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The concept 'literacy crisis' has framed ChatGPT's popularity, its rapid evolution, and its seemingly sophisticated language and knowledge performance. The concept helps scholars and teachers easily enter conversations about artificial intelligence (AI) text generation technologies and how they transform the notions of authorship, research, labor, copyright, and writing. Antonio Byrd uses the literacy crisis as a starting point in this essay but in the opposite direction. By responding to literacy crises with a back-to-basics pedagogy, composition studies has participated in histories of linguistic punishment that have shaped how writers produce, edit, and publish texts; these punishments create the presence of power and ideology in the corpus texts large language models (LLMs) use for training. While learning new literacy practices and teaching strategies with LLMs, there is also the responsibility for participating in the creation of the next iteration of public data that contain contemporary ideologies on language and culture. AI and writing involve critical inquiry on relationships with these corpus texts. Integrating this critical inquiry may maximize students' writing practices with AI and extend their rhetorical awareness of what's at stake when they go public with their writing to participate in cultural and political conversations.

This qualitative research project aims to determine the impact that Task-Based Instruction had on fifteen Intermediate English language students´ writing skills in online classes at a private institute in Cartagena. A journal, a questionnaire, and a checklist were used as instruments to collect information during the diagnostic stage. During the action stage, six workshops were implemented, each with a different writing strategy: webbing, peer-editing, asking questions to revise writing, revising and editing, using templates, and reorganizing ideas. At this stage, the same instruments were used to measure the impact of the strategy and to achieve the research objectives. Results show that implementing six online workshops predicated on the task-based instruction helped the students to improve their writing, learning new vocabulary, use ICT tools, and writing strategies, thus having a positive impact on their English language learning process not only in writing but also in other skills. TBI was favorably accepted by learners and affected positively their writing skills.

Wikipedia has been viewed as a dubious resource within higher education, and students are often encouraged to avoid its use due to the questionable rigour of its entries. In this study the tables were turned when Wikipedia became the central element in an assessment task. The task experimented with a new approach to summative assessment within a university-taught pre-service teacher education programme. This paper describes an authentic task that allowed students to demonstrate their learning by editing Wikipedia entries and providing justifications for their edits. Findings showed that this assessment task was enjoyed and valued by the students as they saw they could make a positive contribution to the socially produced Wikipedia resource. Additionally, they described the development of their own digital literacy skills gained through engaging with the task.

Giving effective writing feedback can be a challenge for any English instructor. Teaching students how to provide peer feedback can be problematic as well. Both these challenges may seem even more apparent when teaching online during a pandemic. Using Google Docs for collaborative writing feedback is one effective method for addressing both these concerns in a university-based Intensive English Program (IEP). This critical perspective examines how to scaffold collaborative writing feedback remotely using free and widely available platform Google Docs and looks at future use, post-pandemic. In particular, it will share how the authors used Google Docs to track feedback and corrections from instructors to students, set up interactive writing exercises in synchronous courses, and engage in peer-to-peer editing during a pandemic.

In recent years, machine translation post-editing (MTPE or PE for short) has been steadily gaining ground in the language industry. However, studies that examine translators' perceptions of, and attitudes towards, MTPE paint a somewhat negative picture, with PE pricing methods and rates being a major source of dissatisfaction. While the European Master's in Translation Competence Framework stresses the importance of preparing translation graduates for market challenges, to date there have been no concrete suggestions for practical activities designed to introduce MTPE-pricing-related topics into the translation classroom. The present article aims to address this gap by describing a teaching unit developed for master's students. The activity includes comparing three MTPE pricing methods commonly used in the industry: word-based, time-based and effort-based rates. Using authentic performance data from individual PE tasks carried out in MateCat, students were able to discover the different levels of remuneration they would receive for the same task, depending on the pricing method applied. The results, which show wide variation across both methods and students, proved useful in raising students' awareness of the thorny issue of setting PE rates and sparking reflection on the financial implications of accepting PE assignments.

This study employed a qualitative approach to examining the rhetorical value of multimodal composing practices among first-year college students with diverse academic, sociocultural, and linguistic backgrounds. With a shift to remote learning during the COVID-19 pandemic, this study sought instructional methods that would support the development of composition and language skills through a variety of modalities. A total of 21 participants took part in the study to address whether the inclusion of visual and technological literacy practices in an online setting enhanced verbal and non-verbal communication, multiparty interaction, writing engagement, and audience awareness. The researcher examined the qualitative data for major themes and summarized findings in categories illustrated by participants' quotes. The results of the study show that teaching multimodal practices aligned well with conventional written instruction. Two important trends were revealed: (1) students at all levels of English development demonstrated advances in conventional composing practices, such as thesis statement, organization, and content; and (2) multimodal practices contributed to higher levels of confidence, competence, and creativity, specifically in the students' ability to communicate coherent arguments, cite sources, and interact effectively during the peer editing process. Implications for curriculum, assessment, and practice with a commitment to equitable instruction are discussed.

This study aimed to reveal the effect of using Wiki & Google Classroom on the achievement of female art teachers in drawing and designing training courses in Saudi Arabia. The study sample consisted of 49 female art teachers chosen through a purposive method from Saudi Arabia. They were randomly distributed into two experimental groups: the first experimental group (26 teachers) studied drawing and design training courses via Google Classroom. The second group (23 teachers) studied the same course by Wiki application. The current study was conducted in the first semester of the academic year 2020-2021 and it depended on a quasi-experimental approach. The results of the study showed statistically significant differences between the pre and post-test in favor of the post test. It also showed statistically significant differences between the group that studied using Google Classroom and the groups that studied using Wiki application in favor of Google Classroom. The study recommended activating the use of the Google Classroom and Wiki applications in teaching art courses online.

As journal editors play an important role in defining and shaping academic discourse, knowing their opinions could likely prove beneficial for both current and future academic journal stakeholders. Within this vein, this study used the Delphi method to help build a profile on the trends and priorities within educational technology, from the unique perspective of the journals' editors-in-chief. This expert panel--initially built from 117 national and international research journals--concluded with 25 editors-in-chief who finished all three rounds of the survey. Results indicated five emerging themes for trends and priorities: computer-focused, teaching and learning, online and digital education, societal, and research and theory. By exploring these current trends and priorities within educational technology, this study may provide meaningful insights to better understand the field as a whole and may also help scholars in their goal of publishing relevant, high-quality academic scholarship.

Although the field of machine translation has witnessed huge improvements in recent years, its potentials have not been fully exploited in other interdisciplinary areas such as foreign language teaching. The aim of this paper, therefore, is to report an experiment in which this technology was employed to teach a foreign language to a group of students. This mixed-method study explores the effect of teaching editing techniques in machine translation to a group of Persian EFL university students in an academic writing course. Twenty students took part in a 4-day workshop in which one session was devoted to teaching editing techniques and three remaining sessions to the use of editing techniques, namely, correcting mistakes, removing ambiguities, simplifying structures and combining structures. Each session consisted of a pre-test, a training and a post-test. In addition, in each session, one key writing point, namely, determiners, paraphrasing and collocations were discussed. A questionnaire for candidates' demographic information and another for learning experiences were administered. The results indicated a statistically significant improvement in the overall gain score. Further analysis showed a significant improvement in the use of determiners in contrast to paraphrasing and collocations. Lack of improvement in data driven learning in paraphrasing and collocation seemed to stem from weakness in vocabulary and grammatical knowledge in both the mother tongue and the target language. Analysis of questionnaire data revealed that the instruction proved to be beneficial since it could be easily implemented in correction and confirmation. On the whole, it can be concluded that providing the correct type of guidance and feedback on how to use machine translation will indeed have a profound effect on foreign language writing skill.

The current study examined differences in morphosyntactic knowledge of Arabic learners who had significant exposure to English as a medium of instruction at the primary and tertiary educational levels. The study involved a grammaticality judgment task, an editing task, and a background questionnaire. Based on the background questionnaire, the participants (n = 84) were divided into early and late learners -- those first exposed to English medium instruction in the primary and undergraduate levels, respectively. The results of the multivariate analysis revealed a main effect for the age of first exposure to English medium instruction. The post hoc univariate analysis confirmed these effects in favor of early learners only for the grammaticality judgment task; no such effects were observed for the editing task. Theoretical, methodological, and pedagogical implications of the study are discussed.

The purpose of this article is to demonstrate how I used the Authentic Intellectual Work (AIW) pedagogical framework in conjunction with Project-Based Learning (PBL) to develop a campus-community partnership while enhancing and promoting the goals of the local blues society. In order to achieve the goals of the AIW framework, I created a major class project which charged the students with writing and editing a book telling stories of members of the local blues society to be available on Amazon.com. The results, or outcomes, of this project were categorized relative to two areas: academic (classroom) and civic (The Blues Society). The narratives and stories in the final version of the book varied significantly, but each, in their own way, contributed to a process where my students were able to think about civic engagement and community partnerships in an advanced and engaging way.

The exponential rise in social networking sites in COVID-19 pandemic increased interest in them in terms of pedagogical value. Social networking tools like wiki have been suggested to allow shared and interactive online learning. This study examined the role of wikis in fostering mutual writing standards among Saudi EFL learners. Students from a KSA university were engaged using the wiki tool in group projects. Data was gathered from (1) the historic supervision of the revision, (2) the pedagogical value for the Wiki, and (3) group interviews with students. Findings also showed that students who made further collaborative modifications to the wiki received better writing performance. Students generally indicated that the pedagogical meaning of the wiki was reasonably positive as a learning tool in EFL writing environment. The findings demonstrate that wikis encourage collaborative writing amongst EFL learners, but teachers must adopt pedagogical techniques that allow students to use wikis effectively for the purpose during the current period of COVID-19 learn-from-home conjunction. [Note: The volume number (10) shown in the header of the PDF is incorrect. The correct volume number is 16.]

The College of Languages and Translation (COLT) prepares translators and interpreters. Some of the courses that the students take are language courses such as listening, speaking, reading, writing, vocabulary, grammar, and 4 types of interpreting courses (simultaneous, consecutive, liaison and sight). COLT has installed 4 multimedia language labs (MLLs) currently used for teaching listening courses, in addition to interpreting courses. Each MLL consists of a teacher's station and 40 student stations each with a computer, headsets, and an audio box. The MLL software consist of XClass, a multimedia classroom management software, a Digital Language Lab Software (DLL) software for improving the students' oral listening skills, and WaveLab Mastering and Audio Editing Software. The presentation aims to find out whether the MLL is feasible for interpreting instruction and factors that affect lack of utilization of MLLs in interpreting instruction at COLT based on the instructors' views. A sample of 10 interpreting instructors and an IT specialist was interviewed. It was found that only 20% use the MLL in interpreting instruction (simultaneous and sight interpreting). By contrast, 80% use the MLLs as a classroom, use the speakers, text on a flash drive and MP3 players. They believe that MLLs are not suitable for teaching consecutive and liaison interpreting. They reported hardware and software problems, instructor-related, student-related, and technical support issues. The study concluded that normalization and attitude change towards new technology, hands-on practice, and availability of technical support on site are crucial in adapting the MLLs to interpreting instruction. The study reports results and some recommendations.

Foreign language textbooks not only aid language learners in developing their linguistic skills and knowledge but also reshape their cultural identities. Drawing on theories of critical curriculum studies, this paper examines cultural representation in two sets of US-produced Chinese as a foreign language (CFL) textbooks for American college learners at elementary and intermediate proficiency levels. Verbal and visual data comprising text and images were discursively examined with content analysis focusing on the distribution of cultural representations, the selection of cultural content, and the editorial strategies of inclusion and exclusion. Findings indicate that the textbooks skilfully employ eclectic approaches to addressing culturally controversial matters among various Chinese-speaking groups, such as Mainland Han Chinese, Taiwanese and ethnic minorities in China, in line with an overarching pan-Chinese cultural ideology. Implications are derived from the findings for CFL educators and teachers of other culturally contested foreign languages.

Machine translation post-editing (MTPE) has become a common practice in translation industry, which calls much attention in academia. However, little research has been carried out to investigate students' cognitive and motivational individual differences in MTPE. The purpose of the present study was to examine the predictive effects of self-regulation, critical thinking, and motivation on students' MTPE performance. Self-reported data was collected from 109 student translators before and after the post-editing test. Partial least squares structural equation modeling (PLS-SEM) was employed to calculate the data. The findings indicated that self-regulation exerted a direct and positive effect on MTPE performance ([beta] = 0.48, p < 0.001) and was further statistically affected by critical thinking ([beta] = 0.46, p < 0.001) and motivation ([beta] = 0.43, p < 0.001). However, no significant effects were found either from motivation or critical thinking on MTPE performance. To train students with heightened levels of self-regulation is crucial in MTPE teaching and learning.

Motivated by the urgent need to investigate the possibilities for re-positioning the human translator and his/her educator in the machine translation (MT) age, this article explores the dynamics of the human-machine dance in the translation classroom. The article discusses the results of a collaborative learning experiment which was conducted in an MA course. In the experiment, the students carried out the emergent professional tasks of MT post-editing, pre-editing and error annotation. The results showed that the experiment helped the majority of the students re-position themselves as future experts of MT-related tasks by developing task-specific self-efficacy beliefs and raising their awareness of their self-concept as human agents and of the added value they could create. The educators, on the other hand, gained insights into the challenges faced by the students in the experiment, during which the boundary between teaching and learning became blurred. The educators further witnessed, first-hand, the need to transform translation classrooms into platforms of collaborative learning, where all involved can work together to discover ways of creating human added value in emergent MT workflows, which also requires the re-positioning of the translator educator in the MT age.

Considering noticeable improvements in the accuracy of Google Translate recently, the aim of this study was to examine second language (L2) learners' ability to use post-editing (PE) strategies when applying AI tools such as the neural machine translator (MT) to solve their lexical and grammatical problems during L2 writing. This study examined 57 students' MT output and post-edited (PEd) texts to analyze MT errors and the PE strategies that L2 learners employed to express target meaning. The MT errors occurred from mistranslation, missing words, ungrammaticality, and extra words. To modify the MT sentences, the learners employed PE strategies such as deletion, paraphrase, and grammar correction. Successfulness of PE was gauged by comparing sentence adequacy scores of the MT output and PEd texts. The results of the study highlight that L2 proficiency influences the learners' ability to deploy appropriate PE strategies. The taxonomy of MT errors and PE strategies provides a model for understanding the competence required as part of the new writing ability in the AI era. Implications are discussed as to how L2 learners are required to be trained in using MT by detecting MT errors and deploying appropriate PE strategies.

As the "Journal of Museum Education" reaches its fifty-year publication milestone, this article traces the roots of the Museum Education Roundtable (MER) and the organization's resulting journal, both critical to professionalizing and shaping the field of museum education. Central to this publishing effort were the relationships amongst MER board members, editors, and authors, all working collectively to ensure that this publication allowed for new relationships to flourish between museum educators and their institutions, audiences, and other professionals. The responsibility for ensuring that this work shapes and impacts the field has been shared by generations of museum educators. The revolutionary challenge presented by the formation of MER and its publication continues today, as the JME continues to provide space to document legacies and endeavors to be a place that emerging professionals can use to reflect on new approaches, directions, and imperatives to continue strengthening the field of museum education.

This article describes the implementation of an interdisciplinary design studio as a means to teach creative problem-solving through project-based learning. "Learning and Innovation Skills" has been designated as a core skill that students need to be successful in today's world, and project-based learning is one approach to helping students develop these skills. After describing the early genesis and development of the interdisciplinary design studio, the article describes results of initial research into the students' experiences in studio courses. Students described courses as flexible and reported high levels of motivation stemming from the authenticity of the problems. Because of the interdisciplinary nature of the studio, some students described deepening disciplinary skills while at the same time being exposed to cross-disciplinary skills. They believed the courses helped develop interdisciplinary collaboration, creativity, and communication skills.

The purpose of this study is to identify in which stage/stages of the Process Writing Approach students have difficulties most. This posttest-experimental study was applied to the 50 first-year students studying English Translation and Interpreting. The students were expected to produce an essay with the help of the Process Writing Approach at the end of the procedure. Their essays were assessed with a checklist prepared by the researcher according to the steps of the approach. At the end of the analysis, it is found that the students have success in the application of the approach in their writing class. Furthermore, it is seen that the students have difficulties in the application of the second stage, drafting, of the approach. The Process Writing Approach is a difficult and time-consuming approach in writing. It is found in this study that drafting and revising are problematic stages for undergraduate students. Thus, it is thought that it will be better for teachers to warn students to prepare enough before the production stage. Also, having separate lectures on the organization of paragraphs before the application of the approach will be useful for students.

Finding free, level-appropriate texts that can be shared with students--and that have no copyright issues--is a challenge. English language teachers often have to build their own collection of paper-based or online texts by purchasing them and making copies or creating texts entirely on their own, which takes time that many teachers do not have. Buying reading materials may not be cheap in any context, but it is sometimes impossible to find and purchase them in international English as a foreign language (EFL) contexts. As teachers who have worked in a variety of places, we have struggled with these challenges and are always on the lookout for free accessible texts. That search is what led us to using Simple English Wikipedia (SEW) in the classroom.

This paper outlines the results of the experimental study aiming to explore the impact of using machine translation engines on the performance of translation students. Machine translation engines refer to the software developed to translate source texts into target languages in a fully automatic mode which can be classified according to the algorithm (example-based, rule-based, statistical, pragmatics-based, neural, hybrid) and the level of customisation (generic, customised, adaptive). The study was carried out in the form of a translation test held during the first semester of 2019/2020 academic year (September). The subjects included 48 undergraduate students of the School of Foreign Languages of V. N. Karazin Kharkiv National University (42 women and 6 men aged from 19 to 22) majoring in translation. They were subdivided into two sample groups: sample group 1 performed translation from English into Ukrainian with the help of the MT engine while sample group 2 translated the same text from English into Ukrainian by hand. The MT engine chosen for conducting the research was Microsoft Translator for personal use. The research was arranged into the following stages: preliminary (designing the experiment), main (implementing the experiment into life), conclusive (processing the results and interpreting them). The comparison of the students' average results allowed us to come to the conclusion that the hypothesis preconceived in the beginning of the study was confirmed: the quality of the text translated by the students who received no previous training in post-editing with the use of a modern machine translation engine was of a poorer quality compared to the translation of the same text made by the students without the use of a machine translation engine. The students using the machine translation engine showed the tendency not to treat critically the output of the machine translation engine, thus scoring more penal points than the students translating on their own. The evidence from this study implies the necessity of teaching students to use machine translation in their work and to post-edit texts by means of developing the appropriate cross-curricular methodology of teaching.

The student-teacher conference has been established as a pedagogical tool in composition courses, and teachers and students typically view the student-teacher writing conference as an effective way of providing feedback. However, most previous research on conferencing has been carried out with first language (L1) writers or advanced multilingual writers, and little attention has been given to student-teacher conferences with multilingual (L2) writers at various stages of language development. Though little research has been conducted, recent studies on student-teacher conferencing with multilingual writers offer important insights that provide direction for conducting effective conferences with multilingual writers. Earlier studies on conferencing with L2 students tended to measure the success of the conference on whether the conference effectively employed certain policy-as-pedagogy principles of conferencing, principles that had been initially developed with L1 speakers. Two of the prominent principles which should be called into question were insisting that the student-teacher conference be non-directive, and that higher-order concerns (HOCs) should be dealt with before lower-order concerns (LOCs). Rather than simply applying a structure of conferencing theory originated in conferences with L1 student writers to student-teacher conferences with multilingual writers, it is important to first closely examine these practices and reflect on whether they are applicable for working effectively with multilingual writers. This paper provides an overview of the student-teacher writing conference and multilingual students, and then addresses common practices and principles of conferencing and argues for the importance of flexibility when conferring with multilingual writers.

Despite the growing interest in investigating the pedagogical application of Automated Writing Evaluation (AWE) systems, studies on the process of AWE-supported writing are still scant. Adopting activity theory as the framework, this qualitative study aims to examine how students incorporated AWE feedback into their writing in an English as a foreign language setting. We conducted semi-structured interviews with four Chinese students sampled from two classes and collected their AWE submissions and feedback for data analysis. Our findings demonstrate that AWE-supported writing is a tool-mediated, purposive, and collective activity shaped by individual and contextual factors. Students used various strategies to attain their learning goals and to address the tensions arising from their activity systems. This study contributes to the research on the effectiveness of AWE by assuming a process-oriented approach that was informed by activity theory. Our findings also shed light on the complex process of second language writing mediated by new technology innovations. Pedagogical implications of our findings are discussed in the conclusion.

In this essay, we draw on insights from U.S. legal education's century-long experiment using student-edited journals as a cocurricular learning tool, to develop the argument that management education should consider introducing a new category of student-edited, practitioner-oriented journals. Student-edited journals are potentially well-suited for management education because they encourage students to learn professionally relevant skills and to develop a greater understanding of research and its role in professional education. Enlisting students to help edit practitioner journals could also benefit business professionals by increasing the availability of practitioner-oriented research. In doing so, management education can use this cocurricular learning activity to help break down barriers between research, teaching and practice. This essay contributes to the management education literature by furthering the conversation about the role that cocurricular learning plays in fostering evidence-based management.

A browser-based system to facilitate practice in asking and answering simple questions in English was developed. The user may ask or answer by speaking or typing, and the computer's output is in the form of speech and/or text. The types of questions handled and the permitted vocabulary are limited, though the vocabulary items may be edited freely. The system was well received in a small pilot study among Japanese students. It is freely-available for download, and requires no technical expertise to deploy, just the facilities and ability to edit text files and upload to the internet.

Drawing on multimodal, sound-based data, this study examines how high school students harnessed elements of sound and music for multicultural learning within collaborative research and radio podcasting. Data were collected from a variety of sources, including field notes, final media projects, and audio and video footage of students' collaborative media production processes and interviews. Findings reveal multivocal and divergent engagements in the sound editing process as well as multimodal struggles in which students leveraged sound to express nuanced views about racism, culture, and privilege. This study has implications for educators teaching multicultural perspectives and critical media literacy studies.

Basing on the analysis of the general system of exercises and tasks for translator/interpreter training, the authors offer a three-component system of exercises and tasks for teaching non-fiction translation. The components discrimination is based upon their aims, which fall into one of the three categories. The first one is related to the acquisition of skills and subskills, which are required for the translation process, but do not involve translation proper. The second category includes the translation actions and operations that can be automatised, while the third one incorporates translation skills, which are based on the actions and operations of the first two categories. Taking into account the said discrimination, the authors suggest a system composed of three subsystems: (1) preparatory exercises, (2) those intended for the translation automatic components formation, and (3) for the development of translation skills. The authors offer a list of skills and subskills required at each stage of the translation process (the source text analysis, the translation proper and the target text editing), as well as describe the content of groups, types and subtypes of exercises within each subsystem. The prospects of further research are outlined.

The present study examined how writing tasks in high school English textbooks under the revised national curriculum reflected the key writing elements (process, genre, and context) of process-genre based approach. Concerning the latter, the focus was narrowed to audience since it was relatively neglected in writing instruction compared with other contextual factors. For this study, we analyzed 335 writing tasks in ten English textbooks for 1st- and 2nd-year high school students. Results showed that writing tasks largely incorporated the process-genre based approach. However, pre-writing activities mostly scaffolded the organization of ideas, rather than generated them. In the post-writing phase, editing was not targeted in some writing tasks. Both the diversity of genres/subgenres and genre awareness activities were also lacking. In addition, few writing tasks targeted the development of audience awareness through explicit activities. These findings provide pedagogical implications for writing task and curriculum development for material writers, curriculum designers, and practitioners.

This article surveys the writing on technology in language and unknown dialect learning. Given the solid enthusiasm for innovation use for language learning, it is imperative to take a gander at how innovation has been utilized in the field up to this point. The objectives of this examination are twofold: to see how technology have been utilized to help unknown dialect learning and furthermore to investigate any proof with respect to how innovation can upgrade securing of language aptitudes. This article talks about the discoveries under the accompanying classes: possibilities of innovation and its utilization in explicit territories, programming apparatuses utilized in certain language ability regions, programming structure contemplation, automated language testing, and research discoveries from concentrates utilizing quantitative as well as subjective strategies. At last, issues imperative for future research are additionally talked about.

Journalism educators train students on Associated Press (AP) style, helping them navigate grammar, accuracy, and ethical issues. However, there is little peer-reviewed research testing which methods are most effective. This article used a quasi-experimental pretest/posttest methodology over six semesters to test three common methods: timed, closed-book, in-class quizzes; timed, open-book, in-class editing exercises; and take-home exercises. No one method proved statistically superior. All types moved students from high Fs to Cs. This study showed that learning AP style needs constant reinforcement.

Our study explored EFL writing skills in relation to self-experience in an authentic learning context with the help of a mobile application. Two authentic writing activities ('Tell your story' and 'Describe your context') were designed and compared to see if they resulted in significant differences in EFL writing performance and writing behavior. The results showed that the experimental group who completed the "tell your story" exercise exhibited significantly better writing performance than the control group who completed the "describe your context" exercise'. More specifically, the experimental group used more vivid words and vocabulary to write about their surrounding contexts than the control group. Our observation and study results showed that using authentic materials in storytelling exercises motivate students to share their experiences, which not only improves students' general EFL writing skills but also enhances their confidence to use English in real situations.

The main purpose of this study is to evaluate the effectiveness of Machine Translation Post-Editing (MTPE) training for FL students. Our hypothesis was that with specific MTPE training, students will able to detect and correct machine translation mistakes in their FL. Training materials were developed to detect six typical mistakes from Machine Translation (MT) raw output: Accuracy, Word Order, Official Name, Preposition, Omission, and Formal Style. The training materials include three levels of difficulty: Initial - ability to spot a mistake, Intermediate - ability to classify the type of mistake, and Advanced - ability to correct the mistake. A pretest-posttest design with a control group and a trained experimental group was chosen to test the effectiveness of the training programme. In the post-test, the experimental group could identify and correct more mistakes successfully. and in less time than the control group, especially for omission, official name and preposition. Accuracy, formal style, and word order errors were more difficult to correct. Results suggest that specific MTPE training is not only useful to identify and correct MT mistakes but also a way to incorporate a critical view on machine translation in FL classes.

The study reported in this article examined the impact of task type on the ways in which learners resolve grammatical language-related episodes (LREs) and whether the level of engagement affects subsequent language development. Data were collected over a six-week period. Thirty-two Iranian second language (L2) learners were paired up to complete a text editing task and a narrative writing task. In order to detect grammatical LREs, all collaborative dialogues were audio-recorded and transcribed verbatim. The LREs were classified into cognitive conflict episodes (CCEs) and non-cognitive conflict episodes (non-CCEs) based on the extent to which pair members deliberated over the target forms and challenged one another's contributions. The results indicated that the text editing task led to a larger number of CCEs than did the narrative writing task. Moreover, more grammatical CCEs were correctly resolved in the text editing task than in the narrative writing task. In addition, while learners resolved high percentages of the CCEs for both tasks, they could correctly resolve only half of the non-CCEs for these tasks. Finally, learners' scores on the immediate and delayed posttests showed that the text editing task was more conducive to both short- and long-term learning of grammar.

This paper takes a multimodal conversation analytic approach to explore knowledge-in-interaction in a technology-mediated online environment (Skype videoconference) during a meeting between eight university students studying to become language teachers. The analysis considers the ways in which the student-teachers demonstrate their knowledge or understanding of telecollaborative project-based language learning while taking part in a telecollaborative exchange themselves. Given the growing predominance of online teaching and learning, it is increasingly relevant to have a deep understanding of the ongoing learner interaction that takes place in these environments, particularly considering that interaction can be understood as a trajectory of knowledge building. The study examines how the student-teachers make use of the different technological features of a videoconferencing platform to manage the assigned task, which is to complete a collaborative exam. These features include camera, shared links, parallel text chats and editing tools. Findings imply that the student-teachers sequentially organise their knowledge synthesis and co-construction of pedagogical understanding through technologically-supported mutually coordinated interaction. Although the analysis is contextually bound, the task-focused interaction that is highlighted is relevant to higher education teachers in a variety of contexts, apart from teacher education.

Wikipedia is one of the most important innovations of the Internet age and has been analysed and criticised within higher educational settings for how it is utilised by students or academics for essay assignments or research. Less work has been done on how content writing for Wikipedia may be deployed as an instructional tool and its pedagogical implications, particularly for English language learners. This case study describes an in-class editing project involving sociology and English literature undergraduates at a Korean university, and qualitatively and quantitatively examines its successes and difficulties. Findings from this experiment are relevant to future Wikipedia teaching projects with high-fluency second language (L2) as well as first language (L1) students at the postsecondary level.

In many contexts of contemporary ELT, the L2 can be widely encountered beyond the classroom. In these settings, teachers need to maximize opportunities for meaningful participation. Digital video production (DVP) provides one such opportunity. Little, however, is known about the types of DVP common in particular contexts of ELT, the extent to which DVP functions as a motivational resource, or how engagement is generated. This mixed-methods study in a Swedish context addresses these questions. Results show that DVP takes place in genre-specific forms and has significant motivational potential. Analyses suggest that DVP can generate embodied forms of engagement. By creating appealing characters and storylines, and through the use of mobile devices and easy-to-use video-editing software, students can engage in authentic self-expression in meaningful and satisfying ways. Insights into the ways in which engagement is generated can provide teachers with valuable knowledge when designing learning activities that incorporate DVP.

While the use of machine translation (MT) in the classroom has been explored from various perspectives, the relationship between language proficiency and MT use regarding learners' behaviors and beliefs remains unclear in the research literature. This study focused on four Japanese learners with various language proficiencies from a fourth-year Japanese language class (two advanced-level, one intermediate-high, and one novice-high level) and investigated how they edited self-written text with MT by examining the scope and types of revisions they made as well as their perceptions about using MT for editing. The data included four types of drafts of a writing assignment: (1) D1 (self-written drafts in Japanese without the help of MT); (2) D2 (revised corresponding drafts in L1 provided by MT); (3) D3 (drafts in Japanese provided by MT based on D2); (4) D4 (revised drafts based on comparison of D1 and D3) and their reflection papers. The results show that the four participants adopted various ways of editing self-written text. While all the participants' revisions are at local levels, the two advanced level learners primarily focused on vocabulary revision while the other two learners' revisions extended to the sentence level. The findings also show that the advanced-level and intermediate-high-level learners have various degrees of positive attitudes toward using MT. In contrast, while the positive effects of MT use are acknowledged, the novice-high level learner also feels ashamed and dishonest when using MT. This article concludes with insights that can assist instructors in facilitating MT as a pedagogical tool for language learning and teaching with diverse students.

Machine translation (MT) provides a seemingly accelerated alternative way to communicate in the target language (L2). A convenient service to the public, MT renders a potential disservice to language learners. In this pedagogically focused article, we show concrete and detailed examples of how language instructors can turn MT and other electronic tools such as translation memories, grammar- and spell-checkers, or mapping tools into virtual assistants to empower students to use them responsibly. Two classroom interventions, one at a large public research university on the West coast and the second one at a medium-sized public university in the Midwest, aimed to develop students' awareness of the language learning process, while introducing them to various online tools that can help them communicate better in L2 without blindly using MT. The interventions were designed for intermediate level students. The first group of students were part of an advanced composition course who were shown limitations of MT and alternative editorial tools in L2, while the second group was part of an introductory literature course in which students were introduced to reasoning maps, such as mind, concept, and argument maps, to assist them with L2 communication. The main takeaways from these interventions were the need to readjust the students' attitudes as much as the instructors' mindsets if we want to make MT an ally. Shifting focus from accuracy to comprehensibility changes the stakes in L2 communication as the production of meaning becomes an exercise in student agency and leads to the satisfaction of being able to communicate spontaneously in the target language.

Despite attempts to discourage the use of machine translation (MT), we have observed that students continue to rely on it. Are teachers powerless? We believe not! Consistent with a range of solutions proposed in previous publications, we hypothesized that a "hands-on" approach would be effective in helping students raise awareness of the benefits and limitations of machine translation. This approach strives to reframe machine translation from an object of interdiction to an object of critical reflection. Hence, we created, implemented, and evaluated a 50-minute online lesson during Fall 2020. Our aim was to guide students toward a critical awareness of various machine translation tools [Google Translate (GT), WordReference.com (WR), French dictionaries] by choosing carefully crafted machine translation examples and asking students to correct them in class ("post-editing"). We also tried to track any potential change in the students' representations via a confidential pre- and a post-survey, and an audio-record of the interactions in class. One of our main results is that a majority of the students had already built complex representations and clever usages of machine translation before the class, much more than what we had expected. This allows us to reflect on what kind of impacts can or cannot be expected from such a class and to discuss the benefits and limits of such an approach to better integrate translation tools into second language teaching.

Numerous studies of written language development have shown minimal improvement over the course of an instructional period, yet these solely text-based studies offer little explanation for the lack of changes in writers' language because little is reported about the classroom and the participants. The purpose of this study is to use goal theory to better understand students' instructional contexts and their writing behaviors as they relate to textual features. We focused on six students in two English for academic purposes (EAP) writing classes, in which we conducted observations and teacher interviews. Students filled out an open-ended survey, wrote two essays using keystroke logging software, and participated in stimulated recall sessions. We first evaluated how instructional goals and practices aligned with students' goals and writing behaviors. We first found that the instructors' and students' language-related goals did not completely match. Students had the goal of improving their language, but teachers focused on more global writing issues. In addition, teachers had a goal that students become independent editors of their language, but students missed opportunities to edit. A secondary yet important methodological finding was that the use of timed writing tasks in text-based studies did not allow students to apply explicit grammatical knowledge that the instructors expected the students to have. Pedagogical, research design, and assessments implications are provided.

While preparing to write this article, the author decided to review published teaching cases over the last 10 years concerning advertising and related fields in case journals. He became curious about trends in advertising teaching cases and decided to survey overall trends in teaching cases related to advertising cases. He reached out to 40 editors, former editors, and members of journal editorial boards for case and discipline-based business journals to ascertain their views on the importance of teaching cases over the last decade and any discernable trends. 20 editors, former editors, and members of editorial boards for case and discipline-based business journals responded to his survey. In this article, the author discusses the top five trends of teaching cases and offers general comments about the other teaching case trends.

Evaluation is of paramount significance in the teaching and learning process. So is true with translation teaching and learning. This study uses in-depth interview to qualitatively examine in which ways the student translators and the professional trans-editor, two important stakeholders in the learning process, evaluate the work of translation. It then subsequently compares student translators' and the professional trans-editor's evaluation criteria in order to analyse the differences. This study also compares students' pitfalls encountered during the translation process, providing students with invaluable resources to reflect on their own translation and then to improve their translation quality. An implication of this study is that the interaction among students, professional trans-editor, and university lecturers may ultimately be beneficial to translator training.

The aim of the present study was to find out whether students' active involvement in classroom activities can promote language learning. This paper, using practitioner research, examines the active involvement of first-year engineering students in a film activity. The research took place in three phases: (1) the students were divided into five groups and given an assignment each, a month ahead, to edit a full-length movie to one hour without tampering with its story element; (2) the five groups presented five different edited movies on five different days; (3) the data was collected and analysed by the teacher as follows: observing the classroom performance, transcribing the students' spoken language, and collecting the students' written transcripts. The research analysis and discussion show that the whole process of the film task provided a rich input in listening and reading, and subsequently a productive language output in speaking and writing. The feedback conducted states that the students enjoyed the video classes thoroughly and the experience was rewarding because of their active involvement in the practice of LSRW skills.

This study investigates the application of machine translation (MT) in an EFL writing class and its impact on lower proficiency level writers. Theoretically grounded in the social nature of learning, the MT-based writing class is applied to students in four steps: planning, drafting with MT, revising MT output, and individual writing with MT. The peer-editing process and the teacher's guidance have been found to be critical factors in terms of enhancing students' metalinguistic awareness at both the micro-level and macro-level revisions of MT output. Additionally, by gaining confidence and motivation, the students become more autonomous and self-directed. The results of this study provide insights into how an MT-based EFL writing class can be conducted successfully by including peer and teacher feedback and thus result in MT being viewed as an effective tool, rather than being considered taboo for helping lower level EFL learners in writing.

Intervention exercises have tended to be limited to restricted controlled output in studies related to second language (L2) learners' acquisition of written academic formulaic sequences (FSs), while measurement of use has been drawn from freer output (AlHassan & Wood, 2015; Jones & Haywood, 2004; Peters & Pauwels, 2015). The current study reports on an intervention designed to be less controlled than previous studies and therefore closer to what learners would subsequently be required to produce. The intervention required a treatment group to edit target FSs into given paragraphs. These paragraphs were similar to those they were later required to produce and from which the data were drawn. Data drawn from pretests established that there was no significant difference in the occurrence of target FSs use between the treatment and control groups. Data drawn from posttests were used to determine whether there was any significant difference in the occurrence of the target FSs between pre- and posttests for each group. Results from the treatment group indicate that the intervention appears to have been effective in increasing learners' utility with the target FSs.

During the process of translation, students need to learn how to detect and correct errors in their translation drafts, and collaboration among themselves is one possible way to do this. As Pym (2003) has explained, translation is a process of problem-solving; translators must be able to decide which choices are more or less appropriate for the specified purpose of translation. Therefore, it is necessary for the teacher to create a learning environment that facilitates the students, not only to learn how to solve the problems, but also to be exposed to other possible solutions of those problems. This paper aims to give a comprehensive account of peer editing in collaborative translation classrooms for English as a foreign language (EFL) learners. The participants of this study were 21 EFL undergraduate students who took a business translation course. Qualitative data were collected from the students' translation drafts, diaries, and interviews, in order to explore the effects of peer editing on the students' abilities to deal with translation difficulties. The results revealed that peer editing enhanced the quality of the students' translations and enabled the students to detect errors and revise their translations. More importantly, peer editing was a social interaction that effectively engaged the students to work collaboratively with each other.

Some studies have reported the positive outcome of using concordancers and dictionaries in (ESL) context. This study aims to examine how an EFL writer consulted with concordancers and dictionaries along with Google and Google Scholar when engaging in academic writing at university level. The researcher investigated a non-English-major postgraduate student corpus consultation over five months. The researcher provided a toolkit including corpus tools; concordancers, collocation dictionaries, thesaurus, Google, in combination with traditional reference resources such as monolingual and bilingual online dictionaries. The participant received a three-session training to consult with different resources while writing research paper. Real-time data, stimulated recall interview, participants' writing and query logs served as the main sources of data. Results showed that the participant was aware of the applicability of each corpus tool. He could successfully solve 604 linguistic problems, and promoted his linguistic awareness. It is implied that corpus tools have the potential to assist EFL writers in proofreading and editing the surface levels of their writing.

The increase of international exchange in education triggers strong demand for learning English language skills in various academic disciplines among Chinese students, which brings up a wide implementation of EAP (English for academic purposes) learning in universities in China. However, the teaching and learning result do not seem to be as satisfactory. A key factor to the disappointing situation is the lack of suitable textbooks. Currently, most of the few domestically designed EAP textbooks only focus on the reading and writing and cannot meet the learners' needs of overall (listening, speaking, reading and writing) development. The adoption of textbooks designed abroad was found unable to cater to the needs and language proficiency of the learners in China. There is an urgent need of constructing localized textbook for EAP learning in Chinese context. Previous frameworks on textbook design are mainly based on linguistic theories, which though offer theoretical support of language study from the perspective of learning subjects did not pay attention to the interconnection of factors within the learning environment. This paper proposes the application of eco-education theory to the design of a localized EAP textbook. It stresses the importance of the interrelations between textbook, editor, researcher, teacher and student during the process of designing a localized textbook so as to promote a healthy and sustainable development of EAP learning in Chinese context.