Papers by Michelle Raquel
The effectiveness of a language test to meaningfully diagnose a learner’s language proficiency re... more The effectiveness of a language test to meaningfully diagnose a learner’s language proficiency remains in some doubt. Alderson (2005) claims that diagnostic tests are superficial because they do not inform learners what they need to do in order to develop; “they just identify strengths and weaknesses and their remediation” (p.1). In other words, a test cannot claim to be diagnostic unless it facilitates language development in the learner. In response to the perceived need for a mechanism to both provide diagnostic information and specific language support, four Hong Kong universities have developed the Diagnostic English Language Tracking Assessment (DELTA), which could be said to be meaningfully diagnostic because it is both integrated into the English language learning curriculum and used in combination with follow-up learning resources to guide independent learning.
This chapter reports ongoing research into the effectiveness of DELTA to support students’ efforts to improve their English language proficiency while at university. Specifically, the chapter reports on a study of students who have taken DELTA more than once and for whom it is possible to measure growth through the DELTA’s use of Rasch modeling. The students were surveyed to determine the English language enhancement activities that they engaged in during the period in which the growth was observed, including their use of the report provided to them after taking the DELTA.
This chapter describes the processes, challenges, and opportunities encountered during the develo... more This chapter describes the processes, challenges, and opportunities encountered during the development of a diagnostic English language assessment for undergraduate students in Hong Kong. In 2008, three Hong Kong universities collaborated to provide English language support to their students through the implementation of the Diagnostic English Language Tracking Assessment (DELTA). This assessment was developed because evidence suggests that if English is not the main subject of study, students’ proficiency levels can decline and hinder academic success, as English is the primary medium of instruction (MOI). DELTA is able to diagnose and track students’ progress in enhancing their English proficiency while at university. This chapter will discuss the underpinnings of the operations of DELTA within the context of Hong Kong, where substantial reforms to education have been underway since 2009. It will also discuss more broadly the issues involved in diagnosing and tracking students’ English proficiency.
When theatre productions are used for L2 learning, the process of preparing the production create... more When theatre productions are used for L2 learning, the process of preparing the production creates an immersion experience that allows learners to have multiple opportunities to communicate and learn the target language naturally. They also involve learners’ intellectually, emotionally, and physically which allow learners to develop L2 self-confidence, L2 motivation, and learner autonomy. A common element in these theatre productions is learners have to study a script, memorise lines, develop characterisation, rehearse, and finally perform. Structuring rehearsal activities, however, vary significantly in every production because they are dependent on external factors such as course objectives or on the time given to prepare for the performance. Although these factors are imperative elements of a theatre production, it seems that most theatre productions for L2 learning only revolve around these factors. Productions also always seem to explicitly address dramatic objectives but not L2 learning objectives. There has not been a systematic and theoretically grounded approach to the structure of rehearsals for L2 learning.
This paper presents a sociocultural approach to the structure of theatre productions for L2 learning. From a sociocultural perspective, L2 learning views social mediated activity between environment, experts, and learners a necessary process for development. The focus of this theoretical orientation is on the interaction of these elements in the zone of proximal development (ZPD)–how the environment mediates internalisation and externalisation of the target language. The paper illustrates how rehearsal activities can be structured based on this theoretical perspective through a theatre production of Rob John’s Living with Lady Macbeth. It also outlines the educational objectives of the production, the assessment procedures, and the director-teachers’ rationale for each rehearsal activity. The paper concludes with the strengths and limitations of this theoretical orientation to structuring theatre productions.
Hong Kong Journal of Applied Linguistics 14, 2 (2013); pp. 60–82, 2013
The Diagnostic English Language Tracking Assessment (DELTA) is a web-based English diagnostic tes... more The Diagnostic English Language Tracking Assessment (DELTA) is a web-based English diagnostic testing and tracking system in use at three universities in Hong Kong. Using Rasch measurement techniques, test items are calibrated on a measurement scale and thereby determine learners’ English proficiency empirically. Rasch measurement techniques also allow for the generation of itemized diagnostic reports that students receive after taking the DELTA, which enables them to better manage their language learning by setting themselves clear goals and targets. The system also allows students to track their English language development as each time they take the Assessment they receive a combination of texts and items that are targeted to their proficiency level. This paper reports on the development of the DELTA as an instrument that assesses Hong Kong tertiary students’ English proficiency and on the results of the initial administration of the DELTA in 2011–12.
Hong Kong is a city with a unique blend of Eastern and Western influences. This chapter illustrat... more Hong Kong is a city with a unique blend of Eastern and Western influences. This chapter illustrates the role English language plays within the mixed back drop of a metropolitancapitalism and Confucius-derived setting of Hong Kong. The cultural diversity found in Hong Kong is rather unique with its status as the gateway of international trade and traffic. One hundred years of British ruling has cemented the importance of English in Hong Kong as a functional lingua franca -judging that English is paramount for international trade and business, and central to Hong Kong's economical and social well being. However, recent educational reforms in relation to language of instruction have raised the curtain on the undercurrents of cultural identity and its place in Hong Kong people's effort in being seen as an integral part of the Chinese mainland. The importance of this chapter lies in our attempt to draw the connection between Hong Kong English and its role in Hong Kong cultural identity.
This study explored the influence of socially constructed learning concepts of 23 tertiary Hong K... more This study explored the influence of socially constructed learning concepts of 23 tertiary Hong Kong ESL students in a theatre production. To facilitate this exploration, this paper identified the socially constructed learning concepts that influenced second language learning of Chinese students in a Hong Kong tertiary institution, and investigated whether these concepts were enhanced in any way in this unique learning environment. Reflective journals, pre and postproduction in-depth interviews and questionnaires were used to collect data before, during and after the theatre production. The two directors and four students (two from the cast and two from the production team) completed the journals. The pre-production questionnaire and interview aimed to identify students' educational background, learning strategies and motivations before exposure to the learning environment. The postproduction questionnaire and interview aimed to determine perceived learning outcomes. It was found that students were motivated by the excitement of theatre performance and the prospect of learning English. Students became more self-regulated, disciplined and motivated -where they showed higher levels of self-confidence, as the theatre production gave them a meaningful and successful experience whilst implicitly learning a language. This study hence, showed that the learning environment of theatre productions enhanced existing concepts of learning (use of surface and deep learning strategies) in a low stakes, second language environment that encourages students to enjoy learning for themselves.
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Papers by Michelle Raquel
This chapter reports ongoing research into the effectiveness of DELTA to support students’ efforts to improve their English language proficiency while at university. Specifically, the chapter reports on a study of students who have taken DELTA more than once and for whom it is possible to measure growth through the DELTA’s use of Rasch modeling. The students were surveyed to determine the English language enhancement activities that they engaged in during the period in which the growth was observed, including their use of the report provided to them after taking the DELTA.
This paper presents a sociocultural approach to the structure of theatre productions for L2 learning. From a sociocultural perspective, L2 learning views social mediated activity between environment, experts, and learners a necessary process for development. The focus of this theoretical orientation is on the interaction of these elements in the zone of proximal development (ZPD)–how the environment mediates internalisation and externalisation of the target language. The paper illustrates how rehearsal activities can be structured based on this theoretical perspective through a theatre production of Rob John’s Living with Lady Macbeth. It also outlines the educational objectives of the production, the assessment procedures, and the director-teachers’ rationale for each rehearsal activity. The paper concludes with the strengths and limitations of this theoretical orientation to structuring theatre productions.
This chapter reports ongoing research into the effectiveness of DELTA to support students’ efforts to improve their English language proficiency while at university. Specifically, the chapter reports on a study of students who have taken DELTA more than once and for whom it is possible to measure growth through the DELTA’s use of Rasch modeling. The students were surveyed to determine the English language enhancement activities that they engaged in during the period in which the growth was observed, including their use of the report provided to them after taking the DELTA.
This paper presents a sociocultural approach to the structure of theatre productions for L2 learning. From a sociocultural perspective, L2 learning views social mediated activity between environment, experts, and learners a necessary process for development. The focus of this theoretical orientation is on the interaction of these elements in the zone of proximal development (ZPD)–how the environment mediates internalisation and externalisation of the target language. The paper illustrates how rehearsal activities can be structured based on this theoretical perspective through a theatre production of Rob John’s Living with Lady Macbeth. It also outlines the educational objectives of the production, the assessment procedures, and the director-teachers’ rationale for each rehearsal activity. The paper concludes with the strengths and limitations of this theoretical orientation to structuring theatre productions.