The analysis of the quantitative results revealed that the target collocations can be learned incidentally through reading although the level of mastery was limited. Subsequently they were administered a self-report survey about any incidental exposure to English. Participants were then asked to complete a meaning-recall cloze test in the form of a gap-filling task in which the 21 target collocations were embedded in sentences. One week later, they read a text containing the actual 21 target collocations, which had been selected on the basis of appearing in instructional materials and a reference corpus, as well as of frequency. They were asked to read a modified text containing 10 pseudo-word collocations and to verify that all were unfamiliar to them. The research participants were 46 Arabic-speaking young adult EFL learners. The study also addresses the question whether out-of-class exposure such as watching TV, listening to radio or music, reading English books and using social media plays a significant role in the learning of collocations.
The present study seeks to contribute to our knowledge of the effectiveness of reading in the incidental learning of collocations. It concludes by offering a brief discussion of literature relevant to this topic. In sum, this chapter focuses on what the term "research" means in a context of too much information. For instance, plagiarism and term paper mills are a “built-in” problem of research papers (Howell, 1977). Moreover, the problems of authorship and source attribution implicate the research paper in certain kinds of fraud.
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Although teaching students how to crowdsource research makes the most sense in a data deluge, the research paper privileges single authorship. Next, open-access publishing and collaborative authorship have transformed the way that research is conducted and recognized across disciplines. For instance, typical constraints like “use 5-7 sources” for a first-year college writing course seems ridiculous when it takes seconds to retrieve thousands, if not millions, of possible sources. However, the parameters of most research assignments are incapable of matching the scale of data available at any given time. First, the research paper has been praised and blamed for its (in)ability to help students learn the importance of writing from sources (Brent 2013, Rooney 2000). This chapter argues that radical openness and information overload-two major features of new media composing environments-compromise the relevance of the traditional research paper. However, others have referred to the research paper as a “fossilized,” “pseudo-academic,” “mutt genre” (Nowacek, 2011 Wardle, 2007 Carroll, 1999 Larsen, 1982).
Some scholars believe that it prepares students for “generalized academic writing” (Reiff and Bawarshi, 2011 Sutton, 1997 Schwegeler and Shamoon, 1982).
Teaching the research paper has been considered a “present controversy” for over fifty years (Saalbach, 1963). While some differences between these groups were noted as possible topics for future research, none of those differences were found to be statistically significant in this study. The study also explored differences within the sample for five groups of Basic Course students: Veterans-Non-veterans GS Supervisory experience – No GS Supervisory experience New Leaders – Experienced Leaders Male – Female and Ethnic Minority – Caucasian. The researcher employed the Multi-Rater Leadership Questionnaire version 5X-Short (MLQ5X) developed by Avolio and Bass (2004) in a quasi-experimental, repeated measure, within-subjects research design to answer the primary research question: Do graduates of the Basic Course demonstrate enhanced transformational leadership as a result of attendance at the course? The researcher found that Basic Course graduates demonstrated a statistically significant positive change in mean posttest scores when compared to mean pretest scores on the transformational leadership factors of the MLQ5X. The study was conducted using a paired sample, drawn from five classes in the spring of 2015 (BC 15-004 thru BC 15-009). In this study, the researcher explores the effectiveness of Leader Development in the United States Army by examining the relationship between attendance at the Army’s Civilian Education System Basic Course (Basic Course) and enhanced leadership in its graduates.
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