研究者詳細 - PRICHARD CALEB SYLVE

論文 - PRICHARD CALEB SYLVE

分割表示 36 件中 1 - 20 件目／全件表示 >>

Evaluating the Vocabulary Coping Strategies of L2 Readers: An Eye Tracking Study 査読

Caleb Prichard, Andrew Atkins

TESOL Quarterly 55 ( 2 ) 593 - 620 2021年6月

Training English language learners to recognize English satirical news 査読

Rucynski, J., & Prichard, C.

Bridging the Humor Barrier: Humor Competency Training in English Language Teaching 2020年3月

Humor competency training for sarcasm and jocularity 査読

Prichard, C., & Rucynski, J.

Bridging the Humor Barrier: Humor Competency Training in English Language Teaching 2020年3月

L2 readers’ global processing and selective attention: An eye tracking study 査読

プリチャードケイレブ

TESOL Quarterly 52 ( 5 ) 445 - 456 2018年

The Balance of Teacher Autonomy and Top-Down Coordination in ESOL Programs 査読

Caleb Prichard, Jana Moore

TESOL QUARTERLY 50 ( 1 ) 190 - 201 2016年3月

Variables influencing teacher autonomy, administrative coordination, and collaboration 査読

Caleb Prichard, Jana E. Moore

Journal of Educational Administration 54 ( 1 ) 58 - 74 2016年2月

記述言語：英語掲載種別：研究論文（学術雑誌）出版者・発行元：Emerald Group Publishing Ltd.

Purpose – Schools often vary in how they balance teacher autonomy (TA) and administrative control, and research suggests that there may be several context-specific variables which may be influential. The purpose of this paper is to determine the influence of program variables on the level of TA, administrative coordination, and administration-staff collaboration in English as a second or other language (ESOL) programs. Design/methodology/approach – Administrators from 130 ESOL programs completed an empirical questionnaire aiming to understand the influence of variables on the level of TA, coordination, and collaboration. The following five variables were hypothesized to be influential based on the literature review: complexity/size
the variability of students’ needs
external pressures
teacher qualifications
and feasibility. Findings – Top-down coordination was significantly influenced by four of the five of the program variables, and collaboration was predicted by two. However, program complexity/size was the only significant variable influencing the reported level of TA. Research limitations/implications – Teachers were not surveyed in this stage of the research. Follow-up research is planned to involve teaching staff. Practical implications – Administrators may benefit from reflecting more on how they coordinate their program by considering the potential influence of context-specific variables highlighted in the research. The findings could influence administrators to adapt their management style potentially leading to a better working environment and improved student learning outcomes. Originality/value – Previous research has looked at the influence of situational variables on leadership style, but research has not explicitly analyzed the effect of context variables on the level of TA and administrative coordination in educational programs.

DOI： 10.1108/JEA-09-2014-0113

Scopus

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Evaluating L2 readers' vocabulary strategies and dictionary use 査読

プリチャードケイレブ

Reading in a Foreign Language 20 ( 2 ) 216 - 231 2008年

Responding to humor online: An exploratory L2 study on the effect of instruction 査読

Caleb Prichard, Audrey Rousse-Malpa

The European Journal of Humour Research 2025年

Humor convergence based on humor type: A quantitative study of L2 humor responses 査読

Caleb Prichard, Audrey Rousse-Malpat

HUMOR 2025年

Examining readers' use of machine translation through eye tracking 査読

Caleb Prichard, Andrew Atkins

System 125 103415 - 103415 2024年10月

The Role of Humour Competency Training in English Language Teaching 査読

John Rucynski, Caleb Prichard

The Palgrave Handbook of Humour Research 497 - 519 2024年6月

The effect of instruction on L2 learners’ ability to use verbal irony online 査読

Caleb Prichard, John Rucynski, Erin Gagatko

HUMOR 37 ( 4 ) 2024年

What to do about machine translation? Language teacher beliefs and practices in Japan. 査読

Sakui, Keiko, Nakamura, M, Prichard, Caleb, Cowie, Neil

Modern English Teacher 32 ( 5 ) 61 - 63 2023年9月

The Outcomes and Interplay of Vocabulary Coping Strategies and Dictionary Skills in Task-Based Reading: An Eye Tracking Study 査読

Prichard, Caleb, Atkins, Andrew

International Journal of Lexicography 36 ( 2 ) 133 - 148 2023年

担当区分：筆頭著者掲載種別：研究論文（学術雑誌）出版者・発行元：Oxford University Press (OUP)

Abstract

This research utilised eye tracking to examine the vocabulary coping strategies and dictionary skills of Japanese English learners in task-based reading. Participants had access to an online dictionary with four definitions per word, including three inapplicable definitions. The interplay and outcomes of reading strategies and dictionary skills were investigated. The research found that performance was not statistically different compared to previous research where participants had access to a dictionary with only the applicable definition. Given the more difficult dictionary, participants more often made regressions to investigate the context in the text, but they did not reduce their dictionary use. Most participants lacked strategic competence while reading, but they demonstrated competence in dictionary skills. In rare instances of failed dictionary use, readers usually had not inspected the context cues in the text. For task-relevant words, participants who re-read context cues and then used the dictionary performed better. Implications for educators and materials developers are discussed.

DOI： 10.1093/ijl/ecad003

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The impact of humor competency training on Japanese learners’ production of ironic statements in English on social media platforms (in press) 査読

John Rucysnki, Caleb Prichard

Re-envisioning Language Teaching & Learning in Asia 2023年

L2 learners' ability to recognize ironic online comments and the effect of instruction 査読

Caleb Prichard, John Rucynski

System 105 102733 - 102733 2022年4月

The effect of different vocabulary coping strategies on incidental vocabulary acquisition 査読

22 ( 2 ) 1 - 16 2021年9月

Are you serious? Teaching Sarcasm, jocularity, and other verbal irony 招待

Prichard Caleb, Rucynski John

As We Speak 2021年9月

Sarcasm is soooo Easy to Understand: Teaching Verbal Irony in the English Language Classroom. 査読

Rucynski John, Prichard Caleb

Teach English With a Sense of Humor: Why (and How to) Be a Funnier and More Effective English Teacher and Laugh All the Way to Your Classroom 2021年6月

Implementing humor instruction into English language teaching 査読

59 ( 3 ) 2 - 13 2021年

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