previous literature in demonstrating the potential of drawing as a method of accessing children’s perspectives. However, findings suggest that rather than routinely selecting drawing as a method for representing children’s perspectives, researchers need to be more thoughtful about the ways in which factors such as the social and contextual framing of drawing and approaches to data collection can affect research outcomes. The thesis concludes by discussing how these emerging issues impact research outcomes, along with implications for future implementation and analysis of drawings