Jennifer Bown
Datos Biográficos
| ID | 3843877 |
|---|---|
| NOMBRE | Jennifer Bown |
| NOMBRES | Jennifer |
| APELLIDO | Bown |
| FIRMA | BOWN J |
| AFILIACIONES | Brigham Young University |
| ORCID | 0000-0003-0027-0265 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 97 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2006 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 6 |
The Moral Ecology of Unstructured Speaking on Study Abroad
This report describes the moral phenomena that students in an intensive Arabic study abroad program encountered as they tried to find speaking opportunities for themselves outside of institutional arrangements. The ways that participants went about speaking activities were accompanied by tensions that they had to deal with throughout the program. They found themselves obliged to consider values such as decisiveness, independence, and fairness as …
Developing the Experience Impact Scale
Recent work has identified different experience types, including experience classifications of ordinary, memorable, meaningful, and transformative. This study further clarifies the experience typology through qualitative data analysis of each experience type. Data analysis identified that within each extraordinary experience type, additional subtypes were present. Experience types and subtypes were organized according to the experience typology c…
Forthcoming in Language Teaching
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Language learning and study abroad
The aim of this review is to synthesize empirical studies on undergraduate language learners’ experience abroad during a time period of a year or less. To help provide a framework to this synthesis, we begin our review by tracing the recent evolution of empirical mixed-method research on the learner, identifying problems and characteristics that language learners generally encounter in the study abroad (SA) experience. We take a closer look at va…
Exploring Proficiency‐Based vs. Performance‐Based Items With Elicited Imitation Assessment
This study investigates the effect of proficiency‐ vs. performance‐based elicited imitation (EI) assessment. EI requires test‐takers to repeat sentences in the target language. The accuracy at which test‐takers are able to repeat sentences highly correlates with test‐takers' language proficiency. However, in EI, the factors that render an item more complex are still being investigated. In order to investigate whether item difficulty and test perf…
Does Measuring L2 Utterance Fluency Equal Measuring Overall L2 Proficiency? Evidence From Five Languages
The current study examined the relationship between overall second language (L2) proficiency and utterance fluency measures for several L2s in order to determine whether utterance measures can be used to predict L2 proficiency. The study measured the speech rate, number of hesitations, number and length of pauses, number and length of runs, and number of false starts using excerpts from 126 ACTFL Oral Proficiency Interviews (OPIs) spoken by 86 pa…
Variables Affecting L2 Gains During Study Abroad
Second language (L2) gains during study abroad have been related to several variables including length of stay (Llanes, 2011), language use (Martinsen, Baker, Dewey, Bown, & Johnson, 2010), and social network development (Isabelli‐García, 2006), among others. However, most studies have investigated only a few predictors in single study abroad programs. While these findings are helpful, larger scale studies are needed to better understand the vari…
Language Use in Six Study Abroad Programs
A common predictor of language gains during study abroad (SA) is amount of language use. Yet little attention has been given to determining what factors influence the extent of language use while abroad. Studies in this area have mainly been case studies of learners in single locations. In this larger study, we seek to determine variables connected with language use by examining 118 learners studying abroad in Madrid, Mérida (Mexico), Paris, Mosc…
Foreign Language Houses
This study examined the lived experience of students participating in foreign language houses to improve their skills in Russian, French, or Japanese. American students residing in apartments with other language learners and a native-speaking resident facilitator were required to speak with one another exclusively in the target language and participate in activities such as preparing and eating dinner together. Data sources for the study included…
Affect in a self-regulatory framework for language learning
Language acquisition and development
Making Rapid Gains in Second Language Writing
This research describes a method applied in a third‐year Russian language course designed to push students' writing proficiency to the Intermediate/Advanced threshold and beyond and the findings associated therewith. The approach centered around argumentation and debate, a subject usually designed to improve students' command of logic and reasoning in their first language, but rarely found in second language curricula, much less with an emphasis …
English Language Learners
The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Z. Dornyei. Mahway, NJ: Lawrence Erlbaum Associates. 2005. Pp. xii+270. ISBN 0-8058-4729-4 (hbk): $69.95. ISBN 0-8058-6018-5 (pbk): $29.95
Locus of Learning and Affective Strategy Use
As distance learning and other nontraditional methods of language learning become more populal; it is important to understand the factors that influence learners' ability to succeed in such environments. This paper reports on two factors that have a signijcant impact on the student experience in a self-instructed language program: locus of learning and use of affective strategies. Locus of learning describes students' beliefs about who controls t…
Variables Affecting L2 Gains During Study Abroad
Second language (L2) gains during study abroad have been related to several variables including length of stay (Llanes, 2011), language use (Martinsen, Baker, Dewey, Bown, & Johnson, 2010), and social network development (Isabelli‐García, 2006), among others. However, most studies have investigated only a few predictors in single study abroad programs. While these findings are helpful, larger scale studies are needed to better understand the vari…
Language learning and study abroad
The aim of this review is to synthesize empirical studies on undergraduate language learners’ experience abroad during a time period of a year or less. To help provide a framework to this synthesis, we begin our review by tracing the recent evolution of empirical mixed-method research on the learner, identifying problems and characteristics that language learners generally encounter in the study abroad (SA) experience. We take a closer look at va…
Language Use in Six Study Abroad Programs
A common predictor of language gains during study abroad (SA) is amount of language use. Yet little attention has been given to determining what factors influence the extent of language use while abroad. Studies in this area have mainly been case studies of learners in single locations. In this larger study, we seek to determine variables connected with language use by examining 118 learners studying abroad in Madrid, Mérida (Mexico), Paris, Mosc…
Locus of Learning and Affective Strategy Use
As distance learning and other nontraditional methods of language learning become more populal; it is important to understand the factors that influence learners' ability to succeed in such environments. This paper reports on two factors that have a signijcant impact on the student experience in a self-instructed language program: locus of learning and use of affective strategies. Locus of learning describes students' beliefs about who controls t…
Does Measuring L2 Utterance Fluency Equal Measuring Overall L2 Proficiency? Evidence From Five Languages
The current study examined the relationship between overall second language (L2) proficiency and utterance fluency measures for several L2s in order to determine whether utterance measures can be used to predict L2 proficiency. The study measured the speech rate, number of hesitations, number and length of pauses, number and length of runs, and number of false starts using excerpts from 126 ACTFL Oral Proficiency Interviews (OPIs) spoken by 86 pa…
Making Rapid Gains in Second Language Writing
This research describes a method applied in a third‐year Russian language course designed to push students' writing proficiency to the Intermediate/Advanced threshold and beyond and the findings associated therewith. The approach centered around argumentation and debate, a subject usually designed to improve students' command of logic and reasoning in their first language, but rarely found in second language curricula, much less with an emphasis …
Affect in a self-regulatory framework for language learning
Exploring Proficiency‐Based vs. Performance‐Based Items With Elicited Imitation Assessment
This study investigates the effect of proficiency‐ vs. performance‐based elicited imitation (EI) assessment. EI requires test‐takers to repeat sentences in the target language. The accuracy at which test‐takers are able to repeat sentences highly correlates with test‐takers' language proficiency. However, in EI, the factors that render an item more complex are still being investigated. In order to investigate whether item difficulty and test perf…
Developing the Experience Impact Scale
Recent work has identified different experience types, including experience classifications of ordinary, memorable, meaningful, and transformative. This study further clarifies the experience typology through qualitative data analysis of each experience type. Data analysis identified that within each extraordinary experience type, additional subtypes were present. Experience types and subtypes were organized according to the experience typology c…
Locus of Learning and Affective Strategy Use
As distance learning and other nontraditional methods of language learning become more populal; it is important to understand the factors that influence learners' ability to succeed in such environments. This paper reports on two factors that have a signijcant impact on the student experience in a self-instructed language program: locus of learning and use of affective strategies. Locus of learning describes students' beliefs about who controls t…
English Language Learners
The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Z. Dornyei. Mahway, NJ: Lawrence Erlbaum Associates. 2005. Pp. xii+270. ISBN 0-8058-4729-4 (hbk): $69.95. ISBN 0-8058-6018-5 (pbk): $29.95
Language acquisition and development
Making Rapid Gains in Second Language Writing
This research describes a method applied in a third‐year Russian language course designed to push students' writing proficiency to the Intermediate/Advanced threshold and beyond and the findings associated therewith. The approach centered around argumentation and debate, a subject usually designed to improve students' command of logic and reasoning in their first language, but rarely found in second language curricula, much less with an emphasis …
Affect in a self-regulatory framework for language learning
Foreign Language Houses
This study examined the lived experience of students participating in foreign language houses to improve their skills in Russian, French, or Japanese. American students residing in apartments with other language learners and a native-speaking resident facilitator were required to speak with one another exclusively in the target language and participate in activities such as preparing and eating dinner together. Data sources for the study included…
Does Measuring L2 Utterance Fluency Equal Measuring Overall L2 Proficiency? Evidence From Five Languages
The current study examined the relationship between overall second language (L2) proficiency and utterance fluency measures for several L2s in order to determine whether utterance measures can be used to predict L2 proficiency. The study measured the speech rate, number of hesitations, number and length of pauses, number and length of runs, and number of false starts using excerpts from 126 ACTFL Oral Proficiency Interviews (OPIs) spoken by 86 pa…
Variables Affecting L2 Gains During Study Abroad
Second language (L2) gains during study abroad have been related to several variables including length of stay (Llanes, 2011), language use (Martinsen, Baker, Dewey, Bown, & Johnson, 2010), and social network development (Isabelli‐García, 2006), among others. However, most studies have investigated only a few predictors in single study abroad programs. While these findings are helpful, larger scale studies are needed to better understand the vari…
Language Use in Six Study Abroad Programs
A common predictor of language gains during study abroad (SA) is amount of language use. Yet little attention has been given to determining what factors influence the extent of language use while abroad. Studies in this area have mainly been case studies of learners in single locations. In this larger study, we seek to determine variables connected with language use by examining 118 learners studying abroad in Madrid, Mérida (Mexico), Paris, Mosc…
Exploring Proficiency‐Based vs. Performance‐Based Items With Elicited Imitation Assessment
This study investigates the effect of proficiency‐ vs. performance‐based elicited imitation (EI) assessment. EI requires test‐takers to repeat sentences in the target language. The accuracy at which test‐takers are able to repeat sentences highly correlates with test‐takers' language proficiency. However, in EI, the factors that render an item more complex are still being investigated. In order to investigate whether item difficulty and test perf…
Forthcoming in Language Teaching
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
Language learning and study abroad
The aim of this review is to synthesize empirical studies on undergraduate language learners’ experience abroad during a time period of a year or less. To help provide a framework to this synthesis, we begin our review by tracing the recent evolution of empirical mixed-method research on the learner, identifying problems and characteristics that language learners generally encounter in the study abroad (SA) experience. We take a closer look at va…
Developing the Experience Impact Scale
Recent work has identified different experience types, including experience classifications of ordinary, memorable, meaningful, and transformative. This study further clarifies the experience typology through qualitative data analysis of each experience type. Data analysis identified that within each extraordinary experience type, additional subtypes were present. Experience types and subtypes were organized according to the experience typology c…
The Moral Ecology of Unstructured Speaking on Study Abroad
This report describes the moral phenomena that students in an intensive Arabic study abroad program encountered as they tried to find speaking opportunities for themselves outside of institutional arrangements. The ways that participants went about speaking activities were accompanied by tensions that they had to deal with throughout the program. They found themselves obliged to consider values such as decisiveness, independence, and fairness as …
Psychology (14 obras) · EFL/ESL Teaching and Learning (11 obras) · Mathematics education (11 obras) · Linguistics (9 obras) · Pedagogy (8 obras) · Second Language Learning and Teaching (7 obras) · Social Psychology (7 obras) · Computer Science (6 obras) · Language proficiency (6 obras) · Sociology (5 obras)