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Siegel, Joseph
Publications (10 of 27) Show all publications
Siegel, J. (2019). Assessing Note Quality in TESOL. In: John Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching: . Hoboken, New Jersey: Wiley-Blackwell
Open this publication in new window or tab >>Assessing Note Quality in TESOL
2019 (English)In: The TESOL Encyclopedia of English Language Teaching / [ed] John Liontas, Hoboken, New Jersey: Wiley-Blackwell, 2019Chapter in book (Refereed)
Place, publisher, year, edition, pages
Hoboken, New Jersey: Wiley-Blackwell, 2019
Keywords
Notetaking
National Category
Pedagogical Work
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-77785 (URN)9781118784228 (ISBN)9781118784235 (ISBN)
Available from: 2019-11-06 Created: 2019-11-06 Last updated: 2019-11-06Bibliographically approved
Siegel, J. (2019). Collaborative action research on notetaking: Simultaneous cycles. The European Journal of Applied Linguistics and TEFL, 8(2), 77-100
Open this publication in new window or tab >>Collaborative action research on notetaking: Simultaneous cycles
2019 (English)In: The European Journal of Applied Linguistics and TEFL, ISSN 2192-1032, Vol. 8, no 2, p. 77-100Article in journal (Refereed) Published
Place, publisher, year, edition, pages
York, UK: LinguaBooks, 2019
Keywords
action research, notetaking
National Category
Pedagogical Work Didactics
Identifiers
urn:nbn:se:oru:diva-77787 (URN)
Available from: 2019-11-06 Created: 2019-11-06 Last updated: 2019-11-06Bibliographically approved
Siegel, J. (2019). Identifying priorities for Action Research in Swedish EFL classrooms. In: Birgitta Ljung Egeland, Tim Roberts, Erica Sandlund, Pia Sundqvist (Ed.), Klassrumsforskning och språk(ande) (Classroom research and language/languaging): Rapport från ASLA-symposiet i Karlstad, 12–13 april, 2018 (Papers from the ASLA symposium in Karlstad, 12–13 April, 2018). Paper presented at ASLA-symposiet, Karlstad, Sweden, April 12-13, 2018 (pp. 259-278). Karlstad: Karlstad University Press, 27
Open this publication in new window or tab >>Identifying priorities for Action Research in Swedish EFL classrooms
2019 (English)In: Klassrumsforskning och språk(ande) (Classroom research and language/languaging): Rapport från ASLA-symposiet i Karlstad, 12–13 april, 2018 (Papers from the ASLA symposium in Karlstad, 12–13 April, 2018) / [ed] Birgitta Ljung Egeland, Tim Roberts, Erica Sandlund, Pia Sundqvist, Karlstad: Karlstad University Press, 2019, Vol. 27, p. 259-278Conference paper, Published paper (Refereed)
Abstract [en]

This paper reports on a study of teachers of English as a foreign language (EFL) in Sweden that aimed to generate a list of potential ideas for a research agenda in the English subject for upper primary school(grades 4−6), lower secondary school (grades 7−9) and upper secondary school (English 5, 6 and 7). Participating teachers responded to survey items that were based on the current National Curriculum for the English subject for grades 4−9 (i.e., LGR 11) and upper secondary school (i.e., LGY 11), which aim to stipulate content but not methods for teaching. As such, teachers are often left to interpret the curriculum themselves, with some support from complementary documents, which can lead to a range of learning outcomes and teacher ability. The survey focused both on teacher perceptions of student performance and the teachers’own confidence in teaching various aspects of the English subject as described in the curriculum. This paper reports the results from the survey, identifying specific aspects of thefour main language skills (i.e., listening, speaking, reading, writing) about which teachers expressed concern in terms of student performance, their own teaching ability, or both. Findings from this study can be used as a tentative agenda for implementing classroom research projects to investigate interpretations of the current steering documents and methods being used in EFL classrooms and the effects of any potential pedagogic innovations.

Place, publisher, year, edition, pages
Karlstad: Karlstad University Press, 2019
Series
ASLA:s skriftserie ; 27
Keywords
language teacher needs, action research, second language teaching
National Category
Didactics Pedagogical Work
Identifiers
urn:nbn:se:oru:diva-74627 (URN)978-91-87884-27-6 (ISBN)
Conference
ASLA-symposiet, Karlstad, Sweden, April 12-13, 2018
Available from: 2019-06-08 Created: 2019-06-08 Last updated: 2019-11-06Bibliographically approved
Siegel, J., Crawford, M., Ducker, N., Madarbakus-Ring, N. & Lawson, A. (2019). Measuring the importance of information in student notes: An initial venture. Journal of English for Academic Purposes
Open this publication in new window or tab >>Measuring the importance of information in student notes: An initial venture
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2019 (English)In: Journal of English for Academic Purposes, ISSN 1475-1585, E-ISSN 1878-1497Article in journal (Refereed) In press
Abstract [en]

With the growth of English as a medium of instruction (EMI) in many contexts around the world, instructors of English for academic purposes (EAP) are tasked with preparing their learners to succeed in English-speaking academic environments. As the lecture continues to be a core component of academic learning, effective notetaking is critical to success. Although there is a growing body of research regarding notetaking skills in second language (L2) contexts, little of this research focuses on note quality. This situation is problematic for teachers, as there is no consensus on what constitutes “good” notes, making evaluation difficult. The purpose of the current study is to take a first step towards exploring this problem by examining the feasibility of using information units (IUs) as a measurement of note quality. Five teacher-researchers (TRs) rated IUs in two TED Talk transcripts using a three-point scale, based on perceived importance of information. The ratings were compared, and the TRs’ accounts of how they approached and completed the task were compiled. The results revealed a number of issues, in particular the lack of consistency in ratings among the TRs. Potential reasons for these inconsistencies are examined, and possible avenues for future research are outlined.

Place, publisher, year, edition, pages
Elsevier, 2019
National Category
Pedagogical Work
Identifiers
urn:nbn:se:oru:diva-77791 (URN)10.1016/j.jeap.2019.100811 (DOI)
Available from: 2019-11-06 Created: 2019-11-06 Last updated: 2019-11-06Bibliographically approved
Siegel, J. (2019). Notetaking in ELT: A focus on simplification. The Language Teacher, 43(3), 20-24
Open this publication in new window or tab >>Notetaking in ELT: A focus on simplification
2019 (English)In: The Language Teacher, ISSN 0289-7938, Vol. 43, no 3, p. 20-24Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Kyoto, Japan: Japan Association of Language Teachers, 2019
Keywords
notetaking
National Category
Specific Languages Pedagogy
Research subject
English
Identifiers
urn:nbn:se:oru:diva-74626 (URN)
Available from: 2019-06-08 Created: 2019-06-08 Last updated: 2019-06-10Bibliographically approved
Siegel, J. (2019). Notetaking in English language teaching: Highlighting contrasts. TESOL Journal, 10(1), Article ID UNSP e00406.
Open this publication in new window or tab >>Notetaking in English language teaching: Highlighting contrasts
2019 (English)In: TESOL Journal, ISSN 0163-7479, E-ISSN 1949-3533, Vol. 10, no 1, article id UNSP e00406Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Wiley-Blackwell, 2019
Keywords
notetaking
National Category
Specific Languages Educational Sciences
Research subject
Linguistics
Identifiers
urn:nbn:se:oru:diva-69318 (URN)10.1002/tesj.406 (DOI)000460306000013 ()2-s2.0-85053228701 (Scopus ID)
Available from: 2018-10-05 Created: 2018-10-05 Last updated: 2019-06-19Bibliographically approved
Siegel, J. (2019). Notetaking in TESOL. In: John Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching: . Hoboken, New Jersey: Wiley-Blackwell
Open this publication in new window or tab >>Notetaking in TESOL
2019 (English)In: The TESOL Encyclopedia of English Language Teaching / [ed] John Liontas, Hoboken, New Jersey: Wiley-Blackwell, 2019Chapter in book (Refereed)
Place, publisher, year, edition, pages
Hoboken, New Jersey: Wiley-Blackwell, 2019
Keywords
Notetaking
National Category
Didactics
Identifiers
urn:nbn:se:oru:diva-77786 (URN)9781118784228 (ISBN)9781118784235 (ISBN)
Available from: 2019-11-06 Created: 2019-11-06 Last updated: 2019-11-06Bibliographically approved
Siegel, J., Broadbridge, J. & Firth, M. (2019). Saying it 'just right': Teaching for pragmatic success in ELT. ELT Journal, 73(1), 31-40
Open this publication in new window or tab >>Saying it 'just right': Teaching for pragmatic success in ELT
2019 (English)In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 73, no 1, p. 31-40Article in journal (Refereed) Published
Abstract [en]

This paper helps to address the need for improvement related to the teaching of pragmatic abilities in the ELT classroom. Some of the issues surrounding direct pragmatic instruction are discussed with regard to teachers’ and learners’ roles and expectations. The paper is part of an ongoing research project that practically applies key components of Grice’s maxims and the use of speech acts for consciousness raising and instruction. The authors promote a pragmatic continuum that encourages learners to assess and reflect on their pragmatic abilities. Examples are given to demonstrate its utility for instructors at a variety of levels to enhance learners’ spoken pragmatic ability.

Place, publisher, year, edition, pages
Oxford University Press, 2019
Keywords
pragmatics
National Category
Specific Languages
Research subject
Linguistics
Identifiers
urn:nbn:se:oru:diva-69317 (URN)10.1093/elt/ccy018 (DOI)000462574400004 ()2-s2.0-85062767785 (Scopus ID)
Available from: 2018-10-05 Created: 2018-10-05 Last updated: 2019-04-10Bibliographically approved
Siegel, J. (2019). Teaching lecture notetaking with authentic materials. ELT Journal, 73(2), 124-133
Open this publication in new window or tab >>Teaching lecture notetaking with authentic materials
2019 (English)In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 73, no 2, p. 124-133Article in journal (Refereed) Published
Abstract [en]

Authentic materials such as TED Talks have become an everyday presence in the ELT classroom, often for practice listening and taking notes. However, teachers can struggle to teach the sub-skills that are involved in notetaking, and instead often simply tell students to ‘take notes’. This approach lacks the scaffolding required for the complex activity. When unpredictable and loosely structured authentic materials are used for notetaking, students can be overwhelmed and teachers left with few pedagogic ideas. To address the need for pedagogy for teaching notetaking with authentic materials, this paper reports a project that introduced a four-step pedagogic sequence in conjunction with TED Talks to upper secondary school students in Sweden. Analysis of pre- and post-intervention comprehension tests and samples of notes suggests that the sequence has positive effects, particularly regarding the quantity of notes recorded. The paper describes and provides justification for each step of the approach and discusses the pedagogic implications.

Place, publisher, year, edition, pages
Oxford University Press, 2019
Keywords
notetaking
National Category
Pedagogical Work
Identifiers
urn:nbn:se:oru:diva-69670 (URN)10.1093/elt/ccy031 (DOI)000469510800002 ()
Available from: 2018-10-17 Created: 2018-10-17 Last updated: 2019-06-20Bibliographically approved
Siegel, J. (2018). Did you take "good" notes?: On methods for evaluating student notetaking performance. Journal of English for Academic Purposes, 35, 85-92
Open this publication in new window or tab >>Did you take "good" notes?: On methods for evaluating student notetaking performance
2018 (English)In: Journal of English for Academic Purposes, ISSN 1475-1585, E-ISSN 1878-1497, Vol. 35, p. 85-92Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Pergamon Press, 2018
Keywords
Notes, notetaking
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-68595 (URN)10.1016/j.jeap.2018.07.001 (DOI)000444525200009 ()2-s2.0-85053221900 (Scopus ID)
Available from: 2018-08-27 Created: 2018-08-27 Last updated: 2018-09-28Bibliographically approved
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