Principles of Language Learning and Teaching

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The New Meaning Of Educational Change

Based on an invited address given by the first author at the annual meetings of the American Educational Research Association in Boston, April 1980.

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Learning to Learn: On Training Students to Learn from Texts. Technical Report No. 189.

There has been a remarkable growth of interest in the theory and practice of autonomy in language teaching and learning in recent years. Focusing on work published since the turn of the 20th century, this review examines major trends in the recent literature on autonomy related to the emergence of alternative views of autonomy, new contexts of practice and interaction with concepts such as self-regulation, motivation, sociocultural theory and teacher development. The review also covers relevant developments in the philosophy of autonomy and the role of autonomy in global educational policy and reform. It concludes by discussing possible directions for future research in the field.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0261444806003958

Autonomy in language teaching and learning

Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

Using wikis to enhance and develop writing skills among secondary school students in Hong Kong

An exploration of speaking-in-class anxiety with Chinese ESL learners

Users tend to ask and answer questions in community question answering (CQA) services to seek information and share knowledge. A corollary is that myriad of questions and answers appear in CQA service. Accordingly, volumes of studies have been taken to explore the answer quality so as to provide a preliminary screening for better answers. However, to our knowledge, less attention has so far been paid to question quality in CQA. Knowing question quality provides us with finding and recommending good questions together with identifying bad ones which hinder the CQA service. In this paper, we are conducting two studies to investigate the question quality issue. The first study analyzes the factors of question quality and finds that the interaction between askers and topics results in the differences of question quality. Based on this finding, in the second study we propose a Mutual Reinforcement-based Label Propagation (MRLP) algorithm to predict question quality. We experiment with Yahoo!~Answers data and the results demonstrate the effectiveness of our algorithm in distinguishing high-quality questions from low-quality ones.

Analyzing and predicting question quality in community question answering services

This ethnographic study-cum-action research documents the cultivation of a community of practice for sustainable professional development among a group of 18 teachers of English as second language in Hong Kong through a series of planned efforts over 10 months. By juxtaposing the theory-driven planned efforts and the spontaneous actions and interactions of the teachers, we aim to chart the way or ways teachers learn and develop as a professional and as a community of practice. Extrapolated from field notes, reflective journals, position papers, and evaluative comments, the authors learn that sensitivity, self-awareness, honesty, and facilitation helped iron out tensions and dissonances arising out of different personalities and different teaching approaches. Unexpected group synergy arising from interactions of experienced and novice teachers, and of teachers from different backgrounds helped bring out the expertise from each teacher. Yet, their communal responsibility faded when they returned to their re...

Cultivating a teacher community of practice for sustainable professional development: beyond planned efforts

For Chinese as a second language (L2 Chinese), there has been little research into distinguishing features (Fulcher, 1996; Iwashita et al., 2008) used in scoring L2 Chinese speaking performance. The study reported here investigates the relationship between the distinguishing features of L2 Chinese spoken performances and the scores awarded by raters to the performances using holistic scoring. Seven distinguishing features – representing four major categories of Pronunciation, Fluency, Vocabulary and Grammar in the L2 Chinese speaking construct – were employed. An L2 Chinese speaking test was developed to assess the overall communicative ability in L2 spoken Chinese within an academic context. Speech samples of 66 candidates on the speaking test (i.e. 9 minutes’ speech length for each candidate) were analyzed in terms of the seven distinguishing features, with correlations and standard multiple regression being employed. Results showed that, first, each of the seven distinguishing features was significantl...

Barley Mak

Papers

Using wikis to enhance and develop writing skills among secondary school students in Hong Kong

An exploration of speaking-in-class anxiety with Chinese ESL learners

Analyzing and predicting question quality in community question answering services

Cultivating a teacher community of practice for sustainable professional development: beyond planned efforts

Distinguishing features in scoring L2 Chinese speaking performance: How do they work?: