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Resources

Anfara, V. and Mertz, N. (2006). Theoretical frameworks in qualitative research. Thousand Oaks,
CA: Sage.
Boote, D. and Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation
literature review in research preparationEducational Researcher, August 2005; vol. 34, 6: pp. 3-15.
Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five approaches. New
York: Sage.
Egbert, J. and Petrie, G. (2005). CALL research perspectives. Mahwah, NJ: Lawrence Erlbaum.
Harre, R. and van Langenhove, L. (1999) Varieties of positioning. Journal of the Theory of School
behavior. 21, 393-408.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational
Research Journal, 32(3), 465-491.
Lakoff, G. (2004). Dont think of an elephant. White River Junction, VT: Chelsea Green Publishing.
Lewis, C., Enciso, P., and Moje, E. (2007). Reframing socicultural research on literacy: Identity,
agency, and power. New York: Routledge.
Nunan, D., & Bailey, K. M. (Eds.). (2009). Exploring Second Language Classroom Research: A
Comprehensive Guide. Boston: Heinle Cengage Learning.
van Aalst, J. (2010). Using Google Scholar to estimate the impact of journal articles in education.
Educational Researcher, 39(5), 387-400.
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SAMPLE A

Title : Achievement and Retention of Spanish Presented Via Videodisc in

Linear, Segmented and Interactive Modes

Abstract : This study investigated the effects on achievement and retention of

a beginning Spanish instructional videodisc entitled Zarabanda, presented
over a two week period in linear, segmented, and interactive modes. Students
(N = 92) enrolled in a beginning Spanish course at the U.S. Air Force Academy
were randomly Assigned to three treatment groups and a control group. Group
1 (n = 23), the linear videodisc instruction group (descriptive), watched the
Zarabanda videodisc in a passive manner. Group 2 (n = 23), the segmented
videodisc instruction group (experimental), was presented the same material
as Group 1 with the addition of inserted true/false and multiple choice
questions at selected breakpoints in the story line. Group 3 (n = 23), the
interactive videodisc instruction group (experimental), was presented materials
in an interactive mode. The lesson was interrupted by the same questions at
the same breakpoints as Group 2 with the additional benefit of feedback on
incorrect choices, vocabulary lists, video replay and hint options for
remediation, and explanatory statements on correct choices.

-((./012/13(.3/#0*01(4(53+&0"6"17(( ,A(
SAMPLE B
Title: Using Native Speakers in Chat
Abstract: SLA research indicates that negotiation promotes interlanguage
development and that learners are most likely to negotiate if opportunities for oral
interaction are provided. In the case of campus-based students, learners' progress is
supported and monitored mainly through classroom interactions. If students do not
attend classes on campus, how do they gain the reported benefits of oral interaction?
Recent studies indicate that chatting provides opportunities for the negotiation of
meaning, as occurs in oral interaction. However, most of these have been conducted
on interactions between learners, with teacher supervision, often in task-based
instructional settings. This study considers implications for distance language learning
of negotiations by a group of intermediate learners of Italian interacting in dyads on a
Web based Italian native speaker (NS) chat program. The research specifically
explores (a) whether live chat with native speakers offers opportunities for negotiation
of meaning in open ended tasks carried out in single session interactions with
unfamiliar NS without teacher supervision, (b) the principal triggers for negotiation and
modification of interlanguage in these interactions, and (c) whether public NS chat
rooms are likely to offer an optimal environment for SLA, even for learners studying at
a distance who need to chat without supervision. Chat logs indicate that learners do in
fact negotiate for meaning and modify their interlanguage when engaged in open
ended conversational tasks with unfamiliar interlocutors, with lexical and structural
difficulties triggering most negotiations. Though further research needs to probe
whether these negotiations and modifications lead to acquisition in the longer term,
they would be particularly valuable for distance learners who need opportunities to
negotiate within authentic target language contexts.

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SAMPLE C

Title: COMPUTER ASSISTED SECOND LANGUAGE VOCABULARY ACQUISITION

ABSTRACT: During the initial stages of instructed L2 acquisition students learn a couple thousand,
mainly high frequency words. Functional language proficiency, however, requires mastery of a
considerably larger number of words. It is therefore necessary at the intermediate and advanced
stages of language acquisition to learn a large vocabulary in a short period of time. There is not
enough time to copy the natural (largely incidental) L1 word acquisition process. Incidental
acquisition of the words is only possible up to a point, because, on account of their low frequency,
they do not occur often enough in the L2 learning material. Acquisition of new words from authentic
L2 reading texts by means of strategies such as contextual deduction is also not a solution for a
number of reasons. There appears to be no alternative to intentional learning of a great many new
words in a relatively short period of time. The words to be learned may be presented in isolation or
in context. Presentation in bilingual word lists seems an attractive shortcut because it takes less
time than contextual presentation and yields excellent short term results. Long term retention,
however, is often disappointing so contextual presentation seems advisable. Any suggestions how
to implement this in pedagogic contexts should be based on a systematic analysis of the two most
important aspects of the L2 word learning problem, that is to say, selecting the relevant vocabulary
(which and how many words) and creating optimal conditions for the acquisition process. This
article sets out to describe a computer assisted word acquisition programme (CAVOCA) which tries
to do precisely this: the programme operationalises current theoretical thinking about word
acquisition, and its contents are based on a systematic inventory of the vocabulary relevant for the
target group. To establish its efficiency, the programme was contrasted in a number of experimental
settings with a paired associates method of learning new words. The experimental results suggest
that an approach combining the two methods is most advisable.

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SAMPLE D

Title: TRIADIC SCAFFOLDS: TOOLS FOR TEACHING ENGLISH

LANGUAGE LEARNERS WITH COMPUTERS
ABSTRACT:

Active communication with others is key to human learning. This straightforward premise currently
undergirds much theory and research in student learning in general, and in second
language and literacy learning in particular. Both of these academic areas have long
acknowledged communication's central role in successful learning with the exact intricacies of
instructional conversations and the forms these take having been the focus of close analysis
(Cazden, 1988; Gee, 2001; Nystrand, Gamoran, Kachur, & Prendergast, 1997; Tharp &
Galimore, 1991; van Lier, 2000). In this examination of computer-supported classroom discourse,
specific forms of instructional conversation employed by a veteran elementary teacher of
beginning-level English language learners (ELLs) are examined. The focal teacher orchestrates
instructional conversations around computers with children whose immediate needs are to learn
the English language, specifically the "language of school" and the concomitant social
complexities implied in order to participate in mainstream instructional activity. With these goals
shaping language and literacy activity, their ESOL (English for speakers of other languages)
teacher makes use of the computer to capture, motivate, and anchor learner attention to, and
render comprehensible the target language they hear and see on and around the computer screen.
The anatomy of the activity she orchestrates around the computer and the language she uses to
support it -- labeled here as triadic scaffolds -- are the focus of analysis. Forms and functions of
triadic discourse (teacher, learner, computer) are examined for their potential unique role in
second language and literacy instruction.
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!! 4$+$#"$6'%$#2:,$2'AURmA'

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#&6'.(KP0%#7$,8'K(,62s'

Std. Error
Mean N Std. Deviation Mean t Sig.
Post-test Pair 1 Abstract_picture 9.80 50 5.067 .717 2.737 .009

Abstract_no_picture 8.12 50 4.964 .702

Pair 2 Concrete_picture 12.30 50 3.290 .465 3.445 .001

Concrete_no_picture 10.68 50 3.178 .449

Delayed Pair 1 Abstract_picture 5.60 50 5.395 .763 1.788 .080

Post-test
Abstract_no_picture 4.76 50 4.396 .622

Pair 2 Concrete_picture 8.60 50 5.107 .722 2.379 .021

Concrete_no_picture 6.98 50 4.283 .606

-((./012/13(.3/#0*01(4(53+&0"6"17(( @E(
8"%)W)3%)(#3%26)%;(#3'3/)39(
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$k$1"03$')(,'K*01*'K(,6'"8+$'B*07*P0%#7$,8@'.(KP
0%#7$,8Cs'

Descriptive Statistics

Mean Std. Deviation N

Abstract_picture 9.80 5.067 50

Abstract_no_picture 8.12 4.964 50

Concrete_picture 12.30 3.290 50

Concrete_no_picture 10.68 3.178 50

-((./012/13(.3/#0*01(4(53+&0"6"17(( @J(
8"%)W)3%)(#3%26)%;(#3'3/)39(
?3/%2#3%(O\B`O(
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$k$1"03$')(,'K*01*'K(,6'"8+$'B*07*P0%#7$,8@'.(KP
0%#7$,8Cs'

Test of within-subject effects

Type III Sum of Mean

Source Squares df Square F Sig.
Groups Sphericity 456.215 3 152.072 15.599 .000
Assumed

-((./012/13(.3/#0*01(4(53+&0"6"17(( AM(
 8"%)W)3%)(#3%26)%;(#3'3/)39(
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K*01*'K(,6'"8+$'B*07*P0%#7$,8@'.(KP0%#7$,8Cs'
Pairwise Comparisons

Groups Groups Std. Error Sig.a

Abstract_picture Abstract_no_picture .614 .052
Concrete_picture .683 .004
Concrete_no_picture .622 .983
Abstract_no_picture Abstract_picture .614 .052
Concrete_picture .677 .000
Concrete_no_picture .655 .002
Concrete_picture Abstract_picture .683 .004
Abstract_no_picture .677 .000
Concrete_no_picture .470 .007
Concrete_no_picture Abstract_picture .622 .983
Abstract_no_picture .655 .002
Concrete_picture .470 .007

-((./012/13(.3/#0*01(4(53+&0"6"17(( AL(
 :36/739('"%)W)3%)(#3%26)%;(
#3'3/)39(?3/%2#3%(O\B`O(
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$k$1"03$')(,'K*01*'K(,6'"8+$'B*07*P0%#7$,8@'.(KP0%#7$,8Cs'

Descriptive Statistics

Mean Std. Deviation N

Abstract_picture 5.60 5.395 50

Abstract_no_picture 4.76 4.396 50

Concrete_picture 8.60 5.107 50

Concrete_no_picture 6.98 4.283 50

-((./012/13(.3/#0*01(4(53+&0"6"17(( A,(
 :36/739('"%)W)3%)(#3%26)%;(
#3'3/)39(?3/%2#3%(O\B`O(
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$k$1"03$')(,'K*01*'K(,6'"8+$'B*07*P0%#7$,8@'.(KP
0%#7$,8Cs'

Test of within-subject effects

Type III Sum of Mean

Source Squares df Square F Sig.
Groups Sphericity 423.855 3 141.285 13.760 .000
Assumed

-((./012/13(.3/#0*01(4(53+&0"6"17(( AY(
 :36/739('"%)W)3%)(#3%26)%;(
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Pairwise Comparisons

Groups Groups Std. Error Sig.a

Abstract_picture Abstract_no_picture .470 .480
Concrete_picture .768 .002
Concrete_no_picture .573 .119
Abstract_no_picture Abstract_picture .470 .480
Concrete_picture .747 .000
Concrete_no_picture .551 .001
Concrete_picture Abstract_picture .768 .002
Abstract_no_picture .747 .000
Concrete_no_picture .681 .128
Concrete_no_picture Abstract_picture .573 .119
Abstract_no_picture .551 .001
Concrete_picture .681 .128

-((./012/13(.3/#0*01(4(53+&0"6"17(( A=(
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!! A,$'*07*P0%#7$,8'K(,62'v$#20$,`'"('#1b:0,$'"*#&'.(KP
0%#7$,8'K(,62s'

Std. Error
Mean N Std. Deviation Mean t Sig,
Post-test Total_abstract 17.92 50 9.044 1.279 4.731 .000

Total_concrete 22.98 50 5.549 .785

Delayed post-test Total_abstract 10.36 50 9.264 1.310 4.987 .000

Total_concrete 15.58 50 8.104 1.146

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