| 1. |
- Amri, Marwa, et al.
(författare)
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Establishing understanding during student-initiated between-desk instructions in project work
- 2022
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Ingår i: Cambridge Journal of Education. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0305-764X .- 1469-3577.
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates how shared understanding is established during a rarely researched instructional and interactional context, namely teacher-student interactions during between-desk instructions (BDIs). Specifically, the authors focus on instructional interactions initiated by students during project-based language teaching in an upper-secondary Swedish classroom and probe into how students' formulations of understanding of a teacher's prior responses shape the subsequent interactional trajectories. Their conversation analytic investigation reveals that the teacher produces either confirming or disconfirming actions following students' formulations of understanding. These response types accomplish two distinct forms of interactional work: (a) when the teacher confirms the students' formulations, she expands the sequence with instruction-related elaborations; and (b) when the teacher does not confirm the formulations, she accounts for that, prompting students to reformulate their understanding. Overall, this study contributes to the body of research on BDIs as a recurring yet under-investigated lesson practice during project work.
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| 2. |
- Aşık, Asuman, et al.
(författare)
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The affordances of a mobile video-tagging tool for evaluating presentation skills in a second language
- 2024
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Ingår i: Reflective Practice. - 1462-3943 .- 1470-1103. ; , s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated the affordances of a mobile video observation and tagging tool used to evaluate presentation skills in English language classrooms. The data consists of 35 video-recorded presentations in a higher education setting. Using a digital evaluation grid, the students received feedback based on visual analytics generated by the mobile app. The students then were asked to reflect on their performances, and were also asked to comment on the affordances and limitations of the method and the tool. Qualitative data that came from (1) students’ written self-evaluations and reflections and (2) their reported perceptions of the affordances of the tool were analyzed using the Constant Comparison Method. Analyses of reflective writings indicated the dominance of negative self-evaluations of language use, while affective factors were also a strong theme. The video-tagging tool was found to be very beneficial by the learners, mainly in enabling them to notice their strengths and weaknesses in presenting in English and facilitating effective feedback. The results show that this data-led reflective presentation model can be beneficial for learners as they can identify points of development.
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| 3. |
- aus der Wieschen, Maria Vanessa, et al.
(författare)
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Divergent language choices and maintenance of intersubjectivity : the case of Danish EFL young learners
- 2021
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Ingår i: International Journal of Bilingual Education and Bilingualism. - : Routledge. - 1367-0050 .- 1747-7522. ; 24:1, s. 107-123
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Tidskriftsartikel (refereegranskat)abstract
- The role of students’ first language(s) in foreign language classrooms has been hotly debated in the last decades. Although this line of research has advanced our understanding of language choice in the L2 classroom, it has mostly dealt with adolescent and adult learners. From a contextual perspective, then, more micro-analytic research that focuses on language choice at the primary school level is needed. Against this background, this paper presents a case study of a Danish third-grade English as a foreign language classroom, in which a pattern of divergent language choices has been observed: the teacher consistently uses English, whereas the learners almost exclusively speak Danish, which might entail trouble in maintaining intersubjectivity and a joint pedagogical focus. Using Conversation Analysis methodology, we found two sequential formats that help ensure student understanding and thus maintain intersubjectivity: (1) learner translations and reformulations for peer support in expansion sequences, and (2) expansions initiated by students requesting information or clarification that display partial or no understanding. We argue that the sense-making practices co-constructed in this classroom context are possible because the teacher encourages shared multilingual meaning-making practices. This research has implications for teaching EFL to young learners, and classroom language policies.
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| 4. |
- Balaman, Ufuk, et al.
(författare)
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Development of L2 interactional resources for online collaborative task accomplishment
- 2017
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Ingår i: Computer Assisted Language Learning. - : Informa UK Limited. - 0958-8221 .- 1744-3210. ; 30:7, s. 601-630
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Tidskriftsartikel (refereegranskat)abstract
- Technology-mediated task environments have long been considered integral parts of L2 learning and teaching processes. However, the interactional resources that the learners deploy to complete tasks in these environments have remained largely unexplored due to an overall focus on task design and outcomes rather than task engagement processes. With this gap in mind, we set out to describe the emergence, development, and diversification of L2 (English) interactional resources oriented to task completion using conversation analysis for the examination of 13hours of screen-recorded online task-oriented interactions collected over 18 weeks. The focal tasks in the study have been designed as emergent information-gap tasks that require the participants to maintain progressivity by both displaying their own and converging with their co-participants’ dynamic knowledgeability for task completion purposes. A longitudinal investigation into task engagement processes has demonstrated that the participants fail to display their knowledge congruently and they repeatedly disrupt the progressivity of task-oriented interaction in earlier weeks. However, an observable diversification of interactional resources for collaborative task accomplishment has been recorded in later weeks, which demonstrates the development of interactional competence over time. These findings bring insights into interactional competence, epistemics, and CALL with special reference to technology-mediated TBLT.
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| 5. |
- Balaman, Ufuk, et al.
(författare)
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Local Contingencies in L2 Tasks : A Comparison of Context-Sensitive Interactional Achievements across Two Different Task Types
- 2017
-
Ingår i: Bellaterra Journal of Teaching & Learning Language & Literature. - : Universitat Autonoma de Barcelona. - 2013-6196. ; 10:3, s. 9-27
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Tidskriftsartikel (refereegranskat)abstract
- Recent research on L2 interaction and interactional competencies shows that L2 learners deploy a great diversity of interactional resources and adapt their talk to context-sensitive differences in various institutional settings. Although there is a growing interest in how these resources vary in different settings, comparative investigations into the interactional mechanisms in different contexts is scarce. With this mind, using Conversation Analysis, this study sets out to provide a snapshot of how a focal L2 learner manifests an observable diversity in task openings of a face-to-face discussion task and an online emergent information gap task. We focus on the first encounters with these two task types and settings and describe participant orientations to context-sensitive conduct on a turn-by-turn basis. The findings demonstrate differences in turn taking, allocation and design as well as in action formation, thus contributing to L2 interactional competence research based on comparative analyses of two single cases.
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| 6. |
- Balaman, Ufuk, et al.
(författare)
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The coordination of online L2 interaction and orientations to task interface for epistemic progression
- 2017
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Ingår i: Journal of Pragmatics. - : Elsevier BV. - 0378-2166 .- 1879-1387. ; 115, s. 115-129
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Tidskriftsartikel (refereegranskat)abstract
- The role of knowledge in social interaction has been a recent research concern across several fields and the emergence of epistemics as a concept to understand information exchanges has been facilitated mainly through conservation analytic investigations (Heritage, 2012a,b). Relative epistemic status of speakers (Heritage, 2012a) has appeared to be a layer in the multidimensional body of action and knowledge co-construction (Goodwin, 2013). Although the nature of knowledge exchange processes in mundane talk and learning settings has been described in a number of studies, such an understanding has been explored to a lesser extent in technology-mediated and online interactional environments. With this in mind,, we draw on multimodal conversation analysis to describe online video-based interactions based on a single case analysis that represents a larger corpus of 70 h of screen recordings. The findings reveal the incorporation of online interaction, screen orientations, and knowledge co-construction for task accomplishment purposes. The participants coordinate their interactions with their orientations to the task interface to enact epistemic progression, which consequently turns the interface into a layer, a semiotic field, and a screen-based resource in the course of knowledge co-construction. The results have important implications for research on online interaction and epistemics as well as for an understanding of coordination of multiple actions in geographically dispersed settings.
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| 7. |
- Bang, Peter, et al.
(författare)
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Effectiveness and safety of rhIGF1 therapy n patients with or without Laron syndrome
- 2021
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Ingår i: European Journal of Endocrinology. - : BIOSCIENTIFICA LTD. - 0804-4643 .- 1479-683X. ; 184:2, s. 267-276
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Tidskriftsartikel (refereegranskat)abstract
- Objective: The European Increlex (R) Growth Forum Database Registry monitors the effectiveness and safety of recombinant human insulin-like growth factor-1 (rhIGF1; mecasermin, Increlex (R)) therapy in patients with severe primary IGF1 deficiency (SPIGFD). We present data from patients with and without a reported genetic diagnosis of Laron syndrome (LS). Design: Ongoing, open-label, observational registry (NCT00903110). Methods: Children and adolescents receiving rhIGF1 therapy from 10 European countries were enrolled in 2008-2017 (n = 242). The treatment-naive/prepubertal (NPP) cohort (n = 138) was divided into subgroups based on reported genetic diagnosis of LS (n = 21) or non-LS (n = 117). Multivariate analysis of the NPP-non-LS subgroup was conducted to identify factors predictive of growth response (first-year-height standard deviation score (SDS) gain >= 0.3). Assessments included change in height and weight over 5 years and adverse events (AEs). Results: Height SDS gain from baseline was greater in the NPP-LS than the NPP-non-LS subgroup after 1 years treatment (P < 0.05). In the NPP-non-LS subgroup, 56% were responders; young age at baseline was a positive independent predictive factor (P < 0.001). NPP-non-LS-responders and the NPP-LS subgroup had a similar mean age (6.07 years vs 7.00 years) at baseline and height SDS gain in year 1 (0.64 vs 0.70), although NPP-non-LS-responders were taller (P < 0.001) at baseline. BMI SDS changes did not differ across subgroups. Treatment-emergent AEs were experienced by 65.3% of patients; hypoglycaemia was most common. Conclusions: In most NPP children with SPIGFD, with or without LS, rhIGF1 therapy promotes linear growth. The safety profile was consistent with previous studies.
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| 8. |
- Bang, Peter, et al.
(författare)
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Frequency and Predictive Factors of Hypoglycemia in Patients Treated With rhIGF-1: Data From the Eu-IGFD Registry
- 2024
-
Ingår i: Journal of Clinical Endocrinology and Metabolism. - : ENDOCRINE SOC. - 0021-972X .- 1945-7197. ; 109:1, s. 46-56
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Tidskriftsartikel (refereegranskat)abstract
- Context The European Increlex & REG; Growth Forum Database (Eu-IGFD) is an ongoing surveillance registry (NCT00903110) established to collect long-term safety and effectiveness data on the use of recombinant human insulin-like growth factor-1 (rhIGF-1, mecasermin, Increlex) for the treatment of children/adolescents with severe primary insulin-like growth factor-1 deficiency (SPIGFD).Objective This analysis of Eu-IGFD data aimed to identify the frequency and predictive factors for hypoglycemia adverse events (AEs) in children treated with rhIGF-1.Methods Data were collected from December 2008 to May 2021. Logistic regression was performed to identify predictive risk factors for treatment-induced hypoglycemia AEs. Odds ratios (ORs) are presented with 95% CIs for each factor.Results In total, 306 patients were enrolled in the registry; 84.6% were diagnosed with SPIGFD. Patients who experienced & GE; 1 hypoglycemia AE (n = 80) compared with those with no hypoglycemia AEs (n = 224) had a lower mean age at treatment start (8.7 years vs 9.8 years), a more frequent diagnosis of Laron syndrome (27.5% vs 10.3%), and a history of hypoglycemia (18.8% vs 4.5%). Prior history of hypoglycemia (OR 0.25; 95% CI: [0.11; 0.61]; P = .002) and Laron syndrome diagnosis (OR 0.36; 95% CI: [0.18; 0.72]; P = .004) predicted future hypoglycemia AEs. Total hypoglycemia AEs per patient per treatment year was 0.11 and total serious hypoglycemia AEs per patient per treatment year was 0.01.Conclusion Hypoglycemia occurs more frequently in patients with prior history of hypoglycemia and/or Laron syndrome compared with patients without these risk factors, and these patients should be carefully monitored for this AE throughout treatment.
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| 9. |
- Bang, Peter, et al.
(författare)
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Pubertal Timing and Growth Dynamics in Children With Severe Primary IGF-1 Deficiency : Results From the European Increlex(R) Growth Forum Database Registry
- 2022
-
Ingår i: Frontiers in Endocrinology. - : Frontiers Media SA. - 1664-2392. ; 13
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundPuberty is delayed in untreated children and adolescents with severe primary IGF-1 deficiency (SPIGFD); to date, it has not been reported whether recombinant human insulin-like growth factor-1 mecasermin (rhIGF-1) treatment affects this. Pubertal growth outcomes were extracted from the European Increlex(R) Growth Forum Database (Eu-IGFD) Registry (NCT00903110). MethodsThe Eu-IGFD Registry includes children and adolescents aged 2 to 18 years with growth failure associated with SPIGFD who are treated with rhIGF-1. Reported outcomes include: age at last registration of Tanner stage 1 and first registration of Tanner stage 2-5 (T2-T5; based on breast development for girls and genital development for boys, respectively); maximum height velocity during each Tanner stage; and pubertal peak height velocity (PPHV). Data cut-off was 13 May 2019. ResultsThis analysis included 213 patients (132 boys and 81 girls). Mean (SD) age at last registration of T1 and first registration of T5 was 13.0 (2.0) and 16.3 (1.6) years, respectively, in boys and 11.6 (1.8) and 14.7 (1.5) years, respectively, in girls. Among patients reaching the end of puberty (25 boys and 11 girls), mean (SD) height SDS increased from -3.7 (1.4) at baseline in the Eu-IGFD Registry to -2.6 (1.4) at T5 in boys and from -3.1 (1.1) to -2.3 (1.5) in girls. Maximum height velocity was observed during T2 in girls and T3 in boys. Median (range) PPHV was 8.0 (0.3-13.0) cm/year in boys and 6.8 (1.3-9.6) cm/year in girls and occurred most frequently during T2. Overall, the adverse events seen in this analysis were in line with the known safety profile of rhIGF-1. ConclusionChildren and adolescents treated with rhIGF-1 for SPIGFD with growth failure experienced an increase in height SDS in prepubertal years compared with baseline. Despite 1.5 years delay in pubertal start and a delayed and slightly lower PPHV, height SDS gain during puberty was maintained.
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| 10. |
- Bozbıyık, Merve, et al.
(författare)
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VEO-integrated IMDAT in pre-service language teacher education : A focus on change in teacher questioning practices
- 2021. - 1
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Ingår i: Video Enhanced Observation for Language Teaching. - : Bloomsbury Academic. - 9781350085039 ; , s. 97-116
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- What counts as evidence of development in (language) teacher education research is not an easy question to tackle. Researchers who follow a qualitative paradigm use data collection tools like interviews and observations (e.g. Appleton and Kindt 2002), and focus on a variety of objects of development, for example, development in the practicalknowledge of designing and using tasks and activities (Wyatt and Borg 2011). Looking into the reflective practices of teachers and what teachers think they do in classrooms has been one of the common ways to investigate teacher development (e.g. Wyatt 2010). There may, however, be a gap between what teachers think they do and what they actually do in classrooms (Li 2017, 2020). Therefore, combining (1) analyses of actual teaching practices (e.g. by using discursive methods like conversation analysis) and (2) reflection and feedback practices that are stimulated by recorded videos can bring databased evidence to development, and at the same time be the drive behind development. Such an approach to investigating teacher development (over time) has recently been undertaken using reflective and evidence-based teacher education frameworks like IMDAT (Sert 2015, 2019). IMDAT initially (2015) combined video-recordings and teachers’ reflections to document change in teaching practices that are locally situated in classroom interactions. Integrating a mobile video-tagging tool like VEO (see Chapter 3) into the IMDAT teacher education framework can create affordances for evidence-based reflections and feedback that draw on tagged lesson videos. In this chapter, we draw on data collected as part of the VEO Europa project. VEO has been integrated into a pre-service language (i.e. English) teacher education programme that follows the IMDAT teacher education framework. IMDAT includes an initial training on classroom interaction practices, followed by lessons taught by candidate teachers. Post-observation feedback sessions between experts and novices (e.g. trainer-trainee, mentor-student teacher) are conducted after these lessons, which are then followed by written reflections of the student teachers (STs). The framework includes another round of teaching, this time observed by another peer – which is then followed by another post-observation feedback session and a process of critical reflective writing. This chapter reports findings based on one pre-service teacher’s video-recorded lessons that are analysed using conversation analysis (CA) methodology. Conversation analytic findings from classroom videos are complemented with audio-recorded feedback sessions as well as written reflections. By focusing on one interactional phenomenon, namely teacher questioning practices, we demonstrate how the focal teacher changes her questioning practices in the classroom over time, as she teaches, gets feedback from an expert and a peer, and reflects on her teaching practices. The findings have implications for (mobile) teacher education, as well as for situated and longitudinal research on classroom discourse that employs conversation analysis and other discursive methodologies.
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| 11. |
- Celik, Sercan, et al.
(författare)
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The Affordances of Mobile-App Supported Teacher Observations for Peer Feedback
- 2018
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Ingår i: International Journal of Mobile and Blended Learning. - : IGI Global. - 1941-8647 .- 1941-8655. ; 10:2, s. 36-49
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Tidskriftsartikel (refereegranskat)abstract
- Mobile technologies offer new affordances for teacher observation in teacher education programs, albeit under-examined in contrast to video technologies. The purpose of this article is to investigate the integration of mobile technologies into teacher observation. Using a case study method, the authors compare the traditional narrative paper-pen, mobile app-supported, and video observation methods. Participants included 2 experienced teachers of English as a Foreign Language who were selected as the observers and observees in a higher education institutional context. The data was collected in three different teaching sessions over 4 weeks. Data sources included lesson observation notes and semi structured interviews conducted with teachers after each session. Results suggest recommendations for the integration of mobile and video based observation tools into teacher professional development programs, pre-service and in-service teacher education programs, as well as teacher certificate programs.
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| 12. |
- Çimenli, Betül, et al.
(författare)
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Topic maintenance in video-mediated virtual exchanges : Rolling the ball back in L2 interactions
- 2022
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Ingår i: System (Linköping). - : Elsevier. - 0346-251X .- 1879-3282. ; 108, s. 1-21
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates how topics are managed in virtual exchanges between tertiary-level English language learners from Turkey and Kazakhstan. The study reports on a previously unexplored interactional device referred to as “rolling the ball back” (RBB) that invites a co-participant to maintain a current topic of discussion through reciprocation of a question asked previously. Using multimodal conversation analysis, the findings show that RBBs accomplish a range of discursive actions through this reciprocation including requesting for information, asking for opinions, changing speakership, and creating a space for topic extension. RBBs are pedagogically significant and interactionally salient in that “rolling it back” allows students to maintain topic progressivity by asking reciprocating questions in online interaction. These findings contribute to the literature on topic maintenance, as well as existing work concerned with how the discursive organization in virtual exchange can be used to enhance teaching and learning. RBBs can be used by language researchers and practitioners to design new learning practices and materials that facilitate robust learner talk in and out of language classrooms.
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| 13. |
-
Classroom-based Conversation Analytic Research : Theoretical and applied perspectives on pedagogy
- 2021
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This book presents an international range of conversation analytic (CA) studies of classroom interaction which all discuss their empirical findings in terms of their theoretical and methodological contribution to the field of second language studies and their potential pedagogical relevance. The volume is thus unique in its focus on the theoretical and practical insights of CA classroom-based research and on the impact that such insights might have at the pedagogical level, from teaching to testing to teacher education. Given the growing interest in the pedagogical applicability of CA research, this book is a timely addition to the existing literature.
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| 14. |
- Delva, Pacôme, et al.
(författare)
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GENESIS: co-location of geodetic techniques in space
- 2023
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Ingår i: Earth, Planets and Space. - : Springer Science and Business Media LLC. - 1880-5981 .- 1343-8832. ; 75:1
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Tidskriftsartikel (refereegranskat)abstract
- Improving and homogenizing time and space reference systems on Earth and, more specifically, realizing the Terrestrial Reference Frame (TRF) with an accuracy of 1 mm and a long-term stability of 0.1 mm/year are relevant for many scientific and societal endeavors. The knowledge of the TRF is fundamental for Earth and navigation sciences. For instance, quantifying sea level change strongly depends on an accurate determination of the geocenter motion but also of the positions of continental and island reference stations, such as those located at tide gauges, as well as the ground stations of tracking networks. Also, numerous applications in geophysics require absolute millimeter precision from the reference frame, as for example monitoring tectonic motion or crustal deformation, contributing to a better understanding of natural hazards. The TRF accuracy to be achieved represents the consensus of various authorities, including the International Association of Geodesy (IAG), which has enunciated geodesy requirements for Earth sciences. Moreover, the United Nations Resolution 69/266 states that the full societal benefits in developing satellite missions for positioning and Remote Sensing of the Earth are realized only if they are referenced to a common global geodetic reference frame at the national, regional and global levels. Today we are still far from these ambitious accuracy and stability goals for the realization of the TRF. However, a combination and co-location of all four space geodetic techniques on one satellite platform can significantly contribute to achieving these goals. This is the purpose of the GENESIS mission, a component of the FutureNAV program of the European Space Agency. The GENESIS platform will be a dynamic space geodetic observatory carrying all the geodetic instruments referenced to one another through carefully calibrated space ties. The co-location of the techniques in space will solve the inconsistencies and biases between the different geodetic techniques in order to reach the TRF accuracy and stability goals endorsed by the various international authorities and the scientific community. The purpose of this paper is to review the state-of-the-art and explain the benefits of the GENESIS mission in Earth sciences, navigation sciences and metrology. This paper has been written and supported by a large community of scientists from many countries and working in several different fields of science, ranging from geophysics and geodesy to time and frequency metrology, navigation and positioning. As it is explained throughout this paper, there is a very high scientific consensus that the GENESIS mission would deliver exemplary science and societal benefits across a multidisciplinary range of Navigation and Earth sciences applications, constituting a global infrastructure that is internationally agreed to be strongly desirable. Graphical Abstract: [Figure not available: see fulltext.]
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| 15. |
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| 16. |
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| 17. |
- Duran, Derya, et al.
(författare)
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Preference organization in English as a Medium of Instruction classrooms in a Turkish higher education setting
- 2019
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Ingår i: Linguistics and Education. - : Elsevier Ltd. - 0898-5898 .- 1873-1864. ; 49, s. 72-85
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Tidskriftsartikel (refereegranskat)abstract
- Previous conversation analytic research has documented various aspects of preference organization and the ways dispreference is displayed in relation to pedagogical focus in L2 and CLIL classrooms (Seedhouse, 1997; Hellermann, 2009; Kääntä, 2010). This study explores preference organization in an under-researched context, an English as a Medium of Instruction (EMI) setting, and it specifically focuses on how a teacher displays dispreference for preceding learner turns. The data consist of 30 h of video recordings from two EMI classes, which were recorded for an academic term at a university in Turkey. Using Conversation Analysis, we demonstrate that the teacher employs a variety of interactional resources such as changing body position, gaze movements, hedging, and delaying devices to show dispreference for preceding student answers. Based on our empirical analysis, the ways the teacher prioritizes content and task over form/language are illustrated. The analyses also reveal that negotiation of meaning at content level and production of complex L2 structures can simultaneously be enabled through teachers’ specific turn designs in EMI classroom interaction. This demonstrates that preference organization, particularly in a teacher's responsive turns, can act as a catalyst for complex L2 production and enhance student participation. This study has implications for conversation analytic research on instructed learning settings, and in particular on teachers’ turn design in classroom interaction.
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| 18. |
- Duran, Derya, et al.
(författare)
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Student-initiated multi-unit questions in EMI classrooms
- 2021
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Ingår i: Linguistics and Education. - : Elsevier BV. - 0898-5898 .- 1873-1864. ; 65
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Tidskriftsartikel (refereegranskat)abstract
- This conversation analytic study investigates student-initiated multi-unit questions (MUQs) in whole class interaction. Based on a corpus of 30 hours of videotaped interactions from teacher education classrooms in an English-medium instruction university, we demonstrate that students use MUQs to introduce topics, either by recontextualizing some aspect of the prior topic, or alternatively, without these cohesive ties, which requires more interactional work to achieve intersubjectivity. Findings reveal that MUQs render student professional concerns more relevant and salient, foregrounding those inquiries as a space for launching topics. Students bring up issues such as ways of handling particular situations through MUQs and contribute what they already know about the topic of the question, thereby confining the scope of the sought information. The study contributes to understanding how topic initiating practices are enacted through local connections where the student questions do display coherence with the immediately preceding discourse.
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| 19. |
- Duran, Derya, et al.
(författare)
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Word search sequences in teacher-student interaction in an English as medium of instruction context
- 2022
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Ingår i: International Journal of Bilingual Education and Bilingualism. - : Routledge. - 1367-0050 .- 1747-7522. ; 25:2, s. 502-521
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Tidskriftsartikel (refereegranskat)abstract
- This study explores the ways students in a higher education setting engage in word searches. The investigation draws on 30-hour video recordings of content classes in an English as a medium of instruction university in Turkey. Using conversation analysis, the study focuses on the interactionally accomplished functions of vocal and visual practices deployed by the students in the course of a word search. We revealed that word searches are constructed through publicly visible resources (i.e. gaze, body orientation, gestures) and explicit formulaic expressions (i.e. how can I say it?), and accomplished via bilingual resources. It was also observed that the teacher does not orient to word searches when there is a need to interactionally monitor and manage the repairable content (i.e. pedagogical content, subject-specific word), thus prioritizing content over second language (i.e. English) use in the current content-oriented setting. The study contributes to our understanding of how the participants' situated roles as a student and teacher are contingently negotiated in the ongoing word search in bilingual classroom contexts.
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| 20. |
- Gleisner Villasmil, Lena, 1966-, et al.
(författare)
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Teacher profiles concerning upper secondary school teachers' views on and use of digital learning resources for teaching – a cluster analysis
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - 0031-3831 .- 1470-1170.
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to characterize upper secondary school teachers’ views on and use of digital learning resources (DLR) for teaching and explore whether there are differences between teachers’ profiles in relation to demographic aspects. The data was collected through an online survey from a sample of 243 teachers from 23 upper secondary schools in Sweden. The survey included questions on why and how teachers used DLR for teaching. The data was analysed using exploratory factor, cluster, and post hoc analyses. Five different teacher profiles were identified: high, high general, medium, medium general, and low DLR capacity. These profiles differed significantly concerning self-reported skills, use, and purposes of DLR. Moreover, the five profiles also differ significantly on demographic factors such as teacher degree. These findings have important implications for the design of in-service teacher training and pre-service teacher education programs concerning teachers’ skills, didactic purposes, and use of DLR.
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| 21. |
- Gynne, Annaliina, 1980-, et al.
(författare)
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Digitaliserad reflektion kring lärares agerande i klassrumsinteraktion
- 2022
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Ingår i: Didaktikens språk – om skolundervisningens mål, innehåll och form. - Malmö : Gleerups Utbildning AB. - 9789151105482 ; , s. 171-180
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I detta kapitel fokuserar vi på lärares professionella utveckling som en konsekvens av att 1) sesig själva på video när de undervisar och 2) tillsammans med erfarna lärare reflektera över hurde agerar i klassrumsinteraktion. Utgångspunkten i kapitlet är tanken att struktureradreflektion och återkoppling där digitala verktyg används som utgångspunkt för reflektionenhar potential att bidra till ett förändrat handlande hos lärare. Detta kan förstås som lärande irelation till lärares egen klassrumspraktik. Kapitlets kontext är blivande lärares klassrum inomverksamhetsförlagd utbildning (VFU), men dess innehåll går att knyta an till allaundervisningskontexter där lärare och elever interagerar med varandra och där reflektion är encentral del av lärares lärande.
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| 22. |
- Hırçın Çoban, Merve, et al.
(författare)
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Resolving interactional troubles and maintaining progressivity in paired speaking assessment in an EFL context
- 2020
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Ingår i: Papers in Language Testing and Assessment. - 2201-0009. ; 9:1, s. 64-94
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Tidskriftsartikel (refereegranskat)abstract
- Any form of talk-in-interaction is organized in relation to progressivity (Schegloff, 2007; Hosoda & Aline, 2013). Progressivity of interaction may involve resolving interactional troubles and producing subsequent talk, and it is endemic to the organisation of conversation at the level of turn construction (Schegloff, 1979). In testing speaking skills, as progressivity of talk between peers is central for teachers to be able to assess students’ performances, troubles that halt progressivity and the resolution of such troubles by the students deserve close analyses. Against this background, this paper focuses on how paired L2 (i.e., English) speaking assessment interactions unfold in a Turkish higher education context. Using multimodal conversation analysis, we investigated the interactional resources that are deployed to maintain progressivity when there is a halt in the unfolding interaction, an under-researched phenomenon in L2 speaking assessment contexts. We used transcriptions of 100 video-recorded paired test interactions, each of which were approximately four minutes long. We identified and described the ways interactional trouble was flagged, paying close attention to how embodied resources, such as hand and other gestures, gaze direction, posture and body orientation, and facial expressions (Nevile, 2015), are used by the interactants. Based on 100 paired assessment interactions our findings reveal that in moments of interactional trouble participants make transitions to a sub-topic, formulate understandings, and engage in collaborative completions to maintain progressivity, using a variety of interactional resources as part of their interactional repertoires. The ways such troubles unfold in interaction and how they are resolved by L2 users to maintain progressivity of test-talk have potential to inform research on the assessment of Interactional Competence.
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| 23. |
- Jakonen, Teppo, et al.
(författare)
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Achieving Joint Attention and Understanding of Task Responsibilities in Synchronous Hybrid L2 Classroom Group Work
- 2024
-
Ingår i: Applied Linguistics. - 0142-6001 .- 1477-450X.
-
Tidskriftsartikel (refereegranskat)abstract
- This article addresses the need to better understand interactional asymmetries, challenges, and solutions in implementing synchronous hybrid language teaching. We investigate video-recorded peer interactions in a higher education language teaching context in which a student uses a telepresence robot, a remotely moveable videoconferencing tool, to participate in small-group task work in L2 English together with students who are physically located in the language classroom. Drawing on multimodal conversation analysis, we examine how the geographically dispersed peer group achieves, maintains, and repairs their joint attention on task-relevant learning materials as they are accomplishing a task, and how this kind of referential interactional work enables their co-operation as a group. Based on the analysis, we argue that in synchronous hybrid learning there is a need to reflexively adjust interactional practices to secure an intersubjective understanding of learning tasks and their progressivity. The findings also suggest that sensory and interactional asymmetries should be taken into account when developing and implementing synchronous hybrid learning environments that aim at equality of opportunities regardless of the participation mode.
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| 24. |
- Jenks, Christopher, et al.
(författare)
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Classroom Discourse and Second Language Acquisition
- 2024. - 1
-
Ingår i: The Routledge Handbook of Second Language Acquisition and Discourse. - : Routledge. - 9781032011851 ; , s. 270-282
-
Bokkapitel (refereegranskat)abstract
- Classroom discourse has a special place in the history and study of second language acquisition. From the early and seminal work of Evelyn Hatch in the 1970s to current and cutting-edge investigations of multimodal interactions, the discourse of classrooms is critical to the advancement of theories and hypotheses of second language acquisition. Furthermore, classroom discourse is central to how scholars from traditions ranging from psycholinguistics to conversation analysis understand the ways in which second language learning develops and unfolds. In this chapter, an overview of such work is provided, focusing on investigations that look at interaction from multiple theoretical and methodological perspectives. The long and rich history of using classrooms to investigate second language acquisition is discussed. Special attention is paid to how classrooms present unique contextual affordances and constraints for second language acquisition. This is done by attending to the many languages and regions that have been investigated in the literature.
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| 25. |
- Kunitz, Silvia, et al.
(författare)
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Introduction to Part IV
- 2021
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Ingår i: Classroom-based Conversation Analytic Research. - Cham : Springer. - 9783030521929 - 9783030521950 ; 46, s. 331-333
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Bokkapitel (refereegranskat)abstract
- In this text we summarize the chapters contained in Part IV. That is, after a short introduction to the specific research area addressed by the chapters, we briefly summarize the content of: Can Daşkın (this volume), Huth (this volume), and Walters (this volume).
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| 26. |
- Markee, Numa, et al.
(författare)
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Introduction : CA-SLA and the Diffusion of Innovations
- 2021
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Ingår i: Classroom-based Conversation Analytic Research. - Cham : Springer. - 9783030521929 - 9783030521950 ; , s. 1-18
-
Bokkapitel (refereegranskat)abstract
- Conversation Analysis (CA) is the theoretical and methodological framework that inspires the contributions to this edited volume. CA is an approach and methodology in the social sciences that is rooted in ethnomethodology (EM) and aims to describe, analyze, and understand interaction as “a basic and constitutive feature of human social life”. This volume uses ethnomethodological conversation analysis (EMCA) to: (1) develop a unified, emic (or participant-relevant) account of how members do classroom interaction in various contexts; and (2) explore how second language acquisition (SLA) research that uses CA methods (CA-SLA) can potentially be used to develop new, empirically grounded pedagogical implications by and for a broad range of language teaching professionals. Most importantly, the present volume seeks to break new ground by trying to promote an ongoing exchange of ideas among the many different stakeholders in the community of language learning/teaching professionals who constitute our intended audience. It is also proposed that future interventionist CA-based research on classroom interaction would be enriched by the adoption of an ethnographic diffusion of innovations perspective on educational change; specifically, it is argued that all stakeholders need to develop a consumers’ understanding of how to package insights from CA as useful resources for on-going curricular innovation.
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| 27. |
- Markee, Numa, et al.
(författare)
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Introduction: CA-SLA and the diffusion of innovations
- 2021
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Ingår i: <em>Classroom-based conversation analytic research: Theoretical and applied perspectives on pedagogy</em>. - : Springer.
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 28. |
- Markee, Numa, et al.
(författare)
-
Introduction to Part I
- 2021
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Ingår i: Classroom-based Conversation Analytic Research. - Cham : Springer. - 9783030521929 - 9783030521950 ; 46, s. 37-40
-
Bokkapitel (refereegranskat)abstract
- In this text we summarize the chapters contained in Part I. That is, after a short introduction to the specific research area addressed by the chapters, we briefly summarize the content of: Majlesi (this volume), Eskildsen (this volume), Musk (this volume) and Kunitz (this volume).
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| 29. |
- Markee, Numa, et al.
(författare)
-
Introduction to Part II
- 2021
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Ingår i: Classroom-based Conversation Analytic Research. - Cham : Springer. - 9783030521929 - 9783030521950 ; 46, s. 165-167
-
Bokkapitel (refereegranskat)abstract
- In this text we summarize the chapters contained in Part II. That is, after a short introduction to the specific research area addressed by the chapters, we briefly summarize the content of: Evnitskaya (this volume), Kääntä (this volume) and Lee (this volume).
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| 30. |
- Morris, Paul
(författare)
-
Creative Writers in a Digital Age : Swedish Teenagers’ Insights into their Extramural English Writing and the School Subject of English
- 2022
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The digital age has re-shaped the landscape of creative writing. One example of the changes that have taken place is the way in which millions of young people, globally, now write and share stories as online fanfiction. This is an out-of-school leisure pastime that can also help improve language skills (Aragon & Davis, 2019; Black, 2008). English taught as a second language (i.e. L2) in schools can be less authentic, less motivational and engaging than English used in free-time situations (extramural English, Sundqvist, 2009); thus, there is a need to “bridge the gap” between the English taught in the formal setting of school and the English encountered in informal settings (Swedish Schools Inspectorate, 2011). This licentiate thesis focuses on extramural English creative writing and aims to raise understanding about the ways it can motivate and engage. Also, the issue of L2 English is addressed in relation to pupils’ perspectives of their informal learning as well as their insights into creative writing and challenge in the school subject of English. The participants in the study were thirteen teenage pupils of Swedish secondary and upper-secondary schools who write creatively in English in their free time. Their writing included stories, comics, poems and songs, and some of this work was published online. Data was collected using semi-structured interviews, and it was analysed using qualitative content analysis. The findings confirm that writing can be closely related to reading, as participants were motivated by stories they wished to imitate and adapt. Also, the results show how teenage creative writers were able to use networked communication to access a large global readership. There was a strong motivation to write for pleasure – for oneself – and this writing, and enjoyment, could subsequently be shared with others. The free-time writing activity was fun, playful and imaginative, and also aided understanding of the participants’ own experiences and emotions. The state of flow (Csíkszentmihályi, 1990) was an aspect of the pupils’ engagement with creative writing as well. The activity was rewarding as it brought praise, enabled role-play, involved social contacts, and opened the way to new affiliations and friendships. Moreover, the pupils considered that their language learning was enriched through their free-time creative writing. Finally, the participants offered valuable insights into aspects of English as a school subject: there was some creative writing in English lessons, but there was a need for both more creative writing and more challenge.
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| 31. |
- Neggers, Sebastian J C M M, et al.
(författare)
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Lanreotide Autogel 120 mg at extended dosing intervals in patients with acromegaly biochemically controlled with octreotide LAR : the LEAD study
- 2015
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Ingår i: European Journal of Endocrinology. - 0804-4643 .- 1479-683X. ; 173:3
-
Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: To evaluate extended dosing intervals (EDIs) with lanreotide Autogel 120 mg in patients with acromegaly previously biochemically controlled with octreotide LAR 10 or 20 mg.DESIGN AND METHODS: Patients with acromegaly had received octreotide LAR 10 or 20 mg/4 weeks for ≥ 6 months and had normal IGF1 levels. Lanreotide Autogel 120 mg was administered every 6 weeks for 24 weeks (phase 1); depending on week-24 IGF1 levels, treatment was then administered every 4, 6 or 8 weeks for a further 24 weeks (phase 2). Hormone levels, patient-reported outcomes and adverse events were assessed.PRIMARY ENDPOINT: proportion of patients on 6- or 8-week EDIs with normal IGF1 levels at week 48 (study end).RESULTS: 107/124 patients completed the study (15 withdrew from phase 1 and two from phase 2). Of 124 patients enrolled, 77.4% were allocated to 6- or 8-week EDIs in phase 2 and 75.8% (95% CI: 68.3-83.3) had normal IGF1 levels at week 48 with the EDI (primary analysis). A total of 88.7% (83.1-94.3) had normal IGF1 levels after 24 weeks with 6-weekly dosing. GH levels were ≤ 2.5 μg/l in > 90% of patients after 24 and 48 weeks. Patient preferences for lanreotide Autogel 120 mg every 4, 6 or 8 weeks over octreotide LAR every 4 weeks were high.CONCLUSIONS: Patients with acromegaly achieving biochemical control with octreotide LAR 10 or 20 mg/4 weeks are possible candidates for lanreotide Autogel 120 mg EDIs. EDIs are effective and well received among such patients.
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| 32. |
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| 33. |
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| 34. |
- Sert, Emre, et al.
(författare)
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Enhancement of Vehicle Handling Based on Rear Suspension Geometry Using Taguchi Method
- 2016
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Ingår i: SAE International Journal of Commercial Vehicles. - : SAE International. - 1946-3928 .- 1946-391X. ; 9:1, s. 1-13
-
Tidskriftsartikel (refereegranskat)abstract
- Studies have shown that the number of road accidents caused by rollover both in Europe and in Turkey is increasing [1]. Therefore, rollover related accidents became the new target of the studies in the field of vehicle dynamics research aiming for both active and passive safety systems. This paper presents a method for optimizing the rear suspension geometry using design of experiment and multibody simulation in order to reduce the risk of rollover. One of the major differences of this study from previous work is that it includes statistical Taguchi method in order to increase the safety margin. Other difference of this study from literature is that it includes all design tools such as model validation, optimization and full vehicle handling and ride comfort tests. Rollover angle of the vehicle was selected as the cost function in the optimization algorithm that also contains roll stiffness and height of the roll center. In order to form the cost function, five different geometrical factors have been selected as design variables. The ultimate aim is to minimize the cost function by increasing the roll center height and suspension roll stiffness. To run the optimization routine, a rigid rear suspension mechanism used on the 7 m bus has been modeled using Adams/Car software program. Opposite wheel travel analysis has been performed as an optimization test method in order to simulate the vehicle passing over the bump. Then, in order to reach the minimum value of the cost function, statistical Taguchi method was used to perform design of experiments (DOE). In total, 27 experiments have been performed according to the selected design variables. Therefore, in each different experiment, the roll center height and the roll stiffness were measured. Then, the cost function was calculated and recorded to compare with the future iterations. The attachment points giving minimum cost function value are expected to be the optimal coordinates for installing the suspension mechanism.
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| 35. |
- Sert, Emre, et al.
(författare)
-
Optimization of suspension system and sensitivity analysis for improvement of stability in a midsize heavy vehicle
- 2017
-
Ingår i: Engineering Science and Technology (JESTECH). - : Elsevier BV. - 2215-0986. ; 20:3, s. 997-1012
-
Tidskriftsartikel (refereegranskat)abstract
- This paper presents a method for systematic investigations on static and dynamic roll behavior and improvement to the stability dynamics based on increasing roll stiffness of the suspension. One of the major differences of this study from previous work is that it includes parametric sensitivity analysis in order to increase the safety margin from the roll angle threshold using the static and dynamic tests and it compares the results within themselves. As the physical tilt table test cannot be continued until vehicle rollover actually occurs, this test was performed in a simulation with verified vehicle model using Adams/Car. Three different front anti-roll bars and two different front leaf springs were used during the tests in order to perform parametric sensitivity analysis and examine the effect of components on the stability performance. In summary, within the scope of this work, unlike the previous studies, experiments involving physical tests (i.e. tilt table, fishhook and cornering) and numerical calculations are included. In addition, verification of the virtual model, parametric sensitivity analysis and the comparison of the virtual test and the physical test is performed. Because of the vigorous verification, sensitivity analysis and validation process, the results can be more reliable compared to previous studies.
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| 36. |
- Sert, Olcay, PhD, 1981-, et al.
(författare)
-
A corpus linguistic investigation into online peer feedback practices in CALL teacher education
- 2020
-
Ingår i: Applied Linguistics Review. - : WALTER DE GRUYTER GMBH. - 1868-6303 .- 1868-6311. ; 11:1, s. 55-78
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigates the online peer feedback practices of teacher trainees who are engaged in designing CALL materials. The participants are 111 pre-service English language teachers enrolled in a teacher education programme in Turkey, who post the materials they produce to an online course blog and then evaluate each other's materials. The data come from the compilation of blog posts produced to provide online peer feedback, forming the Corpus of Online Peer Feedback in Teaching. The data are analysed using corpus linguistics, drawing on frequency, collocation, concordance, and keyword analyses. Our findings show that the participants highlight particular features of CALL materials such as student-centeredness, learner interest, and visual aspects by using constructive peer feedback with hedged evaluations, which brings data-based evidence for their knowledge on and beliefs about CALL materials. This research makes a methodological contribution to the study of online data in the field of language teacher education by employing the analytical lense of corpus linguistics. More importantly, the findings reveal that such an analytic approach can bring new insights into understanding the technological and pedagogical knowledge and beliefs of teachers in relation to language teaching materials design and development. The implications of the findings for research on CALL teacher education as well as on feedback and reflection practices are discussed.
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| 37. |
- Sert, Olcay, PhD, 1981-, et al.
(författare)
-
A Qualitative Study on CALL Knowledge and Materials Design : Insights From Pre-Service EFL Teachers
- 2017
-
Ingår i: INTERNATIONAL JOURNAL OF COMPUTER-ASSISTED LANGUAGE LEARNING AND TEACHING. - : IGI GLOBAL. - 2155-7098. ; 7:3, s. 73-87
-
Tidskriftsartikel (refereegranskat)abstract
- The present study investigates how academic coursework and formal learning of instructional technology and materials design help pre-service English language teachers' development of critical knowledge of CALL materials. The participants are 111 pre-service English language teachers enrolled in a TEFL programme at a Turkish University. Throughout a 14-week semester, these participants learn to design a variety of CALL materials including online teaching tools and a set of Web 2.0 tools. The article explores the skills and knowledge of pre-service teachers on the design and development of audio-visual web-based activities, through qualitative content analysis of their written reflections. The analyses of reflections on practice have revealed that these teachers demonstrate strong and critical understanding of CALL in enriching authenticity, enhancing motivation, facilitating language learning, and providing multimodal resources. They also display great awareness of instructional knowledge, in particular, in the design and interface of technology to facilitate learning.
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| 38. |
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| 39. |
- Sert, Olcay, PhD, 1981-
(författare)
-
Conversation Analysis in TESOL
- 2022
-
Ingår i: Research Methods in Language Teaching and Learning. - : Wiley-Blackwell. - 9781119701637 ; , s. 147-165
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this chapter, I describe and reflect on my use of multimodal conversation analysis(Kääntä & Kasper, 2018; Mondada, 2018) mainly with reference to Sert (2017), a researcharticle that documents situated learning and teaching practices in an English languageclassroom. Conversation analysis (CA) publications within the field of TESOL (1) can becollection-based, (2) can draw on a single case, and (3) can be (micro)longitudinal. Myinvestigations into TESOL classrooms have resulted in a number of collection-basedresearch papers that draw on databases from Luxembourgish (Sert, 2013; Sert & Walsh,2013), Danish (aus der Wieschen & Sert, 2021), Turkish (e.g., Somuncu & Sert, 2019), andSwedish (Sert & Amri, 2021) primary and secondary school settings. While the experienceI will share in this chapter will also reflect my collection-based CA research, I do, however,choose to focus particularly on Sert (2017), a single case analysis of a (micro)longitudinal learning project, since this paper attempts to bridge teaching and learning. While the paperdocuments interactional maneuvers of a novice English language teacher for creating opportunities for learning, it also empirically shows that learning occurs as the focal learner uses a newly learned phrase (i.e., each other – a reciprocal pronoun) in context inthe classroom and orients to the novelty of this phrase. Although the methodological approach and the findings of the paper have recently had a positive impact in the field (seeKotilainen & Kurhila, 2020), the analytical procedures and theoretical framing were challenging,which I will reflect on in this chapter. In the subsections that follow, I will situate the study within its local context and international research arena. In the second and third sections, I will describe the data used and the decisions made in each phase of the research,while providing a meta-analysis of the decision-making processes. I hope that the chapter will be useful for anyone interested in using CA methodology in TESOL research.
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| 40. |
- Sert, Olcay, PhD, 1981-
(författare)
-
Creating opportunities for L2 learning in a prediction activity
- 2017
-
Ingår i: System (Linköping). - : Elsevier BV. - 0346-251X .- 1879-3282. ; 70, s. 14-25
-
Tidskriftsartikel (refereegranskat)abstract
- In addressing teacher talk and its role in providing opportunities for learning in L2 classrooms, a growing number of studies have investigated different ways teachers manage learner initiatives and demonstrate L2 Classroom Interactional Competence. However, despite their commonness in L2 classrooms, an investigation into pre-listening/watching activities (e.g. prediction activities) is scarce in terms of how learning opportunities are created. Based on a corpus of fourteen 45-min EFL classes videotaped at a secondary school in Turkey, the current paper explores the ways student engagement is enhanced and learning opportunities are enacted in pre-watching activities in meaning and fluency contexts. Drawing on the analyses of detailed transcriptions of such activities and utilizing the micro-analytic lens of multimodal conversation analysis, it is revealed that the teacher creates opportunities for language learning by successfully managing learner initiatives and emergent knowledge gaps; evidenced through the appropriate use of resources like embedded correction, embodied repair, and embodied explanations. Evidence for potential language learning will be shown by tracking students’ use of a phrase in meaningful communicative events. The findings have implications for research on L2 classroom interaction, teacher talk, and instructed language learning.
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| 41. |
- Sert, Olcay, PhD, 1981-, et al.
(författare)
-
Developing student-teachers’ interactional competence through video-enhanced reflection : a discursive timeline analysis of negative evaluation in classroom interaction
- 2024
-
Ingår i: Classroom Discourse. - 1946-3014 .- 1946-3022.
-
Tidskriftsartikel (refereegranskat)abstract
- This article presents a case study of a student-teacher’s change in classroom interactional practices as she engages in video-enhanced reflections and collaborative feedback encounters during her practicum in Sweden. We specifically focus on an interactional practice that can be observed in many classrooms: teachers’ use of (overt) negative evaluation (i.e. ‘No!’) that immediately follows learners’ incorrect answers. Using discursive timeline analysis (DTA), which is a combination of Conversation Analysis and Interactional Ethnography, we track the use of the focal interactional phenomenon across (1) video-recorded classroom interactions, (2) audio-recorded triadic post observation conferences, (3) student-teacher portfolios, and (4) interviews. We demonstrate that after getting video-based feedback with a video-tagging tool (i.e. VEO) and reflecting on her overuse of (overt) negative evaluation, the focal student-teacher avoids this interactional practice in her future teaching. As the analysis illustrates, this change of practice is possible thanks to data-led reflections and the evidence-based feedback that the student-teacher received. Our analysis therefore shows that reflection and feedback with a mobile video-tagging tool can facilitate increased awareness of classroom interactional practices. We argue that digitally enhanced, video-based reflections can promote teacher-learning in teacher education programmes and that using discursive timeline analysis can provide rich insights into these processes.
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| 42. |
- Sert, Olcay, PhD, 1981-
(författare)
-
Discursive Timeline Analysis : In search of methodological rigor in investigating interactional and professional development in a digital world
- 2023
-
Konferensbidrag (refereegranskat)abstract
- Tracking interactional phenomena over a long period of time to document change of discursive practices has been a methodological challenge for applied linguists. Researchers who have explored language learning (e.g. Pekarek Doehler 2018) and professional development (e.g. Nguyen 2018) over time have fuelled the birth of a new methodology called longitudinal conversation analysis (Deppermann & Pekarek Doehler 2021). Yet, conversation analysts shied away from integrating interviews and other discursive data into investigations of interactional and professional development, due to methodological and epistemological concerns. Closing the doors to alternative perspectives can, however, become a barrier to innovation, especially when we consider that discursive events are complex and go beyond locally-situated performances of professionals (e.g. teaching in classrooms). Driven by the need to understand the complex discursive dynamics of professional development in settings where digital tools assist knowledge co-construction, this presentation will propose a novice methodological approach, Discursive Timeline Analysis (DTA), which draws on complementary tools of multimodal conversation analysis (e.g. Mondada 2018) and interactional ethnography (Green et al. 2020). DTA tracks behavioural change over time through a systematic analysis of discursive practices (e.g. classroom interactions, collegial dialogues, reflective text and talk). In this presentation, I will illustrate how I navigated the limitations of MCA and IE when they are used in isolation. The study draws upon video recordings of classrooms in upper secondary classrooms in Sweden, performance analytics from a video-tagging app, interviews with teachers and mentors, stimulated recall data, and written reflections of student teachers. I will explicate the processes and decisions involved in the analyses of teachers’ change of classroom interactional practices over time when they use digital tools for reflection and feedback. Methodological shortcomings and potentials will be discussed, and implications for using this method in other areas of applied linguistics will be given. Keywords: longitudinal research; conversation analysis; interactional ethnography; professional development; digital tools; reflective practice ReferencesDeppermann, A., & Pekarek Doehler, S. (2021). Longitudinal conversation analysis-introduction to the special issue. Research on Language and Social Interaction, 54(2), 127-141. Green, J.L., Baker, W.D., Chian, M.M., Vanderhoof, C., Hooper, L., Kelly, G.J., Skukauskaite, A., & Kalainoff, M.Z. (2020). Studying the over-time construction of knowledge in educational settings: A microethnographic discourse analysis approach. Review of Research in Education, 4, 161–194. Mondada, L. (2018). Multiple temporalities of language and body in interaction: Challenges for transcribing multimodality, Research on Language and Social Interaction, 51(1), 85-106. Pekarek Doehler, S. (2018). Elaborations on L2 interactional competence: The development of L2 grammar-for-interaction. Classroom Discourse, 9(1), 3-24.thi Nguyen, H. (2018). A Longitudinal Perspective on Turn Design: From Role-Plays to Workplace Patient Consultations. In: Pekarek Doehler, S., Wagner, J., González-Martínez, E. (eds) Longitudinal Studies on the Organization of Social Interaction. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-57007-9_7
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| 43. |
- Sert, Olcay, PhD, 1981-, et al.
(författare)
-
Editorial
- 2017
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Ingår i: Classroom Discourse. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1946-3014 .- 1946-3022. ; 8:3, s. 191-193
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 44. |
- Sert, Olcay, PhD, 1981-, et al.
(författare)
-
Editorial
- 2018
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Ingår i: Classroom Discourse. - : Routledge. - 1946-3014 .- 1946-3022. ; 9:1, s. 1-2
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 45. |
- Sert, Olcay, PhD, 1981-, et al.
(författare)
-
Editorial
- 2018
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Ingår i: Classroom Discourse. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1946-3014 .- 1946-3022. ; 9:3, s. 183-184
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 46. |
- Sert, Olcay, PhD, 1981-
(författare)
-
Editorial
- 2020
-
Ingår i: Classroom Discourse. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1946-3014 .- 1946-3022. ; 11:1, s. 1-3
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 47. |
- Sert, Olcay, PhD, 1981-, et al.
(författare)
-
Editorial
- 2018
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Ingår i: Classroom Discourse. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1946-3014 .- 1946-3022. ; 9:2, s. 77-78
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 48. |
- Sert, Olcay, et al.
(författare)
-
Editorial
- 2020
-
Ingår i: Classroom Discourse. - : Routledge. - 1946-3014 .- 1946-3022. ; 11:3, s. 191-192
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 49. |
- Sert, Olcay, PhD, 1981-, et al.
(författare)
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Editorial
- 2020
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Ingår i: Classroom Discourse. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1946-3014 .- 1946-3022. ; 11:3, s. 191-192
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 50. |
- Sert, Olcay, PhD, 1981-
(författare)
-
Editorial
- 2021
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Ingår i: Classroom Discourse. - : Routledge. - 1946-3014 .- 1946-3022. ; 12:3, s. 191-192
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Tidskriftsartikel (refereegranskat)
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