Marilyn L Abbott
Biographic Data
| ID | 3843839 |
|---|---|
| NAME | Marilyn L Abbott |
| GIVEN NAMES | Marilyn L |
| FAMILY NAME | Abbott |
| SIGNATURE | ABBOTT M L |
| AFFILIATIONS | University of Alberta |
| ORCID | 0000-0003-3594-4426 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
High School English Language Learners’ Experiences and Perceptions of Independent Online Content-Based Instruction
Although technology-enhanced learning has exploded, limited research has examined English language learners’ (ELLs) experiences and perceptions of independent online content-based second language learning. To fill this gap, an innovative web application was designed to improve ELLs’ grade 10 science content and English language learning. Fifty-six high school ELLs independently completed 30 online modules and then responded to a 12-item questionn…
Relationships between students’ emotions, self-regulated learning, and literacy gains in beginning/basic level ESL literacy classes for adults
Researcher‐Supported Professional Learning and Development for Instructors in Adult L2 Programs
We describe a longitudinal (5‐year) researcher‐supported initiative designed to strengthen the research–practice link (RPL) and serve as an effective form of situated professional learning and development (PLD) in adult second language programs. We facilitated the formation of and supported 9 professional reading groups of 6–12 instructors ( N = 76). The groups met monthly to discuss peer‐reviewed journal articles to address shared PLD needs. Usi…
Research Mobilization in Tesl Learning Communities
To enhance English as a second language (ESL) instructors’ understanding and utilization of peer-reviewed research for professional learning and development, we facilitated the establishment of and supported professional reading groups in nine adult ESL programs. We examined the benefits and challenges experienced by the 76 participants over five years, through focus group interviews, audio-taped group discussions, and monthly questionnaires. Ana…
Enhancing the Impact of Evidence-based Publications on K-12 ESL Teacher Practices
The reading of current research-informed publications is an essential component of teacher professional development that has the potential to lead to or reinforce the implementation of effective instructional practices. To our knowledge, no studies have examined kindergarten to grade 12 (K-12) ESL teacher engagement in professional reading related to the teaching and learning of ESL. Therefore, we conducted a survey of K-12 ESL teachers from four…
Intercultural Communicative Competence
Effective and appropriate communication is critical for the successful integration of newcomers in Canada. In this paper, we describe the intercultural communicative competence beliefs and practices of 70 adult English as a second language (ESL) instructors. Responses to an online survey indicated a strong belief in the value of integrating intercultural communicative competence into their instruction; however, instructors’ reported classroom pra…
University Students’ and Instructors’ Paraphrasing and Citation Knowledge and Practices
Plagiarism is a widespread concern at post-secondary institutions (Perry, 2010). University students are expected to avoid plagiarism by citing sources and paraphrasing appropriately. Their written work, however, often contains “patchwriting”, a developmental stage of writing that involves deleting/replacing words and/or altering structures in copied texts (Howard, 1995). Nine university instructors and 66 of their students responded to surveys a…
Enhancing the Reading of Peer-Reviewed Research in the Teaching English as a Second Language Community
Adult ESL instructors’ engagement with research can enhance instruction but is “a minority activity in our field” (Borg, 2010, p. 391). We explored instructors’ engagement with research; applied linguists’ and instructors’ conceptions of teacher-friendly, peer-reviewed research articles; and academics’ commitment to their dissemination. Twenty-three academics completed a survey; 8 adult ESL instructors read three articles, completed a questionnai…
The Professional Development of Rural ESL Instructors
In this article, we report perceived professional development (PD) needs, interests, and challenges of ESL instructors in rural Alberta from the perspectives of instructors and administrators. We collected questionnaire responses from instructors who taught in programs offered in five rural locations with a large recent influx of newcomers requiring ESL instruction. This was followed by focus-group interviews with the instructors and individual i…
Research Methods in Applied Linguistics ‐ By Z. Dörnyei
A confirmatory approach to differential item functioning on an ESL reading assessment
In this article, I describe a practical application of the Roussos and Stout (1996) multidimensional analysis framework for interpreting group performance differences on an ESL reading proficiency test. Although a variety of statistical methods have been developed for flagging test items that function differentially for equal ability examinees from different ethnic, linguistic, or gender groups, the standard differential item functioning (DIF) de…
Setting Cut-Scores for Complex Performance Assessments
The purpose of this article is to promote an increased awareness of the processes for setting cut-scores for complex performance assessments by (a) describing the Analytic Judgment Method (AJM) for setting cut-scores, and (b) critically evaluating the technical adequacy and practicability of the AJM by focusing on one investigation where the AJM was used by Plake and Hambleton (2001) for setting standards on the Pennsylvania Grade 8 Mathematics A…
ESL Reading Strategies
This study was undertaken to test the hypothesis that reading comprehension items, which elicit specific bottom-up and top-down strategies, favor certain linguistic/cultural groups. Verbal report data were collected from Arabic- and Mandarin-speaking English as a second language (ESL) learners to identify the reading strategies involved in carrying out 32 reading questions. Then a confirmatory approach to differential item functioning was used to…
Setting Cut-Scores for Complex Performance Assessments
The purpose of this article is to promote an increased awareness of the processes for setting cut-scores for complex performance assessments by (a) describing the Analytic Judgment Method (AJM) for setting cut-scores, and (b) critically evaluating the technical adequacy and practicability of the AJM by focusing on one investigation where the AJM was used by Plake and Hambleton (2001) for setting standards on the Pennsylvania Grade 8 Mathematics A…
ESL Reading Strategies
This study was undertaken to test the hypothesis that reading comprehension items, which elicit specific bottom-up and top-down strategies, favor certain linguistic/cultural groups. Verbal report data were collected from Arabic- and Mandarin-speaking English as a second language (ESL) learners to identify the reading strategies involved in carrying out 32 reading questions. Then a confirmatory approach to differential item functioning was used to…
A confirmatory approach to differential item functioning on an ESL reading assessment
In this article, I describe a practical application of the Roussos and Stout (1996) multidimensional analysis framework for interpreting group performance differences on an ESL reading proficiency test. Although a variety of statistical methods have been developed for flagging test items that function differentially for equal ability examinees from different ethnic, linguistic, or gender groups, the standard differential item functioning (DIF) de…
Research Methods in Applied Linguistics ‐ By Z. Dörnyei
The Professional Development of Rural ESL Instructors
In this article, we report perceived professional development (PD) needs, interests, and challenges of ESL instructors in rural Alberta from the perspectives of instructors and administrators. We collected questionnaire responses from instructors who taught in programs offered in five rural locations with a large recent influx of newcomers requiring ESL instruction. This was followed by focus-group interviews with the instructors and individual i…
Intercultural Communicative Competence
Effective and appropriate communication is critical for the successful integration of newcomers in Canada. In this paper, we describe the intercultural communicative competence beliefs and practices of 70 adult English as a second language (ESL) instructors. Responses to an online survey indicated a strong belief in the value of integrating intercultural communicative competence into their instruction; however, instructors’ reported classroom pra…
University Students’ and Instructors’ Paraphrasing and Citation Knowledge and Practices
Plagiarism is a widespread concern at post-secondary institutions (Perry, 2010). University students are expected to avoid plagiarism by citing sources and paraphrasing appropriately. Their written work, however, often contains “patchwriting”, a developmental stage of writing that involves deleting/replacing words and/or altering structures in copied texts (Howard, 1995). Nine university instructors and 66 of their students responded to surveys a…
Enhancing the Reading of Peer-Reviewed Research in the Teaching English as a Second Language Community
Adult ESL instructors’ engagement with research can enhance instruction but is “a minority activity in our field” (Borg, 2010, p. 391). We explored instructors’ engagement with research; applied linguists’ and instructors’ conceptions of teacher-friendly, peer-reviewed research articles; and academics’ commitment to their dissemination. Twenty-three academics completed a survey; 8 adult ESL instructors read three articles, completed a questionnai…
Enhancing the Impact of Evidence-based Publications on K-12 ESL Teacher Practices
The reading of current research-informed publications is an essential component of teacher professional development that has the potential to lead to or reinforce the implementation of effective instructional practices. To our knowledge, no studies have examined kindergarten to grade 12 (K-12) ESL teacher engagement in professional reading related to the teaching and learning of ESL. Therefore, we conducted a survey of K-12 ESL teachers from four…
Research Mobilization in Tesl Learning Communities
To enhance English as a second language (ESL) instructors’ understanding and utilization of peer-reviewed research for professional learning and development, we facilitated the establishment of and supported professional reading groups in nine adult ESL programs. We examined the benefits and challenges experienced by the 76 participants over five years, through focus group interviews, audio-taped group discussions, and monthly questionnaires. Ana…
Researcher‐Supported Professional Learning and Development for Instructors in Adult L2 Programs
We describe a longitudinal (5‐year) researcher‐supported initiative designed to strengthen the research–practice link (RPL) and serve as an effective form of situated professional learning and development (PLD) in adult second language programs. We facilitated the formation of and supported 9 professional reading groups of 6–12 instructors ( N = 76). The groups met monthly to discuss peer‐reviewed journal articles to address shared PLD needs. Usi…
Relationships between students’ emotions, self-regulated learning, and literacy gains in beginning/basic level ESL literacy classes for adults
High School English Language Learners’ Experiences and Perceptions of Independent Online Content-Based Instruction
Although technology-enhanced learning has exploded, limited research has examined English language learners’ (ELLs) experiences and perceptions of independent online content-based second language learning. To fill this gap, an innovative web application was designed to improve ELLs’ grade 10 science content and English language learning. Fifty-six high school ELLs independently completed 30 online modules and then responded to a 12-item questionn…
Psychology (12 works) · Pedagogy (9 works) · Mathematics education (8 works) · Linguistics (5 works) · Second Language Learning and Teaching (5 works) · Computer Science (4 works) · Reading (process) (4 works) · EFL/ESL Teaching and Learning (3 works) · Medical education (3 works) · Medicine (3 works)