|
Stella K. Hadjistassou Department of English, Arizona State University |
|
|
Educational Profile
Book Reviews Linguistics
|
RESEARCH EXPERIENCE [In-Progress] The Application of Virtual Worlds in Professional Writing Classes To be submitted for review on August 2008, Arizona State University Primary Investigator: To be announced Position Held: Co-investigator
The Application of Cultural-Historical Activity Theory (CHAT) in Second Language Acquisition (ESL) in Synchronous and Asynchronous Forums (using Blackboard Vision, Version 7.0 of Blackboard Academic Suite), Oct. 2006- to present, Arizona State University (Studies conducted in multiple ESL sections here at Arizona State University, including ENG 107 and ENG 108) Primary Investigator: Dr. Karen L. Adams Position Held: Co-investigator Responsible for the application of, what has been term as third generation by scholars as the third generation of Cultural-Historical Activity Theory or CHAT and more precisely Engeström’s (1987;1993;1999) proposed framework, along with Wells (in press) dialogic discoursing, in ESL classrooms at Arizona State University. Collection of data included face-to-face interactions and Synchronous and Asynchronous Computer-Mediated Communications (CMC) using the asynchronous "Discussion Board" and the synchronous "Collaboration Sessions" of Blackboard Academic Suite, version 7.0 to investigate peer review sessions, group and other-related activities. Responsibilities also included devising the research methodology, collecting, transcribing and analyzing the data.
The Application of Cultural-Historical Activity Theory (CHAT) in the Second Language Classroom Sept. 2005-to-Spring 2006, Arizona State University (Studies conducted in two ESL sections, ENG 107 and ENG 108, here at Arizona State University) Primary Investigator: Dr. Karen L. Adams Position Held: Co-investigator Responsible for the application of Engeström’s (1987;1993) proposed framework on Cultural-Historical Activity Theory (CHAT) in ESL classroom settings at Arizona State University for the collection of data during in-class activities and peer review sessions, as well as online activities, their transcription and analysis of research findings.
Second Language Acquisition from a Vygotskian Perspective (Microgenetic Development) Fall 2001 Primary Investigator: Dr. Marysia Johnson Position Held: Co-investigator
Responsible for applying what Wertsch termed as the notion of Microgenetic
development and Alajaafreh and Lantolf’s (1994) notion of negative feedback,
provided in the zone of proximal development (ZPD), to examine Second Language
Acquisition in an ESL learner. The study was conducted within the
Vygotskian framework. |