About me

RESEARCH

• My current work expands on the topic of online translation to explore how much and in what ways students use both online translators (e.g. Google Translate) and online dictionaries (e.g. WordReference), for both
  1. face-to-face instructions and
  2. online instruction.

1. FACE-TO-FACE: My research includes a study of over 300 face-to-face participants taking second-year courses in Spanish and French.  (See Publications for detailed results and discussion.) A few highlights:
   • 87.7% of students reported using OTs sometimes, often, or always on graded assignments, even when they were prohibited from doing so. 

• • After writing a series of compositions:
    • students who did a 20-min training about Google Translate (what it is, how it works, hands-on examples, etc.) scored significantly higher on their compositions than those who used GT without training.
    • students who did a 20-min training about WordReference (what it is, how it works, hands-on examples, etc.) scored significantly higher on their compositions than those who used WR without training.
    • students who used neither tool did not do as well as those who used GT or WR, with or without training.
    • Further research is needed to determine not only if they score better using these tools, but how it affects student proficiency long-term.

2. ONLINE INSTRUCTION: Prior to the pandemic (2019), I conducted a survey with 84 participants (56 students and 28 instructors) concerning frequency of use and policies for online translators for online classes. (See Webinars and Talks for a PowerPoint, which include information about these forthcoming results).

• • 88.7% of online students reported using OTs sometimes, often, or always on graded homework (not quizzes/tests)
  • 62.3% of online students admitted using OTs on graded tests or quizzes, despite 77.8% of instructors having an explicit policy against using OTs.
  • Further research is needed to determine why students are using these tools, and the most effective approach to dealing with them (banning them, allowing on some assignments, permitting responsible use…).

• I’m currently designing a follow-up study to explore the changes between practices and attitudes before and during the pandemic.

• In addition to my work on this topic and on other technologies used for L2 learning, I collaborated with Dr. Inmaculada Gómez Soler (Dublin City University, Ireland) exploring the use of interactive video programs such as the BBC’s Mi Vida Loca to develop students’ pragmatic competence in beginning language classes.

TEACHING AND OTHER INFO

• I work with my colleagues coordinating the beginning level courses (1st and 2nd semester) in the French section at the University of Memphis, as well as supervising and training our graduate assistants in French.
• I’ve taught a variety of courses, from the basic language sequence (1st through 4th semester) as well as advanced content courses (conversation, pedagogy, translation, French for special purposes) for our undergraduates and graduate students.
• I also developed our online basic language program (first- through fourth-semester French) for our online program, U of M Global.
• When I’m not conducting research, working with our graduate assistants, or teaching my students, I enjoy spending time with my wife Melanie and our daughter Claire (who likes to try to help her dad with his work when he’s typing on the computer!)

If you’d like more information, please contact me by email or social media.