Current Research Strands & Projects

I have many interests at the nexus of language education and instruction and technology, which tends to lead me in many new and interesting directions.  I have looked into the use of Twitter and Automated Writing Evaluation systems with EFL writing classes, the use of audio discussion systems with pre-service English teachers for extra-curricular assessment, and video-based learning systems (EnglishCentral) for use with EFL general English courses.   However, my ongoing research has been focused on a particular combination of technologies and methodologies over the last few years.

Videoconferencing holds a certain fascination for me, particularly in the realm of language education.  The technology (or at least the concept) has been around for nearly 100 years, believe it or not.  It is not a new concept.  Graham Bell mused on its potential in the 1920’s and AT&T has made pushes to popularize videoconferencing in nearly every decade since the 1950’s. It’s never caught on.  People have always assumed it was the cost and difficulty of use, but we are now seeing those constraints lifted with desktop and even mobile videoconferencing accessible to 100’s of millions of Internet-connected users.  It has seen modest use during this time, but it has yet to really become a breakout success.  Many in the field are waiting to see how the YouTube generation will take to it in the coming years.  Will it be the success that innovators have always hoped it could be? Or simply another disappointment with a litany of excuses?  Time will tell.

Regardless of popular adoption, there are some excellent uses for videoconferencing in education that are growing (and have a significant history) led by growing access to the Internet and webcams.  It is for these uses that I am truly interested not in the technology itself but rather how the technology informs practice and how practice and even inform technology.  At with all tools, it’s less about the medium than it is about the use of that medium.

With this in mind, my current projects include:

• The large-scale implementation of one-on-one videoconferencing as a supplement to residential, face-to-face English classes. This is currently in the pilot stage with 200 students, but will likely be implemented with 1,600 students in the coming semesters. This is seen as a way to efficiently and economically offer one-on-one practice and individual feedback that is impossible to do in current courses of 40 students.
• Exploration of pre-service teachers beliefs about and uses of novel technologies for language learning. This project centers around a multimedia-assisted language learning class of pre-service teachers who were introduced to a variety of VR (virtual reality) and AR (augmented reality) products and asked to design language instruction with the tools. Their experiences and products will be reported.
• Flipped learning in a Korean English for academic purposes class. This project is getting a little long in the tooth at this point as it was started a couple years ago. This reports on two semesters of academic writing courses and the implementation of a flipped learning model to offload lecturers in order to prime content for subsequent classes and the effect that it had on student perceptions and performance.
• Another project conducted with Korean English for academic purposes classes used Noredink.com the assessment, practice, and tracking of learning descrete grammar topics.
• Another project on my radar, but not in progress, is case studies on groups of practitioners who are videoconferenced English tutors with a focus on their personal practical knowledge. I’m very interested in how these relatively new types of teachers teach, learn, and experience their instructional environment. There is little written about them, but they are a growing presence in language learning (and many other areas of education).

• Jang-D-H, Ryu, K., Yi, P., & Craig, D. A. (2015). The hurdles to being world class: Narrative analysis of the World-Class University Project in Korea. Higher Education Policy, advance online publication, 15 December 2015;
  doi:10.1057/hep.2015.23 (SSCI)
• Craig, D. A. (2015). Implementation of a diagnostic listening course: Student perceptions and design decisions. Studies in English Education, 20(2), 1-34.
• Craig, D. A. & Oh, E. (2013). General English program evaluation and redesign at 7(2), 521-552.
• 배두본, 이상민, 존병만, 조일제, 이민호, 이한규, 윤흥섭, 김현진, 한맹구, 정상열, 오석진, 이성룡, 김태동, 윤용애, 안성은, 최태원, 홍윤빈, 권현숙, 이주현, 이효은, 박일이s 이은정, Craig, D. A., & Yaros, A. R. (2013). Middle School English 1. Seoul, South Korea: 미래엔.
• 배두본, 이상민, 존병만, 조일제, 이민호, 이한규, 윤흥섭, 김현진, 한맹구, 정상열, 오석진, 이성룡, 김태동, 윤용애, 안성은, 최태원, 홍윤빈, 권현숙, 이주현, 이효은, 박일이, 이은정, Craig, D. A., & Yaros, A. R. (2013). Middle School English 1: Teacher’s Guide. Seoul, South Korea: 미래엔.
• 배두본, 이상민, 존병만, 조일제, 이민호, 이한규, 윤흥섭, 김현진, 한맹구, 정상열, 오석진, 이성룡, 김태동, 윤용애, 안성은, 최태원, 홍윤빈, 권현숙, 이주현, 이효은, 박일이, 이은정, Craig, D. A., & Yaros, A. R. (2013). Middle School English 2. Seoul, South Korea: 미래엔.
• 배두본, 이상민, 존병만, 조일제, 이민호, 이한규, 윤흥섭, 김현진, 한맹구, 정상열, 오석진, 이성룡, 김태동, 윤용애, 안성은, 최태원, 홍윤빈, 권현숙, 이주현, 이효은, 박일이, 이은정, Craig, D. A., & Yaros, A. R. (2013). Middle School English 2: Teacher’s Guide. Seoul, South Korea: 미래엔.
• 배두본, 이상민, 존병만, 조일제, 이민호, 이한규, 윤흥섭, 김현진, 한맹구, 정상열, 오석진, 이성룡, 김태동, 윤용애, 안성은, 최태원, 홍윤빈, 권현숙, 이주현, 이효은, 박일이, 이은정, Craig, D. A., & Yaros, A. R. (2013). Middle School English 3. Seoul, South Korea: 미래엔.
• 배두본, 이상민, 존병만, 조일제, 이민호, 이한규, 윤흥섭, 김현진, 한맹구, 정상열, 오석진, 이성룡, 김태동, 윤용애, 안성은, 최태원, 홍윤빈, 권현숙, 이주현, 이효은, 박일이, 이은정, Craig, D. A., & Yaros, A. R. (2013). Middle School English 3: Teacher’s Guide. Seoul, South Korea: 미래엔.
• Kim, J. & Craig, D. A. (2012). Validation of a videoconferenced speaking test. Computer Assisted Language Learning, 25(3), 257-275. Available online at: http://www.tandfonline.com/doi/pdf/10.1080/09588221.2011.649482
• Craig, D. A. & Kim, J. T. (2011). Performance and anxiety in videoconferenced testing. In F. Zhang (Ed.), Comptuer-Enhanced and Mobile-Assisted Language Learning: Emerging Issues and Trends. Hershey, PA: IGI.
• Craig, D. A. (2011). Gender differences in online and face-to-face undergraduate education courses. Journal of the Korea Knowledge Information Technology Society, 6(3), 103-118.
• Pawan, F. & Craig. D. A. (2011). ESL and content area teacher responses to discussions on English language learner instruction. TESOL Journal, 2(3), 293-311.
• Craig, D. A. (2011). Ask a question, get an answer. The English Connection, 15 (1), 27.
• Bae, G. Y., Craig, D. A., Kim, B. G., Lee, J., & Oh, E. J. (2011). SM Vocabulary for TOEIC/TOEFL. Seoul, South Korea: Sangmyung University Press.
• Craig, D. A. & Kim, J. T. (2010). Anxiety and performance in videoconferenced and face-to-face oral interviews. Multimedia-Assisted Language Learning, 13(3), 9-32.
• Craig, D. A. (2010). Annotating the Web. The English Connection, 14 (4), 27.
• Craig, D. A. & Kim, J. T. (2010, October). Validation of a videoconferenced speaking test. Proceedings of the 2010 KAMALLConference, 14, 88-93.
• Craig, D. A. (2010). Virtual vocabulary. The English Connection, 14 (3), 35.
• Craig, D. A. (2010). . Learning with interactive video. The English Connection, 14 (2), 29.
• Craig, D. A. (2010). Twitter tweeting teaching. The English Connection, 14 (1), 28.
• Choi, I., Craig, D. A., Huh, G., Nam, G. O., Kim, C. Y., Hwang, S. H., & Jang, J. R. (2010). Elementary School English 3. Seoul, South Korea: Happy House.
• Choi, I., Craig, D. A., Huh, G., Nam, G. O., Kim, C. Y., Hwang, S. H., & Jang, J. R. (2010). Elementary School English 3: Teacher’s Guide. Seoul, South Korea: Happy House.
• Choi, I., Craig, D. A., Huh, G., Nam, G. O., Kim, C. Y., Hwang, S. H., & Jang, J. R. (2010). Elementary School English 4. Seoul, South Korea: Happy House.
• Choi, I., Craig, D. A., Huh, G., Nam, G. O., Kim, C. Y., Hwang, S. H., & Jang, J. R. (2010). Elementary School English 4: Teacher’s Guide. Seoul, South Korea: Happy House.
• Kim, J. T. & Craig, D. A. (2009). The relationship between anxiety and speaking performance in online and face-to-face interviews. Proceedings of the 12th KAMALL-APAMALL Joint International Conference 2009, 13, 57-65
• Craig, D. A. (2009, May). Get Animated: Review of Go!Animate. KAMALL Newsletter. Available from http://kamall.or.kr/kor/newsletter/09-1/dan-review.htm
• Craig, D. A. (2008, September). Review of EuroTalk’s Talk More. KAMALL Newsletter. Available from http://www.kamall.or.kr/main/newsletter/08-2/dan.htm
• Craig, D. A. (2008, May). LiveMocha: An online social network for language learning.  KAMALL Newsletter. Available from http://www.kamall.or.kr/main/newsletter/08-1/Dan.htm
• Craig, D. A. (2007). Using Web 2.0 technologies to deliver individualized instructional resources to language learners. Proceedings KAMALL-KSET Joint International Conference, 11, 127-135. Available from http://www.kamall.or.kr/bbs/data/conference/KAMALL_PR_11%282007%29.pdf

• Craig, D. A. & Ellis, D. (2016, October). NoRedInk for offloading grammar diagnostics, instruction, and practice. Paper presented at the 24th Korea TESOL International Conference: Shaping the Future with 21st Century Skill, Seoul, South Korea.
• May, E., Roskop, K., Craig, D. A., Bailey, D., & Lumsden, S. (2016, October). LMS friendly face-off: Which learning management system is for you? Panel discussion at the 24th Korea TESOL International Conference: Shaping the Future with 21st Century Skill, Seoul, South Korea.
• Craig, D.A. (2015, November). Korean flipped writing classes: Learning from doing. Paper presented at the GLoCALL/KAMALL 2015 International Conference, Daejeon, South Korea.
• Craig, D.A. (2014, September). Free Screencasting Web Apps and Software for the Creation of Flipped Classroom Video Lectures. CALL Fair presentation at the 2014 Applied Linguistics Association of Korea (ALAK) Conference, Seoul, South Korea.
• Craig, D. A. (2014, September). Challenges and Opportunities in Flipped Writing Classrooms: A Preliminary Report. Paper presented at the 2014 Korean Association for Multimedia-Assisted Language Learning (KAMALL) Annual Conference, Seoul, South Korea.
• Craig, D. A. & Oh, E. (2013, June). Systematic Curricular Change of a University General English Program. Paper presented at the 2013 Spring Conference of General Education, Seoul, South Korea.
• Craig, D. A. (2012, December). Open CALL Resources for the 4 Skill Areas. Web 2.0 Technologies and Second Language Education: New Directions in Research and Practice. Chung-Ang University Education Annual Conference. Seoul, South Korea.
• Craig, D. A. (2012, October). Twitter for Academic Writing: An Update. Proceedings of the 2012 English Linguistics Society of Korea (ELSOK) Fall Conference. Jinju, South Korea.
• Craig, D.A. (2011, October). Online automated writing evaluation in pre-service EFL teacher education writing courses. Proceedings of the 2011 Korean Association for Multimedia-Assisted Language Learning (KAMALL) International Conference, Seoul, South Korea.
• Craig, D. A. (2011, June) Twitter for academic writing. Proceedings of the 2011 English Teachers Association of Korea (ETAK) International Conference, Daejeon, South Korea
• Craig, D. A. (2011, May). Videoconferenced teaching: Potentials and challenges. KOTESOL National Conference 2011, Ten Years in: Advancing Korean TESOL in the 21st Century, Daejeon, South Korea.
• Craig, D. A. (2011, April). Open resources for the 4 skill areas. Seminar presentation at Hangyang Cyber University, Seoul, South Korea.
• Kim, J. T. & Craig, D. A. (2010, December). Effect of anxiety on face-to-face and videoconferenced oral interview performance. Globalization & Localization in CALL International Conference 2010, Sabah, Malaysia.
• Craig, D. A. (2010, October). Are you talking to me? Non-verbal behaviors and desktop videoconferencing. Paper presented at the 2010 Korean Association for Multimedia-Assisted Language Learning (KAMALL) Conference, Seoul, South Korea.
• Craig, D. A. & Kim, J. T. (2010, October). Validation of a videoconferenced speaking test. Paper presented at the 2010 Korean Association for Multimedia-Assisted Language Learning (KAMALL) Conference, Seoul, South Korea.
• Craig, D. A. (2010, September). Blending with Moodle: Enhancing residential courses with a learning management system. 2010 Autumn Conference of the Society of e-Learning, Seoul, South Korea.
• Craig, D.A. (2009, December). Use of collaborative Web-based word processing and an online conferencing environment to improve student writing. CALL Fair presentation at the 2009 Applied Linguistics Association of Korea (ALAK) Conference, Seoul, South Korea.
• Kim, J. T. & Craig, D. A. (2009, October). The relationship between anxiety and speaking performance in online and face-to-face interviews. Proceedings of the 12^th KAMALL-APAMALL Joint International Conference 2009, 13, 57-65. Available online at http://www.kamall.or.kr/bbs/data/conference/KAMALL_PR_13(2009).pdf
• Craig, D. A. (2008, December). Changing theories of learning. Paper presented at the 2008 Applied Linguistics Association of Korea (ALAK) Conference, Seoul, South Korea.
• Craig, D. A. (2008 December). Online social networks for specialized language learning communities. CALL Fair presentation at the 2008 Applied Linguistics Association of Korea (ALAK) Conference, Seoul, South Korea.
• Craig, D. A. & Kim, J. (2007, November). Skypecasts as Mediator of Authentic Communication. CALL Fair presentation at the 2007 Applied Linguistics Association of Korea (ALAK) Conference, Seoul, South Korea.
• Craig, D. A. (2007, November). Using Web 2.0 technologies to deliver individualized instructional resources to language learners. Paper presented at the 2007 KAMALL-KSET Joint International Conference, Seoul, South Korea.
• Craig, D. A. & Liu, S. (2007, October). Technology overload in teacher education. Paper presented at the 15th Annual Korea TESOL International Conference: Energizing ELT, Seoul, South Korea.
• Pawan, F. & Craig, D. A. (2005, June). Issues of interrogation in ESL and content-area teacher collaboration. Paper presented at the Fourth International Conference on Language Teacher Education, Minneapolis, MN.
• Pawan, F. & Craig, D. A. (2005, November). ESLTs and content-area teachers’ “disjunctures” in the instruction of English language learners. Paper presented at the Seventh Language Education Student-led Symposium, Bloomington, IN.
• Pawan, F. & Craig, D. A. (2005, May). ESL and content area teacher collaboration: Issues of interrogation in ELL instruction. Paper presented at the Harste-Burke Retirement Conference, Bloomington, IN.
• Sinclair, L., Deckard, K., Warren, H., Ring, E., & Craig, D. A. (2005, March). Scaffolding Content for Academic Success. Symposium conducted at the Indiana Department of Education 2005 K-12 ESL Conference, Carmel, IN.
• Craig, D. A., Cullen, T., Liu, S., Hixon, E., Keller, J., & Shi, M. (2003, April). IST and K-12 Education: How can the IST Department at Indiana University prepare graduate students for participation in this complex domain? Paper presented at the Third Annual IST Conference, Bloomington, IN.
• Craig, D. A. (2002, January). Rater’s perception of handwriting legibility and word-processing in L2 writing assessment. Paper presented at the Fourth Annual Meeting of the Midwest Association of Language Testers (MwALT), Oak Brook, IL.

 

Graduate Work

Indiana Pages

Projects

• SharePoint Technologies Project (2003-2005) – This was largely an intranet project through Indiana University, so access is restricted (therefore, no link). This was project in the School of Education through the Education Technology Services (ETS) using SharePoint, which was a brand new and largely untested Microsoft product. The overarching idea was to reduce the amount of time that it took to find solutions to the business (and academic, in an extent) issues in the School of Education. Many issues were being addressed by a diverse assortment of databases, spreadsheets, and duct tape. The project was the brainchild of my boss at ETS, Bill Lundy. I was happy to help him bring it from a twinkle in his eye to a highly successful implementation of a revolutionary collaborative concept.
  
• IST Qualifying Exams (2005)
  • Question 1 – Critic of article on mentoring
  • Question 2 – Proposal of a research agenda for a fictional Instructional Design organization–Online Collaborative Learning
  • Question 3 – Participatory Design
    
• IST Portfolio (2004) – This is the Capstone project for my coursework in IST (though a made a few tweaks after that so it could serve as a resume). Essentially, I think this is meant for ISD practitioners who come out of the program, but it is also good for the PhD’s to showcase what they have been working on as well as making for a unique work portfolio.
  
• IDT Record (2003) – Website dedicated to issues of Instructional Design & Technology. The organizers of this site wanted a simple, straight foreward design that was easy to navigate and displayed content prominently. The colors didn’t work out as I had hoped and I would have preferred to have compartmentalized the areas more distinctly (as you may tell from this site), but I’m happy with the overall design.
  
• Office of Graduate Studies (2001-2003) – While fewer and fewer of these pages are mine, from fall 2001 through fall 2003, as a small part of my job duties in the office, I undertook a major overhall of content and organization on this site.
  
• Global Education Program – While not my best work, the organizers of this program required a site that could be easily updated by someone who was not a web designer. It is essentially a text-only design, powered by a Dreamweaver template. This replaced a visually stunning design that had been carried out by a graphic artist. Unfortunately, the site was very difficult to update and scale as it was an entirely graphic-based design. Though it is now easy to update, it doesn’t look like the site has been touched since my last edit in 2003.

Classes

• L600 – One conceptual site. Done quick and dirty, yet still interesting.
• R521 – Links to various desing projects done for the course
• R541 – Links to various design projects done for the course
• R547 – Links to various design projects done for the course.
• R641 – Links to various design projects done for the course.
• R690 – Gender participation in online and face-to-face small group interactions (without interview data)
• Y611 – Gender participation in online and face-to-face small group interactions (with interview data)
• L700 – Assessing Socio-Cognitive Interactions in Online and Face-to-Face Discussions