Examinando por Autor "Loewen, Shawn"

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    Do teachers care about research? The research–pedagogy dialogue
    (ELT, 2019-01-30) Sato, Masatoshi; Loewen, Shawn
    Instructed second-language acquisition (ISLA) research endeavours to make positive changes in pedagogical practices. In this regard, there is a recent debate concerning whether teachers are (or should be) willing to engage with research. To investigate the research-pedagogy link, the current case study conducted interviews with 12 EFL teachers in Chile. The findings suggested that teachers understanding of research was relatively consistent with SLA researchers practices, although their awareness of instructionally oriented research was low. Teachers were willing to use research because it gave them emotional support and helped them deal with novel pedagogical issues. The use of research was facilitated by external pressure in the current landscape of higher education. However, teachers lacked physical accessibility to research such as time and resources as well as institutional support. They shared invaluable advice to researchers in promoting the research-pedagogy dialogue, such as creating communities of practice and conducting classroom research.
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    Ítem
    Do teachers care about research? the research-pedagogy dialogue
    (ELT Journal, 2019-01-30) Masatoshi, Sato; Loewen, Shawn
    Instructed second-language acquisition (ISLA) research endeavours to make positive changes in pedagogical practices. In this regard, there is a recent debate concerning whether teachers are (or should be) willing to engage with research. To investigate the research-pedagogy link, the current case study conducted interviews with 12 EFL teachers in Chile. The findings suggested that teachers understanding of research was relatively consistent with SLA researchers practices, although their awareness of instructionally oriented research was low. Teachers were willing to use research because it gave them emotional support and helped them deal with novel pedagogical issues. The use of research was facilitated by external pressure in the current landscape of higher education. However, teachers lacked physical accessibility to research such as time and resources as well as institutional support. They shared invaluable advice to researchers in promoting the research-pedagogy dialogue, such as creating communities of practice and conducting classroom research.
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    ELT Journal Open AccessVolume 73, Issue 1, Pages 1 - 1030 January 2019
    (Oxford University Press, 2019-01) Sato, Masatoshi; Loewen, Shawn
    Instructed second-language acquisition (ISLA) research endeavours to make positive changes in pedagogical practices. In this regard, there is a recent debate concerning whether teachers are (or should be) willing to engage with research. To investigate the research-pedagogy link, the current case study conducted interviews with 12 EFL teachers in Chile. The findings suggested that teachers understanding of research was relatively consistent with SLA researchers practices, although their awareness of instructionally oriented research was low. Teachers were willing to use research because it gave them emotional support and helped them deal with novel pedagogical issues. The use of research was facilitated by external pressure in the current landscape of higher education. However, teachers lacked physical accessibility to research such as time and resources as well as institutional support. They shared invaluable advice to researchers in promoting the research-pedagogy dialogue, such as creating communities of practice and conducting classroom research. © The Author(s) 2018. Published by Oxford University Press; all rights reserved.
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    Ítem
    Interaction and instructed second language acquisition
    (Cambridge University Press, 2018-07) Loewen, Shawn; Sato, Masatoshi
    Interaction is an indispensable component in second language acquisition (SLA). This review surveys the instructed SLA research, both classroom and laboratory-based, that has been conducted primarily within the interactionist approach, beginning with the core constructs of interaction, namely input, negotiation for meaning, and output. The review continues with an overview of specific areas of interaction research. The first investigates interlocutor characteristics, including (a) first language (L1) status, (b) peer interaction, (c) participation structure, (d) second language (L2) proficiency, and (e) individual differences. The second topic is task characteristics, such as task conditions (e.g. information distribution, task goals), task complexity (i.e. simple or complex), and task participation structure (i.e. whole class, small groups or dyads). Next, the review considers various linguistic features that have been researched in relation to interaction and L2 learning. The review then continues with interactional contexts, focusing especially on research into computer-mediated interaction. The review ends with a consideration of methodological issues in interaction research, such as the merits of classroom and lab-based studies, and the various methods for measuring the noticing of linguistic forms during interaction. In sum, research has found interaction to be effective in promoting L2 development; however, there are numerous factors that impact its efficacy. Copyright © Cambridge University Press 2018.