Integrative Assignment - Final Version - Allende, Lacanna & Rodriguez                                                                

ABSTRACTS IN RAs

Abstracts' Features in Two Different Fields: Medicine and Education

         Abstract writing plays an undeniable function in the overall writing of Research Articles (RAs); ideally, abstracts provide a clear synopsis of the article’s thesis, research conditions and conclusions. Hubbuch (1996) defines abstracts "as brief summaries of the major points made by the author in a book or article". Their function shall be evaluated in four different abstracts belonging to two disciplines: Education and Medicine. King (2002) and Almerich et al. (2005) are the authors of two RAs related to the education field, while Jørgensen et al. (2010) and Wijeysundera et al. (2010) have written the medicine papers. This paper's aspiration is to provide an analysis of diverse abstracts according to the American Psychological Association (APA, 2010), which obviously does not apply for medical abstract writing; more general academic abstract conventions in abstracts will also be evaluated.

          As far as the American Psychological Association requirements for abstracts writing are concerned,

An abstract is a brief, comprehensive summary of the contents of the article; it allows readers to survey the contents of an article quickly and, like a title, it enables persons interested in the document to retrieve it from abstracting and indexing databases (APA, 2010, p. 25).

In short, abstracts should be dense with information, clear, concise, non-evaluative, accurate, coherent, readable and mainly understandable (APA, 2010). Accordingly, abstracts may be considered as more important for readers than for writers, basically because they are written to attract the audience, to make them think that the summarized research article or paper is worth reading (Swales and Feak, 1994). 

         As regards structural patterns, the medicine abstracts are more results-driven, whereas     the educational ones exemplify RP summary approaches, as described by Swales and Feak (1994):

Results-driven abstracts [...] concentrate on the research findings and what might be concluded from them .The other approach is to offer an “RP summary” abstract in which you provide one or two sentence synopses of each of the four sections (pp. 210-211).

In fact, Wijeysundera et al. (2010) and  Jørgensen et al.’s (2010) research articles (RAs) are clearly structured, described by BRKIÆ & OKIÆ (2002, p. 208)  as "intended to be informative, with a detailed structure, which do not exceed 250 words".  Additionally, both medicine papers contain bolded headings, with each of these identifying the main sections in each paper. The pattern utilized has been suggested by Ad Hoc Working Group for Critical Appraisal of the Medical Literature (as quoted in BRKIÆ et al., 2003) according to which "authors of articles with direct clinical implications [should] ... write their abstracts with seven explicitly defined headings: Objective, Design, Setting, Patients, Interventions, Measurements and Main Results, and Conclusions and with a partially controlled vocabulary" (p. 207).

         Conversely, the educational articles by Almerich et al. (2005) and King (2002) apparently follow an unstructured pattern, consisting of a single, unified and unbroken paragraph – between 100 and 150 words – approximately, as Swales and Feak (1994) explain. Yet, there are some common features in these papers. Both papers appear to follow the Introduction-Methods-Results and Discussions (IMRAD) formula "which includes Introduction, Methods, Results and Discussion" as mentioned by BRKIÆ et al. (2003, p. 207). 

         As regards the inclusion of key words below the body of an abstract, only the article by Almerich et al. (2005) contains a list, right below its abstract. All the same, none of the four abstracts under the current analysis has been presented following APA requirements to their fullest. In fact, in no case has the abstract been presented on a separate page nor has the heading “Abstract” in each paper been typed under the light of APA conventions. To exemplify, Wijeysundera et al. (2010) and Jørgensen et al.’s (2010) abstract headings are neither centered nor typed in upper and lower cases respectively. Moreover, both terms have been typed in bold letters.

         In relation to abstracts belonging to empirical studies, APA (2010) declares that they should include the problem under investigation, the participants’ description, key features in methodology, main findings, conclusions and possible implications for future research. In fact, the medicine abstracts under the current exploration provide a detailed account of the steps followed during their respective research processes; for instance, both abstracts begin with an opening segment dedicated to their objects of study. Moreover, these abstracts appear to be heavily informative in type, as they mainly describe what the researchers did. However, the educational abstracts by Almerich et al. (2005) and King (2002), provide a generalized summary of the information presented in their studies, apparently not including too many details but focusing more on possible future implications.

         As far as linguistic features are concerned, the use of full sentences seems to have been applied in the research abstracts under analysis, as well as the absence of negatives and the avoidance of abbreviations and jargon. Considering the use of tenses, King (2002) and Almerich et al. (2005) do not use simple past in the writing of their abstracts, as Swales and Feak (1994) explain. On the other hand, Jorgensen et al. (2010) and Wijeysundera et al. (2010) have written the abstracts using simple past tenses and impersonal passive.

         In Jørgensen et al. (2010) active voice is also used instead of passive when they discuss design "We used Poisson regression..." (p. 1) and also in the conclusions, "We were unable to find an effect..." (p.1). In this respect, there is a heated long-standing discussion upon whether or not to use passive voice in scientific writing. Langdon-Neuner, E. (2007), who seems to favor active voice usage, clearly states that the "American Medical Association’s Manual of Style, among many other style books, clearly states that the active voice is preferred in scientific writing except in instances in which the actor is of less interest than what is acted upon" (p. 96). However, practice and some other publications seem to favor passive voice usage.   

        With respect to the use of acronyms in abstracts, King (2002) introduces her topic by using the acronyms “DVD” and “VHS” without clarification for first time citation, a requisite in APA style. However, one may claim these specific acronyms have become lexical items in themselves due to usage. Also, the acronym presented in Almerich et al.’s (2005) abstract, “ANOVA” (p. 127), has not been overtly specified either. On the other hand, the medicine articles’ abstracts by Wijeysundera et al. (2010) and Jørgensen et al. (2010), specifically clarify their acronyms in their Methods sections when firstly used. Thus, Wijeysundera et al. (2010) explain “RCRI” as “Revised Cardiac Risk Index” (p. 1), and Jørgensen et al. (2010) specify “RR” as “Relative Risk” and “CI” as “confidence interval” (p. 1) for their standards of measure.

          Basically, diverse abstract analysis approaches have been used to compare these articles; as an overall outstanding characterization, the medicine papers’ abstracts are structured and results-driven whereas the educational ones are unstructured and RP summary like. Linguistic features like the use of tenses and acronyms have also been evaluated; in this latter respect, Jørgensen et al. (2010) and Wijeysundera et al. (2010) follow APA style because clarification of acronyms is found. Tenses vary apparently due to inner academia restrictions; yet in Jørgensen et al. (2010) there is a marked tendency towards using active voice in scientific writing. On average, the four abstracts under the current analysis are likely to be considered appropriate exemplifications of the most outstanding differentiating features that characterize academic articles belonging to diverse fields in research. 

 References

Almerich, G., Suárez, J., Orellana, N., Belloch, Bo, R. & Gastaldo, I. (2005). Diferencias en los conocimientos de los recursos tecnológicos en profesores a partir del género, edad y tipo de centro [Abstract]. RELIEVE, Revista Electrónica de Investigación y Evaluación Educativa, 11 (2), pp. 127-146. Retrieved May 2013, from

http://www.uv.es/RELIEVE/v11n2/RELIEVEv11n2_3.pdf

American Psychological Association (2010). Publication Manual (6^th ed.). Washington, DC: British Library Cataloguing-in-Publication Data.

BRKIÆ, S. , ENOVIÆ, M. & OKIÆ, Z. (2003) . Title, abstract, key words and

references in biomedical articles. Archive of Oncology. 11(3):207-9. Faculty of Medicine Novi Sad, Serbia and Montenegro. doi: 001.89:025.4:001.811

Hubbuch, S. M. (1996). Writing research papers across the curriculum (4^th ed.). Harcourt Brace: Fort Worth, TX.

Jørgensen, K., Zahl, P-H., & Gøtzsche, P. (2010) Breast cancer mortality in organized mammography screening in Denmark: comparative study [Abstract]. BMJ Online First. Retrieved May 2013, from 

http://www.bmj.com/content/340/bmj.c1241

King, J. (2002). Using DVD feature films in the EFL classroom [Abstract]. The Weekly Column. ELT Newsletter, 88. Retrieved  May 2013, from

http://www.eltnewsletter.com/back/February2002/art882002.htm

Langdon-Neuner, E. (2007). Do we need proof? The Write Stuff. 16 (3 ), ISSN 1854-8466. Retrieved  May, 2013 from http://www.emwa.org/PastTWS/TWS%202007-3%20v04.pdf

Swales, J.M., & Feak, C.B. (1994).  Academic writing for graduate students: Essential tasks and skills. Ann Harbor, MI: The University of Michigan Press. 

Wijeysundera, D., Beattie, W., Elliot, R., Austin, P., Hux, J. & Laupacis, A. (2010). Non-invasive cardiac stress testing before elective major non-cardiac surgery: population based cohort study [Abstract]. BMJ Online First. Retrieved May 2013, from

http://www.docstoc.com/docs/44925182/Non-invasive-cardiac-stress-testing-before-elective-major-non-cardiac

PROFESSIONAL DEVELOPMENT

Report on Continued Professional Development Impact on Educational Settings: An Evaluation

      Introductions in Research Articles (RAs) serve the purpose of guiding readers on seeing the problem under study in a clear and explicit manner. Within introductions, literature reviews mainly provide an account of what the scientific literature tells the academic world about the topic chosen for research. Bennett et al.’s (2011) report provides a list of connected paragraphs in the form of summarized studies which contain a concise reference to the authors or organizations involved, followed by a brief description and evaluation of their main findings. Bennett et al.’s (2011) brief paper consists of a series of enumerated sub-sections that presumably form part of the report’s introduction. These portions of text have been labeled under different sub-titles respectively.

     Under the sub-heading “Review of Relevant Literature” (p.7), the three moves within introductions in research papers (Swales and Feak, 1994) can be perceived. Bennett et al. (2011) describe the scope of the literature explored to support their evaluations on the state of the arts in relation of their object of evaluation. Move 1 - what has been done - refers to the systematic review of the literature, especially to Bennett et al.’s (2010) previous report and to Guskey’s (2002) impact model. In Move 2 - the motivations for the study in the form of a rationale - the authors declare that they intend to extend on the “systematic review of the literature on the nature and extent of change in classroom practice as a result of PD interventions in our previous report” (Bennett, Braund and Lubben, 2010, p.7). As far as Move 3 is concerned, the authors state what the present research is about as regards their objectives and purposes. As expressed by Bennett et al. (2011), “The current study focuses on factors influencing level 4 impact, and assumes, with Guskey, that any level 5 impact will indicate an appropriate level 4 impact” (p. 7).

          On average, Bennett et al.’s (2011) report ends with the argument that the current study fills in some gaps in research, specifying what it focuses on, and briefly explaining PD interventions and drawing relationships among the factors found in the previous literature review. All in all, the concise paper under the current exploration appears to be an unfinished report on a larger, complete academic paper. Thus, the section being explored principally presents information that is most likely to be found in the Introduction sections to Research Papers (RPs) or Research Articles (RAs). Furthermore, the report seems to have been adapted for the purpose of thorough analysis in academic settings.

                                                              References

American Psychological Association (2007). Concise rules of APA style. Washington, DC: British Library Cataloguing-in-Publication Data.

American Psychological Association (2010). Publication Manual (6^th ed.). Washington, DC: British Library Cataloguing-in-Publication Data.

Bennett, J., Braund, M., Lubben, F. and Mason, Y. (2011). Modes of professional development. An evaluation of the impact of different course modes operated across the National Network of Science Learning Centres. University of York, Department of Education.

Swales, J.M., & Feak, C.B. (1994).  Academic writing for graduate students: 
Essential tasks and skills. Ann Harbor, MI: The University of Michigan Press. 

Integrative Assignment - Final Version
Allende, Carla - Lacanna, Alejandra - Rodriguez, Viviana

EXPLORING RESEARCH ARTICLES (RAs)

  Results, Discussions and Conclusions in Professional Research Articles

        Research Articles (RAs) writing is of vital importance in every professional field. Consequently, a deep analysis of diverse papers’ components may render itself useful both to explore thorough investigations as such, and to aid prospective RAs writers when dealing with discursive structure. The present paper’s deliberate intention is to analyze and compare three sections of two RAs, that is, Results, Discussions and Conclusions. The selected papers belong to different fields, the medicine and the education ones. The article written by Barrs (2012) specifically deals with the challenge of "how to maximise target language interaction both inside and outside of the classroom”, mainly with the aid of "digital technologies" (p.10). Di Angelantonio et al. (2010) are the authors of the medical article, and their cohort study’s main objective is “to quantify associations of chronic kidney disease stages with major cardiovascular disease and non-vascular mortality in the general adult population” (p. 1). 

       First and foremost, the very nature of these papers’ studies is utterly different;  while Barrs (2012) epitomizes an experimental report, fostering as it does changes in practicum, Di Angelantonio et al. (2010)  present an interventional clinical study defined by Chapman and Hall (as cited in  Röhrig et al., 2009, p. 3)  as "...The aim of an interventional clinical study is to compare treatment procedures within a patient population, which should exhibit as few as possible internal differences, apart from the treatment." Besides, ethical issues related to randomization of data in order to avoid bias in results are much more regulated by law in the medicine field.  Moreover, the medicine paper activates a specialist’s schemata in order to respond cooperatively to it, whereas Barr’s (2012) research does not demand such a specialist’s understanding. Medicine papers, in general, present a high degree of nominalization; the educational field, in turn, demands more narrative because the discussions seem to be more philosophical than otherwise.

      In relation to the three moves meant to be found in introductions to Research Articles (RAs) or Research Papers (RPs), Swales and Feak (1994) present the “Create a Research Space” Model, where the three portions of text within the introductory paragraphs to the topic of study should be clearly grasped by readers. These cycles have the purpose of creating a research space, in other words, showing the relevance of the research carried out, presenting what other researchers have done in the field so far, establishing a niche or gap in previous research - and finally occupying the niche, where the nature and purpose of the study should be stated. To exemplify, Barrs’ (2012) article clearly expresses the gap in previous research by means of an inversion statement, followed by the introductory negative connector “However” (p. 11); in the case of Di Angelantonio et al.’s (2010) paper, the niche is established by the negative connector “However” (p. 1), followed by an extended definition of what the difficulty in previous studies has been so far.

       Both Research Articles (RAs) include the Results section within a separate set of paragraphs; this aids the reader in his or her scanning of the text. Besides, the hitherto mentioned section offers the audience useful information to evaluate the investigation. The data have been presented not only in the text, but also through the use of tables and figures, as it is usually the case with RPs. According to the American Psychological Association (APA), “tables and figures enable authors to present a large amount of information and to make their data more comprehensible” (APA, 2010, p. 125). More precisely, APA (2010) asserts that tables should be integrated within the text, but they should be designed in such a way that they should be understood on their own. As regards the use of figures in papers, APA (2010) declares, “If the figure does not add substantively to the understanding of the paper or duplicates other elements of the paper, it should not be included” (p.160).

       Admittedly, while Barrs (2012) seems to employ mainly tables, Di Angelantonio et al. (2010) use tables as well as figures. Indeed, Barrs' (2012) tables are appropriately numbered and they have an individual, italicized title including each word capitalized. Equally, Di Angelantonio et al. (2010) include figures which are equitably numbered, and they all include a title with a legend and caption giving enough explanations to offer the readers the opportunity to estimate results.  Di Angelantonio et al. (2010) make use of these tools to accurately represent the data collected, and by so doing, they acutely reflect the quantitative nature of their study. In the case of Barrs (2012), the author has included eight tables as well as some examples of exchanges in his paper’s Results’ section. For instance, there is a sample three-part interaction exchange, a single initiation-reply example, and an excerpt of a continued threaded discussion.

       Di Angelantonio et al.’s (2010) paper has a separate Discussions section, whereas the article by Barrs (2012) contains two sub-sections devoted to analysis and reflection. For instance, in its first period of action research, there is a Reflection section where the data collected have been thoroughly analyzed and reflected upon. Moreover, in the second period of action research, Barrs (2012) presents a detailed reflection of its main findings. In brief, the medicine article by Di Angelantonio et al. (2010) has a separate main Discussions section where there is a detailed interpretation of the outcomes of their research, whereas the education article by Barrs (2012) has its two periods of action research with their corresponding interpretation of outcomes embedded in them. Additionally, an overall evaluation of the exploration which has already been conducted is done in order to establish future research actions. Modals verbs are mostly used to signal possibility and advice respectively.

       On average, multiple comprehensive RAs features were deeply considered so as to have a better overview of papers whose main function is to provide data corresponding to distinctive fields. Basic distinctions have to do with subject-dependant characteristics like nominalization in medicine papers, and with the different nature of the aims of the research under study. By and large, in spite of the fact that Barrs’ (2012) article presents statistical data, the qualitative nature inherent in the action research that guided the study may make its results not generalisable to large populations, but just applicable to certain specific and reduced contexts. While Di Angelantonio et al. (2010) explain the potential limitations of their study, Barrs (2012) asserts that gathering data in such an investigation may result extraordinarily difficult, given the conditions under which the action research project was carried out.  Ultimately, Barrs (2012) and Di Angelantonio et al. (2010) give emphasis to the necessity of exploring new and valuable areas of inquiry that have emerged as a consequence of their present studies. Therefore, both papers’ contributions to each field should not be underestimated but highly valued.  

References

American Psychological Association (2010). APA Manual (6th ed.). Washington, DC: British Library Cataloguing-in-Publication Data.

Barrs, K. (2012). Action research: Fostering computer-mediated L2 interaction beyond the classroom. Language Learning and Technology. 16(1), 10-25. Retrieved April 2013, from

http://llt.msu.edu/issues/february2012/actionresearch.pdf

Di Angelantonio, E., Chowdhury, R., Sarwar, N.,  Aspelund, T.,  Danesh, J. and Gudnason, V. (2010). Chronic kidney disease and risk of major cardiovascular disease and non-vascular mortality: prospective population cohort study. BMJ Online First.  doi:10.1136/bmj.c4986

Retrieved April 2013, from

http://www.bmj.com/content/341/bmj.c4986.pdf%2Bhtml

 Röhrig, B., Prell, J. d, Wachtlin, D. and Blettner, M. (2009). Types of study in medical research. Part 3 of a series on evaluation of scientific publications. Aerzteblatt-international.d. NCBI. doi: 10.3238/arztebl.2009.0262

Retrieved April 2013, from http://www.aerzteblatt.de/int/archive/article?id=64227

Swales, J.M., & Feak, C.B. (1994).  Academic writing for graduate students: Essential tasks and skills. Ann Harbor, MI: The University of Michigan Press. 

Integrative Assignment - Final Version
Allende, Carla - Lacanna, Alejandra - Rodriguez, Viviana

Evaluating  Global Characteristics of Research Articles

     Although academic writing papers share some overall characteristics, every field has its own genre as well as community conventions and requirements. Comparing research articles (RAs) offers an interesting opportunity to explore academic discourse  strategies common to diverse fields. This paper aims to explore discursive similarities and differences in two articles belonging to two different fields, that is, educational and medicine ones. The sections analyzed within each paper shall be the introduction, the literature review and the methods sections respectively. The medicine paper belongs to Jørgensen, Zahl and Gøtzsche (2010); the educational article has been written by Baralt, Pennestri and  Selvandin (2011).

     Overall, the papers’ outlines are different, probably due to in-house specific requirements. As far as the introduction in each paper is concerned, Baralt et al. (2011) do  not overtly express it, but  it has been developed by means of a detailed explanation of what data visualization is as well as what Wordle (2009) means to research and education. Conversely, Jørgensen et al. 's (2010) article seems to have a clear introductory section where the three moves that characterize introductions are clearly established, that is, the writers create the needs to run the research and they also establish the reasons for their present study.

     As regards the tense choice, both articles use similar tenses to attain similar propositional aims. In the introduction to both articles, the present perfect tense is used to show studies carried out so far.  For instance, Baralt et al. (2011) state "Data visualization tools have recently generated increased interest..." (p. 1);  and Jørgensen et al. (2010) assert "Comprehensive systematic reviews of randomised trials of mammography screening have estimated..." (p. 1).  In short, this practice may be said to have had the desired effect of showing the utmost importance of the problems under study. 

     Following Swales and Feak ’s  (1994) "Creating A Research Space" (C.A.R.S.)  model for paper writing examination, three moves should be included in introductions of papers so as to capture readers' attention, and it is sensible to say that both papers successfully create research space by means of reviewing the current state of affairs of their object of study.  While Jørgensen et al. (2010) present  the effect research has had on prevention and by so doing, acknowledge the importance of carrying out continuous investigation on the subject, Baralt et al. (2011) directly open a new area of inquiry by introducing wordles in the field of EFL teaching. In addition, in Baralt et al. ‘s (2011) paper, there is an expository excerpt within the introduction about Wordle (2009), a technological devise examined for use in the class. Conversely, there are no such clarifications in the other paper perhaps due to the chosen topics themselves. 

     While the medicine article acutely reflects its quantitative nature, the educational one clearly shows its qualitative inclination. The former provides specific details concerning percentages and other quantitative information, such as statistical analyses in relation to changes in mortality trends and comparisons between regions and age groups. In the latter, it is explicitly stated from the very beginning that an action research project was carried out, and the qualitative evaluation of the main findings renders itself more philosophical than empirical. The two diverse natures of the articles are reflected throughout the papers but specifically in the methods sections; the article by Jørgensen et al. (2010) openly delimits it after the introduction to the paper, whereas the article by Baralt et al. (2011) does not explicitly state it, although it can be perfectly located in the description of the classroom context and the steps taken during the research project.

     All in all, once a thorough exploration of both articles has been carried out, it can be concluded that although the two articles belong to completely different fields - the education and medicine ones - they share some general characteristics as far as discourse organization is concerned. Thus, both articles contain an introduction, where the importance of their research is weighed, a relevant literature review section, where the state of the arts with respect to their objects of study is discussed, and an accurately depicted methods section, where the details concerning the context in which their research has been carried out are stated as well as described.  In other words, these papers differ mainly in their nature; while Baralt et al.'s (2011) paper offers its audience more qualitative data by means of an action research project, Jørgensen et al.'s (2010) article provides the scientific field with a rigorous study in which exact as well as accurate information is quantitatively explored and thoroughly examined.

References

 Baralt, M., Pennestri, S., & Selvandin, M. (2011) Action research: Using wordles to teach foreign language writing. Language Learning and Technology. 15 (2), 12-22. Retrieved April 2013, from http://llt.msu.edu/issues/june2011/actionresearch.pdf

 Jørgensen, K.,  Zahl, P-H., & Gøtzsche, P. (2010) Breast cancer mortality in organized mammography screening in Denmark: comparative study. BMJ Online First. Retrieved April 2013,  from http://www.bmj.com/content/340/bmj.c1241

 Swales, J.M., & Feak, C.B. (1994).  Academic writing for graduate students: Essential tasks and skills. Ann Harbor, MI: The University of Michigan Press. 

Dear All,

      Here I am once again, delving into the world of academic writing and exploring my own way of becoming a prospective researcher and professional teacher. But this time there is a great addition that is enormously contributing  to my improvement .... I am already working collaboratively with two peer writers whom I respect and admire: Carla Allende and Alejandra Lacanna. The purpose of this term's publications is to share the results of our collaborative productions in the process of generating as well as sharing knowledge together.
      I met Carla last year, and she proved to be a great partner in EAP. As regards Alejandra, I met her last year too, in my first attempt to become an active participant in the world of ESP. Alejandra showed me how wonderful it is to work with a peer writer whom I do not know face-to-face, but who has always made me feel that she was there, right beside me.
      Now .... it is time to show our academic audience how  things work when already graduated teachers want to improve themselves and learn from each other, trying to find their own way to make their voices heard in the academic world.


Finally, I would like to share Mother Teresa's words, which I find deeply inspiring for everything that is important in my life.... as this wonderful challenge that I am happily part of:

“Life is an opportunity, benefit from it.

Life is beauty, admire it.

Life is a dream, realize it.

Life is a challenge, meet it.

Life is a duty, complete it.

Life is a game, play it.

Life is a promise, fulfill it.

Life is sorrow, overcome it.

Life is a song, sing it.

Life is a struggle, accept it.

Life is a tragedy, confront it.

Life is an adventure, dare it.

Life is luck, make it.

Life is too precious, do not destroy it.

Life is life, fight for it.” ― Mother Teresa

Kind regards,

Viviana

Annotated Bibliography: Stockwell’s (2012) Answer to Ballance’s (2012) Claims.

Stockwell, G. (2012). Working with Constraints in Mobile Learning: A Response to    

Ballance. Language Learning & Technology, 16 (3), 24-31.

Stockwell (2012) expresses his disagreement with Ballance’s (2012) commentary on the grounds of the latter’s failure to comprehend the activities described and the learning environment in which the research in his study was carried out (Stockwell, 2010, as cited in Ballance, 2012 ). He highlights Ballance’s (2012) unrealistic expectations of the effects of new technologies on learner attitudes.  He also enumerates Ballance’s (2012) claims and provides detailed responses to each of them. Stockwell (2012) concludes his response in a rather biased way. He seems to be personally involved in the discussion, finding it very difficult to be objective. Thus, he uses certain expressions that go beyond the scope of an impersonal academic paper. Certainly, Stockwell’s (2012) paper would have been much more appealing, from a constructivist standpoint, if he had resorted to the implementation of more impersonal language in his response.

 References

Ballance, J. (2012). Mobile Language Learning: More than just the platform. Language Learning & Technology, 14 (3), 21-23. University of Nottingham Ningbo, China. Retrieved October 2012, from

http://llt.msu.edu/issues/october2012/ballance.pdf

Stockwell, G. (2012). Working with Constraints in Mobile Learning: A Response to Ballance. Language Learning & Technology, 16 (3), 24-31. Waseda University, Tokyo, Japan. Retrieved October 2012, from 

http://llt.msu.edu/issues/october2012/stockwell.pdf

Outline: Ballance’s (2012) Commentary on Stockwell’s (2010) Research on Mobile-Assisted language Learning

Purpose: To share Ballance’s (2012) commentary on Stockwell’s (2010) research on Mobile-assisted Language Learning (as cited in Ballance, 2012)

Thesis Statement: Although Stockwell’s (2010) research is an attempt to exploit technological developments for language learning, Ballance (2012) disagrees with the quality and relevance of the data gathered and their implications.

Audience: Teachers and researchers interested in technological developments

I. Reasons for disagreement

          A. The speed of technological innovation in the area

          B. More care to be taken in research as regards platform layout characteristics   

II. Computer Assisted Language Learning (CALL)

          A. Early programs

                    1. Roots in the Audio-lingual Method

                    2. Alternative platforms for the delivery of pen and paper activities

III. Rise of the Internet

          A. Recent Research on Computer Assisted Language Learning (CALL)

                    1. Focus

                              a- learner autonomy 

                              b- distance learning

IV. CALL literature

          A. The potentials of Mobile Assisted Language Learning (MALL)

                    1. Flexibility

          B. Pace of technological innovation

                    1. Negative effects on research

                              a. Outdated quality

V. Stockwell’s (2010) research (as cited in Ballance, 2012)

          A. Time spent on research

          B. Use of pre-smart phones

          C. Possible problems addressed by Stockwell (2010)

                     1. Internet access costs

                     2. Scrolling time

                     3. Small screens and keypads

          D. Description of the activity-system in Stockwell ’s (2010) research to collect data.

                     1. Limitations posed by Stockwell (2010)

                     2. Stockwell’s (2010) unclear  assumptions about the potential of the Mobile

                         Assisted Language Learning (MALL) platform.

VI. Conclusion

          A. Recent Mobile Assisted Language Learning (MALL) technological advances

                     1. App-based activities

          B. Effects of the environment on use

          C. Stockwell’s ( 2010) hypothesis about “dead time”

          D. Limitations of Stockwell’s (2010) research in terms of scope

          E.  Unanswered question by Stockwell ’s (2010) research (as cited in Ballance, 2012)

References

Ballance, J. (2012). Mobile Language Learning: More than just the platform. Language Learning & Technology, 14 (3), 21-23. University of Nottingham Ningbo, China. Retrieved October 2012, from

http://llt.msu.edu/issues/october2012/ballance.pdf