Promoting EFL students’ accuracy and fluency through interactive practice activities

This study examined the effectiveness of interactive activities at facilitating EFL students’ production of English relative clauses. Thirty-seven EFL learners in Chile carried out interactive activities designed to elicit relative clauses. Pre- and posttests were used to examine whether carrying out the activities facilitated the students’ production of relative clauses. All interactions were audio-recorded and the transcripts were analyzed to determine how accurately and fluently the students produced relative clauses before, during, and after the practice activities. Whereas accuracy was defined as errors involving relative clause formation, fluency was operationalized in terms of the number of pauses, false starts, and self-corrections that occurred within relative clauses. The results showed that the students produced significantly more accurate relative clauses on the posttest; however, their production of dysfluencies remained unchanged. Implications for the use of interactive activities are discussed.  

Exploring the relationships among student preferences, prewriting tasks, and text quality in an EAP context

Despite their prevalence in second language (L2) writing classrooms, prewriting discussions have not been widely investigated in terms of their relationship to students’ written texts. Furthermore, students’ preferences for individual or collaborative work have not been considered in terms of their potential impact on the quality of either prewriting tasks or written texts. The current study investigates the relationships among students’ preferences for collaboration, the format of prewriting tasks (collaborative or individual) and student text quality in an English for Academic Purposes (EAP) course (N = 21). The students carried out three collaborative and three individual prewriting tasks, submitted six written texts, and completed a questionnaire about their learning preferences. Analysis of two focal participants with divergent preferences for collaboration revealed that the collaboratively-oriented student reflected more on content during the collaborative discussions than the individually-oriented student. However, the individually-oriented students did not engage in more reflection during individual prewriting tasks. In addition, the texts both students produced after collaborative prewriting discussions received higher ratings than the texts they wrote after individual prewriting tasks. The findings suggest that collaborative prewriting may be beneficial for text quality, even for students who prefer to work individually

Beyond English language proficiency scores: understanding the academic performance of international undergraduate students during the first year of study

Past research into the relationship between English proficiency test (EPT) scores and score profiles, such as the IELTS and the TOEFL, has shown that there is not always a clear relationship between those scores and students’ subsequent academic achievement. Information about students’ academic self-concept (ASC) may provide additional information that helps predict future academic success. Research has consistently shown a positive relationship between students’ ASC and subsequent academic achievement and educational attainment in both school and higher education settings. The purpose of the current study was to examine the relationship between the academic performance of international students and their language proficiency and academic self-concept as well as other characteristics related to academic success. The study focused on first year international students in undergraduate business programs at an English-medium university in Canada. The following information was collected about the student participants: grades in degree program courses, annual GPA, and EPT scores (including subscores). In addition, students completed an academic self-concept scale. To obtain additional information about success in first-year business courses, instructors in two required courses were interviewed about the academic and language requirements in their courses and the profile of successful students. Correlations between the students’ course grades, GPA, EPT scores, and ASC score were calculated. The instructor interviews were analyzed using a content analysis procedure. The findings from all data sources were triangulated and show that language ability, ASC, and other factors impact academic success during the first year in a business program. The implications of these findings are discussed

Does Prewriting Planning Positively Impact English L2 Students’ Integrated Writing Performance?

This study compared English L2 writers’ (N = 111) performance on an integrated writing task from the Canadian Academic English Language (CAEL) Assessment under three prewriting planning conditions: required self-timed planning required fixed time planning, and suggested (i.e., optional) planning. The participants’ integrated essays were scored according to the CAEL writing bands by raters at Paragon Testing Inc. The effect of planning condition on the participants' planning time, writing time, and integrated writing scores were analyzed using MANOVA. The student interviews were analyzed using thematic content analysis. The results indicated that planning time was the only variable impacted by planning condition, with students in the required self-timed planning condition taking more time to plan before beginning to write. Students’ perceptions about prewriting planning are discussed in terms of implications for the teaching and assessment of L2 integrated writing.La recherche sur la planification en écriture a surtout exploré les tâches d’écriture indépendantes, et peu d’études ont examiné la planification lors de la pré-écriture et la performance avec des tâches d'écriture intégrée. Ainsi, cette étude a comparé la performance de scripteurs d’anglais L2 (N=111) lors d’une tâche d’écriture intégrée issue de l’évaluation de la Canadian Academic English Language (CAEL) sous trois conditions de planification: une planification exigée avec et sans contrainte de temps et une planification avec un temps suggéré. Les rédactions ont été évaluées selon les bandes d'écriture du CAEL. Les effets des trois conditions, le temps d’écriture et les notes ont été analysés en utilisant le test MANOVA. Les entrevues des étudiants ont été analysées à l’aide d’une analyse de contenu thématique. Les résultats ont indiqué que la seule variable affectée par la condition de planification était le temps de planification : la planification exigée sans contrainte de temps. Les perceptions des étudiants sont discutées et des retombées pour l’enseignement et l’évaluation de l’écriture intégrée en L2 sont présentées

Effect of proficiency on Vietnamese EFL learners’ engagement in peer interaction

To expand previous interaction research that investigated only the impact of proficiency on occurrence of language related episodes or pair dynamics, this study explored the effect of proficiency on a range of cognitive, social and emotional features of interaction through the lens of engagement. Fifteen core EFL learners interacted with peers of higher and lower proficiency to complete picture sequencing tasks. The core learners’ degree of engagement when interacting with the lower and the higher proficiency partners was compared. Results revealed that the core learners showed greater cognitive and social engagement and reported higher emotional engagement when interacting with higher proficiency partners. The results are discussed in terms of the role of proficiency pairing in fostering learner engagement in interaction

360-Degree Evaluations: A New Tool in Extension Programming

Evaluation is an important component of Extension programs. To elicit the most effective data, 360-degree evaluations have emerged, where multiple individuals are surveyed to evaluate the performance of volunteers and their programs. These tools should be used to assist the volunteer to perform closer to potential and to help Extension accomplish its goals and more effectively involve volunteers. Extension professionals can utilize 360-degree evaluations to evaluate camp staff, campers, agents, and volunteers. 4-H club leaders can be evaluated in the same manner. These evaluations allow agents to improve the program and to perfect volunteer position descriptions

Korean L2 speakers’ regulatory focus and oral task performance

AbstractThe L2 motivation self system posits that motivation emerges from the dynamic interactions among a learner’s ideal L2 self, ought-to L2 self, and situated learning experience. Only a few studies to date have investigated the individual and combined impact of trait-based and task-induced motivation (i. e., situational motivation related to the immediate learning environment) on L2 performance. Therefore, the current study explored whether Korean L2 speakers’ trait-based and task-induced regulatory focus impacted their oral task performance. Vietnamese university students (N=62) studying Korean as a foreign language completed a questionnaire to assess their L2 instrumentality as being oriented toward prevention or promotion. They were randomly assigned to promotion or prevention task-induced conditions, and then carried out an oral task. The results indicated that whereas the participants’ general motivational tendencies did not impact their task performance, the task-induced prevention condition facilitated faster speech rate (i. e., fluency) and lower error rate (i. e., accuracy) than the promotion condition. Implications for further studies are discussed.</jats:p

The effect of task role on Vietnamese EFL learners' collaboration in mixed proficiency dyads

Previous peer interaction research has shown that proficiency not only plays a role in how second language (L2) learners talk about language form, but also influences their pair dynamics. The current study focuses on peer interaction involving mixed-proficiency dyads, specifically whether task role affects the nature of L2 learners' discussions or their pair dynamics. Sixty English L2 learners at a Vietnamese university were assigned to mixed-proficiency dyads to carry out a story retell task. Task role was manipulated by assigning either information holder or information receiver status to the lower-proficiency learner. After retelling the story, the learners worked together to create a story ending and then collaboratively wrote the entire story. Audio-recordings of their interactions were transcribed and analyzed in terms of the amount, type, and resolution of language-related episodes (LREs) and pair dynamics. The results indicated that the learners produced more LREs and engaged in interactions with greater mutuality when the lower-proficiency learner had the task role as information holder. The findings shed light on ways to promote attention to language form and collaborative interactions when L2 learners from different proficiency levels carry out communicative tasks

Coping Strategies to Promote Mental Wellness

Coping Strategies to Promote Mental Wellness Over eight weeks, our nursing school leadership team collaborated with a Seattle non- profit agency whose mission is to provide resources, planning, and housing to families with children experiencing homelessness. Our team’s overarching goal by the end of this project, based on the needs expressed by the agency, was to create a tool that provides resources and coping skills to families experiencing homelessness to improve mental health and promote wellness. Background The population that is served by the agency includes families with at least one child under the age of eighteen, children with medical needs, and pregnant women, all of whom are experiencing homelessness (Agency, personal communication, Sep 20, 2023). Outreach for these families is conducted on the phone by appointment, in the community, or by walk-in appointments; guests often don’t return after assistance and resources are provided. According to the agency liaison, there is a high level of stressors seen in this population, including gun violence, theft and other violent crime, past trauma, prevalence of past drug use that causes temptations, and additional personal stressors for the individuals in this community (Agency, personal communication, Sep 20, 2023). The agency serves the unhoused population in South Seattle and collaborates with a secondary agency that provides temporary housing. When our team completed a windshield survey of the area, we observed cracked sidewalks, abandoned buildings, and a large encampment for unhoused individuals across the street. The team also observed environmental stressors such as, loud construction sites, an abundance of liquor stores, convenience stores, abandoned vehicles, and a lack of grocery and retail stores. According to Seattle statistics, “11,751 people [were] experiencing homelessness on one night in January, with 53% sheltered and 43% unsheltered... [which] reflects a 5% increase compared to 2019 count” (City of Seattle, 2023). Despite the continued efforts of the City of Seattle to create more affordable housing with a widespread movement to bring people indoors, the number of individuals who are unhoused continues to increase, and available city resources struggle to keep up with the growing population that is unhoused. According to the Seattle Police Department, crime in the area has increased significantly since 2019. The violent crimes reached a 15-year high in 2022, which is a 4% increase compared to 2021 (Seattle Police Department, 2023). People who are unhoused are already at an increased risk of suffering from mental health disorders, with crime being a significant contributor of stress among individuals who are unhoused, especially for families with children (Lippert & Lee, 2015). Various stressors such as crime, commonly seen in individuals who are unhoused, can exacerbate existing mental health problems by undermining economic stability, safety, and social integration (Lippert & Lee, 2015). The increased stressors exacerbating mental illness prompted a need for education on coping strategies. We established the nursing diagnosis for this population as a knowledge deficit related to healthy coping strategies, as evidenced by the agency liaison reporting the need for resources that promote mental wellness and provide healthy coping mechanisms. Activities/Rationale The priority coping strategies we chose are box breathing, guided imagery, and muscle relaxation (Norelli, 2018). These coping skills are clinically shown to reduce tension, anxiety, physical and psychological challenges. As pictured above, increased mental distress, mental health issues, and associated stress related to homelessness are extremely prevalent among the population the agency serves. The following coping skills can be used anywhere, without the need for equipment, materials, or internet access. The box breathing exercise involves breathing in through the nose, holding the breath, and slowly breathing out. The duration of each step can be adjusted per individual preferences. The second coping mechanism is guided imagery, which involves visualizing a calm environment by recalling a distant memory or imagining a happy place while using the five senses to visualize the setting. The final coping strategy involves progressive muscle relaxation, a series of tensing and relaxing the different muscles of the body. The chosen delivery method is through a pamphlet, which can be disseminated to the agency\u27s guests either in person or electronically in the form of a PDF. The pamphlet can be folded into a small, pocket-sized piece that can then be inserted into a protective plastic badge holder, attached to a badge reel. The plastic badge holder serves the purpose to ensure that the pamphlet is durable and sustainable even in the target community’s living environments with harsh weather conditions. In addition, we have included a QR code on the back of the pamphlet which can be utilized to keep the information available on personal devices. Outcome This project had two main goals; the first outcome to achieve was to give unhoused families access to mental health coping strategies and tools to manage stress and anxiety. This goal was met, as our group produced and provided a pamphlet to the agency that contains three different coping strategies that can be used to improve mental wellness. While there were many other possible coping strategies available, we strategically narrowed down to three evidenced- based tools that can be easily completed anywhere the families may be. The second goal was to give unhoused families immediate access to mental health resources outside of the provided coping strategies. We provided the crisis line phone number on the front of the pamphlet, as well as in the coping card section. The rationale was to provide a resource for immediate assistance, that connects the guest to a trained crisis interventionist who can then provide additional resources. Overall, both goals were met in terms of the content of the mental wellness pamphlet. The team sought to evaluate the implementation of the mental wellness pamphlet, a three- question qualitative survey was sent to the agency; however, there was inadequate time for agency to disseminate to staff, thus responses beyond our two agency liaisons could not be evaluated. In addition, assessing the effectiveness of the pamphlet is not feasible; firstly, the population will receive the pamphlet upon completion of the project and thus cannot be surveyed after use. Secondly, walk-in guests receive assistance and resources one time and often do not return. Conclusion The wellness pamphlet will provide a convenient and accessible resource for the South Seattle population dealing with stressors that negatively impact their mental health. We’ve accomplished this by creating flexibility and providing a choice between carrying the pamphlet, badge holder, or QR code. This enables the clients to readily execute the coping skills wherever they are. Limitations identified pertain to the inability to directly assess the population and evaluate implementation of coping strategies, and agency being given inadequate time to disseminate and return qualitative evaluation survey prior to the project deadline. Moreover, the goals were met by providing simplified mental health resources through implementation of coping strategies and providing the crisis line phone number. Lastly, future projects could include an outreach program that focuses on teaching coping strategies to the community. References City of Seattle. (2023). Addressing homelessness. https://www.seattle.gov/human- services/reports-and-data/addressing-homelessness City of Seattle. (2023). Homelessness action plan. Office of the Mayor. https://www.seattle.gov/mayor/one-seattle-initiatives/homelessness-action-plan Gibbs, K. D., Jones, J. T., LaMark, W., Abdulmooti, S., Bretz, L., Kearney, K. D., Narendorf, S. C., & Santa Maria, D. M. (2023). Coping during the COVID‐19 pandemic among young adults experiencing homelessness and unstable housing: A qualitative study. Public Health Nursing, 40(1), p. 17-27. https://doi.org/10.1111/phn.13136 Lippert, A., & Lee, B. (2015). Stress, coping, and mental health differences among homeless people. Sociology Inquiry, 85(3), p. 343-374. https://doi.org/10.1111/soin.12080 Mayne, S.L., DiFiore, G., Hannan, C., Virudachalam, S., Glanz, K., & Fiks, A. G. (2022). Association of neighborhood social context and perceived stress among mothers of young children. Academic Pediatrics, 22(8), 1414-1421.https://doi.org/10.1016/j.acap.2022.03.013 Norelli, S., Long, A., & Krepps, J. (2018). Relaxation techniques. StatsPearls Publishing, Treasure Island (FL). https://europepmc.org/article/nbk/nbk513238#__NBK513238_dtls__ Seattle Police Department. (2023). Crime report 2022. https://www.seattle.gov/documents/Departments/Police/Reports/2022_SPD_CRIME_RE PORT_FINAL.pd

L2 writers’ use of outside sources and the related challenges

Researchers have called for the development of new pedagogical strategies to help students learn how to integrate source information into their own texts effectively (Casanave, 2017; Hu, 2015). Since these strategies are tied to particular pedagogical contexts, their development has to be preceded by a careful examination of the context where they will be implemented. To that end, the current study examined how students use sources in their own writing at an English-medium university in Canada and what challenges they face in doing so. Notes and essays written by English for Academic Purposes (EAP) students (N = 73) were analyzed in terms of how they used source text information. A subset of the students and five experienced instructors were interviewed to gain insight into students’ challenges with the source-based writing tasks required in the EAP program. The findings indicate that students face difficulty with both the reading and writing phases of source-based writing, which has implications for the development of pedagogical strategies to address these difficulties