Neomy Storch

Storch, Neomy, Helen Zhao and Janne Morton 2024 Multiple perspectives on group work in a multilingual context Australian Review of Applied Linguistics 47:1, pp. 4–26 | Article

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

Almalki, Hanan and Neomy Storch 2023 Chapter 6. Online collaborative L2 writing: Using synchronous and asynchronous tools with Arabic as a second language learners L2 Collaborative Writing in Diverse Learning Contexts, Li, Mimi and Meixiu Zhang (eds.), pp. 130–154 | Chapter

Despite growing interest in computer-mediated collaborative writing (CMCW), very few studies have considered the effects of using a range of digital tools on learners’ behaviour. Our longitudinal study (15 weeks), conducted with Arabic as a second language learners in Saudi Arabia, investigated… read more

Liu, Kailin and Neomy Storch 2023 Second language learners’ engagement with written feedback Australian Review of Applied Linguistics 46:1, pp. 4–28 | Article

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

Storch, Neomy and Ute Knoch 2023 Chapter 10. Assessing collaborative writing: Current challenges and future possibilities L2 Collaborative Writing in Diverse Learning Contexts, Li, Mimi and Meixiu Zhang (eds.), pp. 229–247 | Chapter

Over the past two decades, we have witnessed the widespread use of collaborative writing tasks in second language classes driven in part by advances in technology. These advances have led to noticeable changes in the design and implementation of these tasks as well as their inclusion in assessed… read more

Suzuki, Wataru, Masako Ishikawa and Neomy Storch 2023 Chapter 6. Verbally mediated data: Written verbalizations Research Methods in the Study of L2 Writing Processes, Manchón, Rosa M. and Julio Roca de Larios (eds.), pp. 123–140 | Chapter

This chapter focuses on written verbalizations (e.g., written languaging, valid written explanations, diaries, written reflections) and discusses their possible roles as data collection instruments for the study of writing processes. We first describe general procedures for collecting written… read more

Storch, Neomy and Ali Alshuraidah 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 | Chapter

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… read more

Suzuki, Wataru and Neomy Storch 2020 Introduction Languaging in Language Learning and Teaching: A collection of empirical studies, Suzuki, Wataru and Neomy Storch (eds.), pp. 1–16 | Chapter

Rouhshad, Amir and Neomy Storch 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 | Article

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

Thompson, Celia, Janne Morton and Neomy Storch 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 | Article

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… read more

Roever, Carsten and Neomy Storch 2015 Editorial Australian Review of Applied Linguistics 38:1, p. | Miscellaneous

Alshahrani, Abdulaziz and Neomy Storch 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 | Article

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

Roever, Carsten and Neomy Storch 2014 Editorial Australian Review of Applied Linguistics 37:1, p. | Miscellaneous

Roever, Carsten and Neomy Storch 2014 Editorial Australian Review of Applied Linguistics 37:2, p. | Miscellaneous

Roever, Carsten and Neomy Storch 2013 Editorial Australian Review of Applied Linguistics 36:1, pp. 2–3 | Miscellaneous

Roever, Carsten and Neomy Storch 2013 Editorial Australian Review of Applied Linguistics 36:2, pp. 130–131 | Miscellaneous

Roever, Carsten and Neomy Storch 2012 Editorial Australian Review of Applied Linguistics 35:1, pp. 2–3 | Miscellaneous

Roever, Carsten and Neomy Storch 2012 Editorial Australian Review of Applied Linguistics 35:2, pp. 136–137 | Miscellaneous

White, Erin and Neomy Storch 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 | Article

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

Campbell, Elizabeth and Neomy Storch 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 | Article

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

Roever, Carsten and Neomy Storch 2011 Editorial Australian Review of Applied Linguistics 34:2, p. | Miscellaneous

Tan, Lan Liana, Gillian Wigglesworth and Neomy Storch 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 | Article

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

Storch, Neomy and Kathryn Hill 2008 What happens to international students’ English after one semester at university? Australian Review of Applied Linguistics 31:1, pp. 4.1–4.17 | Article

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

Storch, Neomy and Joanna Tapper 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 | Article

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

Title

Languaging in Language Learning and Teaching: A collection of empirical studies

Edited by Wataru Suzuki and Neomy Storch