L1 translation as scaffolding in tutor talk: a case study of two Korean tutors

With the increasing popularity of the communicative approach in the mid-20th century, the use of the L1 was discouraged and stigmatized in foreign language education. Since the emergence of the sociocultural perspective, however, L1 use has been reconsidered as a key mediating tool for second language learning. Utilizing this sociocultural approach, this study examines how L1 translation is used in tutor-tutee talk during writing center appointments by analyzing the talk of two Korean tutors with their seven tutees. The analysis reveals that L1 translation not only helps the tutees clarify their intended meaning in their texts, but also serves as a successful tool for cognitively scaffolding tutee learning—in the forms of pump, hint, and prompt—by helping both the tutor and tutee negotiate meaning and arrive at a solution together. The results bring new insights regarding the use of L1 translation in tutor and tutee interaction by highlighting the usefulness of L1 translation as scaffolding for language learners, particularly when their language proficiency is not advanced. This study implies that the use of L1, in particular, L1 translation may contribute to L2 learners’ learning of English by facilitating their negotiations of meaning with their teachers as to finally arrive at mutual understanding of each other

The role of scoring in formative assessment of second language writing

This study examines how scoring with feedback in formative assessment affects learning in an English as a foreign language (EFL) writing classroom. Two EFL writing classes were compared: in one class, teacher feedback was given to students on initial drafts, and scores were given only at the end of the semester; in the second class, teacher feedback and scores were given to students on each draft throughout the semester. This study adopted a mixed-methods approach, including a statistical analysis to explore whether teacher feedback accompanied by scoring makes a difference in student writing, and observation, and interviews of focal students to examine how feedback with scores affects students’ perceptions and attitudes towards writing. The results reveal that the scoring class wrote more accurately than the non-scoring class and that the focal students in the scoring class were not only more aware of both their own and their classmates’ performances, but that they also made efforts to emulate the students they considered effective writers. This study implies that scoring can fortify the effects of feedback by motivating high achieving students to do their best in their writing assignments

Aesthetic and Value Judgment of Neotenous Objects: Cuteness as a Design Factor and its Effects on Product Evaluation.

From the perspective of evolutionary psychology, neoteny entails the specific appearance and traits of babies that tend to trigger protective behaviors by adults. Based on Lorenz (1970), five dimensions of neotenic cues were examined. The following exploratory study was designed to identify whether those determinants of perceived cuteness could be applied to abstract geometric forms. Participants were asked to design a cute rectangle by adjusting the size, proportion, roundness, rotation, and color of the figure. The outcome figures indicated a propensity toward forms that were relatively small, round-cornered, slightly tilted, and light-colored. Findings support the idea that smallness, roundness, tiltedness, and lightness of color can serve as determinants of perceived cuteness in artifact design. However, the evaluation of neotenic designs was mediated by the meaning of cuteness, and this pattern was supported by data collected in two countries, the United States and Korea. This cultural difference can be accounted for by an attitude toward youthfulness. Furthermore, cultural differences in aesthetic judgment of cuteness in design and its influence on product choice were investigated. The asymmetric dominance paradigm was adapted to understand how the cuteness of a product influences choice behavior among consumers. The study examined whether the introduction of a cute product would trigger an attraction, a compromise, or a polarization effect on existing products. The findings suggest a cultural dependence based on how cuteness is evaluated: the attraction effect of a cute decoy was reversed – i.e., in the U.S., the cute decoy seemed to attract the choice share of the cute product, while in Korea, the cute decoy contributed to an increase in the choice share of the non-cute product rather than the cute dominating product. The attraction, compromise, and polarization effects were more pronounced in the U.S. where cuteness was more negatively evaluated.PHDDesign ScienceUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/94009/1/sookie_1.pd

Recent progress on nanostructured 4 v cathode materials for Li-ion batteries for mobile electronics

Mobile electronics have developed so rapidly that battery technology has hardly been able to keep pace. The increasing desire for lighter and thinner Li-ion batteries with higher capacities is a continuing and constant goal for in research. Achieving higher energy densities, which is mainly dependent on cathode materials, has become a critical issue in the development of new Li-ion batteries. In this review, we will outline the progress on nanostructured 4 V cathode materials of Li-ion batteries for mobile electronics, covering LiCoO2, LiNixCoyMn1-x-yO 2, LiMn2O4, LiNi0.5Mn 1.5O4 and Li-rich layered oxide materials. We aim to provide some scientific insights into the development of superior cathode materials by discussing the advantages of nanostructure, surface-coating, and other key properties.open2

Patterns of Sentence Connectors in ESL Learners' Writing

This study investigates patterns of connectors in L2 academic writing and the effects of instruction on students’ output in the use of connectors. Specifically, the current study examines 1) how ESL learners’ writing proficiency relates to sentence connectors, 2) whether different levels of learners shows distinctive patterns in the use of sentence connectors, and 3) different approaches in grammar instruction (structured input approach, and text-based approach) facilitates the appropriate use of connectors. Students’ writing samples from the placement test at an academic English program was analyzed. The results showed no meaningful differences in the use of connectors among participants whose level of proficiency differ. However, surprisingly, learners with low level of proficiency tended to overuse the connectors. Finally, the instruction effects of sentences connectors were not meaningfully powerful. Nevertheless, this study was informative in that it suggests students’ needs in specific types of connectors

Students’ responses to tutor feedback: focusing on their writing and perceptions

Studies on students’ responses to tutor feedback have been conducted in large scales, in particular, focusing on students’ perceptions of tutor feedback. However, few of these studies have examined how students respond to tutors’ written feedback in their writing. In order to broaden the understanding of a student’s response to a tutor’s feedback, this study examines tutors’ written feedback, students’ writings, and their perceptions of the feedback. Based on this examination, this study aims to see what types of tutor feedback do students incorporate in their revisions and what the students think of tutor feedback. The participants were 11 tutors and 18 college students. Each student received tutor feedback on two writing assignments—a compare-and-contrast essay and an argumentative essay— and filled out a questionnaire that asked about their experiences with the feedback they received. The analysis of students’ writing and tutor feedback reveal that error type and feedback type seem to affect a student’s incorporation of feedback; in particular, students incorporated content-oriented, indirect, and coded types of feedback more than the other feedback types. The questionnaire data show that most students valued the tutor feedback; however, low incorporators had more problems in incorporating tutor feedback. Based on these results, suggestions on tutor feedback and implications for future studies are discussed

Commercial and research battery technologies for electrical energy storage applications

Developing green energy solutions has become crucial to society. However, to develop a clean and renewable energy system, significant developments must be made, not only in energy conversion technologies (such as solar panels and wind turbines) but also regarding the feasibility and capabilities of stationary electrical energy storage (EES) systems. Many types of EES systems have been considered such as pumped hydroelectric storage (PHS), compressed air energy storage (CAES), flywheels, and electrochemical storage. Among them, electrochemical storage such as battery has the advantage of being more efficient compared to other candidates, because it is more suitable in terms of the scalability, efficiency, lifetime, discharge time, and weight and/or mobility of the system. Currently, rechargeable lithium ion batteries (LIBs) are the most successful portable electricity storage devices, but their use is limited to small electronic equipment. Using LIBs to store large amounts of electrical energy in stationary applications is limited, not only by performance but also by cost. Thus, a viable battery technology that can store large amounts of electrical energy in stationary applications is needed. In this review, well-developed and recent progress on the chemistry and design of batteries, as well as their effects on the electrochemical performance, is summarized and compared. In addition, the challenges that are yet to be solved and the possibilities for further improvements are explored. ??? 2015 Elsevier Ltd. All rights reservedclose2

Spindle-like Mesoporous alpha-Fe2O3 Anode Material Prepared from MOF Template for High-Rate Lithium Batteries

Spindle-like porous alpha-Fe2O3 was prepared from an iron-based metal organic framework (MOF) template. When tested as anode material for lithium batteries (LBs), this spindle-like porous alpha-Fe2O3 shows greatly enhanced performance of Li storage. The particle with a length and width of similar to 0.8 and similar to 0.4 mu m, respectively, was composed of clustered Fe2O3 nanoparticles with sizes of <20 nm. The capacity of the porous alpha-Fe2O3 retained 911 mAh g(-1) after 50 cycles at a rate of 0.2 C. Even when cycled at 10 C, comparable capacity of 424 mAh g(-1) could be achieved.close1307