Completed Projects

Research purpose: to explore students’ perceptions of a composition course during the emergency remote period and propose guidance on designing a learner-centered online education environment.

Methods: qualitative analysis of responses guided by the Community of Inquiry (CoI) framework, descriptive analysis of survey results. 

Full text: Click here for the full paper.

Research purpose: to aid a course designed to provide professional development to English language teachers worldwide, this corpus-based study investigated the frequency and coverage of Academic Word List (Coxhead, 1998).

Methods: frequency and coverage analysis using AntWordProfiler and AntConc software.

Full text: Click here for the full paper.

Research purpose: to explore how teachers’ professional identities are socially mediated and built by funds of identity (Esteban-Guitart, 2012) in reflective writing assignments in a global online course.

Methods: coding individual reflective writing assignments and calculating quantitative summaries of these codes along with measures of intercoder reliability (Cohen’s Kappa) using the analysis software NVivo 1.6.1 and the corpus tool AntConc 4.1.3 (Anthony, 2022).

Full text: paper submitted to the Journal of Language Learning & Technology, full paper will be available after publication.

Research purpose: to investigate the effects of raising English as a second language learners’ awareness of pronunciation features to foster their understanding of implied meanings.

Methods: pre-test - post-test design, SPSS to analyze the quantitative data, content analysis to analyze open-ended answers. 

Full text: Click here for the full paper.

Research purpose: to examine situational contexts of technological pedagogical content knowledge (TPACK) in 45 reflective writing assignments by teachers and teacher candidates enrolled in a global online course (GOC) titled “Using Educational Technology in the English Language Classroom.

Methods: content analysis of situational contexts of technological pedagogical content knowledge (TPACK) defined by Greene and Jones (2020), n-gram analysis.

Full text: currently under review in The Journal of European Association for Computer-Assisted Language Learning; full paper will be available after publication.