Archives: TESOL Working Paper Series

Past Issues

TESOL Working Paper Series Homepage

Volume 11, 2013

Volume 10, Issue 1 & 2, Fall 2012

Volume 9, Issue 1 & 2, Fall 2011

Volume 8, Issues 1 & 2, Spring & Fall 2010

Volume 7, Issue 2, Fall 2009

Volume 7, Issue 1, Spring 2009

Volume 6, Issue 2, Fall 2008

Volume 6, Issue 1, Spring 2008

Volume 5, Issue 2, Fall 2007

Volume 5, Issue 1, Spring 2007

Volume 4, Issue 2, Fall 2006

All volumes produced prior to Volume 4, Issue 2, Fall 2006 are available only in print. Please contact Dr. Hanh Nguyen at for further information.

The Hawaii Pacific University TESOL Working Paper Series is licensed under the Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. To view a copy of this license, visit or send a letter to Creative Commons, 171
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Cover image: "Calligraphy I," watercolor painting by Barbara Kellogg, 2011. Reproduced with permission from the artist.

TESOL (Applied Linguistics)

Department of English and Applied Linguistics

Volume 7, Issue 1, Spring 2009 

Editor: Hanh thi Nguyen, Assistant Editor: Jean Kirschenmann

Hanh thi Nguyen & Jean Kirschenmann

Online Peer Review to Promote Reader-Writer Interaction
Chris Ferry

ABSTRACT: Online peer review has become popular as a tool to help students simultaneously focus on process and
product, and to connect them with an audience outside the classroom. This technological possibility coincides
with new approaches to writing pedagogy that try to incorporate the diverse social, historical, and political
contexts in which writers and readers interact. This paper looks at these new approaches to writing, sometimes
called post-process approaches, and the role that online peer review has in these approaches. After reviewing
the theoretical basis of the post process approach and online peer review, a description of how peer review can
be implemented in the classroom is given. This is followed by a look at possible challenges in implementing
online peer review and possible solutions.

Acquisition of English Relative Clauses by Japanese Learners of English
Minako Kadoi

ABSTRACT:This paper examines the linguistic factors that may lead to difficulty for Japanese learners of English in learning
relative clauses. Specifically, it reviews several studies from two approaches, contrastive analysis and typological
universals. Studies that use contrastive analysis pointed to differences in the structure of English and Japanese,
such as the absence of relative pronouns in Japanese as the source of difficulty. Studies that use typological
universals often focus on the Accessibility Hierarchy to explain Japanese learners’ difficulty in learning English
relative clauses. Finally, I discuss several techniques to teach English relative clauses to Japanese learners.

Bringing the Learner and Context into Error Analysis
Jeremiah Pagels

ABSTRACT:Despite its limitations in capturing the entirety of any given language learning situation, a traditional error
analysis informed by a more socially sensitive view of second language acquisition can still prove to be an
effective tool for language teachers. Taking this combined approach, this paper aims to highlight the
significance of errors in context by looking at both spoken and written language data produced by the same
learner to different audiences and for different purposes. The data were collected from a Korean language
learner studying abroad in the U.S. and consist of a written narrative essay for an undergraduate writing class
and a spoken version of the same narrative shared orally with a friend. The results bring to light the significance
of social context in the errors or mistakes made by language learners, and further highlight the importance of a
social approach to understanding learners’ language.

Understanding Group Cohesion in the Language Classroom
Misuzu “Zuzu” Emura

ABSTRACT: When students in a cohesive classroom cooperate with each other, they will eventually learn more. In this
paper, I review the definition and importance of group cohesion in language classrooms, how group cohesion
works, and how it can be promoted. Throughout the review, I draw on my own observations of two actual
classrooms, which, in my view, do not have cohesive groups. This paper aims to provide a practical and
theoretically-informed understanding of one aspect of effective classroom management, the cultivation of
cohesive groups.

A Preliminary Survey of Second Language Learners’ Attitude toward Native and Non-native ESL/EFL Teachers
Merrill Barrett

ABSTRACT:Native English speakers have traditionally been considered the model teachers of English as a Second
Language; however, other views contend that it is competence in the language and teaching proficiency that
determines the best teacher. The opinions on this issue that have gone largely unexplored are those of the
students themselves. This paper presents the results of a survey of current ESL students in an American
institution of higher education to determine the value that second language learners place on native versus nonnative
speaking ESL and EFL teachers. The results of this study indicate that these second language learners
place high value on having native speaking teachers in the areas of speaking skills, pronunciation, accent, and
knowledge of American culture. On the other hand, they value non-native speaking teachers for their sympathy
and their ability to explain language rules explicitly.