Shizhou Yang - Academia.edu (original) (raw)
Papers by Shizhou Yang
ChatGPT, a new “Ghostwriter”: A teacher-and-students poetic autoethnography from an EMI academic writing class, 2024
Since its launch in late 2022, ChatGPT has generated both excitement and concern among language p... more Since its launch in late 2022, ChatGPT has generated both excitement and concern among language professionals in applied linguistics. Although various organizations, publishers, and institutions have introduced guidelines to address this phenomenon, these topdown approaches often neglect the nuanced experiences and perspectives of L2 academic writing teachers and their students. This study aims to bridge this gap by centering on the experiences of one EFL writing teacher and two international students in an undergraduate academic writing course in an English medium program in a Thai private university. In this class, students engaged in writing, reading, and discussions about what it means to be an academic writer in the age of generative AI. By employing collaborative poetic autoethnography, we argue that ChatGPT is more than just a tool or assistant; it has become a ubiquitous "ghostwriter" that requires careful navigation. Drawing on the poems, reflections, freewriting samples, and drafts collected from January to May 2024, the present study provides critical insights into ethical and effective integration of ChatGPT in EFL academic writing classes. The study also contributes to the domain of digital applied linguistics through depicting the opportunities and challenges presented by AI technologies in language and literacy education.
Education Sciences, 2023
Many scholars have portrayed technological advances as conducive to English language teaching and... more Many scholars have portrayed technological advances as conducive to English language teaching and learning, without questioning their possible colonial assumptions about languages and literacies. Drawing on critical pedagogy and Global South epistemologies, I reconceptualize decol‑
onization as a humanizing project in the contact zones between English and non‑English languages. This poetic autoethnography, informed by my memories of my own experience as an English as a Foreign Language (EFL) learner in China, alongside a wide range of artifacts from a senior seminar course in an international college in a Thai private university, illustrates how educational technologies can be decolonized by producing (and publishing) emergent translanguaging literature that repositions teachers and students from marginalized backgrounds as co‑creators of new knowledge about languages and literacies in the global context.
The Journal of AsiaTEFL, 2021
The paradigm of English as an international language (EIL) has emerged in the field of English la... more The paradigm of English as an international language (EIL) has emerged in the field of English language teaching (ELT) (Marlina, 2018; Matsuda & Matsuda, 2018; McKay, 2003). While teaching EIL is considered a crucial component of English educational practices, little is known about English language teachers' reflections on teaching EIL, particularly in the Asian context. Hence, any relevant book examining EIL related pedagogical implications in Asia is highly welcome. The book The place of English as an International Language in English Language Teaching, Teachers' reflections edited by Phan Ngan Le Hai presents a thorough examination of EIL disciplines by exploring how English teachers perceive the teaching of EIL with a focus on Vietnam. It provides an insightful and updated overview of the emerging English teaching paradigm based on front-line English language teachers' reflections. The book is organised into six parts. In Part I (Chapters 1-2), the author presents an overview of English history and establishes its relevancy to the current status of English. Chapter 1 brings to the fore the need for a discussion of significant changes in English. Chapter 2 provides a discussion of English globally through multi-facet changes ranging from demographic, geographic to structural changes of English. The author reviews previous studies on teachers' and students' perceptions of English worldwide. Deriving from those findings, it is evident that English language teachers and learners need to raise their awareness of English varieties and recognise all varieties of English as equal. It is worthwhile for readers to understand how previous studies develop the various strands of scholarship on EIL concerning teachers' and students' perceptions of English. Part II (Chapters 3-4) adopts Sharifian's (2009) definition of EIL that does not refer to a single variety of English but emphasises that "English, with its many varieties, is a language of international, and therefore, intercultural communication" (p. 2) as the framework, and critically points out issues relating to teaching EIL, such as teaching models, the teaching of culture(s) and teaching materials. In Chapter 3, as a Vietnamese scholar, the author reconstructs EIL pedagogical approaches in the context of what Kachru (1985) terms as "Expanding Circle countries" and proposes that teaching EIL should make learners communicate with people from diverse lingual-cultural backgrounds, other than with English native speakers. Therefore, language teachers should be responsible for introducing varieties of English to learners. Chapter 4 presents the historical, cultural and sociolinguistic context of Vietnam, along with English development and current challenges ELT in Vietnam faces.
Introduction to Instructed Second Language Acquisition is a pioneering volume in the field of sec... more Introduction to Instructed Second Language Acquisition is a pioneering volume in the field of second language acquisition (SLA). In his book, Loewen, argues for the significance and effectiveness of instructed second language acquisition (ISLA) which is considered a subfield in SLA. He defines ISLA from a cognitive-interactionist perspective. Next, he delves into theory, pedagogy, and research of ISLA in different contexts, of course with a balanced diet. His purpose is "to use the familiar context of the classroom to highlight the processes that underlay the acquisition processes that occur therein" (p. ix); in other words, "the main theme (of the volume) is how ISLA theory and research underpin and support classroom L2 learning" (p.16). The book is aimed at meeting the needs of graduate students, practicing teachers and researchers in SLA. The book consists of 11 chapters, a reference list, and a subject index. The chapters follow more or less the same structure. Each chapter begins with a definition of the topic at hand, followed by an account of several of the more important theoretical issues related to the topic. Next, each chapter reviews important research related to the topic. In some chapters, there are meta-analyses that synthetize the related research, and still in others, individual research studies that illustrate important concepts. Then, most chapters deal with the more practical aspects of the topic in terms of the L2 classroom. Finally, each chapter ends with a variety of activities that aim to help the reader to reflect upon the issues discussed in the chapter.
L2 Journal, 2020
Despite the vast literature on critical pedagogy in general, a clear understanding of what critic... more Despite the vast literature on critical pedagogy in general, a clear understanding of what critical pedagogy entails in foreign-language (FL) writing has not yet been articulated—perhaps due to the field’s pragmatic orientation. In this article, I propose four intertwined key elements of a critical pedagogy for FL writing: relationship, agency, identity,and power. I argue first, drawing on Freire’s theory of education and Bakhtinian philosophy, that the essence of applying critical pedagogy to FL writing lies in carving out a dialogical space in which FL learners can form new self-otherrelationshipsto disrupt their often-marginalized status. Second,inspired mainly by sociocultural approaches to language and literacy studies, I define agencyas individuals’ goal-oriented capacity to act, which lies at the core of the effective application of critical pedagogy in the FL context. Depending on power dynamics, agency may take negative (e.g., resistance) or positive (e.g., investment) form...
International Journal of Virtual and Personal Learning Environments
Recently, Cosmopolitan English and Transliteracy won the 2018 Research Impact Award from the Conf... more Recently, Cosmopolitan English and Transliteracy won the 2018 Research Impact Award from the Conference on College Composition and Communication (CCCC), the largest international organization that specializes in the teaching and studies of composition. This recognition seems to signal a turn to transliteracy education, i.e., English writing education should embrace a vision and actual pedagogical practices of cultivating citizens of the world who use English ethically. The purposes of this article are threefold: to define transliteracy, to provide illustrative studies, and to propose its application in foreign language contexts. The author suggests that in designing innovative programs sensitive to various English styles teachers need to strike a balance between traditional literacy and transliteracy. New ways of implementing such literacies in some alternate space, as mediated by modern communication technologies, especially the Internet, are provided.
The book explores the pedagogical potential of autobiographical writing in English-as-a-foreign l... more The book explores the pedagogical potential of autobiographical writing in English-as-a-foreign language, approaching the topic from an educational, longitudinal, dialogical, and social perspective. Through a number of case studies, the author delineates four phases that EFL writers may experience in their identity construction processes, illustrating the complexity of EFL writers’ social identities. This book will provide a valuable resource for language teachers and researchers interested in the pedagogical applications of autobiographical writing.
Studies on learner identity and studies on meaningful literacy seem to have gone on parallel trac... more Studies on learner identity and studies on meaningful literacy seem to have gone on parallel tracks with little intersection between the two, leading to a lack of understanding regarding the impact of meaningful literacy on learners’ identities, particularly as writers in a foreign language environment. In this context, this article reports on a study in which the teacher examines how meaningful literacy in the form of life writing shapes his English as a foreign language (EFL) writers’ identity. The study used students’ writing samples and written reflections as the primary data and through the lens of a poststructuralist theory of learner and writer identity. The author found that extensive investment in life writing in a supportive social milieu, including both story writing outside class and free writing in class enabled EFL learners to achieve agentive writer identities, i.e., forming a new habit of writing, gaining confidence as a writer, and taking life writing as a craft. Th...
In his recent book Translingual Practice, Canagarajah argues for a paradigm shift in language tea... more In his recent book Translingual Practice, Canagarajah argues for a paradigm shift in language teaching and research. Instead of seeing language as entities isolated from each other, and norms as prescribed and fixed, the readers are challenged to consider constant interactions between languages and negotiation of norms through practice. All ten chapters of the book are devoted consistently to this central argument, which contributes some new understandings to recent discussions in composition studies and applied linguistics on postcolonial approaches to the use of English in diverse contexts (e.g.
Books by Shizhou Yang
ChatGPT, a new “Ghostwriter”: A teacher-and-students poetic autoethnography from an EMI academic writing class, 2024
Since its launch in late 2022, ChatGPT has generated both excitement and concern among language p... more Since its launch in late 2022, ChatGPT has generated both excitement and concern among language professionals in applied linguistics. Although various organizations, publishers, and institutions have introduced guidelines to address this phenomenon, these topdown approaches often neglect the nuanced experiences and perspectives of L2 academic writing teachers and their students. This study aims to bridge this gap by centering on the experiences of one EFL writing teacher and two international students in an undergraduate academic writing course in an English medium program in a Thai private university. In this class, students engaged in writing, reading, and discussions about what it means to be an academic writer in the age of generative AI. By employing collaborative poetic autoethnography, we argue that ChatGPT is more than just a tool or assistant; it has become a ubiquitous "ghostwriter" that requires careful navigation. Drawing on the poems, reflections, freewriting samples, and drafts collected from January to May 2024, the present study provides critical insights into ethical and effective integration of ChatGPT in EFL academic writing classes. The study also contributes to the domain of digital applied linguistics through depicting the opportunities and challenges presented by AI technologies in language and literacy education.
Education Sciences, 2023
Many scholars have portrayed technological advances as conducive to English language teaching and... more Many scholars have portrayed technological advances as conducive to English language teaching and learning, without questioning their possible colonial assumptions about languages and literacies. Drawing on critical pedagogy and Global South epistemologies, I reconceptualize decol‑
onization as a humanizing project in the contact zones between English and non‑English languages. This poetic autoethnography, informed by my memories of my own experience as an English as a Foreign Language (EFL) learner in China, alongside a wide range of artifacts from a senior seminar course in an international college in a Thai private university, illustrates how educational technologies can be decolonized by producing (and publishing) emergent translanguaging literature that repositions teachers and students from marginalized backgrounds as co‑creators of new knowledge about languages and literacies in the global context.
The Journal of AsiaTEFL, 2021
The paradigm of English as an international language (EIL) has emerged in the field of English la... more The paradigm of English as an international language (EIL) has emerged in the field of English language teaching (ELT) (Marlina, 2018; Matsuda & Matsuda, 2018; McKay, 2003). While teaching EIL is considered a crucial component of English educational practices, little is known about English language teachers' reflections on teaching EIL, particularly in the Asian context. Hence, any relevant book examining EIL related pedagogical implications in Asia is highly welcome. The book The place of English as an International Language in English Language Teaching, Teachers' reflections edited by Phan Ngan Le Hai presents a thorough examination of EIL disciplines by exploring how English teachers perceive the teaching of EIL with a focus on Vietnam. It provides an insightful and updated overview of the emerging English teaching paradigm based on front-line English language teachers' reflections. The book is organised into six parts. In Part I (Chapters 1-2), the author presents an overview of English history and establishes its relevancy to the current status of English. Chapter 1 brings to the fore the need for a discussion of significant changes in English. Chapter 2 provides a discussion of English globally through multi-facet changes ranging from demographic, geographic to structural changes of English. The author reviews previous studies on teachers' and students' perceptions of English worldwide. Deriving from those findings, it is evident that English language teachers and learners need to raise their awareness of English varieties and recognise all varieties of English as equal. It is worthwhile for readers to understand how previous studies develop the various strands of scholarship on EIL concerning teachers' and students' perceptions of English. Part II (Chapters 3-4) adopts Sharifian's (2009) definition of EIL that does not refer to a single variety of English but emphasises that "English, with its many varieties, is a language of international, and therefore, intercultural communication" (p. 2) as the framework, and critically points out issues relating to teaching EIL, such as teaching models, the teaching of culture(s) and teaching materials. In Chapter 3, as a Vietnamese scholar, the author reconstructs EIL pedagogical approaches in the context of what Kachru (1985) terms as "Expanding Circle countries" and proposes that teaching EIL should make learners communicate with people from diverse lingual-cultural backgrounds, other than with English native speakers. Therefore, language teachers should be responsible for introducing varieties of English to learners. Chapter 4 presents the historical, cultural and sociolinguistic context of Vietnam, along with English development and current challenges ELT in Vietnam faces.
Introduction to Instructed Second Language Acquisition is a pioneering volume in the field of sec... more Introduction to Instructed Second Language Acquisition is a pioneering volume in the field of second language acquisition (SLA). In his book, Loewen, argues for the significance and effectiveness of instructed second language acquisition (ISLA) which is considered a subfield in SLA. He defines ISLA from a cognitive-interactionist perspective. Next, he delves into theory, pedagogy, and research of ISLA in different contexts, of course with a balanced diet. His purpose is "to use the familiar context of the classroom to highlight the processes that underlay the acquisition processes that occur therein" (p. ix); in other words, "the main theme (of the volume) is how ISLA theory and research underpin and support classroom L2 learning" (p.16). The book is aimed at meeting the needs of graduate students, practicing teachers and researchers in SLA. The book consists of 11 chapters, a reference list, and a subject index. The chapters follow more or less the same structure. Each chapter begins with a definition of the topic at hand, followed by an account of several of the more important theoretical issues related to the topic. Next, each chapter reviews important research related to the topic. In some chapters, there are meta-analyses that synthetize the related research, and still in others, individual research studies that illustrate important concepts. Then, most chapters deal with the more practical aspects of the topic in terms of the L2 classroom. Finally, each chapter ends with a variety of activities that aim to help the reader to reflect upon the issues discussed in the chapter.
L2 Journal, 2020
Despite the vast literature on critical pedagogy in general, a clear understanding of what critic... more Despite the vast literature on critical pedagogy in general, a clear understanding of what critical pedagogy entails in foreign-language (FL) writing has not yet been articulated—perhaps due to the field’s pragmatic orientation. In this article, I propose four intertwined key elements of a critical pedagogy for FL writing: relationship, agency, identity,and power. I argue first, drawing on Freire’s theory of education and Bakhtinian philosophy, that the essence of applying critical pedagogy to FL writing lies in carving out a dialogical space in which FL learners can form new self-otherrelationshipsto disrupt their often-marginalized status. Second,inspired mainly by sociocultural approaches to language and literacy studies, I define agencyas individuals’ goal-oriented capacity to act, which lies at the core of the effective application of critical pedagogy in the FL context. Depending on power dynamics, agency may take negative (e.g., resistance) or positive (e.g., investment) form...
International Journal of Virtual and Personal Learning Environments
Recently, Cosmopolitan English and Transliteracy won the 2018 Research Impact Award from the Conf... more Recently, Cosmopolitan English and Transliteracy won the 2018 Research Impact Award from the Conference on College Composition and Communication (CCCC), the largest international organization that specializes in the teaching and studies of composition. This recognition seems to signal a turn to transliteracy education, i.e., English writing education should embrace a vision and actual pedagogical practices of cultivating citizens of the world who use English ethically. The purposes of this article are threefold: to define transliteracy, to provide illustrative studies, and to propose its application in foreign language contexts. The author suggests that in designing innovative programs sensitive to various English styles teachers need to strike a balance between traditional literacy and transliteracy. New ways of implementing such literacies in some alternate space, as mediated by modern communication technologies, especially the Internet, are provided.
The book explores the pedagogical potential of autobiographical writing in English-as-a-foreign l... more The book explores the pedagogical potential of autobiographical writing in English-as-a-foreign language, approaching the topic from an educational, longitudinal, dialogical, and social perspective. Through a number of case studies, the author delineates four phases that EFL writers may experience in their identity construction processes, illustrating the complexity of EFL writers’ social identities. This book will provide a valuable resource for language teachers and researchers interested in the pedagogical applications of autobiographical writing.
Studies on learner identity and studies on meaningful literacy seem to have gone on parallel trac... more Studies on learner identity and studies on meaningful literacy seem to have gone on parallel tracks with little intersection between the two, leading to a lack of understanding regarding the impact of meaningful literacy on learners’ identities, particularly as writers in a foreign language environment. In this context, this article reports on a study in which the teacher examines how meaningful literacy in the form of life writing shapes his English as a foreign language (EFL) writers’ identity. The study used students’ writing samples and written reflections as the primary data and through the lens of a poststructuralist theory of learner and writer identity. The author found that extensive investment in life writing in a supportive social milieu, including both story writing outside class and free writing in class enabled EFL learners to achieve agentive writer identities, i.e., forming a new habit of writing, gaining confidence as a writer, and taking life writing as a craft. Th...
In his recent book Translingual Practice, Canagarajah argues for a paradigm shift in language tea... more In his recent book Translingual Practice, Canagarajah argues for a paradigm shift in language teaching and research. Instead of seeing language as entities isolated from each other, and norms as prescribed and fixed, the readers are challenged to consider constant interactions between languages and negotiation of norms through practice. All ten chapters of the book are devoted consistently to this central argument, which contributes some new understandings to recent discussions in composition studies and applied linguistics on postcolonial approaches to the use of English in diverse contexts (e.g.