Browsing by Author "Lei, Tian"
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- ItemOpen AccessThe influence of the IELTS Speaking test preparation on second language socialization of post-secondary international students in Canada(2021-04) Lei, Tian; Tweedie, Gregory; Tweedie, Gregory; Delanoy, Nadia; Dressler, RoswitaThe study explores international students’ experience of their IELTS Speaking test preparation and the second language socialization process in Canada and the relationship between them. This research employs a mixed method as the methodology, with quantitative data collection informing the collection and analysis of the qualitative portion. Quantitative data for this study was collected from 60 international students in Canada, and qualitative data collected from 5 Chinese international students at a large Canadian university in Western Canada. While acknowledging the many criticisms of the IELTS test, the findings of this research shed light on a surprising and, to the best of this researcher’s knowledge, previously undiscovered effect: the positive role preparation for the IELTS Speaking test may play in second language socialization.
- ItemOpen AccessLearning more than one language across the lifespan: A literature review(Second Languages and Intercultural Council (Alberta Teachers' Association), 2021-01) Ma, Yue; Chen, Yao; Guo, Jie; Lei, Tian; Li, Qiuchen; Dressler, RoswitaThis literature review is based on the final assignment of a graduate-level language and literacy theory and research course at the Werklund School of Education, University of Calgary, in Calgary, Alberta. The course is an introduction to the principles of language learning from cognitive, sociocultural and critical perspectives. For the final assignment, students choose a topic of interest and then write, revise and finalize a literature review. Five students in the course, along with the instructor, are the authors of this article. Each student focused on a particular topic in the field of multiple language learning. Here, they present their literature reviews, along with their understandings of the topic, making critical analyses and identifying gaps in the literature. During the course, they discussed their topics with each other and provided feedback on the written work. By the end of the course, they all were not only familiar with all five topics but also acquired the skills needed for writing and revising a literature review, as well as for providing peer- review feedback. Each topic focused on a factor of learning more than one language across the lifespan. The topics were as follows: • Students’ classroom language use in full and partial immersion programs • Assessing depth of vocabulary knowledge in listening comprehension • Language assessment strategies for bilingual children in the diagnostic process for autism spectrum disorders • Parental factors and involvement in children’s English learning in China • Factors that influence the second language socialization of international students The literature reviews that follow represent a cross-section and an overview of the research on language learning. The students explore their topics by presenting empirical studies, synthesizing the main findings, and discussing classroom implications and directions for future research. They then comment on their learning from the course and this assignment, which will be of great value to other teachers who are considering graduate studies, as well as to postsecondary instructors who are framing course formats and assignments.