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This study investigated the use and functions of metadiscourse markers in English as a foreign language (EFL) virtual classroom during the Covid-19 pandemic. The study examined which metadiscourse markers--interactive or interactional--were used more frequently and how they were employed in an EFL context. It explored two interactive metadiscourse resources (code glosses and evidentials) and two interactional metadiscourse resources (attitude and engagement markers). The study utilized a mixed-method approach, using Hyland's (2004) two-componential taxonomy, to analyze a corpus of 303,148 words from 35 online lectures (90 minutes each) delivered by three university instructors in the UAE. The Mann-Whitney U test was employed to determine any significant differences in the use of these resources and their subcategories. The results revealed that the three instructors used more interactional than interactive resources. The qualitative analysis showed that code glosses and evidentials were primarily used to manage the flow of information, provide elaboration on propositional content, and provide evidence to support arguments. They were also employed to achieve cohesion and logical coherence in online classrooms. In contrast, attitude and engagement markers were used to engage students and signal the instructors' attitudes toward their material and audience. The study concludes with pedagogical implications for EFL instructors, students, and syllabus designers to foster social justice and fairness in the online learning environment, ensuring all students feel valued and empowered in their educational journey.

The audiences of generalist television's newscasts reflect that the viewers' interests and loyalties are constantly changing. Research shows that several elements influence the success of programs and formats, but in this paper, we draw attention to the factors that determine the credibility of newscasts. We also want to know how pluralism is safeguarded in newscasts, as we consider that credibility and pluralism are two intertwined values that influence one another. As credibility is a subjective value, it is required to find new information criteria that is suitable and of the utmost rigor. The main aim is to delve into whether there is a consensus on the basic parameters for the definition, identification, and assessment of credibility of nationwide public service media in Spain. Moreover, we are also interested in whether audience figures can be used to determine the degree of trust of newscasts. The analysis brings forward the observations of researchers, scholars and media professionals that offer a vision on the different approaches that integrate the multiple aspects affecting news consumption and interpretation. We conclude that credibility is a concept composed of multidimensional components, resulting from a process where different filters condition fact perception. That is why a story can have different meanings, related to the different point of views of citizens.

Many faculty perform work as public intellectuals, producing essays, op-eds, interviews, and other forms of media to amplify their academic work. However, educational research has not examined how faculty conceptualize non-academic audiences, influencing who faculty address in their public scholarship and what they work on as public intellectuals. This study engaged with 14 education faculty members to explore how these individuals conceptualized the audiences for their public scholarship. Findings suggest faculty often conceptualize audiences of public scholarship as larger, non-academic audiences, speaking to the constraints of academic audiences. However, faculty often described their audiences as being educated, being educators, and being passionate about education--identities that they held--possibly perpetuating a public echo chamber between education faculty and educators in the public sphere. Implications for faculty development and public scholarship are addressed.

Materials development in TESOL has been gaining popularity as a field of study for the last few decades. TESOL materials research as an area of inquiry includes studies focusing on textbook content (e.g., grammar, cultural representation, and authenticity), consumption (use/adaptation of materials by learners and teachers), and production (design and publication) of materials (Harwood, 2014a,b). Materials production is the most neglected of these three areas of research, although it is considered vital to understand how materials are produced and shaped into textbooks that are used in almost every classroom around the world (Harwood, 2010, 2014b; Tomlinson & Masuhara, 2017:145). The present research draws upon interviews with six authors working for different international publishing houses who spoke about the various constraints associated with authoring global textbooks, which are sold around the world. The authors described constraints associated with publishers' preference for international rather than regional or local materials, tight deadlines, publisher-led rather than author-led models of production, the constraining influence of teacher and market representative feedback on draft materials, and constraints associated with taboo topics debarred from the materials. These formidable constraints reduce the role of authors in decision-making, hindering attempts to create more carefully crafted products, and we suggest that textbook publishers need to reconsider their production processes as part of a drive to enhance the quality of the global textbook.

This article carries out a systematic review of the scientific literature on child participation in the formal education system in Spain between 2010 and 2022. Recognising the importance of child participation in the context of the European Union, the theoretical principles of this study are in line with the perspective that child participation involves recognising the fundamental right of children to be heard and taken into consideration from an early age and providing them with the opportunity to convert that listening into positive changes to aspects that affect their lives. Child participation has significant benefits, both from an individual point of view (the child's own development and the recognition that all rights are for all children), and a social and collective point of view (the strengthening of democracy itself making the school a school for participation). The systematic review of the scientific literature was conducted according to the PRISMA statement 2020. The analysis of the selected articles was based on the Lundy model of child participation (2007) which considers four dimensions: space, voice, audience and influence. The results show that despite the Spanish scientific community's growing interest in child participation in the field of early childhood education, school culture is still very adult-centric. Aspects related to the dimensions of voice, audience and influence could be improved for which more research is required. There is a clear need to broaden the techniques and instruments required for making child participation effective, and experiences that go beyond consultative participation should be developed. This would enable forms of child participation focused on improving their lives based on their own needs being heard and taken into consideration.

This study aims to investigate the linguistic strategies used in public health communication during the COVID-19 pandemic, according to the regulations stipulated by the Center for COVID-19 Situation Administration (CCSA) of Thailand. A corpus of 1.4 million words was retrieved from Thai online mainstream news media written in Thai, and systematically randomized to analyze news content from March 1, 2020, to December 31, 2021. The framework used for analyzing language was the prospect theory, also known as the message-framing effects. This theory refers to choices that are framed or conditioned by language codes that manipulate changes in people's behaviors. Sentences or clauses designated as "one cause" and "one effect" were analyzed based on syntactic criteria, such as causative construction. The framing effect can be divided into two groups: the effect framed by GAIN (positive result) and its counterpart, LOSS (negative result). It was found that the most favorable linguistic strategy was "GAIN" (63%), reflecting positive messages. Based on linguistic evidence, it appears that Thai conventional media convey positive messages, which encompass prevention, risk-aversion, and positive attitude cultivation. The use of gain-framed language devices by agencies may reflect their attempts to generate positive emotions and gain people's trust during stressful situations, as well as to express sympathy and politely respond to the audiences. All things considered, the use of gain-framed-message strategies in Thailand plays a role in pandemic management and protection, contributing to the highly acclaimed and effective public health system it has accorded.

The study aims to discuss of the implementation process for writing to learn activities. The document review method has been used in the research containing qualitative data. Data were obtained from scientific articles, books, and presentations containing information about the general characteristics of process-oriented writing and writing to learn and analyzed using the descriptive analysis method. As a result of the reviews synthesised the findings, guidelines, and applications of the studies based on researchers' observations, experiences, intuitions, and inferences and presented them under five different headings. In this context, the implementation process of writing to learn has been discussed in five stages: preparation, exploration, application, evaluation, and sharing. In line with the stated results, it can be suggested that researchers who will use the WTL method in the future should make applications by considering the relevant steps. Thus, the direct or indirect effects of writing for learning activities on students can be increased.

While writing involves interactions between writers and readers as each considers the other in creating and interpreting texts, research interest in written interaction is a fairly recent development. This paper uses a bibliometric analysis to trace the growing interest in written interaction over the past 30 years from its origins in philosophy, conversation analysis and sociocultural language pedagogy. To do so, we analyzed all 918 articles mentioning writing and interaction in the social science citation index since 1990, dividing the corpus into two periods following the massive increase in interest after 2005. We identify which topics have been most prevalent and which authors, publications, journals and countries most influential over time. The results indicate the growing importance of identity, genre, discipline, metadiscourse and stance, particularly drawing on corpus methods. We also note the participation of authors from more countries in publishing interaction research with the growth of authors from China becoming particularly visible. These findings may interest those working in written discourse analysis and scholarly publishing.

Applied linguistics has recently seen a surge in research and methodological approaches to do stronger studies. One important factor affecting such a new movement is the researchers' individual differences in shaping their research repertoire. Therefore, this study, which employs a path-analytic approach, investigates the interrelationship between three significant individual factors in the EFL (English as a Foreign Language) context: research self-efficacy, anxiety, and motivation. This nationwide survey included 561 male and female Iranian MA students studying TEFL (Teaching English as a Foreign Language). The researchers administered three adopted instruments, namely the research motivation scale, the research anxiety scale, and the research self-efficacy scale. The path-analytic findings revealed such interrelationships among the three factors. In particular, the findings indicated that there is a negative relationship between research anxiety and motivation to conduct research. In our study, however, the relationship between research self-efficacy and motivation is positive. These evidence-based findings can help policymakers shape an evidence-based research policy. Recommendations and implications of the results for policymakers, research methodologists, research instructors, and MA students are discussed.

Background: Undertaking voice and communication training is an important part of the gender-affirming journey for many trans, gender-diverse and non-binary individuals. Training supports the alignment of voice with gender identity helping to reduce gender dysphoria as individuals are better able to connect with their voices. However, for training to be effective, regular practice is needed and the demands of training can often be difficult to meet. Aims: To investigate the interest, attitudes and perspectives on the use of immersive virtual reality (VR) to support gender-affirming voice and communication training by transgender, gender non-binary and gender-diverse people, and speech--language pathologists providing gender-affirming voice and communication training. Methods & Procedures: A mixed-methods survey (i.e., collecting quantitative data through multiple-choice question and qualitative data through free text questions) was hosted online from 23 August to 21 September 2021. A total of 17 questions asked about technology use, and attitudes and perspectives towards VR. The survey included video examples of three different voice-activated VR applications to prompt participant responses about the technology. Outcomes & Results: A total of 70 survey responses were included in the analysis. All participants had previous experience using smart phones, but only 27.2% had previously used VR. Four key themes were identified relating to potential uptake of VR in gender-affirming voice and communication training: (1) general audience appeal, (2) perceived therapeutic value, (3) exposure to or protection from harm and (4) relatability to real life. Conclusions & Implications: VR games may represent a viable option to support practice of voice exercises. Gamification through VR is likely to motivate some to increase frequency of practice. VR applications that are used in voice training need to be fit-for-purpose, and detailed co-design is necessary to build appropriate applications for future use. This study provides a foundation to inform the design, development and implementation of VR applications to be used in gender-affirming voice training.

Before interacting with real users, developers must be proficient in human--computer interaction (HCI) so as not to exhaust user patience and availability. For that, substantial training and practice are required, but it is costly to create a variety of high-quality HCI training materials. In this context, chat generative pretrained transformer (ChatGPT) and other chatbots based on large language models (LLMs) offer an opportunity to generate training materials of acceptable quality without foregoing specific human characteristics present in real-world scenarios. Personas is a user-centered design method that encompasses fictitious but believable user archetypes to help designers understand and empathize with their target audience during product design. We conducted an exploratory study on the Personas technique, addressing the validity and believability of interviews designed by HCI trainers and answered by ChatGPT-simulated users, which can be used as training material for persona creation. Specifically, we employed ChatGPT to respond to interviews designed by user experience (UX) experts. Two groups, HCI professors and professionals, then evaluated the validity of the generated materials considering quality, usefulness, UX, and ethics. The results show that both groups rated the interviews as believable and helpful for Personas training. However, some concerns about response repetition and low response variability suggested the need for further research on improved prompt design in order to generate more diverse and well-developed responses. The findings of this study provide insight into how HCI trainers can use ChatGPT to help their students master persona creation skills before working with real users in real-world scenarios for the first time.

Power distance (PD), a cultural value denoting acceptance of asymmetrical power relationships, influences the force of rhetoric used by a writer to address their reader. However, AI technologies such as ChatGPT lack an explicit awareness of PD, which could affect the quality of AI-generated persuasive texts used for language learning. To investigate this issue, 200 persuasive essays written by ChatGPT were compared to 200 essays written by L1-English university learners. Three elements of formulaic language related to PD were examined: stances, modals, and pronoun deixis. Differences in stances (z = -3.411; p = 0.001) and modals (z = -2.100; p = 0.036) were both significant according to the Wilcoxon signed ranks formula, whereas differences in pronoun deixis were nearly significant (z = -1.917; p = 0.055). Overall, language of ChatGPT appears generic and incomplete, suggesting that consistent and uniform expressions are being borrowed from an LLM training corpus to mimic aspects of PD. Limitations of AI highlight a need for pedagogical emphasis of culturally imbued discourse.

This article argues that Hegel's book "The Phenomenology of Spirit" can be read as a "Bildungsroman" or a theory of reception. Hegel (as he appears in this book) sets forth to educate his readers to a historical understanding. This is the article's main argument which will be split up in three parts. First, it seems that Hegel tries to lead the uneducated reader to his own ideal philosophy. If so, the reception will be merely technical, i.e., the book has only one answer and the reader has to submit to Hegel to get him right. The article argues against such a reading. Secondly, it seems more likely that Hegel invites his readers to take an active part in the interpretation of the book. To substantiate this claim, the article argues that the hitherto unknown phenomenon in the book "touches" and challenges the reader, who must "touch" back and accept the challenge in order to grasp the phenomenon. This reception involves the experience of "touch" (not physical) and is therefore haptic. Thirdly, and in extension of the haptic reception, the article argues that there is a reception as recollection, meaning that Hegel invites the reader to reflect upon the recollected experiences or "the gallery of images" that Hegel has archived in his book. In doing so, the reader will see the gallery of images with new eyes--which ultimately is a process of Bildung as the reader gains self-awareness and knowledge through Hegel's images.

This study investigated how adults over the lifespan flexibly adapt their use of prosocial speech acts when conveying bad news to communicative partners. Experiment 1a (N = 100 Scottish adults aged 18-72 years) assessed whether participants' use of prosocial speech acts varied according to audience design considerations (i.e., whether or not the recipient of the news was directly affected). Experiment 1b (N = 100 Scottish adults aged 19-70 years) assessed whether participants adjusted for whether the bad news was more or less severe (an index of general knowledge). Younger adults displayed more flexible adaptation to the recipient manipulation, while no age differences were found for severity. These findings are consistent with prior work showing age-related decline in audience design but not in the use of general knowledge during language production. Experiment 2 further probed younger adults (N = 40, Scottish, aged 18-37 years) and older adults' (N = 40, Scottish, aged 70-89 years) prosocial linguistic behavior by investigating whether health (vs. nonhealth-related) matters would affect responses. While older adults used prosocial speech acts to a greater extent than younger adults, they did not distinguish between conditions. Our results suggest that prosocial linguistic behavior is likely influenced by a combination of differences in audience design and communicative styles at different ages. Collectively, these findings highlight the importance of situating prosocial speech acts within the pragmatics and aging literature, allowing us to uncover the factors modulating prosocial linguistic behavior at different developmental stages.

The mouth has naturally been an important tool for human existence. For example, the food we eat goes through the mouth to venture into our digestive system and the words we say come out of our mouths as we communicate with others. To elucidate my discourse, I focus on the latter as a tool that matters in most of our human activities, especially in education and human interactions. As a result, what comes out of the mouth of people, in this case educators, can uplift and hurt students, parents, colleagues, and stakeholders, to mention a few. It now behooves general and special educators to be careful and/or be educated on how to effectively use what the mouth says to light the candles in others instead of cursing the darkness in them. This is the thrust of this article.

Communication instructors have long insisted on the importance of audience adaptation. But they have said less about (a) the dimensions along which adaptation might proceed or (b) how a student might learn the art of adapting. In this article, I contribute toward addressing these two deficiencies. I suggest a dimension for adaptation - the value frameworks (or value vocabularies) in which people express evaluations of better and worse. And I propose that instructors teach adaptation by imitation. In addition to elaborating on these ideas, I also offer materials for use in classes.

Most universities and research institutions promote the need for researchers to engage in knowledge translation to create impact. Many include this in their organisational narratives, such as strategic plans and research statements, however, the time involved is often not calculated in academic workloads. One impactful way to disseminate research is through research-based news articles to ensure research is read widely in the media, (especially by stakeholders) and promote progress in research fields. Such dissemination improves research publicity, which means scholarly journal articles are more likely to be read by new audiences via hyperlinks provided in news articles. These improvements in readership and engagement can be measured through altmetrics, which is considered useful for funding and promotion applications. Despite the rewards, there is a dearth of research papers written about how researchers can adapt their work and utilise news sites to improve their research dissemination and individual professional and career trajectory. This paper highlights the skills required to write for various news media outlets, which is quite different to academic publishing. Thus, targeting specific research-based news publications requires allocated workload, planning and the acquisition of new skills. This discussion paper shares insights, showcasing an exemplar from an academic researcher, and discusses how institutions might better support academics' efforts. Researchers, communication and media officers, research managers and workload coordinators will be interested in gaining insights into research impact. Finally, practical tips, tricks and tradeoffs are discussed.

This article brings together data from two complementary studies of the teaching of writing in Australia. Mobilising motifs of the hum and the hive to think together how our projects resonate, the authors highlight a key concern that emerges across both studies: the absence of real-world audiences for student writing in contemporary pedagogy. Specifically, we refer to the limited extent to which teachers have freedom to craft writing opportunities with "real" audiences through their chosen or conscripted pedagogies. Responding to this, and taking into account the impacts of both the pandemic and the rise of generative AI, we offer a manifesto for an audience-focused approach to writing that foregrounds resilience, agency and sociality. This manifesto offers an alternative and holistic approach for developing students as communicators, in a lively, humming world of words, feelings and people.

The current study investigated adolescents' (N = 213) decision finding processes and affective reactions to interactions on social media "via" 29 focus groups. As part of a larger study, adolescents participated in focus groups at two time-points across an academic year while participating in a school-based intervention promoting healthy romantic, interpersonal, and family relationships, job readiness, and financial literacy. Qualitative analyses indicated adolescents' experiences and decisions on social media platforms were informed by their "awareness of audiences", namely who they thought would view their posts and anticipated responses from "friends," "family members," "fans," "creeps," and "potential employers." Comprehensive school-based interventions may serve to effectively develop responsibility more broadly, as well as a specific awareness about online risks and behaviors.

This paper describes our implementation of a conversation series focused on diversity, equity, and inclusion (DEI) within an existing National Science Foundation Research Experiences for Undergraduates (REU) program. While many REU programs actively recruit diverse participants, few include instructional time dedicated to DEI topics. Here, we share a curriculum of DEI conversations aimed at a diverse audience and reflect on the success of the program based on participant feedback. Additionally, we provide a detailed facilitation guide to ease implementation of the course.

While societies struggle with the implications of text-based generative artificial intelligence (TGENAI), businesses are embracing the technology. Using framing, this original activity unit prepares business communication students for professional TGENAI use. Activities emphasize the need for an effective cognitive frame, as well as introduce advantages and disadvantages to using TGENAI- generated output. This unit can be used as a stand-alone introduction or as an additional unit to existing communication theory assignments. Preliminary results suggest improvement in responsible TGENAI framing use, business communication self- efficacy, and equity. Courses: Business Communication, Public Relations, Advertising, Organizational Communication, Corporate Communications, and Social Media. Objectives: Students will be able to (1) explain the importance of cognitive framing in business communication, (2) identify positive and negative aspects of using TGENAI in business communication cognitive framing, and (3) demonstrate the ability to create and edit TGENAI-generated messages for effective business communication.

The translation of political discourse differs from the translation of texts in non-political contexts in which political discourse is highly profiled in terms of political sensitivity and policy orientation. It may potentially influence global peace and security. Understanding the features of translating China's political discourse from Chinese to English is of great help to political translators and researchers in studying the problems and strategies of political translation for attaining the above expectation. It is expected to help the international community understand clearer and better the stance, response, and policies adopted by the government in national and international affairs. Therefore, the translation of China's political discourse should deliver the intended information accurately and adequately the national characteristics of the source text and conduct flexible adjustments to conform to the language habits and ways of thinking of the target audience while mainlining the correct political position. This article aims to review and identify the essential characteristics of translating China's political discourse from Chinese to English. It is apparent in understanding the desired political translation effect and some relevant translation problems. The bibliometric research method concludes that the Chinese-to-English translation of China's political discourse has four distinctive features: accuracy, international-audience-centeredness, national characteristics, and political rightness. It is recommended that the translator pay great attention to these features while selecting translation strategies and methods and raise the acceptability of the translated text among the global recipients for promoting an authentic national image of the country.

Children's cartoons and films are often dubbed for obvious reasons that children find reading subtitles a challenging process in a film. This study investigated the issue of Otherness and the strategies of its audiovisual translation in the Arabic dubbed version of "Masha and the Bear," a Russian cartoon film. The study examined the orientation of three elements of Audiovisual Translation (AVT): the verbal, the para-verbal and the non-verbal. In the context of Masha and the Bear, the comparative analysis of selected dubbed episodes confirmed the three orientations and showed that the strategies most often used by the translator are paraphrase, substitution, and generalization. The results of the study suggest that the challenge mainly lies in the dilemma of meeting the audience's expectations without altering deeply the specificity of the Source Text (ST). They also show that in most cases the translator domesticated the SL product to meet the cultural values of the audience. This study also uncovered a few challenges posed by the rendering of otherness represented in cartoons, and accordingly understood how the translator coped with this aspect in the given multiple semiotic systems interacting in the cartoons. As cartoons play a major role in children's life and education, this study would develop increasing interests in translation of cartoons through dubbing and promote the local culture and ensure a higher degree of acceptability by the target viewer.

The educational system in many contemporary African nations is faced with many challenges amongst which are the quest for effective teaching and learning methodology. This paper therefore examines the methodological value and inherent potentials within the ambits of drama/ cultural performances that embraces 'edu-tainment' concepts to identifying a problem while seeking plausible means of finding solutions to the identified problems in a participatory induced order. 'Edu-tainment' in this order refers to a form of entertainment activity designed to educate, amuse or entertain and instruct by embedding lessons in form of live acts, television, computer, multimedia and video games. The suitability and preference of this educational mode especially amongst the youth is a sine-qua-non essentially because of their restless gabs and proneness to boredom. The viewership of Super Story among Ibadan South-West Local Government residents was analysed to elicit knowledge for improved educational access. Survey research method using multistage and convenient sampling techniques was used with 500 copies of questionnaire distributed. The analysis of data showed that 100% of the respondents watch soap opera series and super story while 71.4% maintained viewership due to captivating storylines. Further findings suggest that soaps can be used to preserve culture and improve educational access; carefully designed Entertainment-Education programmes are viable requiring the designing and conscious implementation of media messages with the aim of educating the target audience to fulfill the functions of information, education and entertainment.

There is growing attention to student assessments designed to reach beyond the classroom, including assessments with an immediate or future audience. The impact of audience, however, has not been examined in multimodal assessments across continents, institutions, disciplines, and teaching contexts. Using qualitative data, this article examines the impact on student learning of incorporating audience and awareness of audience in diverse settings through multimodal projects. These include a core assignment in an interdisciplinary, semester-long graduate class in the United States, a year-long capstone project for geography undergraduates in Northern Ireland, and a supplemental assignment for graduate and undergraduate biology students in Norway. This article investigates the impact of audience through multimodal assessments across these three settings and concludes that it can positively influence student learning, motivation, and skill development.

Data-driven decision making has now moved beyond its traditional domains--operations research, business economics, computer sciences, and business statistics--to "softer subjects," such as human resource management, organization behavior, and business communication. In this context, teaching with technology encourages students to systematically apply domain knowledge to communicate across a wide variety of stakeholders. In the era of multimodal forms of communication and multiple data sources, management students must be analytical when writing compelling reports and giving persuasive presentations. They should be well versed in using both quantitative and qualitative techniques for report writing and presentation. Drawing on authentic user-generated comments on social media, this article presents two case studies on (a) crisis communication by 30 CEOs and (b) culture shock experienced by foreign tourists sojourning in India, China, and the United Arab Emirates, to demonstrate how master's in business administration (MBA) students could derive insights from the online comments to make strategic decisions for organizational benefit and make reports based on those findings. The article asserts that this could help to cultivate a data-analytic mindset among the students by preparing them to communicate small (and big) data-driven analysis to relevant stakeholders. It attempts to suggest ways to develop MBA students' ability to analyze their potential audiences as well as to generate meaningful insights from the available information on social media websites. Finally, it hopes to nudge business communication instructors to embrace multidisciplinary perspectives for planning a technology-based business communication assignment involving the social media landscape. Instructors can not only use the two case studies to illustrate ways to integrate technology with teaching but also create their own mini cases to improve the decision-making, report-writing, and business report presentation skills of their students.

We have explored designers having empathy for the audience of focus, designers using empathy as a means to an end, and designers using empathy to deliver a meaningful design deliverable. Our research has evolved from studying how designers reflect on their own design context and the audience's given circumstance to designers acting on moments of use. Our purpose was to explore two sides of a moment of use approach to design by observing one team of graduate student designers, tasked with designing an online training course from beginning to end. Our research question was the following: how did the design team act on a moment of use approach to design a meaningful design deliverable? Our findings indicated that although the design team designed a meaningful design deliverable the client did not implement the final deliverable. We discuss why this happened and the implications for designers and those who prepare designers.

Persona design aims to increase students' ability to understand their target users and address their needs. Yet, there is a lack of conceptual frameworks that help students systematically conceptualise user needs, specifically the two key requirements of persona design: representativeness and empathy. In this study, we find an alternative method using cultural dimensions to ensure that students conceptualise personas by reflecting representativeness and empathy in a systematic way. We justify cultural dimensions and engagement aspects and suggest a classified table for representative and empathetic persona design. In a design course, we analyse personas created by students in two different groups with the table (Group 1, n = 16) and without the table (Group 2, n = 17) through comparative thematic analysis to evaluate the qualities of representativeness and empathy. As a result, the cognitive aspect of engagement is predominated in Group 2, whereas the cognitive, emotional, behavioural, and social aspects of engagement are evenly distributed in Group 1. 11 cultural dimensions are identified in Group 2, whereas 20 cultural dimensions are identified in Group 1. In Group 2, a particular dimension is predominant (44.4% of individualism), whereas, in Group 1, the rate of the most used dimension is 12.2% (femininity and collectivism). The study results indicate that the method allows students to diversify and deepen their understanding of user needs and thereby conceptualising personas in in-depth and analytical ways. From instructional perspectives, it can be used by educators to help students systematically conceptualise user needs in design activities.

The goal of this paper is to describe a group of adult Mexican English learners' ideologies about different APPRAISAL patterns in English-language scientific texts. APPRAISAL is a descriptive framework of the linguistic resources used to convey feelings and attitudes (Martin & White, 2005). This topic is particularly interesting in EAP (English for Academic Purposes)/EFL (English as a Foreign Language) contexts where L1 academic language ideologies proscribe the use of APPRAISAL features in scientific prose and where such proscriptions are followed in some disciplines and national contexts. Spanish-speaking countries often exemplify this. Forty Mexican undergraduate EFL students majoring in Health Sciences read two versions of the same short paragraph with different APPRAISAL resources. They were asked to say which of the two versions corresponded to a published research article and why. Evaluation patterns in their answers were analyzed using the attitude system of the APPRAISAL framework (Martin & White, 2005). The prevalent types of attitudes were valuation and complexity. While most students preferred the more personal text, a minority chose the more impersonal one. The latter group's attitude constructs a language ideology that equates scientific rigor and technicality with impersonal prose; they also show less awareness of the relationship between APPRAISAL resources and writing for specialized audiences.

Writing for social engagement in an academic context indicates the authors' attitude towards the propositional content and the text's audience through metadiscursive maxims markers employment. This study tried to determine whether there are any differences in metadiscourse marking in research articles across different disciplines and different quartile ranks. To this end, Abdi's (2010) CP-based model of metadiscourse marking was used to study how writers use metadiscursive maxims markers to see any differences in metadiscourse maxims marking in their writings. To this end, we selected 193 research articles from recently published journals (2018-2020) and balanced them based on size. Then, we carefully went through them and extracted maxims markers manually. The results showed that the cooperation categories of quality, quantity, manner, and interaction were widely used among philosophy writers, which can help understand, study, and teach this critical area of language use. This empirical study of academic writing helps us attend to hidden rhetorical features and strengthen interpretation.

This study aims to identify the interactive metadiscourse markers in the main sections of the articles (introduction, method, findings, results, discussion and conclusion) in the fields of science and social sciences. Designed as a descriptive research, this study employs the survey model. The articles analyzed in this study are a total of 16 articles, 8 science and 8 social sciences articles selected from the science and social sciences journals at DergiPark. The study group of this paper includes 54,253 words, 16,301 of which are in the articles on science and 37,952 are in the articles on social sciences. To achieve, this study draws on Hyland and Tse's framework of metadiscourse model. The data are analyzed through descriptive analysis method. A Mann-Whitney U test is performed to find out whether there is a significant difference in the use of metadiscourse markers identified in the descriptive analysis of the articles on science and social sciences. The analysis indicate that more interactive metadiscourse markers are used in the articles on social sciences compared to the articles on science; yet, this difference is not significant. Furthermore, the use of code glosses is significant for social sciences; nonetheless, there is no significant difference in the use of other interactive metadiscourse markers.

In this manuscript, three science educators describe strategies used to effectively communicate about religiously and culturally sensitive science content and share lessons learned from their experiences. Mark A. Bloom (2019-2021 Fellow) describes the challenges he overcame in teaching climate change science at an evangelical university by creating an environment of trust and "speaking the language" of his audience. Ian C. Binns (2017-2019 Fellow) shares his experience, as a white person, learning to look at an issue from alternative perspectives when discussing environmental racism on the Down the Wormhole podcast with people of color. Lee Meadows describes his efforts to teach human evolution in the American South. His success derives from his emphasis on students acquiring understanding of evolution, rather than convincing them of its truth, created a safe and respectful environment for learning.

The purpose of our correlational, quantitative study was to determine if time spent using digital media (i.e. text messaging and social media) influences students' media writing self-perceptions (MWSPs). We measured students' perceived writing ability using the MWSP scale and their time spent using digital media with the social networking time use scale (SONTUS). Correlations between students' MWSP scores and SONTUS scores were statistically insignificant, suggesting that time spent using digital media does not negatively influence their perceived writing abilities. However, results from further analyses indicated that as students' social media use increased, so did their ability to recognise the difference between writing for social media and writing for professional publications. We also found that the more students text the more they use social media and vice versa. We present directions for future research and practice.

A sense of audience is important in the development of student writing (Many & Henderson, 2005). Research shows students need to consider an audience's attitudes, beliefs, and expectations to be effective writers (Midgette, Haria, & MacArthur, 2007). Therefore, students need learning opportunities in L2 classrooms to develop this ability. Yet, the incorporation of audience in L2 textbook writing activities has not been sufficiently addressed. This study examined textbook activities to whom students write based on parameters of audience influence proposed by Grabe and Kaplan (1996, 2014). Writing prompts from six high school textbooks in Saudi Arabia were analyzed. The results indicate prompts instruct students to write to a single reader, known/unknown readers, as well as write about general topics. However, prompts do not provide information for students about three parameters (age, gender, and social status) which are necessary ingredients in developing a writer's sense of audience and play a significant role on textual variations. This study also modified a model of audience that can be used for textbook evaluation. The findings benefit textbook developers and teachers by motivating them to consider parameters of audience influence when they design lessons and materials for L2 writing classrooms.

This research aims to analyze Mark Zuckerberg's Commencement Speech at Harvard University to explore its wording and the interaction between the speaker and the audience. A Multimodal Discourse Analysis approach (MDA), and the concepts of intertextuality and interdiscursivity were adopted in this study. The results show that intertextually, Mark Zuckerberg narrated his experiences and stories, quoting famous sayings, and inserting religious text into his speech. Interdiscursively, he imported different discourses including discourse on entrepreneurship, discourse on racism, and discourse on globalization. These mechanisms helped weave his speech text coherently and harmoniously into the context. Moreover, his actions and interactions, for instance, joking with the audience, made the formal style of speech delivery more casual, reducing the distance between the speaker and audience. Also, the audience members were encouraged to become engaged in his speech, helping to create harmony among both the local and global communities.

In 2011, the Taiwanese Ministry of Education issued a policy on the internationalisation of schooling. The policy assumes that being 'international' has become necessary in order to maintain economic competitiveness in a globalising world. It was published in two languages: Mandarin, the official language in Taiwan, and English, presupposed as a "lingua franca." Treating 'policy as discourse', the article analyses internationalism and its performativity through the publication and specific textual construction of this policy. The analysis considers the layout, target readerships, conceptual translation, and spatial representation and construction of 'Chineseness' in the two policy texts. This attempt at internationalisation is related to the very specific historical and geopolitical conditions of Taiwan and its liminal position in the globe. The significance of the article rests in expanding ideas of 'translation' in education policy studies and in the analysis of the specific geopolitics of East Asia.

This article presents the work of two female students in a rural school who were assigned to respond to a Shakespearean text with a Digital Video (DV) project. The study shows how the teacher provided students appropriate time, mediation, and space in allowing them to bring their out-of-school literacies and interests within an academic context. The students composed a DV interpretation of the "tomorrow and tomorrow and tomorrow" speech from Macbeth. The research examines both the product and process of the students' work. They recursively planned, drafted, and edited as they composed a multimodal response that purposefully attended to the orchestration of visuals, audio, and text. Implications from this study demonstrate the importance of valuing students' identities in classroom settings, emphasizing multiple audiences for student work, highlighting the complexity of compositional decisions students made throughout the entire process of creating their video response, and providing multimodal assessments in academic contexts.

"Targeting an Audience: A Discussion of Relevant Variables and a Test of Priming" is a teaching activity created to further students' knowledge of persuasive message reception and priming--a persuasion tactic often used in advertising by brands. Explanations of intended courses, learning objectives, and rationale are provided to help instructors understand why this activity may be impactful in their classrooms. Additionally, advice for facilitating the activity, including information on the materials, preparation, and a breakdown of the activity's two parts, is provided as a guide for instructors to add this activity to their lesson plan. This activity was written for submission after successful facilitation in a graduate-level communication course, although applications extend beyond this level. An appraisal of the activity suggests limitations and variations of the activity. Originally developed as part of an instructional discussion for a graduate seminar in persuasion, "Targeting an Audience: A Discussion of Relevant Variables and a Test of Priming" is presented in this manuscript as an engaging activity to introduce any college-level student to the ideas of persuasive message reception and priming. Myers et al. (A curricular view of communication course offerings of national communication association department members. Communication Education, 70(4), 421-434, 2021) found persuasion to be the second most commonly offered course among National Communication Association department members, which may suggest that materials and activities to teach persuasion, such as presented in this manuscript, are in high demand. Courses: This activity is intended for use as part of a persuasive communication course lesson in which persuasive message effects on receivers are discussed. Although originally developed for a graduate seminar in persuasion, this activity may also be facilitated in undergraduate persuasion or introductory communication courses. Objectives: By participating in this activity, students will: (1) be able to define individual variables that influence a message receiver; (2) understand the effect of the variables on message reception through discussion of basic research findings and personal experiences; (3) apply the variables to suggest the "target audience" of real-life advertising examples; and (4) understand that receivers are not blank slates.

This research is set in the active learning context and focuses on students' intentions for presentation. Following research that suggests teachers' teaching intentions and approaches are influenced by conceptions of teaching, we tested if a similar relationship exists between students' conceptions of teaching and their intentions for presentation. We first used an open-ended questionnaire to explore undergraduate students' (N = 124) presentation intentions and identified four categories of intentions, i.e. "Knowledge transmission, Attracting attention, Thought-provocation and discussion," and "Self-expression." Based on the results, we quantitatively examined students' intentions for presentation, conceptions of teaching, the relationship in between, and the moderating role of academic discipline (N = 551). Students deemed the four intentions equally important. They had high constructivist conceptions and low traditional conceptions. Their constructivist conceptions of teaching positively predicted all four intentions while the relationships between traditional conceptions and intentions were insignificant. These tendencies were irrespective of their disciplines. In light of the findings, we conclude that students' intentions for presentation are audience-centred (analogues to student-centred in teaching intentions), and are influenced by their constructivist conceptions of teaching.

In recent years, research in multimodality has established the benefits of using multiple semiotic modes like image, sound, and text in digital second language (L2) communication. However, researchers have yet to investigate how L2 learners make meaning through embodied modes--or gestures and facial expressions. Grounded in the social semiotic theory of multimodality, this study leverages multimodal transcription and discourse analysis to describe how 126 college learners of L2 French used embodied modes in their video reflections. Findings reveal how gestures and facial expressions served to augment students' metalinguistic awareness and organizational capacities in French. Further, embodied modes supported students in connecting to their audience. Because online language learning has increased during pandemic times, the findings shed light on the important role of embodied modes in designing L2 video assignments.

As multimodal texts become ubiquitous in the digital age, analyzing how writers interact with readers via visuals is becoming increasingly important. Enlightened by Kress and van Leeuwen's (1996, 2001) semiotic work, D'Angelo (2010) extended Hyland's (2000) text-based metadiscourse model and proposed a new framework for analyzing the visual metadiscourse of multimodal texts. We used D'Angelo's (2016) visual metadiscourse framework to evaluate the comprehensibility and organization of the EFL students' infographics in this study. Two research questions guided our inquiry: (1) How do EFL students use diverse visual metadiscourse resources in their infographic posters? (2) In what ways, if any, does the use of visual interactive resources relate to the assessed quality of the infographics? We collected a total of 122 infographic posters and coded 5 categories of interactive resources for each poster (i.e., information value, framing, connective elements, graphic elements, and fonts), and then carried out frequency counts for each category and subcategories, taking all the posters into account. Moreover, we graded the EFL students' infographics according to a multi-traits grading rubric, and then conducted multiple regression analyses of their use of visual interactive resources and the scores for their infographics in the aspect of visual effects. The results show that the students used diverse visual interactive resources to guide their audience through the text. The assessed quality of the infographics was found to be significantly correlated with the use of graphic elements and fonts. This study sheds new light on digital multimodal pedagogy, particularly on the role of visual metadiscourse in teaching and assessing multimodal texts in language/writing classrooms.

This case study examined how a 14-year-old youth and eighth-grade student named Kendra (pseudonym) mobilized restorying to (re)center her experiences in horror fiction. I asked how she conceptualized horror and monstrosity in a 6-week English language arts unit, and how she (re)centered her life experiences within horror fiction through restorying "The Price" by Neil Gaiman. Focusing on two forms of her restorying practices--counter-storytelling and transmedia storytelling--I analyzed how she composed an original, personalized horror story. The findings illustrated how the composition reflected her conceptualizations of monstrosity and subverted problematic horror tropes. I also discussed how her horror story functioned as sociopolitical critique, a (re)interpretation of source material, and a method of composing for audiences.

First-year composition courses must balance a range of writing instruction priorities including genre and audience awareness with language instruction, particularly for second-language writers. Despite the attested efficacy of "dynamic" written corrective feedback for language gains in intensive English programs, little research has investigated dynamic written corrective feedback in supporting language and discourse development among L2 first-year composition students. In the present study, pre- and post-test writing from 63 second-language first-year composition writers was analyzed for grammatical accuracy as well as lexical and syntactic complexity. Writers with dynamic written corrective feedback intervention (n = 30) failed to outperform a control group on nearly all measures, and in fact made significantly more verb errors and demonstrated significantly less syntactic complexity over time compared to the control group. Results suggest that while dynamic written corrective feedback is efficacious in some settings, it may be at cross purposes with other first-year composition discourse-based goals such as genre and audience awareness.

In this article, we describe and analyze the experience of undergraduate chemistry students who scripted episodes of a science podcast for non-expert audiences. This practice aimed to improve public communication of science and technology, often suppressed throughout science careers but relevant for developing critical thinking. In particular, the script analysis focused on writing strategies used by students to promote suitability to the target audience. In this process, the students were responsible for searching for themes, scripting, and submitting episodes to a local radio station to record and broadcast. We compare feedback from students, experts, and listeners, showing an influence of current issues; a prevalence of interlocution, colloquialism, and apposition as language features; an awareness of using jargon; and a suitability to non-experts.