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  • 1.
    Allen, Christopher
    Univeristy of Birmingham, UK.
    A Local Grammar of Cause and Effect: A Corpus-driven Study2005Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis puts forward a specialized, functional grammar of cause and effect withinthe sub-genre of biomedical research articles. Building on research into the localgrammars of dictionary definitions and evaluation, the thesis describes the applicationof a corpus-driven methodology to description of the principal lexical grammaticalpatterns which underpin causation in scientific writing. The source of data is the 2million-word Halmstad Biomedical Corpus constructed from 589 on-line researcharticles published since 1997. These articles were sampled in accordance with astandard library classification system across the broad spectrum of the biomedicalresearch literature. On the basis of lexical grammatical patterns identified in thecorpus, a total of five functional sub-types of causation are put forward. The localgrammar itself is a description of these sub-types based on the Hallidayian notion ofsystem along the syntagm coupled with the identification of the paradigmatic contentsof these systems as a closed set of 37 semantic categories specific to the biomedicaldomain. A preliminary evaluation of the grammar is then offered in terms of handparsingexperiments using a test corpus. Finally potential NLP applications of thegrammar are described in terms of on-line information extraction, ontology buildingand text summary.

  • 2.
    Allen, Christopher
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Conceptions of Personal Learning Environments Among EFL Teachers at Upper Secondary Level in Sweden2013In: 20 Years of EUROCALL: Learning from thePast, Looking to the Future. Proceedings of the 2013 EUROCALL Conference, Évora, Portugal, 2013, p. 7-13Conference paper (Other academic)
    Abstract [en]

    In recent years, virtual learning environments (VLEs) or course management systems (CMSs) have become commonplace in European higher education as well as making inroads into primary and secondary schools. VLEs such as Moodle, Blackboard and It's Learning offer educational institutions standardized packages in the form of a range of administrative, pedagogical and communicative tools. Teachers of English as a foreign language at secondary and tertiary levels are certainly no exceptions to this trend, employing VLEs as learning platforms to support a variety of ITC-based learning activities and tasks. VLEs have however attracted criticism from some quarters in that they may be seen merely as virtual embodiments of the classroom with all the restrictions which the 'physical' classroom has traditionally entailed (Weller 2007). Furthermore it has been argued that VLEs have failed to embrace the full advantages of Web 2.0 technologies or acknowledge trends towards informal learning afforded by social media etc. The response to this criticism has been the envisioning of Personal Learning Environments or PLEs which utilise the plethora of free, often collaborative online resources and tools now available to learners. This paper explores the conceptualisation of PLEs and their advantages / disadvantages vis-à-vis VLEs among upper secondary school teachers of English in Sweden on the basis of pedagogical principles put forward as part of the Open University's SocialLearn and OpenLearn matrices (Conole 2008). It is suggested that the mapping of the core frameworks of thinking and reflection, experience and activity, conversation and interaction and evidence and demonstration to a set of learning principles can provide the basis for the evaluation of PLEs as envisioned by teachers and learners.

  • 3.
    Allen, Christopher
    Halmstad University ; University of Birmingham, UK.
    From Johnson to Cobuild: Grammar and the New Dictionaries2001In: LMS : Lingua, ISSN 0023-6330, no 2, p. 37-44Article in journal (Other academic)
  • 4.
    Allen, Christopher
    University of Kalmar, School of Human Sciences.
    IT Training for Modern Language Teachers1998In: LMS : Lingua, ISSN 0023-6330, Vol. 2, p. 18-22Article in journal (Other academic)
  • 5.
    Allen, Christopher
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Marriages of convenience?: Teachers and coursebooks in the digital age2015In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 69, no 3, p. 249-263Article in journal (Refereed)
    Abstract [en]

    This article reports on a survey of Swedish EFL teachers’ attitudes towards,and dependence on, ELT coursebook packages in the light of recent researchinto digital literacy. The results showed that while ICT is making massiveinroads into language classrooms in technologically advantaged countrieslike Sweden, the coursebook package still has its place assured amongtrainee teachers, at least for the immediate future. The current generationof ‘digital native’ pre-service teachers still looks to coursebook packagesto structure lessons during teaching practice and as a means of providingextended reading practice in the L2. Their more experienced in-servicecolleagues are, however, increasingly abandoning the coursebook in favour offreestanding digital resources. Practising teachers in the survey increasinglysaw coursebooks in contingency terms and as a ‘fall-back’ position. Finally,the article considers the desirability of a more fundamental abandonment ofthe coursebook in favour of digital tools and resources in the EFL classroom.

  • 6.
    Allen, Christopher
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    MOOCs as primers in EFL Teacher Training2017In: The Teacher Trainer Journal, ISSN 0951-7626, Vol. 31, no 1, p. 11-13Article in journal (Other academic)
  • 7.
    Allen, Christopher
    University of Kalmar, School of Human Sciences.
    Problem, Tasks and Language Teaching2000In: LMS : Lingua, ISSN 0023-6330, Vol. 2, p. 25-30Article in journal (Other academic)
  • 8.
    Allen, Christopher
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Reacting to the technology splurge: information and Communications Technology (ICT) Training for EFL teachers in the one-to-one era2015In: The Teacher Trainer Journal, ISSN 0951-7626, Vol. 29, no 3, p. 19-21Article in journal (Other academic)
  • 9.
    Allen, Christopher
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Social media as an alternative to Moodle in EFL teaching practice forums2015In: Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy / [ed] Francesca Helm, Linda Bradley, Marta Guarda, Sylvie Thouësny., Research-publishing.net, 2015, p. 9-15Conference paper (Other academic)
    Abstract [en]

    This paper reports on the preferences among a group of pre-service English as a Foreign Language (EFL) teacher trainees for social media rather than Moodle, an institutional Virtual Learning Environment (VLE), as a forum for support during a recent five week teaching practice in southern Sweden. The teacher trainees responded to a questionnaire relating to preferences for their own Facebook group as opposed to the Moodle forum set up specifically by the course tutor for the purpose of sharing observations and discussing lesson planning, aspects of reflective practice and resources while on teaching practice. Their reflections shed interesting light on the importance of student EFL teacher ownership and ‘student centricity’ in the learning space. These concepts emerge from a consideration of the learning space at the intersection of pedagogical, technological and content knowledge and the nature of forum discussions when faced with the alternative between social media and institutionalized learning platforms under the direction of teacher trainers and course managers.

  • 10.
    Allen, Christopher
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Berggren, Jan
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Digital literacy and sustainability: a field study in EFL teacher development2016In: CALL communities and culture: short papers from EUROCALL 2016 / [ed] Salomi Papadima-Sophocleous, Linda Bradley, Sylvie Thouësny, 2016, p. 14-19Conference paper (Refereed)
    Abstract [en]

    This project introduces the concept of digital literacy at a practical level to a group of EFL teachers within the context of a single work place; a technologically well-resourced upper secondary school in Sweden. English teachers were provided with a theoretical and practical overview of the digital literacy concept as described by Dudeney, Hockly, and Pegrum (2013) before being given the task of each teaching a lesson. The teachers’ reflective experiences of incorporating digital literacy into advanced level English teaching were then evaluated through a focus group interview. The results obtained show the efficacy of incorporating small scale exploratory practice research projects alongside busy teaching schedules and administrative demands as well as developing teachers’ perspectives on Information and Communications Technology (ICT) in the English as a Foreign Language (EFL) classroom. In addition, the project has promoted synergies and collaboration among a school staff engaged in the long-term goal of continued professional development.

  • 11.
    Allen, Christopher
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Hadjistassou, Stella
    University of Cyprus, Cyprus.
    Remote tutoring of pre-service EFL teachers using iPads2018In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 72, no 4, p. 353-364Article in journal (Refereed)
    Abstract [en]

    With the availability of portable and relatively inexpensive audiovideo recording devices in the form of iPads and other mobile technologies in combination with increasing bandwidth, the remote observation and training of pre-service EFL student teachers without the physical presence of a tutor in the classroom is now a viable proposition. This paper reports on a novel initiative to provide remote feedback to a group of primary EFL pre-service teachers on teaching practice placement in Africa from a tutor based in Sweden via iPad minis and the training institution’s Moodle virtual learning environment. The feedback was assessed in relation to the Cambridge English Teaching Framework. Results suggest that the combination of recorded audiovideo material during the pre-service teachers’ teaching practice and Moodle feedback from the remote tutor can provide a valuable basis for tutorial support, formative assessment, and reflection for student EFL teachers on teaching practice.

  • 12.
    Allen, Christopher
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Hadjistassou, Stella K.
    KIOS Research Center for Intelligent Systems and Networks, Cyprus.
    Richardson, David
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Self-evaluation using iPads in EFL teaching practice2016In: CALL communities and culture: short papers from EUROCALL 2016 / [ed] Salomi Papadima-Sophocleous, Linda Bradley, Sylvie Thouësny, 2016, p. 20-24Conference paper (Refereed)
    Abstract [en]

    The relentlessly accelerating global educational demands for teaching English as a Second or Foreign Language (ESL/EFL) in multiple, diverse, and often remote geographic locations constitute new challenges for academic institutions, teacher training and preparation programs, and teachers themselves. This study describes a novel approach where five elementary school preservice teachers teaching ESL/EFL borrowed an iPad mini from their teacher training institution customized with specific apps to record a series of five teaching sequences during their teaching practice placement in elementary schools in Tanzania and Kenya. All recorded sessions were uploaded to a Moodle Virtual Learning Environment (VLE)site specially constructed for the purpose of the teaching practice course. Results indicate that, apart from their experienced instructors’ feedback on their teaching practice, the recorded sessions formed constructive tools for self-reflection, self-evaluation and the pursuit of possible paths for improvement.

  • 13.
    Allen, Christopher
    et al.
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Richardson, David
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Exploring Digital Literacy in Student Teacher ICT Projects2012In: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings / [ed] Linda Bradley and Sylvie Thouësny, Research-publishing.net, 2012, p. 5-9Conference paper (Other academic)
    Abstract [en]

    his paper reports on the evaluation of student teacher information and communications technology (ICT) projects in English language didactics in accordance with recently proposed frameworks of digital literacy in both language-teaching and wider working and educational contexts (Dudeney, Hockly, & Pegrum, forthcoming; Hockly, 2012; Pegrum, 2011). The challenge for teachers, regardless of what stage they are at in their careers, is to be able to operationalize in Hockly’s (2012) terms the notion of digital literacy in the foreign language classroom while at the same time encorporating these concerns into a task-based framework in which communication is balanced with a focus on linguistic form. Students in their second term of studies in language didactics were given the task of creating an ICT-based project in English, encorporating both internet and classroom-based inquiry activities aimed at either lower or upper secondary levels in the Swedish school system. The project brief given to the student teachers more VSHFL¿FDOO\DGGUHVVHGWKHLUDELOLW\WRSODQDQGRUJDQL]HDVHWRIOHDUQLQJDFWLYLWLHVDURXQGan extended webquest in addition to demonstrating the procedural usage of a wide range of ICT tools such as wikis, blogs, podcasts, etc. in English language teaching (ELT). The four areas of language-, information-, connection-, and re-design-based digital literacies, as proposed by Pegrum (2011), form the basis for the evaluation of the projects.

  • 14.
    Berggren, Jan
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Allen, Christopher
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    The assessment of digital project in the EFL classroom2017In: CALL in a climate of change: adapting to turbulent global conditions, short papers from EUROCALL 2017 / [ed] Kate Borthwick, Linda Bradley, Sylvie Thouësny, Voillans France: Research-publishing.net, 2017, p. 46-50Conference paper (Refereed)
    Abstract [en]

    This paper reports on a project aiming at describing professionalpractice in the assessment of collaborative digital projects among a group of inserviceEnglish as a Foreign Language (EFL) teachers within the context of asingle workplace, a technologically well-resourced upper secondary school inSweden. In a previous project (Allen & Berggren, 2016), teachers were providedwith an overview of the digital literacy concept as described by Dudeney,Hockly, and Pegrum (2013) as part of an initiative to better integrate informationcommunication technology into their classroom practice. The current studyaddresses the need expressed in previous projects for developing assessmentpractices among the teachers working with digital projects, making use of apractical overview of the assessment of digital projects (Dudeney et al., 2013)trying out an assignment. Afterwards, a focus group interview was conductedfocusing on teachers' experiences of digital project assessment. The resultsindicate that while the teaching and assessment of collaborative digital projectsare not aligned, the teaching of digital literacy making use of digital resource mayaugment ‘traditional’ assessment. Following this conclusion, a necessity of furthercollaboration among EFL teachers appears, aiming at developing the assessmentof the collaborative aspect of digital projects.

  • 15.
    Bolona Lopez, Maria del Carmen
    et al.
    Universidad Casa Grande, Ecuador.
    Ortiz, Margarita Elizabeth
    Universidad Casa Grande, Ecuador.
    Allen, Christopher
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Using mobile devices and the Adobe Connect web conferencing tool in the assessment of EFL student teacher performance2015In: Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy / [ed] Francesca Helm, Linda Bradley, Marta Guarda, Sylvie Thouësny., Research-publishing.net, 2015, p. 77-83Conference paper (Other academic)
    Abstract [en]

    This paper describes a project to use mobile devices and video conferencing technology in the assessment of student English as a Foreign Language (EFL) teacher performance on teaching practice in Ecuador. With the increasing availability of mobile devices with video recording facilities, it has become easier for trainers to capture teacher performance on video without recourse to expensive purpose-made video camera equipment and time-consuming editing of video material. Mobile devices and web conferencing tools enable trainers who may be widely separated geographically to share video material of student teacher performance as the basis for the calibration of classroom practice assessment. Ecuadorian EFL teacher trainees on teaching practice were recorded using mobile devices. Videos were then uploaded to a video sharing website and made available to all participating trainers. Using the Cambridge ESOL Teaching Knowledge Test (TKT) score criteria, teacher trainers were asked to rate student performance as captured in the video sequences using the four band rating scale (1-basic; 4-very good). The video material then served as the basis for an online discussion and calibration of student teacher performance using the Adobe Connect web conferencing tool. Trainers were then asked to evaluate the efficacy of mobile device-recorded video material and web conferencing platforms as instruments in the assessment of student teacher performance.

  • 16.
    Hadjistassou, Stella K.
    et al.
    University of Cyprus, Cyprus.
    Allen, Christopher
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Using iPad-mediated recordings to offer contingent feedback and introduce pre-service teachers to the epistemology of the teaching practice2018In: Journal of Computers in Education, ISSN 2197-9987, E-ISSN 2197-9995, Vol. 5, no 3, p. 373-392Article in journal (Refereed)
    Abstract [en]

    The current study investigates the role of iPad-mediated recordings as culturally enacted artifacts in generating affordances for constructive feedback on pre-service teachers teaching practice, self-reflection, and evaluation and enacting a path to guide pre-service teachers in becoming part of the epistemology of the teaching practice. A group of Swedish pre-service teachers embarked on a teaching practice placement in Tanzanian elementary schools where they documented their teaching practicum experience using iPad minis. Pre-service teachers then selected specific parts of the videos and uploaded the content on the university's Moodle VLE site. The recorded sessions formed the primary mechanisms through which an experienced instructor offered pre-service teachers constructive feedback. Specific guidelines and training on the four indicated lesson elements that pre-service teachers needed to upload were provided prior to this practical teaching experience. Results indicate that the feedback strategies focused primarily on pre-service teachers' planning and actual teaching practice.

  • 17. Karlsson, Thomas
    et al.
    Hans, Bengtsson
    Wikander, Tomas
    Holmberg, Gustav
    Wahlström, Robert
    Allen, Christopher
    50 Forgotten Miras2016In: Journal of the American Association of Variable Star Observers, ISSN 0271-9053, Vol. 44, no 2, p. 156-163Article in journal (Refereed)
    Abstract [en]

    We report the results of 4 years observing of 50 poorly studied Mira stars. 247 maxima and 241 minima together with current period elements, ranges, and color indices for the stars are presented. “50 forgotten Miras” is an ongoing observing program run by the Variable star section of the Association of Swedish Amateur Astronomers (SAAF/V) that started in 2012.

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