2024 Winter Research Program

Project title: 

Potential impact of learner background factors on their communication in a second language - Part 4

Hours of engagement & delivery mode

36 hours per week for 4 weeks 

Except for occasional face-to-face meetings, the work can be done mostly remotely.

Description:

This is the fourth stage of a large project investigating how the speakers’ other background factors associated with their first language may impact their second language performance and development through group activities.

In the realm of task-based language teaching implementation, numerous studies have delved into the examination of variables such as task types, learner attributes (e.g., proficiency, working memory), and contextual influences (e.g., second language versus foreign language settings) on the efficacy and frequency of task-based interactions (Ellis, et al., 2019). Despite the extensive body of literature on this subject, there remains a relative dearth of understanding regarding how learners' backgrounds, particularly those associated with their native language (L1), such as their learning experiences, the cultural nuances of learning, and their preferred modes of L1 communication, may shape the dynamics of these interactions. The educational systems from which learners emerge often instil different values and priorities within their curricula, potentially influencing what aspects of interaction learners prioritise. Moreover, learners may approach tasks and interactions through the lens of their unique cultural and linguistic backgrounds, impacting their engagement and interaction.

Considering these considerations, the proposed project investigates the relationship between diverse learner backgrounds and interaction characteristics. This will be accomplished by systematically reviewing existing literature and analysing data from previous summer projects. By undertaking this research, we aim to show how factors such as learners' L1-related experiences and communication styles intersect with task-based language teaching, ultimately providing insights into how instructional practices can be tailored to accommodate varied learner profiles better.

In Part 4, scholars will primarily spend data analyses (interview data of EFL/ESL learners of L1 Korean and Spanish/Portuguese speakers). If time allows, they may be asked to collect data from ESL learners of different L1 (e.g., Japanese, Vietnamese) and analyse the Chinese EFL data (when available). Scholars are invited to explore the area of interest within the project context.

Week 1-2: Transcribe and translate the interview data into English (using automated transcription and translation device) and check the transcription and translation accuracy. If scholars are not familiar with the language interviewed, a language specialist will be able to help.

Week 3 – 4:  Data analyses – thematic analysis to find themes considering the research questions.

Expected learning outcomes and deliverables:

Scholars may gain skills in data analysis and may have an opportunity to generate publications from their research.  Students may also be asked to produce a report or oral presentation at the end of their project.

Suitable for:

Have honours/postgraduate-level training in Applied Linguistics or equivalent.

Good proficiency of one of the speakers’ languages in the spoken data would be desirable, but not necessary (e.g., Chinese, Spanish, Portuguese, Japanese, Korean, Vietnamese).

Primary Supervisor:

Noriko Iwashita

Further info:

Available from Noriko Iwashita (n.iwashita@uq.edu.au)