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Research at HELP
Recent Research at HELP
Holden, Daniel and Yang Liu. (2016) Place-Based Language Learning Using Mobile Technology: Re-Designing a MALL Game for HELP
Imamura, Kimberly (2015/2016). Examining the Academic Achievement of former Hawaii English Language Program (HELP) students in Credit Programs
Crookes, Graham (2013). IFMQ classroom discourse and reflections study
Kim, Melissa and Ryan Peters. (2013). Pilot Project – Learned Attention (LA) Writing Curriculum Project for HELP
Park, Dahyun (2013). Multimodal Analysis on L2 Learners’ Pragmatic Strategies in the Classroom
Ro, Eunseok (2013). Critical Pedagogy with Dramatic Play at Hawai’i English Language Program: A Proposal
Tanaka, Jay and Gordon West. (2013) Critical Literacy for IEPs
Schoonmaker, Richard. (2013/2014). Hybrid Approaches to ESL Reading Courses
Scholarly Papers and Other Projects Completed at HELP
Akiyama, D. 2001. Expectations and reactions considering IEP students’ integration with the University campus community. SP.
Anderson, S. Case studies in business development of pragmatic materials.
Arakaki, L. 1993. Adapting to field conditions: where working ESL teachers get their teaching ideas.
Ballou, K. 2004. Use of captioned video materials to promote second language vocabulary acquisition.
Barber, J. J. 2008. A connected speech lesson at the Hawaii English Language Program.
Bell, M. 2004. Communities of practice and their discourses: A case study of teacher development among MAESL graduate assistant teachers.
Biedenfeld, A. von. 2008. Extensive reading in a content-based language program: self-perceived student needs.
Bittner, B. 2004. Creative writing within the Hawaii English Language Program: promoting confidence and risk-taking for second language writers.
Brown, D. 2008. Promoting grammar awareness with color-coded feedback in L2 writing
Bullock, G. 2006. The second language acquisition of argument structure, English locative verbs and constructions.
Choi, Y. D. 2008. Corrective feedback and learner uptake across pedagogical purposes.
Choi, E. 2006. Semantic context effects in forward and backward translation by Korean learners of English.
Chung, H. 2005. Closing the theory-teaching gap: an observational study of input analysis.
Clark, M. 2000. Relative clause production and writing placement.
Da Silva, A. 2003. The effects of instruction on pragmatic development.
Franklin, M. 1992. Persuasive text in Japanese and English: a study in contrastive rhetoric.
Harrison, G. 2002. Critical pedagogy in an ESL IEP speaking/listening class.
Johnson, N. 2006. Test evaluation and development: a case of language placement exams.
Jund, Anne Crutchfield. 2008. International students in global discourse communities: Classroom interactions as possibilities for intercultural pedagogy.
Khalliev, M. 2007. Development and evaluation of materials for teaching
connected speech and reduced forms.
Kim, J. 2005. The effects of L1 and L2 proficiency on Korean readers’ reading strategies using think-aloud protocols.
Kim, M. 1997. L1 and L2 educational levels, intelligence, and the L2 writing performance of Korean ESL students.
Knapp, G. C. 1998. Critical pedagogy in an academic ESL writing classroom.
Lin, A. 2003. Developing structured input materials.
Morihara, E. 1993. A critical inquiry into student evaluation of teacher performance: a case study of an intensive ESL program.
Okazaki, T. 2005. Critical consciousness and critical language teaching.
Park, H. 2005. What is the relationship between adult EAP students’ motivation and their perceptions about teachers’ motivational strategies? A survey-based investigation.
Royal, D. 2006. Global issues, everyday actions.
Ryan, M. 2004. Inductive and deductive approaches to explicit grammar instruction using authentic input.
Todd, S. 2005. Learning the process: a qualitative study of a negotiated course.
Watanabe, Y. 2005. The effect of shadowing on the phonological loop: a cognitive model of L2 information recall and comprehension.
Yamaguchi, T. 2006. Negotiated interaction in an information-gap and a conversational task: an analysis from two perspectives
Past Research at HELP
Tanaka, Jay. – Review of Hawaii English Language Program English Placement Test
He, Cynthia. – On the Effect of Graphic Organizers in ESL Academic Reading
Misner, Michael. – On Reading Fluency and Curriculum Development Project
Narasaki, Brandon and Jin Woo. -Hawaii English Language Program (HELP) 400-Level Evaluation Project
Woo, Jin. – On Flow in Second Language Reading for Korean University Students
DiCello, Cheryl. – Preparing for Life at UH Manoa: A Workshop for HELP
Kletzien, Jake and Melissa Green. – Evaluation of the Teacher Induction Process at HELP
Noda, Kazuyo. -The Differential Effects of Corrective Feedback Before and After Explicit Instruction
Orikasa, Mami. -Interactionist Dynamic Assessment in L2 Learning; A Case Study of Tutoring L2 English Oral Communication
Orikasa, Mami. -Program Development of Paper-Based TOEFL Courses at HELP
Sano, Yuka. -Pilot Study – Intelligibility and Conprehensibility of Hawaii Pidgin English to Japanese Learners of English: Is Pidgin English Easier to Understand than Standard English?
Trace, Jonathan, Valerie Meier and Amanda Chin. -Talk It Through! : A Materials Review
Woo, Jin and Eugenia Wang. -Materials Review: Talk It Up! Listening, Speaking, and Pronunciation 1
Guo, Yue, Ann Johnstun, and Wenpei Long. -HELP: The First Step toward Accreditation
Johnstun, Ann and Wenpei Long. -Evaluation and Development of the HELP Placement Test
Johnstun, Ann. -Evaluation of HELP Curriculum, Scope & Sequence
Kletzien, Jake. -Evaluation of how Laulima course management system can be effectively incorporated into HELP program/curriculum
Miyao, Mari. -How grammar can be effectively incorporated into HELP’s content-based curriculum
Ogawa, Chie. -Transfer from the task-based classroom to the real world: How do ESL students reflect on their learning by doing daily survival tasks?
Youn, Soo Jung. -Developing a task-based assessment of EAP pragmatics
Hatsumi Toku & Emiko Kamimoto – In 2007, they created a short video that revealed the results of a study on World Englishes with HELP students. The video explored HELP students’ and international undergraduates’ opinions towards varieties of English and ways of navigating cultural differences as university students.