Updated on 2022/08/17

写真a

 
APPEL, Randy Fred
 
Affiliation
Affiliated organization, Global Education Center
Job title
Associate Professor

Education

  • 　
    -
    2017

    Concordia University   Ph.D., Education: Applied Linguistics  

  • 　
    -
    2011

    Carleton University   M.A., Applied Linguistics and Discourse Studies  

Degree

  • Concordia University   PhD

Research Experience

  • 2017
    -
    Now

    Waseda University   Global Education Center   Assistant Professor

  • 2014
    　
    　

    Concordia University   Research Assistant

  • 2013
    -
    2014

    Concordia University   Academic Writing Instructor

  • 2012
    -
    2013

    Algonquin College   ESL Instructor

  • 2012
    -
    2013

    Careleton University   Research Assistant

  • 2012
    -
    　

    Carleton University   Academic English Instructor for MBA Students

  • 2010
    -
    2012

    Careleton University   Research Assistant

  • 2009
    -
    2011

    Carleton University   Academic Writing Tutor

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Research Areas

  • Foreign language education

Research Interests

  • L1 related differences

  • Formulaic sequences

  • L2 English academic writing

  • Corpus Linguistics

Papers

  • Corpus approaches to issues in the acquisition of L2 English academic writing

    Appel, R

    Forum of Language Instructors    2021

    Authorship：Lead author, Corresponding author

  • When RateMyProfessor meets the #MeToo movement: Issues of policy, inappropriate behavior, and hyper-commercialization in academia

    McKay, R, Irwin, B, Appel, R

    Conference Proceedings of Ireland International Conference on Education     77 - 82  2020.10  [Refereed]

    Authorship：Last author

  • L1 differences in L2 English academic writing: A lexical bundle analysis

    Appel R., Murray, L.

    Journal of English for Academic Purposes    2020.04  [Refereed]

    Authorship：Lead author, Corresponding author

  • A contrastive analysis of linking adverbials in EFL writing: Identifying L1 related differences

    Appel, R.

    Learner Corpus Studies and the World   4   24 - 40  2020.03  [Refereed]

    Authorship：Lead author, Corresponding author

  • When RateMyProfessor Meets the #MeToo Movement: Bottom-up Bullying in Academia

    McKay, R, Irwin, B, Appel, R

    International Journal for Digital Society   11   1591 - 1598  2020  [Refereed]

    Authorship：Last author

  • Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters

    Appel, R, Trofimovich, P, Saito, K, Isaacs, T, Webb, S

    International Journal of Applied Linguistics    2019  [Refereed]

  • Linking adverbials in L2 English academic writing: L1 related differences

    Appel, R, Szeib, A

    System   78   115 - 129  2018  [Refereed]

  • Transitional probability predicts native and non-native use of formulaic sequences

    Appel, R, Trofimovich, P

    International Journal of Applied Linguistics   27   24 - 43  2017  [Refereed]

  • Lexical bundles in L2 English academic writing: Proficiency level differences

    Appel, R

    Special Research Symposium Issue of CONTACT   42   66 - 81  2016  [Refereed]

  • Recurrent Word Combinations in EAP Test-Taker Writing: Differences between High- and Low-Proficiency Levels

    Randy Appel, David Wood

    LANGUAGE ASSESSMENT QUARTERLY   13 ( 1 ) 55 - 71  2016.01  [Refereed]

    　View Summary

    The correct use of frequently occurring word combinations represents an important part of language proficiency in spoken and written discourse. This study investigates the use of English-language recurrent word combinations in low-level and high-level L2 English academic essays sourced from the Canadian Academic English Language (CAEL) assessment. Quantitative and qualitative measures of analysis were used to investigate how L2 English writers of differing proficiency levels made use of recurrent word combinations in their writing. Results indicate that low-level writers tend to use more stance and discourse-organizing expressions in their essays, and more of these identified expressions also appear in the articles included as part of the test materials (i.e., suggesting that low-level writers used verbatim copying as a test-taking strategy). High-level writers were found to be less dependent on the included reading articles and made greater use of referential bundles in their writing.

    DOI

  • Multiword constructions in first year business and engineering university textbooks and EAP textbooks

    David C. Wood, Randy Appel

    JOURNAL OF ENGLISH FOR ACADEMIC PURPOSES   15   1 - 13  2014.09  [Refereed]

    　View Summary

    The body of research into formulaic language, multiword meaning and functional units, has shed light on their role in academic discourse. Some studies have examined which units might be of greatest utility for teaching English for academic purposes (EAP), dealing with corpora of academic language. The reality of most EAP programs is a focus on preparing students for first year university courses, in which textbooks play the key role. The present study uses a corpus analysis method focusing on units called multiword constructions (MWC), and addresses three hitherto unexplored key issues for EAP teachers and materials developers: What MWC exist in first year textbooks used in business and engineering, the most popular EAP student majors at a large Canadian university; whether the first year textbook MWCs are present in the reading texts in popular EAP textbooks; whether the EAP textbooks contain pedagogical treatment of MWC. The results show that the MWC are weakly present in the EAP materials, and that they are not dealt with pedagogically. This knowledge has important implications for EAP practitioners and materials developers. (C) 2014 Elsevier Ltd. All rights reserved.

    DOI

  • Enron and the 12 steps of white-collar crime

    Appel, R, Fratzl, J, McKay, R, Stevens, C

    International Journal of Business Governance and Ethics   9   381 - 405  2014  [Refereed]

    DOI

  • Challenges of running a North American graduate program offshore.

    McKay, R, Nedjad, F, Appel, R, Kazemi, H

    Journal of Education and Instructional Studies in the World   4   28 - 36  2014  [Refereed]

  • Promoting cooperation in an MBA program: Experiential learning in the trees

    McKay, R, Appel, R

    American International Journal of Contemporary Research   3   1 - 12  2013  [Refereed]

  • Lexical bundles in 1st year university business and engineering textbooks: A resource for EAP

    Wood, D, Appel, R

    Special Research Symposium Issue of CONTACT   39 ( 2 ) 92 - 102  2012.11  [Refereed]  [Invited]

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Other

  • Reviewer for the following academic journals: Journal of English for Academic Purposes, System, Language Learning, International Journal of Business Governance and Ethics, International Journal of Private Law

Awards

  • $60,000CDN

    2014   Doctoral Fellowship, Social Science and Humanities Research Council of Canada

    Winner： APPEL, Randy Fred

  • $36,000CDN

    2012   Graduate Fellowship

    Winner： APPEL, Randy Fred

  • $36,000CDN

    2009   Ontario Graduate Scholarship

    Winner： APPEL, Randy Fred

Research Projects

  • Formulaic Sequences in Academic English Writing: A Resource for Students and Teachers

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research Grant-in-Aid for Early-Career Scientists

    Project Year :

    2020.04
    -
    2022.03
     

    APPEL RANDY

  • Doctoral Fellowship

    Social Sciences and Humanities Research Council of Canada 

    Project Year :

    2014
    -
    2017
     

    APPEL, Randy Fred

Presentations

  • Corpus approaches to issues in the acquisition of L2 English academic writing

    Appel, R

    Invited lecture for Kanazawa University 

    Presentation date： 2020

  • When RateMyProfessor meets the #MeToo movement: Issues of policy, inappropriate behavior, and hyper-commercialization in academia

    McKay, R, Irwin, B, Appel, R

    Paper presented at the 2020 Ireland International Conference on Education 

    Presentation date： 2020

  • Corpus approaches to issues in second language acquisition. Invited lecture for University of Ottawa

    Appel, R  [Invited]

    Invited lecture for University of Ottawa 

    Presentation date： 2019

  • A contrastive analysis of linking adverbials in L2 English writing: Identifying L1 related differences

    Appel, R

    Poster presented at the 2019 International Learner Corpus Symposium 

    Presentation date： 2019

  • Accounting for L2 English proficiency level differences: automated measures of an integrated writing task

    Appel, R, Arias, A

    Paper presented at the 2019 meeting of the Asia TEFL conference 

    Presentation date： 2019

  • Academic bullying through ratemyprofessor: personal versus professional commentary

    Irwin, B, McKay, R, Appel, R

    Paper presented at the 2019 Canada International Conference on Education 

    Presentation date： 2019

  • Linking adverbials in L2 English academic writing: L1 related differences

    Appel, R, Szeib, A

    American Association of Corpus Linguistics. Atlanta, Georgia, USA. 

    Presentation date： 2018

  • Automated measures of lexical sophistication: relationships with assessments of L2 English academic writing proficiency

    Appel, R

    Foreign Language Education Media Association. Toyonaka, Osaka, Japan. 

    Presentation date： 2018

  • Workplace bullying and harassment in ratemyprofessor.com: consumer pressure through evaluations

    Appel, R, Irwin, B, McKay, R

    Canada International Conference on Education. Toronto, Ontario, Canada. 

    Presentation date： 2018

  • Lexical aspects of comprehensibility and nativeness

    Appel, R

    Japan Association for Language Teaching. Tsukuba, Ibaraki, Japan. 

    Presentation date： 2017

  • Comprehensibility and nativelikeness from the perspective of naïve L1 English raters

    Appel, R, Trofimovich, P, Saito, K, Isaacs, T, Webb, S

    Canadian Association of Applied Linguistics. Calgary, Alberta, Canada. 

    Presentation date： 2016

  • Discourse connectives in L2 English academic writing

    Appel, R

    International Conference on Applied Linguistics and Language Teaching. Taipei, Taiwan. 

    Presentation date： 2016

  • Formulaic sequences in L2 English academic writing: Proficiency level differences

    Appel, R  [Invited]

    TESL Ontario Research Symposium. Toronto, Ontario, Canada. 

    Presentation date： 2015

  • Transitional probability and the formulaic status of corpus-derived formulaic sequences

    Appel, R, Trofimovich, P

    Canadian Association of Applied Linguistics. St. Catherines, Ontario, Canada 

    Presentation date： 2014

  • Promoting cooperation in an MBA program: Experiential learning in the trees

    McKay, R, Appel, R

    Northeast Region Decision Sciences Institute. New York, USA. 

    Presentation date： 2013

  • Challenges of running a North American graduate program offshore.

    Mckay, R, Nedjad, F, Appel, R, Kzaemi, H

    World Conference on Educational and Instructional Studies. Antalya, Turkey 

    Presentation date： 2013

  • Lexical bundles in 1st year university business and engineering textbooks: A resource for EAP

    Wood, D, Appel, R  [Invited]

    TESL Ontario Research Symposium. Toronto, Ontario, Canada 

    Presentation date： 2012

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Specific Research

  • Metadiscourse in L2 English academic writing: Identifying L1 related differences

    2020  

    　View Summary

    This study used a combination of manual and automated analyses to examine how writers from various first language (L1) backgrounds make use of metadiscourse in their second language (L2) English academic writing. The Authorial Voice Analyzer (AVA; Yoon, 2017), a natural language processing tool for the analysis of interactional metadiscourse, was the main means of data extraction. Initial analyses based on a self-assembled corpus of L1 Arabic, Chinese, and French writing produced in an English as a Second Language context yielded no major differences in metadiscourse. However, this may have been influenced by the frequent presence of in-text citations used by these writers. Therefore, writing from an alternative corpus of L2 English writing, the International Corpus Network of Asian Learners of English (ICNALE) was also analyzed. This corpus produced several noteworthy results, including significant L1-related differences in the use of metadiscourse across all major functional categories (hedges and boosters, attitude markers, self-mentions and reader pronouns) by L1 Chinese, Japanese, and Korean writers.  

  • Linking Adverbials in L2 English Academic Writing

    2019  

    　View Summary

    The present study used manual analysis of essays from 8 first language (L1) groups sourced from the International Corpus Network of Asian Learners of English to uncover statistically significant differences in the use of linking adverbials (e.g., furthermore, on the other hand, in addition) by each L1 group. The first manuscript from this data set (Appel, in press) targeted L1 Chinese, L1 Indonesian, and L1 Korean writers of second language (L2) English with major findings including relative overuse of resultative linking adverbials (e.g., therefore) by L1 Korean writers, transitions (e.g., nowadays) by L1 Chinese writers, and underuse of contrastive linking adverbials (e.g., however) by L1 Indonesian writers of L2 English. Since the data extraction went ahead of schedule, I was able to collect sufficient data to begin work on a second manuscript targeting L1 Chinese, L1 Arabic, and L1 English writers. This study is currently in preparation and I am to submit this second manuscript by the end of the summer. I believe I should also be able to start working on a third manuscript from this same data set over the summer break. 

  • Single and Multi-word Measures of L2 English Writing Proficiency

    2017   Angel Arias

    　View Summary

    The present study used a collection of over400 automated single and multi-word measures to explore their relationship withdifferences in L2 English writing proficiency based on a graded corpus of 496writing samples from a widely used language proficiency test. After running correlationsbetween the full range of measures and the score awarded to each essay, we seta conservative minimum correlation cut-off of .30. To account formulticollinearity between significantly correlated predictor variables, in anycase where two predictor variables held a minimum correlation of .70 with eachother, only one variable was retained. Finally, multiple regression was used tobetter understand which variables could account for differences in writingproficiency. The most parsimonious regression yielded a model with fourpredictor variables, total word count,orthographic neighborhood frequency, lexical decision time, and word naming response time accounting for36% of total variance in writing proficiency scores. These results provide insight into the value of various linguistic features in assessments of L2 English writing proficiency.

 

Syllabus

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Teaching Experience

  • Academic English Writing

    Waseda University  

  • Academic English Writing

    Concordia University  

  • Academic English for MBA students

    Carleton University  

  • English as a Second Language

    Algonquin College  

  • Academic English Writing

    Carleton University