Engaging in Computer-Mediated Feedback in Academic Writing: Voices from L2 Doctoral Students in TESOL

MURPHY ODO DENNIS,이영주 한국영어교육학회 2014 ENGLISH TEACHING(영어교육) Vol.69 No.3

Nascent research into computer-mediated feedback has demonstrated its potential effectiveness for providing extensive and detailed feedback. However, a dearth of research exists on international doctoral students’ perceptions of online feedback. Thus, our exploratory qualitative study reported in this article investigated the use of Voice over Internet Protocol (VoIP) (e.g., Skype) software to provide feedback on academic writing to international doctoral students in a TESOL Education program at a large urban university in the US. Each student participated in six feedback sessions in which they engaged in think-aloud while reacting to feedback on their academic writing presented through several online modes. The think-aloud sessions were followed by semi-structured interviews. The themes of negotiated feedback and micro-mentoring emerged when the use of online communication technologies allowed the feedback process to become more bi-directional. Based on our findings, we concluded that VoIP-enabled feedback had the potential to facilitate the scaffolding of academic writing development of international graduate students.

Analysis of readability and text features that support beginning L2 reading development

MURPHY ODO DENNIS 한국초등영어교육학회 2017 초등영어교육 Vol.23 No.3

Researchers have used text analysis software to raise concerns about English textbook continuity within and between various textbook series with respect to key text features such as their readability, vocabulary, syntax and cohesion. However, these text analysis tools have not been used to examine beginning reading textbooks to establish their readability for L2 learners. Similarly, they do not identify whether beginning L2 reading texts take into account text features that support beginning L2 reading. To address these questions, grade five texts were selected because these are the first intact texts that L2 learners are exposed to in the public school curriculum. The Coh-Metrix linguistic analysis software compared results from a traditional readability formula and an updated readability formula for L2 readers. An additional analysis of text features deemed to be essential dimensions of text cohesion and processability was performed. Results revealed that texts were generally readable according to a traditional and L2 readability analyses. However, discrepancies surfaced in text readability depending on the textbook or readability formula used. Easability results showed that theses texts were generally high on traditional indicators like narrativity and syntactic simplicity but low on other important indicators of text ease such as word concreteness and cohesion.

READING IN A FOREIGN LANGUAGE

Murphy, Barbara 德成女子大學校 1997 德成女大論文集 Vol.28 No.-

For almost three decades, the definition of reading has been undergoing changes which are expanding not only our understanding of its nature but also the methodologies by which it is taught. This paper reviews those theoretical and methodological changes in the context of reading in a foreign language classes for non-English majors. To determine the feasibility of using the new methodology in Duksung Women's university Sophomore General English Reading classes, two types surveys were administered. The first aimed to discover what kind of strategies students used to determine the meaning of unknown words or phrases they encountered in their reading, and the second aimed to determine their general preparedness in reading article length non-academic, non-fiction English texts. The surveys indicate that the majority of students do not use the same strategies in foreign language reading that they use in first language reading. In particular, they do not try to ascertain the meaning of unfamiliar words or phrases they encounter from the context, but rather, they seek outside sources, such as the dictionary, to assign meaning. They do not do this when they read in Korean however; then they wore out the meaning of unknown words or phrases from the context. The surveys also indicate that the overwhelming majority of the sophomore students do not engage in reading in the target foreign language beyond textbook assignments in their courses of study. The General English Reading class is thus, for many, their first extended encounter with non-textbook articles in English. This finding suggests that students do not transfer their Korean reading strategies to English because they have not had that much experience in reading in English and most likely have limited experience in using English syntax and grammar as aids in establishing meaning. This implies that a reading class should give students knowledge of and practice in using syntax, grammatical conventions, and rhetorical writing patterns to derive meaning from text. But, because students do not have experience in reading outside of textbooks, we would also suggest that sophomore General English students can benefit from an awareness of some of the current interpretive reading strategies associated with reading a variety of texts, or in transferring their knowledge of these strategies from Korean to English if they already employ them in their Korean reading. Some strategies and materials associated with the new reading theories which could be used a supplements to existing curriculum or as the basis for developing new courses are presented here.

A Comparison of Readability and Understandability in Second Language Acquisition Textbooks for Pre-service EFL Teachers

MURPHY ODO DENNIS 아시아테플 2018 The Journal of Asia TEFL Vol.15 No.3

Teachers must be able to comprehend their textbooks in order to fully benefit from their preparation programs. However, it is yet unclear whether textbooks used to teach challenging content to pre-service non-native speaking English teachers might be beyond their ability. To investigate this question, a textbook readability analysis was performed with the Coh-Metrix text analysis tool. Textbook understandability was also assessed by means of maze passages given to teacher candidates in a pre-service English teacher education program. Readability analyses results indicated that the majority of the texts are excessively challenging for L2 readers at the level of the participants. Understandability findings revealed that many texts were able to be read independently but that all texts could be understood with scaffolding. Contrary to prior understandability research findings that showed that these textbooks were too difficult, this study found them to be suitable for their audience. However, a correlation between text understandability and course grades indicates that ability to comprehend the text could relate to course performance. Implications are that EFL teacher educators must recognize the importance of readability for textbook selection criteria and provide learners with access to other supplementary materials to scaffold their learning.

Pre-service English Teachers’ Extensive Reading and Its Effect on L2 Reading Self-efficacy

MURPHY ODO DENNIS 서울대학교 언어교육원 2018 語學硏究 Vol.54 No.2

The many benefits of using extensive reading (ER) to foster language learning are increasingly clear. However, considerably less is known about how ER might improve pre-service English teachers’ affect regarding L2 reading. Accordingly, this study investigated the effect of ER on pre-service English teachers’ L2 reading self-efficacy and perceptions of ER. A pre-posttest quasi-experimental intervention was conducted with participants who engaged in ER to observe its impact on their self-efficacy and perceptions. In contrast to previous positive research findings, these results were that ER did not substantially affect a number of aspects of their self-efficacy. Qualitative results revealed that participants became more familiar with English and enjoyed ER, but they also expressed some dissatisfaction with their ER experiences. These findings suggest that while ER encourages some positive emotional states when reading, we also need to pay much closer attention to addressing learners’ reservations and helping them to see the value of ER.

Supporting Pre-Service English Teachers’ Academic Reading and Writing With Online Machine Translation

Murphy Odo,Dennis 영상영어교육학회 2020 영상영어교육 (STEM journal) Vol.21 No.2

Literacy demands placed upon learners of English for academic purposes continues to increase with growing online access to scholarly communities from around the world. To gain full access to these resources, English learners need to develop the requisite skills to consume and produce these texts. Therefore, the purpose of this research was to examine whether online machine translation (MT) can support the academic reading and writing development of second language learners. A pre-test/post-test quasiexperimental design was used where the treatment group was provided with opportunities to read academic articles with MT support to establish whether it could improve their academic vocabulary knowledge, written grammar ability and academic writing. Results were that machine translation tools allow learners to scaffold their comprehension of challenging academic texts to improve their L2 written grammar but not support their vocabulary development or overall L2 writing ability. These findings help to establish the value of using machine translation tools to support academic literacy in English by showing that they contribute to gains in L2 written grammar. Academic writing teachers may consider integrating these tools more into their courses to improve their students’ academic literacy and develop their L2 learning autonomy.

CHONG AND THE ART OF CHOOSING TO USE ENGLISH OR KOREAN WRITTEN DISCOURSE STYLES

Murphy, Barbara 덕성여자대학교 인문과학연구소 1996 인문과학연구 Vol.3 No.-

The study presented here assesses the efficacy of a Writing Workshop format in teaching specific English writing discourse sknls and in assisting Korean students in distinguishing Korean written discourse features from English ones The goal of the study to enable students to write in Korean written discourse modes in English or Korean and in English written discourse modes in Korean or English at will. The subjecs in the study were Duksung Women's University students enrolled in an advanced English as a Foreign Language (EFL) composition class. At the end of one semester, the students had demonstated that they were capable of learning and using specific English written discourse skills and that the Writing Workshop format was beneficial to such tasks. However distinguishing Korean written discourse features from English ones in their own or in oihes' writings was inore difficult than learning individual English written rhetorical skills. Most of the students did not display Korean written discourse features in their English writing in a way that preempted the English written discourse skills but when such did occur, it was not recognized either by the wiiler or by her peers. Recognizing when and how our very thinking patterns are influenced by our culture is a difficult process Since the literature on contrastive written discourse styles suggests that the organizational patterns of thought used in the written discourse patterns of any group are tied to culture, the implication to be drawn from the students' difficulty in distinguishing written discourse patterns is that it takes time and experience in analyzing the cultural patterns of one's own culture and that an awareness of the features to be analyzed is the first step. It is noted here that these students did take that step.

Korean EFL Teachers’ Beliefs Regarding English Language Reading Instruction

MURPHY ODO DENNIS 한국중등영어교육학회 2017 중등영어교육 Vol.10 No.1

While there has been substantial research into language teachers’ beliefs and their connection to practice, less attention has been to EFL teachers’ beliefs about foreign language reading instruction. This study investigated Korean EFL teachers’ beliefs about foreign language reading instruction to better illuminate what teachers’ beliefs are and how the educational experiences they felt shaped their beliefs. A qualitative design was used to describe teachers’ interpretations of their experiences. Twenty-one Korean teachers reflected on their beliefs about English reading instruction in Korea. Reflection data showed that respondents identified biographical experiences as affecting their beliefs about teaching second-language reading. Many highlighted the importance of knowing the learner and considering learners’ emotions as key aspects of effective reading instruction. Korean English teachers’ beliefs about second language reading instruction are impacted by several previously unidentified influences that arise from outside the classroom context.

A Case Study of an Adult EFL Learner’s Reading Strategy Use and Perceptions of Reading Assistance Software

MURPHY ODO DENNIS 팬코리아영어교육학회 2017 영어교육연구 Vol.29 No.2

Adult Korean learners stand to benefit from having access to digital tools and software that theycan use to improve their English proficiency autonomously. Free voluntary surfing has beenproposed to encourage L2 learners to improve their L2 proficiency but excessive unknownvocabulary in the authentic online materials prevents learners from accessing these texts. Reading assistance software allows the learner to gloss any unknown words they find in the textand indicate their level of knowledge of newly-encountered vocabulary. However, questionspersist regarding how learners might experience and use this software. This study examined theperceptions and reading strategies of an adult Korean EFL learner as she used reading assistancesoftware to engage in free voluntary web surfing. Observations and semi-structured interviewswere conducted with the participant as she used the reading assistance software to readself-selected texts online. Findings indicated that she engaged in several potentially innovativeand productive reading strategies to comprehend the text and learn new vocabulary. Severalunique affordances of the software as well as a number of its more potentially seriouslimitations also emerged through her interactions with the software.

Teaching What We Know: The Influence of Pre-service EFL Teachers’ Background on L2 Reading Attitudes

MURPHY ODO DENNIS 서울대학교 언어교육원 2017 語學硏究 Vol.53 No.1

Some aspects of Korean English teachers’ background such as the experience as second language readers may have shaped their attitudes toward English reading in less than favorable ways. Therefore, the primary aim of this research was to investigate how Korean EFL teachers’ background variables which include their L2 reading proficiency, access to English books for pleasure reading and their teaching experience relate to affective aspects of their L2 reading attitudes. To address these aims, a two-part L2 reading attitude survey was administered to 29 pre-service Korean EFL teachers. Results were that those with higher L2 reading proficiency are more comfortable reading in English, but there was no difference in comprehension ability and anxiety regarding L2 reading. Thus, it appears some aspects of attitude are more affected by L2 reading proficiency than others. Amount of teaching experience was found not to affect the participants’ levels of comfort or anxiety when reading in English. In accordance with other studies, those who reported having access to English books available to read for pleasure were more comfortable and less anxious about reading in English than those who indicated that they did not. This finding demonstrates that simply having L2 books available can make a difference in pre-service teachers’ L2 reading attitudes.