Doris Dippold
Biographic Data
| ID | 1041168 |
|---|---|
| NAME | Doris Dippold |
| GIVEN NAMES | Doris |
| FAMILY NAME | Dippold |
| SIGNATURE | DIPPOLD D |
| AFFILIATIONS | University of Surrey |
| ORCID | 0000-0001-6193-4710 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Making the Case for Audience Design in Conversational AI: Users’ Pragmatic Strategies and Rapport Expectations in Interaction with a Task-Oriented Chatbot
With chatbots becoming more and more prevalent in commercial and service contexts, they need to be designed to provide equitable access to services for all user groups. This paper argues that insights into users’ pragmatic strategies and rapport expectations can inform the audience design of chatbots and ensure that all users can equally benefit from the services they facilitate. The argument is underpinned by the analysis of simulated user inter…
Improving chatbot design and intent recognition: An approach through the methods of intercultural pragmatics
Designing chatbots that provide a good user experience, guide users to their goals, and are inclusive and accessible is vital to ensure that key public and commercial services are available to a wide range of users who hold varying social norms and exhibit different patterns of social interaction. However, chatbot design can be undermined by a lack of consideration of user needs and LLMs that are not fine-tuned to account for these differences. U…
Tutors’ beliefs about language and roles: Practice as language policy in EMI contexts
It has been well established that for all students, but particularly second language (L2) English speaking students, academic English speaking skills are key to developing specialist terminology and disciplinary content in an English as a medium of instruction (EMI) context. However, what is less clear in many contexts is the institutional language policy necessary to guide and support both L2 English speaking students and disciplinary tutors. In…
International students’ linguistic transitions into disciplinary studies: A rhizomatic perspective
This paper offers a reconceptualisation of international students’ transitions into and through UK higher education. We present two case studies of students which explore their transitions in terms of their academic speaking skills from pre-sessional courses into their disciplinary studies. Students describe how the development of their confidence and performance in academic speaking was contingent on a number of factors and micro-moments, and ho…
Can I have the scan on Tuesday?” User repair in interaction with a task-oriented chatbot and the question of communication skills for AI
Repair describes the process through which participants in conversation address problems in speaking, understanding, and hearing. In interactions with AI-driven chatbots, user repair addresses chatbots' lack of understanding or misunderstanding of the user's intent. This paper represents a user-centred description of user repair strategies in interactions with a task-oriented chatbot. It is based on the analysis of simulated user interactions wit…
Language, literacies and learning in the disciplines: A higher education perspective
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
Talking about talk: Tutor and student expectations of oracy skills in higher education
Although participation in academic speaking events is a key to developing disciplinary understanding, students for whom English is a second language may have limited access to these learning events due to an increasingly dialogic and active higher education pedagogy which places considerable demands on their oracy skills. Drawing on the Oracy Skills Framework we explore disciplinary tutors’ and students’ expectations of oracy skills required for …
A turn to language: How interactional sociolinguistics informs the redesign of prompt:response chatbot turns
Developing the global graduate: How first year university students’ narrate their experiences of culture
Developing global graduates or global citizens is a goal often expressed in university mission statements. This study draws on Amadasi and Holliday's (2017) distinction of block narratives and thread narratives of culture and applies these to interviews with first year students. It shows that some ability to draw on thread narratives and therefore non-essentialist views of culture is in evidence from the start of students’ university careers. Uni…
Exploring professional communication. Language in action
Pragmatics for Language Educators
Face and self-presentation in spoken L2 discourse: Renewing the research agenda in interlanguage pragmatics
This paper introduces a more nuanced view of face and facework than the commonly used frameworks in interlanguage pragmatics. It argues that ILP not only prioritizes research on the expression of politeness in the L2 and the acquisition of politeness strategies, but that the field also does that in an extremely decontextualized manner that takes little account of the situatedness of linguistic discourse. Moreover, the paper suggests that existing…
Can I have the scan on Tuesday?” User repair in interaction with a task-oriented chatbot and the question of communication skills for AI
Repair describes the process through which participants in conversation address problems in speaking, understanding, and hearing. In interactions with AI-driven chatbots, user repair addresses chatbots' lack of understanding or misunderstanding of the user's intent. This paper represents a user-centred description of user repair strategies in interactions with a task-oriented chatbot. It is based on the analysis of simulated user interactions wit…
Developing the global graduate: How first year university students’ narrate their experiences of culture
Developing global graduates or global citizens is a goal often expressed in university mission statements. This study draws on Amadasi and Holliday's (2017) distinction of block narratives and thread narratives of culture and applies these to interviews with first year students. It shows that some ability to draw on thread narratives and therefore non-essentialist views of culture is in evidence from the start of students’ university careers. Uni…
Exploring professional communication. Language in action
Pragmatics for Language Educators
Face and self-presentation in spoken L2 discourse: Renewing the research agenda in interlanguage pragmatics
This paper introduces a more nuanced view of face and facework than the commonly used frameworks in interlanguage pragmatics. It argues that ILP not only prioritizes research on the expression of politeness in the L2 and the acquisition of politeness strategies, but that the field also does that in an extremely decontextualized manner that takes little account of the situatedness of linguistic discourse. Moreover, the paper suggests that existing…
Pragmatics for Language Educators
Exploring professional communication. Language in action
Developing the global graduate: How first year university students’ narrate their experiences of culture
Developing global graduates or global citizens is a goal often expressed in university mission statements. This study draws on Amadasi and Holliday's (2017) distinction of block narratives and thread narratives of culture and applies these to interviews with first year students. It shows that some ability to draw on thread narratives and therefore non-essentialist views of culture is in evidence from the start of students’ university careers. Uni…
A turn to language: How interactional sociolinguistics informs the redesign of prompt:response chatbot turns
Talking about talk: Tutor and student expectations of oracy skills in higher education
Although participation in academic speaking events is a key to developing disciplinary understanding, students for whom English is a second language may have limited access to these learning events due to an increasingly dialogic and active higher education pedagogy which places considerable demands on their oracy skills. Drawing on the Oracy Skills Framework we explore disciplinary tutors’ and students’ expectations of oracy skills required for …
International students’ linguistic transitions into disciplinary studies: A rhizomatic perspective
This paper offers a reconceptualisation of international students’ transitions into and through UK higher education. We present two case studies of students which explore their transitions in terms of their academic speaking skills from pre-sessional courses into their disciplinary studies. Students describe how the development of their confidence and performance in academic speaking was contingent on a number of factors and micro-moments, and ho…
Can I have the scan on Tuesday?” User repair in interaction with a task-oriented chatbot and the question of communication skills for AI
Repair describes the process through which participants in conversation address problems in speaking, understanding, and hearing. In interactions with AI-driven chatbots, user repair addresses chatbots' lack of understanding or misunderstanding of the user's intent. This paper represents a user-centred description of user repair strategies in interactions with a task-oriented chatbot. It is based on the analysis of simulated user interactions wit…
Language, literacies and learning in the disciplines: A higher education perspective
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
Tutors’ beliefs about language and roles: Practice as language policy in EMI contexts
It has been well established that for all students, but particularly second language (L2) English speaking students, academic English speaking skills are key to developing specialist terminology and disciplinary content in an English as a medium of instruction (EMI) context. However, what is less clear in many contexts is the institutional language policy necessary to guide and support both L2 English speaking students and disciplinary tutors. In…
Making the Case for Audience Design in Conversational AI: Users’ Pragmatic Strategies and Rapport Expectations in Interaction with a Task-Oriented Chatbot
With chatbots becoming more and more prevalent in commercial and service contexts, they need to be designed to provide equitable access to services for all user groups. This paper argues that insights into users’ pragmatic strategies and rapport expectations can inform the audience design of chatbots and ensure that all users can equally benefit from the services they facilitate. The argument is underpinned by the analysis of simulated user inter…
Improving chatbot design and intent recognition: An approach through the methods of intercultural pragmatics
Designing chatbots that provide a good user experience, guide users to their goals, and are inclusive and accessible is vital to ensure that key public and commercial services are available to a wide range of users who hold varying social norms and exhibit different patterns of social interaction. However, chatbot design can be undermined by a lack of consideration of user needs and LLMs that are not fine-tuned to account for these differences. U…
Psychology (11 works) · Linguistics (10 works) · Computer Science (8 works) · Sociology (7 works) · Language, Discourse, Communication Strategies (5 works) · Pedagogy (5 works) · Philosophy (5 works) · Philosophy (5 works) · Chatbot (4 works) · Discourse Analysis in Language Studies (4 works)