It's actually a lot more interesting and streamlined now.
Only teachers, no students.
I think I'd need to make sure I get good numbers from each context though, like at least 20 from each school.
Might need to offer rewards.
The methodology still feels to new to be valid,
and the theoretical framework a bit wonky.
Here is one of the things that is really hard to judge in this study -- the fact that all of these judgments could be made about the same text. How do you 'choose' which? That, I think is the question for Phase 3.
- This text shows features of ELF. [I'm not sold on ELF.]
- This text shows features common to L2 writers. [Seems likely.]
- This text shows features of Chinese English. [A hard sell, but can be compared to previous studies.]
- This text shows common errors Chinese learners make in English. [extremely likely to be cited, but, I think, problematic in terms of reifying, etc]