Supporting English-medium pedagogy through an online corpus of science and engineering lectures

Kunioshi, Nı́lson; Noguchi, Judy; Tojo, Kazuko; Hayashi, Hiroko

doi:10.1080/03043797.2015.1056104

Cited by 18 publications

(17 citation statements)

References 19 publications

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“…Nevertheless greater standardisation in the areas of professional development (see the numerous EMI studies calling for greater student contributions in classroom interaction, e.g. Kunioshi et al., 2016) might be beneficial in enabling transition for student between institutions in different countries. Furthermore the variation described herein may be of benefit to future research.…”

Section: Discussionmentioning

confidence: 99%

“…There is now an impressive body of research literature on English Medium Instruction (EMI) in Higher Education (HE), including stakeholder beliefs (Fortanet‐Gómez, 2012; Tan, 2011), classroom interaction (Chen et al., 2020; Kunioshi et al., 2016), and an emerging focus on academic outcomes (Karimi et al., 2019; Tatzl & Messnarz, 2013). Given the global scale of the phenomenon of EMI, there is an unavoidable diversity of policy and practice, potentially a welcome situation given the complexity of the different contexts in which EMI is being promoted.…”

Section: Introductionmentioning

confidence: 99%

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The profiles of English medium instruction teachers in higher education

Macaro

Şahan

Rose

2021

Int J App Linguistics

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The global growth of English Medium Instruction (EMI) in higher education and international mobility of faculty and students necessitates that we better understand commonalities of teachers in these emerging contexts. This paper reports on a survey of 461 EMI university lecturers from more than eight countries which attempted to discern the various profiles of EMI teachers at an international level. Data explored teachers’ disciplines, age, experience, professional development, teaching contexts, and the role of English proficiency in their professional capacity. Results revealed statistically significant differences in profiles according to the disciplines and country of residence of the teachers. For example, teachers in the Natural Sciences and those in Spain were more likely to report having opportunities for teacher training and EMI certification.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The profiles of English medium instruction teachers in higher education

Macaro

Şahan

Rose

2021

Int J App Linguistics

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“…Johns (1997) had already noted that one of the most common uses in the classroom was for data-driven approaches to teaching and learning. The use is not limited to the humanities, as Kunioshi, Noguchi, Tojo, and Hayashi (2016) relate in a study of how science and engineering graduate students improved their writing abilities through analyzing discrete sample-sized corpora from their specific fields of interest.…”

Section: Ai Use In Linguisticsmentioning

confidence: 99%

Augmented Creativity: Leveraging Natural Language Processing for Creative Writing

Plate¹,

Hutson²

2022

ADR

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Recent advances have moved natural language processing (NLP) capabilities with artificial intelligence beyond mere grammar and spell-checking functionality. One such new use that has arisen is the ability to suggest new content to writers to inspire new ideas by using "machine-in-the-loop" strategies in creative writing. In order to explore the possibilities of such a strategy, this study provides a model to be adopted in creative writing courses in higher education. An NLP application was created using Python and spaCy and deployed via Streamlit. The AI allowed students to see if their grammar aligned with those principles and techniques taught in class to assist with a deeper understanding of the grammatical aspects of the content and also to improve their creativity as writers. The study at hand seeks to determine the efficacy of a new proprietary NLP on improving understanding of grammar and creativity in student writing. Participants in the study were assessed through surveys and open-ended questions. Findings note that participants agreed the algorithm assisted them in a better understanding of grammar but were not as receptive to assistance in improving their creativity. It should also be noted that the suggestions provided by the algorithm did not necessarily improve the written artifacts submitted in the study. Results indicate that students enjoy using NLP as part of the creative writing process but largely, as with other language processing tools, to assist with grammar and syntax.

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“…edu/) The transcripts were uploaded to a database, and expressions frequently used to realise specific pedagogical purposes were identified. The creation and implementation of OnCAL (Online Corpus of Academic Lectures, http://www.oncal.sci.waseda.ac.jp/) has been described in Kunioshi et al (2016). OnCAL comprises transcripts of 430 lectures that correspond to 395 hours of class time, as of February 2017.…”

Section: Corpus Buildingmentioning

confidence: 99%

“…In order to alleviate the linguistic challenges faced by instructors and/or learners who are nonnative speakers of English (NNS) and become involved in EMI, we have created OnCAL (Online Corpus of Academic Lectures, http://www.oncal.sci.waseda.ac.jp/). We hypothesised that a corpus (a database of texts) containing many samples of lectures delivered in English would allow analysis of the linguistic features of such lectures and thus enable instructors and students in science and engineering to become more familiar with this genre of English usage (Kunioshi et al 2016). OnCAL can raise the awareness of instructors and students of the relationship between the aspects of classroom language and pedagogical efficacy.…”

Section: Introductionmentioning

confidence: 99%

Evidence of cultural differences between American and Japanese mainstream science and engineering contexts from analysis of classroom discourse

Kunioshi

Noguchi

Tojo

2018

European Journal of Engineering Education

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Teaching styles in science and engineering instruction were compared by analysing corpora of transcripts of lectures delivered in English and Japanese at leading universities in the United States and Japan, respectively. Our findings were compatible with cultural differences related to power distance and field dependence, which have been reported in the literature. Teaching styles seem to simultaneously result from the cultural context as well as reinforce it. Science and engineering instruction in the Japanese educational context tends to reflect and reinforce a personalised transmission of knowledge style, while instruction in the American context tends to match and reinforce learning styles characterised by impersonal, inductive thinking.

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Supporting English-medium pedagogy through an online corpus of science and engineering lectures

Cited by 18 publications

References 19 publications

The profiles of English medium instruction teachers in higher education

The profiles of English medium instruction teachers in higher education

Augmented Creativity: Leveraging Natural Language Processing for Creative Writing

Evidence of cultural differences between American and Japanese mainstream science and engineering contexts from analysis of classroom discourse

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