| 1. |
- Amri, Marwa, et al.
(author)
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Establishing understanding during student-initiated between-desk instructions in project work
- 2022
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In: Cambridge Journal of Education. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0305-764X .- 1469-3577.
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Journal article (peer-reviewed)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.
(author)
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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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In: Reflective Practice. - 1462-3943 .- 1470-1103. ; , s. 1-19
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Journal article (peer-reviewed)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.
(author)
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Divergent language choices and maintenance of intersubjectivity : the case of Danish EFL young learners
- 2021
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In: International Journal of Bilingual Education and Bilingualism. - : Routledge. - 1367-0050 .- 1747-7522. ; 24:1, s. 107-123
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Journal article (peer-reviewed)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.
(author)
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Development of L2 interactional resources for online collaborative task accomplishment
- 2017
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In: Computer Assisted Language Learning. - : Informa UK Limited. - 0958-8221 .- 1744-3210. ; 30:7, s. 601-630
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Journal article (peer-reviewed)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.
(author)
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Local Contingencies in L2 Tasks : A Comparison of Context-Sensitive Interactional Achievements across Two Different Task Types
- 2017
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In: Bellaterra Journal of Teaching & Learning Language & Literature. - : Universitat Autonoma de Barcelona. - 2013-6196. ; 10:3, s. 9-27
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Journal article (peer-reviewed)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.
(author)
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The coordination of online L2 interaction and orientations to task interface for epistemic progression
- 2017
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In: Journal of Pragmatics. - : Elsevier BV. - 0378-2166 .- 1879-1387. ; 115, s. 115-129
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Journal article (peer-reviewed)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.
(author)
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Effectiveness and safety of rhIGF1 therapy n patients with or without Laron syndrome
- 2021
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In: European Journal of Endocrinology. - : BIOSCIENTIFICA LTD. - 0804-4643 .- 1479-683X. ; 184:2, s. 267-276
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Journal article (peer-reviewed)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.
(author)
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Frequency and Predictive Factors of Hypoglycemia in Patients Treated With rhIGF-1: Data From the Eu-IGFD Registry
- 2024
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In: Journal of Clinical Endocrinology and Metabolism. - : ENDOCRINE SOC. - 0021-972X .- 1945-7197. ; 109:1, s. 46-56
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Journal article (peer-reviewed)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.
(author)
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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
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In: Frontiers in Endocrinology. - : Frontiers Media SA. - 1664-2392. ; 13
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Journal article (peer-reviewed)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.
(author)
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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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In: Video Enhanced Observation for Language Teaching. - : Bloomsbury Academic. - 9781350085039 ; , s. 97-116
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Book chapter (other academic/artistic)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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