Master's Level L1 Unit 1 Research Paper

L1 Learning Context - College Level L1 Learning Context – Master’s Level L1 Learning Context – A Job Position L2 Learning Context – Ph.D. Level

Classroom Context 1. Students' learning mainly evaluated examinations. 1. Students' learning evaluated through assignments, examinations, and a thesis.  Learning happened in an office-based space. 1. Students' learning evaluated through assignments, examinations, a candidacy exam, and a dissertation.

2. Assignments mainly consisted of math questions. 2. Assignments mainly consisted of math questions. 2. Assignments include short-answer questions, short papers, presentations, and projects.

3. Data do not show prominence of peer collaboration. 3. Wrote assignments and prepared exams with peers.

3. Prepared his qualifier exams with peers.

Pedagogy and Interaction 4. Instructors adopted traditional instructional styles (e.g., wrote notes on a chalkboard and gave a lecture in the front of the class and students took notes). 4. Instructors mainly adopted traditional instructional styles (e.g., wrote notes on a chalkboard and gave a lecture in the front of the class and students took notes). Some instructors would employ slides to teach.  Learning happened on the job mainly through supervision by his supervisor. The Taiwanese government’s research organization encouraged independence in working and interactions were mainly with his supervisor and collaborators, including scholars, professors, and industrial workers. 4. Instructors adopted traditional teaching styles (e.g., mainly used a chalkboard to teach).
5. Few student-to-student and instructor-to-student interactions during class. 5. Few student-to-student and instructor-to-student interactions during class. 5. Few student-to-student and instructor-to-student interactions during class.

Language of Instruction 6. Some teaching materials were written in Chinese and some in English. 6. Teaching materials were written in English.  Interactions were mainly in Chinese. Some job-related publications were in Chinese and some in English. 6. Teaching materials are written in English.
7. Chinese was the main language in and outside of class. 7. Chinese was the main language in and outside of class. 7. English is the main language in and outside of class.
8. Data do not show prominence of whether instructors' notes were written in Chinese or English. 8. Instructors' notes on a chalkboard were written in English. 8. Instructors' notes on a board are written in English.

Technological Infrastructure 9. Data do not show whether the department was equipped with technological infrastructure or whether teachers employed technologies in their teaching.
10.

Mainly used textbooks as a resource for getting answers to questions.

11. Data do not show prominence of using online discussion forums. 9. Data do not show whether the department was equipped with technological infrastructure. However, Zhi-Kai's advisor employed slides, video-recording, and his own website.

10. Mainly used Google search engine and Google Scholar to look for answers for his math assignments.

11. Often went to PTT (a famous Taiwanese online university discussion forum) to ask and answer statistical questions.  Day-to-day work technologies, including a desktop, a laptop, statistic software, such as R program, processor software, such as LaTeX and BibLaTeX, common use of internet, citation software, such as Mendeley. 9. Data do not show whether the department is equipped with technological infrastructure or whether professors employ technologies in their teaching. However, Zhi-Kai uses his personal laptop to obtain online sources, run statistical programs, write papers, and prepare presentations.

10. Mainly used Google search engine and Google Scholar to look for answers for his math assignments.

11. Often go to PTT (a famous online Taiwanese university discussion forum) and Facebook to ask and answer statistical

questions.

Learning Habits 12. Quietly listened to lectures and took notes by hand.
13. Did not preview and review teaching content before and after class except when preparing for exams. Data do not show whether he understood instructors' lectures and notes.
14. Data do not show prominence of doing co-curricular activities.
15. Data do not show prominence of his preference for exams or research. 12. Quietly listened to lectures and took notes by hand.
13. Did not preview and review teaching content before and after class except when preparing for exams. Data do not show whether he understood instructors' lectures and notes.
14. Attended Taiwan statistical conferences.
15. He preferred doing research to taking exams.  Work habits included typical use of statistical analytic procedures, independent investigation of research-related and assigned tasks, constantly learning about appropriate communication skills based on work-related incidents that needed consultation. 12. Quietly listened to lectures and took notes by hand.
13. Previewed and reviewed teaching content before and after class because sometimes he couldn't understand instructors' lectures and notes.
14. Attend departmental seminars, reading groups, and Taiwan and American statistical conferences.
15. He preferred doing research to taking exams.