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2. Social work students with English as an additional language: examining written assessment feedback.

Author

Rouhshad, Amir, Flynn, Catherine, Turnbull, Lena, and Ross, Bella

Subjects
*SOCIAL services, *ENGLISH as a foreign language, *FOREIGN students, *LANGUAGE & languages, *ACADEMIC achievement
Abstract

Little is known about what academics focus on when providing assessment feedback to international students for whom English is an additional language (EAL). This study examines written assessment feedback provided to 11 EAL-speaking international students throughout a two-year Master of Social Work programme and investigates their perspectives of this. Content analysis of written feedback revealed considerable variations in the volume, format and focus of feedback; this was also reflected in data provided by participants in interviews. Feedback was mainly content-focused, with a low chance of wider transferability, while language and academic skills had a limited focus. Participants' attitude toward feedback and their reported engagement with it is in alignment with the process view of feedback. This study concludes with suggestions to further facilitate student engagement with feedback and improve consistency across the Social Work programme. [ABSTRACT FROM AUTHOR]

Published
2024
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3. The Nature of Negotiations in Face-to-Face versus Computer-Mediated Communication in Pair Interactions

Author

Rouhshad, Amir, Wigglesworth, Gillian, and Storch, Neomy

Abstract

The Interaction Approach argues that negotiation for meaning and form is conducive to second language development. To date, most of the research on negotiations has been either in face-to-face (FTF) or text-based synchronous computer-mediated communication (SCMC) modes. Very few studies have compared the nature of negotiations across the modes. Such comparisons are important as they can indicate which mode may be more conducive to language learning. The present study set out to compare the nature of negotiations between FTF and SCMC modes in same-proficiency intermediate dyads. Dyads performed two similar decision-making tasks, one in FTF and one in SCMC mode, and were encouraged to provide corrective feedback, where necessary, to their partner. The analysis revealed that negotiations for form and meaning were scarce in both modes, with more negotiations for meaning in FTF mode. The findings also suggested that mode of interaction influenced the type of negotiations, and their outcomes, in terms of modified output as well as successful uptake.

Published
2016
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9. Second language attrition and activation: Are multiple intelligence profiles and semantic categorization playing a role?

Author

Rouhshad, Amir

Subjects
Spreading activation, Extensión de la activación, Attrition, Multiple intelligences, Atrición, Inteligencias múltiples
Abstract

This study aimed to investigate the spread of activation and part-set effect in attrited semantic sets, the relationship between multiple intelligences and second language attrition, and the differences between high and low attriters’ intelligence levels in 54 lower-intermediate and beginner participants after 1 to 35 years of disuse. After identifying attrited words through a 133-word checklist of 12 semantic sets, translation and match-making tasks were devised to investigate the spread of activation. The results showed that the spread of activation is not significantly different between the recognition and production levels or across proficiency levels, and that it is unrelated to the length of disuse. Furthermore, this study shows that the part-set effect exists in semantic sets, so it could be hypothesized that the quick relearning of languages might be due to the spread of activation. Additionally, a significant relationship was found between musical intelligence and the amount of attrition in low attriters, as well as a significant difference between high and low attriters in terms of intrapersonal intelligence. Thus, these might be a few of the variables that are key in reducing the amount of attrition in this study., Este estudio se propone investigar la extensión de la activación y el efecto de los grupos semánticos, la relación entre las inteligencias múltiples y la atrición con la L2, así como las diferencias entre los niveles de inteligencia de los sujetos que sufren una alta y baja atrición en una muestra de 54 participantes de nivel bajointermedio y principiantes después de un periodo sin usar la L2 que se extendió de 1 a 35 años. Después de identificar las palabras que sufrieron atrición por medio de una lista de 12 grupos semánticos, se diseñaron tareas de traducción y de relación de elementos para investigar el alcance de la activación. Los resultados muestran que la extensión de la activación no es significativamente diferente entre el reconocimiento y los niveles de producción o a través de los niveles de competencia, y que no está relacionada con el periodo de falta de uso de la L2. Además, el estudio muestra que el efecto de la atrición existe en los grupos semánticos, por tanto se podría establecer la hipótesis de que el re-aprendizaje rápido de las lenguas puede relacionarse con el ámbito de la atrición. Por otra parte, se encontró una relación significativa entre la inteligencia musical y la cantidad de atrición en los sujetos de baja pérdida de competencia y una diferencia significativa entre los sujetos con alta y baja atrición en términos de inteligencia intrapersonal. De este modo se identifican algunas de las variables clave en la disminución de la atrición.

Published
2011

11. The nature of negotiations in computer-mediated and face-to-face modes with/without writing modality

Author

ROUHSHAD, AMIR and ROUHSHAD, AMIR

Abstract

The Interaction Hypothesis (Long, 1996) argues that negotiations for meaning are conducive to second language development and this argument has been supported in a number of studies (e.g. Mackey, 1999, 2006). However, there are mixed findings as to the extent to which negotiations for meaning occur among L2 learners (Foster, 1998; Gass, Mackey & Ross-Feldman, 2005). The advent of text-based synchronous computer-mediated communication (SCMC) has been seen as a panacea, as it is regularly reported in contemporary L2 studies that SCMC enhances negotiations (see Ortega, 2009) and some studies (e.g., Blake, 2000) have claimed that negotiations are more frequent in SCMC mode, without including comparable face-to-face (FTF) dyads. Only a comparison between FTF and SCMC modes can illuminate the relative advantage of the two modes in providing language learning opportunities. This thesis reports the findings of two linked studies. Study 1 compared the nature of negotiations, and corrective feedback (CF) between FTF and text-based SCMC mode in 12 intermediate same-proficiency dyads in an ESL context. Dyads performed one decision-making task in FTF mode and one in SCMC mode. The results showed that negotiations were scarce in both modes, particularly in the SCMC mode. However, significantly more negotiations for meaning and CF were found in FTF. Nevertheless, SCMC mode provided more accurate CF. Furthermore, participants engaged more with negotiations in FTF mode, as negotiations were more likely to be followed by successful uptake and modified output in FTF mode. Study 2 examined whether the addition of writing modality in FTF and SCMC modes would enhance negotiations and CF. This was motivated by the assumption that writing enhances attention to form (Williams, 2012). Additionally, the impact of mode and task type was also examined in Study 2. Twelve intermediate same-proficiency dyads performed one problem-solving task in FTF and one in SCMC mode. Results showed that in bot

Published
2014

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