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Robert W. Elliott

Linyi University

Author-ID : 2414465

Education

Published : 3 Documents Claim Missing Document

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Understanding Faculty Engagement in Assessment through Feedback and Dialogues: A Mixed Methods Approach Robert W. Elliott
International Journal of Evaluation and Research in Education (IJERE) Vol 7, No 3: September 2018
Publisher : Institute of Advanced Engineering and Science

The literature indicates faculty members' beliefs and attitudes toward assessment are crucial to the successful implementation of assessment. However, few empirical studies have examined the culture of assessment among faculty members. The intent of this single-level mixed methods case study is to identify the factors and examine how these factors influence faculty members' perceptions, attitudes, and their engagement in assessment activities by studying the case of a public teaching intensive university in the Southwest region of the U.S. An online survey and asynchronous focus group interviews are used. The implications for institutional policy making and professional development are discussed, based on the findings.

Cognitive perceptions of second language acquisition in Chinese undergraduate ESL/EFL students: A mixed methods approach Robert W. Elliott; Di Zhang
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019
Publisher : Institute of Advanced Engineering and Science

With the continued demand for teachers of English as a Second Language (ESL/EFL) in China, colleges and universities in China continue to struggle with teaching oral English to high volumes of undergraduate students using faculty-centered strategies. This concurrent mixed-methods, single-level, case study intends to examine Chinese undergraduate students’ cognitive perceptions of their oral English ability as a segue to a more effective second language acquisition environment in a 21st Century global education. The data analysis revealed three main themes intersected by the findings of the quantitative and qualitative analyses. The findings from this and future studies are intended to guide leaders, administrators, scholars, and students to affect national and provincial policy, school and classroom-based practices, and personal strategies to enhance students’ ability to acquire their oral English skills.

Cross-cultural L2 learning exchange: A qualitative examination of strategies, tools, cognition and translation outcomes Robert W. Elliott; Xiaolei Chen
International Journal of Evaluation and Research in Education (IJERE) Vol 8, No 3: September 2019
Publisher : Institute of Advanced Engineering and Science

Amidst the milieu of free and at-cost L2 language software applications coming into existence for use on mobile devices and computers, adult L2 learners are faced with the challenge of selecting their best choice for them to use in acquiring a specific second language. Their selection is based on their individual need and the context in which they plan to use the second language. More importantly, it is well known there is no single tool, resource, or strategy that adult L2 learners can use to fully acquire a second language quickly and effectively, especially for intercultural couples who lack a common language for daily communication. While there is much literature on the topic of L2 acquisition and learning, the purpose of this auto-ethnographic study is to share with readers specific aspects of our journey in acquiring each other’s native language throughout their first year together. Included are subsequent findings involving cognition and translation issues as developing skills recognized during various phases of L2 acquisition.

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