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Joseph J. Lee
Ohio University
36Publications
8H-index
181Citations
Publications 36
Newest
Published on Jun 1, 2019in Journal of Second Language Writing 4.20
J. Elliott Casal2
Estimated H-index: 2
(PSU: Pennsylvania State University),
Joseph J. Lee8
Estimated H-index: 8
(OU: Ohio University)
Abstract This study explores the relationship between syntactic complexity and writing quality in assessed source-based research papers produced by ESL undergraduate writers in a first-year writing course through a combination of holistic and fine-grained measures of complexity. The analysis is based on a corpus of 280 student papers across three grade tiers: high, mid, and low. A one-way MANOVA was used to explore the statistical significance of differences of five commonly used syntactic compl...
1 Citations Source Cite
Published on Feb 1, 2019in System 1.93
Joseph J. Lee8
Estimated H-index: 8
(OU: Ohio University),
Tetyana Bychkovska1
Estimated H-index: 1
(GMU: George Mason University),
James D. Maxwell (OU: Ohio University)
Abstract This study reports findings of a comparative corpus-based analysis of informality in L1 and L2 undergraduate student argumentative essays. Data consist of two corpora of student essays: 101 high-rated essays written by L1-English students and 254 high-rated essays written by ESL students in US universities. Based on a taxonomy of the 10 most common informal features cited in style manuals, we compared informal language use in L1-English and ESL undergraduate student essays. Results reve...
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Published on May 1, 2018in Journal of English for Academic Purposes 1.73
Joseph J. Lee8
Estimated H-index: 8
(OU: Ohio University),
Chris Hitchcock1
Estimated H-index: 1
(OU: Ohio University),
J. Elliott Casal2
Estimated H-index: 2
(PSU: Pennsylvania State University)
Abstract: This study reports findings of an analysis of the citation practices of L2 undergraduate students in the context of first-year writing (FYW). Data consist of a corpus of 100 source-based research papers written by L2 students in a FYW course. Taking a multi-perspective analytical approach, we examine L2 undergraduate students' citation practices in terms of surface forms, rhetorical functions, and writer stance. Results indicate that L2 students use a restricted range of reporting stru...
5 Citations Source Cite
Published on Apr 2, 2018
Joseph J. Lee8
Estimated H-index: 8
(OU: Ohio University),
Farzaneh Vahabi (OU: Ohio University), Dawn Bikowski7
Estimated H-index: 7
(OU: Ohio University)
This in-house inquiry explores the response practices of a group of L2 writing teachers in our specific program to gain a better understanding of these teachers’ feedback practices and to bring about purposeful change within our local context. Data consists of 4,313 electronic feedback (e-feedback) items given by six writing teachers to 36 L2 students on six writing tasks in a first-year writing course for international students. Using Ene and Upton’s (2014) e-feedback framework, each feedback i...
Published on Jan 18, 2018
Joseph J. Lee8
Estimated H-index: 8
(OU: Ohio University)
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Published on Nov 1, 2017in Journal of English for Academic Purposes 1.73
Tetyana Bychkovska1
Estimated H-index: 1
(GMU: George Mason University),
Joseph J. Lee8
Estimated H-index: 8
(OU: Ohio University)
Abstract This corpus-based study compares L1-English and L1-Chinese undergraduate students' use of lexical bundles in English argumentative essays, and identifies the most common bundle misuses in L2 student writing. Data consist of two corpora of student-produced argumentative essays: 101 high-rated essays written by L1-English students and 105 high-rated essays written by L1-Chinese students. Using Biber's (Biber et al., 1999; Biber et al., 2004) structural and functional taxonomy, we compared...
6 Citations Source Cite
Published on Jan 1, 2017
Eric Friginal11
Estimated H-index: 11
(GSU: Georgia State University),
Joseph J. Lee8
Estimated H-index: 8
(OU: Ohio University)
+ 1 AuthorsAudrey Roberson1
Estimated H-index: 1
(Hobart and William Smith Colleges)
While the preceding chapter looked at general semantic themes in the L2 Experience Interview Corpus, the present chapter turns to the psychological (learner-internal) and social (learner-external) themes in learner interviews. Specifically, we want to know how 22 psychosocial categories within the Linguistic Inquiry and Word Count program (LIWC; Pennebaker et al. 2007) relate to the language experience interviews of 123 advanced English language learners, and whether this relationship indicates ...
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Published on Jan 1, 2017
Eric Friginal11
Estimated H-index: 11
(GSU: Georgia State University),
Joseph J. Lee8
Estimated H-index: 8
(OU: Ohio University)
+ 1 AuthorsAudrey Roberson1
Estimated H-index: 1
(Hobart and William Smith Colleges)
This chapter lists and briefly discusses seminal and recently collected corpora of spoken academic discourse and learner oral language (in English). We also provide descriptions of the texts and types of student oral language in these collections and some examples of corpus-based studies that utilize the same. Most are publicly available (e.g., MICASE, VOICE, LINDSEI, ELFA) and some may be purchased online from their developers. Table 2.7, which lists specialized spoken texts from L2 learners co...
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Published on Jan 1, 2017
Eric Friginal11
Estimated H-index: 11
(GSU: Georgia State University),
Joseph J. Lee8
Estimated H-index: 8
(OU: Ohio University)
+ 1 AuthorsAudrey Roberson1
Estimated H-index: 1
(Hobart and William Smith Colleges)
Research on spoken classroom discourse has a comparatively long tradition in linguistics, applied linguistics, and education in general. This, of course, is due to the fact that communication is central to educational contexts. It is through language that teachers conduct their work and students display what they have acquired. Language use in L2/foreign language classrooms, however, serves a distinct purpose, one that is quite unique from that of other classrooms. In most L2 classrooms, languag...
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Published on Jan 1, 2017
Eric Friginal11
Estimated H-index: 11
(GSU: Georgia State University),
Joseph J. Lee8
Estimated H-index: 8
(OU: Ohio University)
+ 1 AuthorsAudrey Roberson1
Estimated H-index: 1
(Hobart and William Smith Colleges)
Chapters 11 and 12 have demonstrated the need for a corpus-based approach to further understand spoken learner-learner (peer response) interactions, and described one way of addressing this need: the L2PR corpus. We have also explored the results of a qualitative analysis of social dynamics in the corpus, and considered the relationship between these dynamics and learning outcomes. In sum, our analysis in Chap. 12 found that pairs who assume a collaborative or expert-novice stance, as opposed to...
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