Tesol  
TESOL

Dr. Robert B. Griffin

Professor of TESOL
Ph.D., Indiana University
Email: rgriffin@okcu.edu
Phone: (405) 208-5941

Areas of Expertise
L2 acquisition, L2 Writing, and CALL (Computer Assisted Language Learning)

Recent Publications

Articles:

* Bardovi-Harlig, K. & Griffin, R. (2005). L2 Pragmatic Competence: Evidence from the ESL Classroom. System (Special issue on Pragmatics in Instructive Language Learning), 33.
* Griffin, R. B. (2000) Going Cyber with Oncourse: The ESL Student’s View of a Web-based Tool to Teach Second Language Writing. Proceedings of the Second International Conference on Caribbean Language and Culture, Santiago de Cuba, Cuba. July 10-14.
* Griffin, R. B. Indiana ESL on the Web: New Tools for Adult Language Learning in the Classroom Environment. Manuscript accepted for publication. Intesol Journal (forthcoming)

Research and work in progress

* A book entitled “Using Teacher Feedback Online and Off: Exploring Academic Writing.”
* An article entitled, “Non-native and Native-Speaker Teachers in the ESL Classroom: Perceptions of the Japanese High School Student.”
* An article on the “Language-Related Episode and L2 Development in Writing among ESL Writers.”

Dan Rueckert

Associate Professor of TESOL

Email: drueckert@okcu.edu
Phone: (405) 208-5667
Office: WC 268

Degrees: Ph.D. Indiana State University

Areas of Expertise: 
L2 Curriculum Development, Computer Assisted Language Learning (CALL), Instructional Theory, Methodology. 

Recent Publications: 
McMurray, D. Nowlin, B. Riley, M. Rueckert, D. (2007). Liberating Educational Experience for Language-Minority Families. Journal for Liberal Arts and Sciences, 12(1) 35-40

Kim, D. Rueckert, D. Hwang, Y. 2008. Let’s Create a Podcast! Proceedings of the Society for Information Technology & Teacher Education International Conference. Las Vegas, NV, 3-7 March. 

Kim, D. Rueckert, D. 2008. The Effect of Multimedia Instruction in Integrating Technology into the Teacher Education Classroom Based on the Adopter Category Theory. Proceedings of the Society for Information Technology & Teacher Education International Conference. Las Vegas, NV, 3-7 March. 

Rueckert, D. Kim, D. Yang, M. 2007. Using a Wiki as a Communication Tool for Promoting Limited Proficiency (LEP) Student’s Learning Practices. Proceeding of the Society for Information Technology & Teacher Education International Conference. San Antonio, Texas, 26-30 March. 

Research and Work in Progress: 
An article entitled, “What We Can Learn from Professional Baseball: Improving Communities of Practice.” 

An article entitled, “Leveled Acculturation and Its Effects on Language Learning.” 

An article on “Using wikis to expand the TESOL classroom.” 

Dr. Ally Zhou

Associate Professor of TESOL

Email: azhou@okcu.edu
Phone: (405) 208-5668
Office: WC 264

Degrees: Ph.D., University of Toronto

Areas of Expertise
L2 writing, English for academic purposes, genre analysis, grammar teaching, and qualitative research methods 

Recent Publications
Zhou, A. (2009). [Review of genre and genre-based second language writing instruction.] Language Awareness, 18(2), 215-220. 

Zhou, A. (2009). What adult ESL learners say about improving grammar and vocabulary in their writing for academic purposes. Language Awareness, 18(1), 31-46. 

Zhou, A., Busch, M., Gentil, G, Eouanzoui, K., & Cumming, A. (2006). Students’ goals for ESL and university courses. In A. Cumming (Ed.), Goals for academic writing: ESL students and their instructors (pp. 29-49). Amsterdam: John Benjamins. 

Cumming, A., Baba, K., Busch, M., Cummings, J., Eouanzoui, K. Erdosy, U., Fretz, C., Gentil, G., Kim, T., Yang, L, & Zhou, A. (2004). Goals for writing improvement in a pre-university ESL program. In H. McGarrell & R. Courchene (Eds.), Special research symposium issue of TESL Ontario's Contact, 30 (2), 23-28. 

Zhou, A. (2003). What are the major sources of variability in writing in second languages? TESL Ontario Contact, 29 (1), 9-11. 

Cumming, A., Busch, M., & Zhou, A. (2002). Investigating learners’ goals in the context of adult second-language writing. In G. Rijlaarsdam (Series Ed.) & S. Ransdell & M. Barbier (Vol. Eds.), Studies in writing: Vol. 11. New directions for research in L2 writing (pp. 189-208). Dordrecht, Netherlands: Kluwer. 

Zhou, A. (2006). [Review of the book Academic discourse.] Language Awareness, 15 (1), 58-61. 

Research and Work in Progress:
Collaborating with a number of researchers to develop a handbook of standards for teachers of Chinese to Speakers of Other Languages (TCSOL). The project is led by Dr. Jun Liu—Professor and Head, Department of English of the University of Arizona—and sponsored by the Office of Chinese Language Council International (i.e., Hanban). 

Zhou, A., Busch, M., & Cumming, A. (in preparation). Do adult ESL learner and teacher goals for improving grammar-in-writing correspond? To be submitted to Language Learning. 

Zhou, A., Kim, C., & Kwon, A. (in preparation). The effects of goal-oriented grammar learning and instruction in tutoring sessions for the development of linguistic accuracy in ESL graduate students’ writing. 

Zhou, A. (forthcoming). My journey. In X. Li (Ed.), Confucius in Oklahoma. Norman, OK: University of Oklahoma Press. 

Zhou, A. with six coauthors (forthcoming). Handbook for Standards for Teachers of Chinese to Speakers of Other Languages (Chinese version). Beijing, China: Foreign Language Teaching and Research Press. 

Professional Services
Member of the U.S. Student Fulbright National Screening Committee (2009-2011). Associate Editor of the American Review of China Studies journal. Referee for the Language Awareness journal.