Paul Stapleton

Critiquing Voice as a Viable Pedagogical Tool in L2 Writing: Returning the Spotlight to Ideas.

Abstract The issue of voice, authorial identity, or authorial presence in L2 writing has recently received considerable attention from second language researchers. Much of this research has concluded that voice is an integral part of writing and that it should, therefore, become an essential component of second language writing pedagogy. With a particular focus on many of the discursive elements of voice, authorial identity, and authorial presence isolated by this research, this paper critically assesses the body of research and claims that the case for voice in second language pedagogy has been overstated. Furthermore, it is argued that extended discussions about voice may be misleading teachers and students into believing that expressions of identity take precedence over ideas and argumentation. It is concluded that research on L2 academic writing would be better directed towards argumentation skills and ideas than voice.

Assessing the Quality and Bias of Web-Based Sources: Implications for Academic Writing.

Abstract In recent years, the Internet, or more specifically, the World Wide Web, has become an important source for research information retrieval. However, the WWW, which allows anyone with computer access to upload a web page for public viewing, has a fundamentally different nature than traditional research sources such as a library whose contents receive screening from reviewers, editors, publishers, and librarians. This difference raises questions about whether learners are aware of the quality differences that exist between traditional and net-sourced research. Via a quantitative analysis of 163 responses to a questionnaire and a qualitative analysis of the citations in the scripts from 17 L2 learners, it was determined that while initial indicators on the questionnaire pointed to a somewhat informed awareness of these quality issues on the part of the learners, performance on a written assignment displayed a mixed implementation of this knowledge. The findings suggest that academic writing courses need to engender a heightened level of vigilance among student authors of both the power and the perils of Internet research.

The community participation process in ecotourism development: a case study of the community of Sogoog, Bayan-Ulgii, Mongolia

Theories on community participation in ecotourism development advocate obtaining maximum levels of both community control and benefit to achieve sustainable tourism. This paper explores issues in community-based ecotourism development in a small, remote community in western Mongolia. It assesses the communitys desire to develop ecotourism, their understanding of the issues involved and the feasibility of the process in a poor herding community, where 63% are herdsmen, frequently absent with their herds. Using responses from 100 participants together with interviews with key stakeholders, it describes and analyzes the difficulties in establishing community participation and ecotourism implementation. Findings revealed that long-term viable community-based ecotourism development in remote areas requires close collaboration and sustained support from trusted community leaders and from knowledgeable and committed outside stakeholders. Approaches need to be carefully tailored to local circumstances, not “one size fits all”. Key areas of concern were environmental and cultural, including fears that their tradition of hospitality might be compromised, perceptions of the local NGOs benefits to the community and local, often naïve, expectations of ecotourism development. Despite fears, over 90% of those interviewed were willing to participate in an ecotourism project in this high-risk, unforgiving economic and climatic setting.

Using conference submission data to uncover broad trends in language teaching: A case study of one conference over 30 years

Submissions to conferences can provide rich material for analysing characteristics and trends within a conference’s history and that of similar conferences, as well as the associated field at large. The present study uses data gathered over 30 years from a language teachers’ conference in Japan (JALT National) to expound upon patterns related to (1) strands and themes, (2) methodological and topical trends over time, (3) influential researchers, and (4) how JALT compares to other major language teaching conferences. The findings emerged from frequency counts, keyword searches and a detailed analysis of JALT’s digital archive, which focused on presenters’ abstract titles and abstracts consisting of a one-million-plus-word corpus. Beyond the content analysis of the conference under study, the use of the review study as a method for a broader understanding of how conferences both reflect and impact the field is discussed.

A worldwide survey of MATESOL programs in 2014: Patterns and perspectives

This article reports on a survey of 241 Master of Arts programs in TESOL (MATESOL) in 16 countries serving as a snapshot of second language teacher education in 2014. After an initial screening by a set of criteria, these programs were first identified, and their course offerings, among other criteria, such as entrance and capstone requirements, were categorized. In total, 3,877 courses across 15 knowledge fields were coded with frequency counts taken. Our analysis revealed that the most frequently appearing course offerings tended to focus on teaching methods. However, large differences appeared among the programs with regard to the offering of courses in various knowledge fields. Differences also appeared between US and non-US programs, particularly with regard to practicum requirements. Several other patterns and themes emerged from the data including the extensive coverage of social and cultural aspects of language learning in elective courses, and the lack of focus on specific English as a foreign language (EFL) contexts in course offerings, among others.

Research in language teaching over two decades: A retrospective of the first 20 volumes of Language Teaching Research:

Since 1997, Language Teaching Research (LTR) has published hundreds of research articles, most of which have reported on empirical studies whose broad purpose was to increase understanding on how second or foreign language teaching can be improved. These articles, as a collective whole, can be viewed as an artifact of the research issues and topics that interested LTR scholars in the time period around the beginning of the 21st century. Moreover, because of the journal’s special focus on research, a survey of the first 20 years of LTR’s articles holds the potential to monitor the field at large over that time period. Via a survey that examines the main focuses of each of the 359 articles under categories as ‘Instructional effects’, ‘Teacher cognition’ and ‘Learner behavior’, this study serves as an extant inventory of research interests over the first 20 years of the journal’s existence.

Public Radio and Inclusiveness: A Study of Hong Kong’s Radio 3 and the South Asian Community

The current model of public broadcasting advocates includes content for marginalised and minority communities. This paper discussing the role of public radio focuses on the relationship between an English language channel (RTHK Radio 3) and the South Asian community in Hong Kong. The paper identifies South Asians, as well as Caucasians, who use English as a lingua franca in a society dominated by Chinese language media. Findings from a content analysis and questionnaire revealed a gap between Radio Television Hong Kong’s mandate for inclusiveness and its actual programming. The findings showed the channel served an elite minority Caucasian audience, while ignoring the basic information needs of South Asians. As a result, English speaking Caucasians are engaged by public radio, while minority groups have been disenfranchised. Suggestions are made as to how public radio can make efforts to be more inclusive.