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All Journal Journal International of Lingua and Technology International Journal of Educational Narratives
Benjamin White
McMaster University
Education Languange, Linguistic, Communication & Media Social Sciences Other

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From Isolation to Innovation: Narrative Self-Study of Teachers Adopting Digital Pedagogies in Remote Canadian Regions Olivia Davis; Benjamin White; Charlotte Brown
International Journal of Educational Narratives Vol. 3 No. 3 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i3.2209

Abstract

Background. Teachers in remote Canadian regions have historically faced challenges related to geographic isolation, limited access to professional development, and infrastructural disparities. The COVID-19 pandemic accelerated the demand for digital pedagogies, forcing educators in these contexts to rapidly adopt unfamiliar technologies and reconfigure their instructional practices. Purpose. This study investigates how teachers in remote areas navigated this transition through a narrative self-study lens. Method. Using qualitative methodology, five educators from rural provinces in Northern Canada engaged in self-reflective journaling and peer dialogue over a nine-month period. Thematic analysis of the narratives revealed key tensions between professional isolation and digital empowerment, as well as shifts in teacher identity, agency, and pedagogical innovation. Results. Participants described initial resistance, technological uncertainty, and emotional fatigue, which gradually evolved into adaptive strategies, collaborative learning, and renewed professional purpose. The findings highlight how digital transformation, though initially disruptive, served as a catalyst for reflective growth and community-building in marginalized teaching environments. Conclusion. The study concludes that narrative self-study can be a powerful tool for supporting teacher resilience, agency, and innovation, especially in geographically and technologically constrained settings.  
THE VALIDITY OF AUTOMATED ESSAY SCORING USING NLP COMPARED TO HUMAN RATERS IN THE CONTEXT OF LANGUAGE CERTIFICATION EXAMS Wirdatul Khasanah; Hale Yilmaz; Benjamin White
Journal International of Lingua and Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v4i3.1129

Abstract

The integration of Automated Essay Scoring (AES) using Natural Language Processing (NLP) in educational settings has raised questions about its validity, particularly in high-stakes language certification exams. While AES offers the advantage of scalability and efficiency, its ability to replicate human judgment, especially in complex aspects of writing such as creativity and argumentation, remains a subject of debate. This study aims to compare the validity of AES systems to human raters in assessing essays within the context of language certification exams. The primary objective is to evaluate the accuracy, reliability, and alignment between machine-generated scores and those provided by human raters across various writing criteria. A mixed-methods approach was employed, combining quantitative analysis of essay scores and qualitative insights from expert raters. The results indicate a high correlation between AES and human scores for grammar, coherence, and relevance (r = 0.88–0.91), but moderate discrepancies were observed in assessing creativity and argumentation (r = 0.72). The findings suggest that while AES is effective for assessing technical writing aspects, human raters remain essential for evaluating subjective elements. The study concludes that a hybrid approach combining AES with human evaluation may offer a more balanced, reliable, and comprehensive scoring system for language certification exams.
Co-Authors Charlotte Brown Hale Yilmaz Olivia Davis Wirdatul Khasanah