Gary G Fogal
Biographic Data
| ID | 6303259 |
|---|---|
| NAME | Gary G Fogal |
| GIVEN NAMES | Gary G |
| FAMILY NAME | Fogal |
| SIGNATURE | FOGAL G G |
| AFFILIATIONS | Sophia University |
| ORCID | 0000-0001-6012-5188 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Expanding the collaborative writing research framework
Recent reviews of the L2 collaborative writing (CW) literature have highlighted a propensity for researchers to rely on learner and task-related variables to explore CW phenomena. However, this focus limits how scholars conceptualize CW by overlooking the wider educational context that accompanies CW activities and how writers orient to said spaces. Investigating how writers perceive the CW landscape is important as their perceptions are known to…
Raising learner awareness of L2 writing spaces
This work examines how system mapping, an established exploratory and analytic technique grounded in complex dynamic systems theory, can operate as a heuristic to increase learners’ language awareness (LA) and develop their L2 writing proficiency. Accordingly, this study addresses repeated calls in the instructed SLA literature for effective research methods that directly serve learners at the point of enquiry. That is, although related research …
A study of co-adaptation through journaling
System mapping simplex spaces
The claim that educational contexts are dynamic, complex spaces is hardly a novel one. Yet, to date limited explicit treatment in the literature engages L2 classrooms as such. This paucity is partially explained by methodological concerns with investigating diverse and contextually dense places in ways that capture the richness of these environments. While no single method can mitigate this concern, system mapping can help researchers explore sys…
Second language writing from a complex dynamic systems perspective
This work provides a chronological and thematic account of empirical studies and position papers on second language (L2) writing scholarship from a complex dynamic systems theory (CDST) perspective. As a theoretical framework, CDST was formally introduced into applied linguistics research by Diane Larsen-Freeman in 1994 (Larsen-Freeman, 1994). However, more than a decade passed before CDST-L2 writing studies emerged in the literature, with Larsen…
Tracking Microgenetic Changes in Authorial Voice Development from a Complexity Theory Perspective
Engaging a complexity theory view of learning, this study examined an atypical timescale for tracking L2 authorial voice development through the interaction of cognitive processes that inform voice construction. A microgenetic analysis of seven adult Japanese learners of English in a three-week writing course designed to help students develop their authorial voices revealed learning dimensions that were (i) wide in breadth, (ii) isomorphic in the…
Developing concept-based instruction, pedagogical content knowledge
Limited studies have explored how second language (L2) instructors develop pedagogical content knowledge of concept-based instruction (CBI). To address this issue the present work described how one L2 writing instructor developed, utilized and transformed his CBI pedagogical content knowledge in one learning-to-write context. A thematic analysis of the instructor’s teaching and learning logs, teaching materials and post-intervention interviews wi…
Second language writing from a complex dynamic systems perspective
This work provides a chronological and thematic account of empirical studies and position papers on second language (L2) writing scholarship from a complex dynamic systems theory (CDST) perspective. As a theoretical framework, CDST was formally introduced into applied linguistics research by Diane Larsen-Freeman in 1994 (Larsen-Freeman, 1994). However, more than a decade passed before CDST-L2 writing studies emerged in the literature, with Larsen…
Developing concept-based instruction, pedagogical content knowledge
Limited studies have explored how second language (L2) instructors develop pedagogical content knowledge of concept-based instruction (CBI). To address this issue the present work described how one L2 writing instructor developed, utilized and transformed his CBI pedagogical content knowledge in one learning-to-write context. A thematic analysis of the instructor’s teaching and learning logs, teaching materials and post-intervention interviews wi…
Tracking Microgenetic Changes in Authorial Voice Development from a Complexity Theory Perspective
Engaging a complexity theory view of learning, this study examined an atypical timescale for tracking L2 authorial voice development through the interaction of cognitive processes that inform voice construction. A microgenetic analysis of seven adult Japanese learners of English in a three-week writing course designed to help students develop their authorial voices revealed learning dimensions that were (i) wide in breadth, (ii) isomorphic in the…
A study of co-adaptation through journaling
System mapping simplex spaces
The claim that educational contexts are dynamic, complex spaces is hardly a novel one. Yet, to date limited explicit treatment in the literature engages L2 classrooms as such. This paucity is partially explained by methodological concerns with investigating diverse and contextually dense places in ways that capture the richness of these environments. While no single method can mitigate this concern, system mapping can help researchers explore sys…
Second language writing from a complex dynamic systems perspective
This work provides a chronological and thematic account of empirical studies and position papers on second language (L2) writing scholarship from a complex dynamic systems theory (CDST) perspective. As a theoretical framework, CDST was formally introduced into applied linguistics research by Diane Larsen-Freeman in 1994 (Larsen-Freeman, 1994). However, more than a decade passed before CDST-L2 writing studies emerged in the literature, with Larsen…
Expanding the collaborative writing research framework
Recent reviews of the L2 collaborative writing (CW) literature have highlighted a propensity for researchers to rely on learner and task-related variables to explore CW phenomena. However, this focus limits how scholars conceptualize CW by overlooking the wider educational context that accompanies CW activities and how writers orient to said spaces. Investigating how writers perceive the CW landscape is important as their perceptions are known to…
Raising learner awareness of L2 writing spaces
This work examines how system mapping, an established exploratory and analytic technique grounded in complex dynamic systems theory, can operate as a heuristic to increase learners’ language awareness (LA) and develop their L2 writing proficiency. Accordingly, this study addresses repeated calls in the instructed SLA literature for effective research methods that directly serve learners at the point of enquiry. That is, although related research …
Computer Science (7 works) · Psychology (5 works) · Innovative Teaching and Learning Methods (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Sociology (3 works) · Artificial Intelligence (2 works) · Artificial Intelligence (2 works) · Discourse Analysis in Language Studies (2 works) · Educational and Psychological Assessments (2 works)