The Teaching English as a Second Language Electronic Journal (TESL-EJ): A Bibliometric Analysis of the First 99 Issues

This is the final version. Available on open access from TESL-EJ Publications via the DOI in this recordFebruary 2022 marks the 100th issue of the Teaching English as a Second Language Electronic Journal (TESL-EJ), set up in 1994 as the brainchild of a group of scholars who saw the need for a freely distributed electronic academic journal covering a diverse array of interests within teaching English as a second language long before the term “open access” was coined. The present study constitutes a bibliometric analysis of the first 99 issues of TESL-EJ. Through cross-sectional and historical analysis of a range of key metrics, notably the scale of its output and citations by other authors, frequency of topics explored, most productive and influential author affiliations and countries, and the extent of author collaboration, the study analyzes the growth and development of research activity as reflected in the publication’s output during the period under study. The study found that the nature of the journal’s output has evolved over the years from anecdotal practitioner reviews and thought pieces to rigorous empirical research. As a US-based journal, North American scholarship is well-represented across TESL-EJ’s output, particularly in studies contextualized in tertiary-level settings. There has been a consistent tendency towards non-specialist research topics within teaching English to speakers of other languages (TESOL), notably, EFL, writing, language learning, English teacher, English language learner, reflective of the journal’s large, global readership. The implications for the journal’s stakeholders, the editorial team and scholars considering submission, are discussed

A comparative study of lexical bundles in IELTS Writing Task 1 and 2 simulation essays and tertiary academic writing

This is the final version. Available on open access from the Association for Academic Language and Learning via the link in this recordHigher education institutions place considerable trust in the IELTS (International English Language Testing System) Writing test to predict the linguistic readiness of non-native English-speaking individuals for tertiary academic study. One aspect of the test’s validity is the extent tertiary study readiness encompasses the linguistic forms characteristic of academic writing on English-medium degree programmes. In this comparative study, a bespoke corpus of 1,000 IELTS Academic Writing Task 1 and 2 rehearsal compositions was investigated to uncover the lexical bundles prospective test candidates use most frequently (overall, by structure, and by function), compared with novice and expert tertiary academic writing. It was found simulated essays heavily featured four-word lexical bundles, with a prevalence of: 1) clausal constructions (vis-à-vis nominal structures), 2) discourse-organising ‘template’ forms (on the one hand, on the other hand), 3) epistemic stance bundles (it is clear that), and 4) active verb constructions (I firmly believe that). The results indicate that candidates adopt personalised and persuasive language forms that mark them as novice writers compared with expert L2 and native speakers, likely stemming from the design of the test. The study’s findings are consistent with the theory that writers move from a clausal to phrasal written style as their proficiency develops. The implications for institutional decision-making based on test outcomes are discussed

A typology of the characteristics of teachers’ written feedback comments on second language writing

This is the final version. Available on open access from Taylor & Francis Group via the DOI in this recordWritten feedback commentary (WFC) on L2 student writing is a widespread and time-intensive teacher practice, serving a range of roles and purposes. One of the challenges in providing effective WFC is attending to the many content and delivery options that are possible, some of which have been shown to exert tangible effects on students and their texts. This article presents a typology of characteristics of teachers’ written comments, synthesised from 30 years of empirical research. Ten strategies for providing WFC (focus or target, mode and tone, syntactic structure, text specificity, location, explicitness, length, presence of mitigation strategies, pen-and-paper versus computer-mediated delivery, and temporality) are outlined. Thereafter, the paper presents the available options relating to student response to written feedback commentary. Each characteristic is illustrated and research into its effectiveness reviewed

Test Review: LanguageCert IESOL B1 (Achiever) SELT

This is the final version. Available on open access from Routledge via the DOI in this recordThe present article reviews LanguageCert’s International English for Speakers of Other Languages (IESOL) Achiever Secure English Language Test (SELT). This high-stakes on-demand CEFR-linked exam has, since 2020, constituted Home Office-recognised evidence L2 English users can speak, write, and understand written and verbal English at B1 level. Passing the test facilitates enrolment onto a foundation or pre-sessional English course at a UK higher education institution, although some institutions set higher standards. As a neophyte SELT, there have been few descriptions and evaluations of the test beyond a range of sponsored studies. The current review indicated the Achiever test measures candidates’ general abilities to understand, interact, and produce tasks that mirror real life. However, a lack of ‘academicness’ and validity concerns in listening raise questions over its suitability for predicting readiness for tertiary study. The test offers the benefits of efficiency in registration and communicating results, remote proctoring and invigilation, and numerous sample materials in the public domain. The provision of an innovative re-sit option may prove favourable to candidates, although could encourage repeat test taking and attempts to pass by a narrow margin, rather than investments in language learning

The mediating effects of student beliefs on engagement with written feedback in preparation for high-stakes English writing assessment

This is the final version. Available on open access from Elsevier via the DOI in this recordResearch in L2 writing contexts has shown developing writers’ beliefs exert a powerful mediating effect on how they respond to written feedback. The mediating role of beliefs is magnified in preparation for high-stakes English writing assessment contexts, where tangible outcomes pivot on successful test performance. The present qualitative case study utilises data from semi-structured interviews to investigate how the beliefs of three self-directed IELTS preparation candidates mediated their affective, behavioural, and cognitive engagement with electronic teacher written feedback across three multi-draft Task 2 rehearsal essays. Utilising a metacognitive conceptual approach (Wenden, 1998), the study identified seven themes: 1) self-concept beliefs regulated engagement, 2) reliance on the expertise of a quality teacher, 3) engagement was mediated by individuals’ learning-to-write beliefs, 4) belief in comprehensive, critical written feedback, 5) feedback deemed transferable was more comprehensively engaged with, 6) entrenched test-taking strategy beliefs hindered engagement, and 7) supplementary self-directed learning activities were considered of limited value. The implications for practitioners of IELTS Writing preparation and the IELTS co-owners are discussed

Response to written commentary in preparation for high-stakes second language writing assessment

This is the final version. Available on open access from Springer via the DOI in this recordAvailability of data and materials: The dataset used and/or analysed during the current study are available from the corresponding author on reasonable request.Many L2 learners preparing for high-stakes, on-demand English language tests (e.g., IELTS, TOEFL) undertake classroom-based test preparation involving the provision of teacher written feedback commentary (WFC) on writing that simulates test tasks. The assumption is teachers’ knowledge of both the language and testing system helps develop candidates’ language/test-taking skills and familiarity with task expectations. Prior research has indicated features of WFC’s content and delivery can impact on the extent and quality of student revisions, although preparation for writing assessment settings have yet to be explored. The present study investigated the effects of five WFC content and delivery characteristics (focus, length, explicitness, semantic function, and presence of mitigation) on three rehearsal essays written by eight candidates preparing for IELTS Writing Task 2. The qualities of content and delivery most associated with substantive, positive revisions included comments targeting Task Response, those 50 words or longer, when an explicit revision strategy was provided, the presence of mitigation through personal attribution, and question posing and criticism. The study found learners tended not to act upon descriptive end comments explicating written performance, praise, and comments below five words in length. The implications for teachers in classroom IELTS preparation contexts are discussed

Metadiscourse in academic writing: A systematic review

This is the final version. Available on open access from Elsevier via the DOI in this recordData availability: Data will be made available on request.A means to control how writers mark their presence, negotiate knowledge claims, and engage with their audience, metadiscourse is one of the most prominent approaches to analysing academic writing. The present systematic review attempts to take stock of the existing literature by investigating how metadiscourse has been researched in academic writing by analysing a sample of 370 high-quality empirical studies published between 1990 and 2021. Studies were coded for their conceptual frameworks, research designs, data sources, study contexts, writers, texts, corpora, and reporting practices. It was found that over 80% of research involved cross-sectional descriptive corpus-based analysis, drawing on intercultural rhetoric. Owing to its impact, ease of application, and study comparability, most research adhered to the ‘broad’ tradition in metadiscourse. Representative of this approach, Hyland's interpersonal framework and models of stance and engagement were prevalent, although difficulties in undertaking a ‘thick’ analysis of such a wide variety of features coupled with publishing constraints meant that many authors narrowed their focus to a few select features (especially hedges, boosters, and self-mentions). Approximately 37% of corpus-based research followed the ‘thin’ tradition, with an emphasis on marker frequency counts over contextually-bound interpretations. Corpora of English texts, notably, research articles, were prominently studied, with little research taking place outside of university contexts or recruiting human participants as informants. We discuss avenues to advance research in metadiscourse, through identifying possible future inquiries and improving study quality.Qatar National Research Fund (QNRF

Analysis of five-year trends in self-reported language preference and issues of item non-response among Hispanic persons in a large cross-sectional health survey: implications for the measurement of an ethnic minority population

<p>Abstract</p> <p>Background</p> <p>Significant differences in health outcomes have been documented among Hispanic persons, the fastest-growing demographic segment of the United States. The objective of this study was to examine trends in population growth and the collection of health data among Hispanic persons, including issues of language preference and survey completion using a national health survey to highlight issues of measurement of an increasingly important demographic segment of the United States.</p> <p>Design</p> <p>Data from the 2003-2007 United States Census and the Behavioral Risk Factor Surveillance System were used to compare trends in population growth and survey sample size as well as differences in survey response based on language preference among a Hispanic population. Percentages of item non-response on selected survey questions were compared for Hispanic respondents choosing to complete the survey in Spanish and those choosing to complete the survey in English. The mean number of attempts to complete the survey was also compared based on language preference among Hispanic respondents.</p> <p>Results</p> <p>The sample size of Hispanic persons in the Behavioral Risk Factor Surveillance System saw little growth compared to the actual growth of the Hispanic population in the United States. Significant differences in survey item non-response for nine of 15 survey questions were seen based on language preference. Hispanic respondents choosing to complete the survey in Spanish had a significantly fewer number of call attempts for survey completion compared to their Hispanic counterparts choosing to communicate in English.</p> <p>Conclusions</p> <p>Including additional measures of acculturation and increasing the sample size of Hispanic persons in a national health survey such as the Behavioral Risk Factor Surveillance System may result in more precise findings that could be used to better target prevention and health care needs for an ethnic minority population.</p

Age at first alcohol-related hospital separation or emergency department presentation and rate of re-admission: A retrospective data linkage cohort of young Australians

Introduction: Alcohol is a leading risk factor for death and disease in young people. We compare age-specific characteristics of young people who experience their first (‘index’) alcohol-related hospitalisation or emergency department (ED) presentation, and whether age at index predicts 12-month rates of readmission. Methods: We used a retrospective linked-data cohort of 10,300 people aged 12–20 years with an index alcohol-related hospital and/or ED record in New South Wales, Australia from 2005 to 2013. Age group (early adolescent [12–14 years], late adolescent [15–17 years], young adult [18–20 years]) and diagnosis fields were used in logistic regression analyses and to calculate incidence rates with adjustment for year of index event, sex, socioeconomic disadvantage and residence remoteness. Results: People who experienced their index event in early adolescence (adjusted relative risk ratio [ARRR] 0.45 [95% confidence interval 0.39, 0.52]) or late adolescence (ARRR 0.82 [0.74, 0.90]) were less likely to be male compared to young adults. Early adolescents (ARRR 0.60 [0.51, 0.70]) and late adolescents (ARRR 0.84 [0.76, 0.93]) were less likely to have a hospitalisation index event. Early adolescents (adjusted incidence rate ratio 1.40 [1.15, 1.71]) and late adolescents (adjusted incidence rate ratio 1.16 [1.01, 1.34]) were more likely than young adults to have a subsequent 12-month non-poisoning injury ED presentation. Discussion and Conclusions: We identified preventable hospital events in young people who have previously experienced an alcohol-related ED presentation or hospitalisation, with age-specific characteristics and outcomes that can be used to inform future health policy and service planning

Risk stratification by pre-operative cardiopulmonary exercise testing improves outcomes following elective abdominal aortic aneurysm surgery : a cohort study

Background: In 2009, the NHS evidence adoption center and National Institute for Health and Care Excellence (NICE) published a review of the use of endovascular aneurysm repair (EVAR) of abdominal aortic aneurysms (AAAs). They recommended the development of a risk-assessment tool to help identify AAA patients with greater or lesser risk of operative mortality and to contribute to mortality prediction. A low anaerobic threshold (AT), which is a reliable, objective measure of pre-operative cardiorespiratory fitness, as determined by pre-operative cardiopulmonary exercise testing (CPET) is associated with poor surgical outcomes for major abdominal surgery. We aimed to assess the impact of a CPET-based risk-stratification strategy upon perioperative mortality, length of stay and non-operative costs for elective (open and endovascular) infra-renal AAA patients. Methods: A retrospective cohort study was undertaken. Pre-operative CPET-based selection for elective surgical intervention was introduced in 2007. An anonymized cohort of 230 consecutive infra-renal AAA patients (2007 to 2011) was studied. A historical control group of 128 consecutive infra-renal AAA patients (2003 to 2007) was identified for comparison. Comparative analysis of demographic and outcome data for CPET-pass (AT ≥ 11 ml/kg/min), CPET-fail (AT < 11 ml/kg/min) and CPET-submaximal (no AT generated) subgroups with control subjects was performed. Primary outcomes included 30-day mortality, survival and length of stay (LOS); secondary outcomes were non-operative inpatient costs. Results: Of 230 subjects, 188 underwent CPET: CPET-pass n = 131, CPET-fail n = 35 and CPET-submaximal n = 22. When compared to the controls, CPET-pass patients exhibited reduced median total LOS (10 vs 13 days for open surgery, n = 74, P < 0.01 and 4 vs 6 days for EVAR, n = 29, P < 0.05), intensive therapy unit requirement (3 vs 4 days for open repair only, P < 0.001), non-operative costs (£5,387 vs £9,634 for open repair, P < 0.001) and perioperative mortality (2.7% vs 12.6% (odds ratio: 0.19) for open repair only, P < 0.05). CPET-stratified (open/endovascular) patients exhibited a mid-term survival benefit (P < 0.05). Conclusion: In this retrospective cohort study, a pre-operative AT > 11 ml/kg/min was associated with reduced perioperative mortality (open cases only), LOS, survival and inpatient costs (open and endovascular repair) for elective infra-renal AAA surgery