TAFSIG podcast with Sophia Vanttinen-Newton
In this podcast Jo Kukuczka asks Sophia Vanttinen-Newton about her most recent research on student perceptions of teacher emoticon usage in feedback.
The four questions we ask Sophia in the podcast are:
1. Why your interest in the use of emoticons in feedback?
2. In your research, what did you find in terms of implications for the use of emoticons in pedagogic feedback? In particular, in terms of implications for students?
3. What were the limitations of your study?
4. What is next on your research agenda? And why?
Sophia began her career teaching abroad in Japan, Romania and France, like many in EAP, as a TEFL teacher in both state and private schools. She moved into teaching and course development in EAP in the UK after taking the DELTA. She has worked in London on EAP and IELTS pre-sessional courses and at the University of Kent teaching on credit bearing, non-credit bearing and bespoke in-sessional EAP modules. Between 2017 and 2019 she was In-sessional and Short Courses Manager at Kent leading and managing the in-sessional and short courses provision. Now, at the University of Bristol she is an IFP EAP Coordinator working on IFP EAP units. More recently she has moved into research where my interest lies in perceptions of emoticons in online virtual teaching environments and assessment feedback. Her recent MA dissertation explored student perceptions of teacher emoticon usage in credit-bearing assignment feedback.
TAFSIG Interview with Lynda Taylor - by Fiona Orel.
Many thanks indeed to Lynda Taylor for giving her time and sharing her expertise with the BALEAP TAFSIG community. In this video Lynda talks with us about some of the key issues in speaking assessment and the challenges of working with an evolving construct of speaking. As well as sharing experience and insights, Lynda encourages us to consider our audience, purpose, and context and to ponder on the current shift in skills needed in an online environment and the impact of this on the speaking construct. Lynda makes reference to Cyril Weir’s construct of academic literacy and the three paradigms that it offers for examining the EAP context. To explore Lynda’s discussion of interactional competence it’s also well worth taking a look at Galaczi, E. & Taylor, L. 2018, “Interactional Competence: Conceptualisations, Operationalisations, and Outstanding Questions”, Language assessment quarterly, vol. 15, no. 3, pp. 219 – 236.
by Wayne Rimmer.
With his extensive background in the research and practice of assessment, Tony Green, Professor of Language Assessment at the University of Bedfordshire, shares his wealth of experience on current topical issues in the field. These include assessment literacy, the legitmacy of high-stakes tests and the evolution of assessment to reflect changes in the experiences and expectations of learners in higher education. The conversation is a fascinating snapshot of the challenges facing educators and assessment professionals working in an EAP environment.
TAFSIG Interview with Dan Isbell & Benjamin Kremmel
TAFSIG is a forum for sharing knowledge, ideas, practice and research on testing, assessment and feedback, and a facilitator for events that further research and practice in the field of English for Academic Purposes (EAP) and beyond.