Congratulations to Ayoung Chung (PhD student, group leader) and Joonhee Kim (PhD student) for receiving the Elizabeth Spann Award in the amount of $2,000 from the College of Arts, Languages & Letters (CALL) Dean’s Office!

Their research project, titled “Investigating Overpassivization in L2 English Learners: A Comparative Study of L1 Korean and L1 Japanese Speakers,” explores how learners’ first language backgrounds influence their overuse or incorrect use of English passive structures.

This project aims to deepen our understanding of cross-linguistic influence in second language acquisition, contributing valuable insights to both L2 English pedagogy and linguistic research. The award will support participant recruitment and data collection, with the study expected to be completed by July 31, 2026.

Congratulations once again to Ayoung and Joonhee on this well-deserved recognition of their scholarly work!

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Congratulations to the PhD student In Ji (Sera) Chun whose article entitled “Exploring teacher mediation and learner responsiveness in small-group online dynamic assessment for L2 academic writing development” is now published in Language Teaching Research ()!

Abstract:

Research on groupdynamic assessment has predominantly focused on whole-class mediation, with limited attention given to alternative formats such as in smaller groups. Grounded in sociocultural theory, the present study explored how a small-group online dynamic assessment using video conferencing (i.e., Zoom) and Google Docs enhanced the English academic writing abilities of university-level second language (L2) learners. Twelve students in an intermediate academic writing course were divided into four groups, each consisting of three to four students. An adjusted cumulative group dynamic assessment approach was implemented over three week cycles. The analysis examined both quantitative and qualitative changes in teacher mediation and student responsiveness, as observed in relevant episodes both within and across sessions. For the within-session analysis, students’ initial silences in response to teacher prompts gradually decreased, showing a linear progression toward different forms of self-regulation. This trend indicated overall growth in the group’s zone of proximal development. In contrast, the across-session analysis focused on one group member (Sam), who exhibited a less even developmental trajectory. Although the quantity of teacher mediation did not significantly change, the peer comments exchanged (a)synchronously and the qualitative shifts in Sam’s responses to teacher mediation pointed to an emerging understanding of L2 writing concepts. Additionally, the online multimodal affordances of Google Docs and video conferencing further reinforced mediating opportunities that supported group collaboration. Overall, the findings underscore the pedagogical potential of a small-group online dynamic assessment for fostering L2 writing development.

Congratulations, Sera!

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