Languaging in Language Learning and Teaching: A collection of empirical studies
Edited by Wataru Suzuki and Neomy Storch
[Language Learning & Language Teaching, 55] 2020. vii, 313 pp.
Neomy Storch
List of John Benjamins publications for which Neomy Storch plays a role.
Title
Subjects Applied linguistics | Language acquisition | Language teaching | Multilingualism
Articles
2022. Multiple perspectives on group work in a multilingual context. Australian Review of Applied Linguistics: Online-First Articles
Group assignments are widely used in higher education for a range of educational reasons. Although there is a large body of research on the merits of group work and factors that may contribute to successful group work, less is known about students’ and teachers’ perspectives, particularly when… read more | Article
2021. Second language learners’ engagement with written feedback. Australian Review of Applied Linguistics 46:1, pp. 4–28
Studies on feedback given to second language (L2) learners have focused primarily on learners’ response to feedback on language. This study explores how L2 learners in one university EAP class respond to teacher written feedback on all aspects of writing and the factors that may affect their… read more | Article
2020. Chapter 5. Languaging when providing and processing peer feedback. Languaging in Language Learning and Teaching: A collection of empirical studies, Suzuki, Wataru and Neomy Storch (eds.), pp. 111–128
Two commonly used activities in second language (L2) writing classes are collaborative writing and peer response. Our study compared the quantity and quality of languaging generated by these two activities. In this study, conducted in Saudi Arabia, 34 college English language learners worked in the… read more | Chapter
2020. Introduction. Languaging in Language Learning and Teaching: A collection of empirical studies, Suzuki, Wataru and Neomy Storch (eds.), pp. 1–16
Chapter
2016. 10. A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts. Peer Interaction and Second Language Learning: Pedagogical potential and research agenda, Sato, Masatoshi and Susan Ballinger (eds.), pp. 267–289
Research on pair and small group work has shown that collaborative writing tasks generally encourage learners to focus on language. However, some studies (e.g., Storch 2002) have also shown that patterns of interaction during collaborative writing tasks affect the quantity and quality of learners’… read more | Article
2016. Becoming an applied linguist: A study of authorial voice in international PhD students’ confirmation reports. Postgraduate Writing in a Globalised World, Lear, Emmaline and Elke Stracke (eds.), pp. 139–157
The need to establish an authorial identity in academic discourse has been considered to be critical for all doctoral students by academic writing teachers and researchers for some time. For students for whom English is an additional language (EAL) in particular, the challenges are not only how to… read more | Article
2014. Investigating teachers’ written corrective feedback practices in a Saudi EFL context: How do they align with their beliefs, institutional guidelines, and students’ preferences?. Australian Review of Applied Linguistics 37:2, pp. 101–122
In recent years there have been a growing number of studies on written corrective feedback (WCF), particularly in terms of the efficacy of different types of WCF. However, few of these studies have investigated what shapes teachers’ WCF practices and how they align with students’ preferences. This… read more | Article
2012. En Français s’il vous plaît: A longitudinal study of the use of the first language (L1) in French foreign language (Fl) classes. Australian Review of Applied Linguistics 35:2, pp. 183–202
This longitudinal study investigated teachers’ use of the first language (L1) in two French foreign language (FL) intermediate level classes at two Australian universities. A native French-speaking teacher (NS) and a non-native French-speaking teacher (NNS) were observed and audio-recorded… read more | Article
2011. The changing face of motivation: A study of second language learners’ motivation over time. Australian Review of Applied Linguistics 34:2, pp. 166–192
Motivation to learn a second language (L2) is considered a crucial individual factor in explaining success or lack thereof in second language learning. This study examined learners’ motivation to learn Chinese as a second language (L2). The study was longitudinal and cross-sectional. Interviews… read more | Article
2010. Pair interactions and mode of communication: Comparing face-to-face and computer mediated communication. Sociocognitive Approaches to Second Language Pedagogy, Dyson, Bronwen Patricia (ed.), pp. 27.1–27.24
In today’s second language classrooms, students are often asked to work in pairs or small groups. Such collaboration can take place face-to-face, but now more often via computer mediated communication. This paper reports on a study which investigated the effect of the medium of communication on the… read more | Article
2008. What happens to international students’ English after one semester at university?. Australian Review of Applied Linguistics 31:1, pp. 4.1–4.17
There is a common expectation, particularly amongst international students, that studying in an English-medium university should automatically produce a significant improvement in their English language skills. However, there is growing evidence to suggest that this is not necessarily the case.
… read more | Article
2002. A useful kind of interaction? evaluations by university students of feedback on written assignments. Australian Review of Applied Linguistics 25:1, pp. 147–167
In content subjects, university teachers hope that students find their comments on written assignments useful contributions to student learning of content and disciplinary writing. However, teachers often do not know what effect this form of interaction has on student readers. In this study we… read more | Article