Graduate Researcher Series: an interview with Leila Zohali
Catherine Roberts
Leila Zohali is a doctoral candidate in applied linguistics in the School of Languages and Linguistics. Her research explores students’ engagement with automated feedback in writing in English as a Second Language (ESL) as well as the efficacy of such feedback on writing accuracy improvement. Leila taught general English and ESL subjects at tertiary level back in her home country, Iran. She also tutored subjects in the School of Languages and Linguistics including Grammar of English and Second Language Learning and Teaching. She has two publications in peer-reviewed journals and has presented part of her PhD project at the ALTAANZ online conference 2020.
Catherine interviewed Leila about her doctoral research, her PhD journey, and facing the challenges of the COVID-19 pandemic.
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I wonder if you can start by telling us about your doctoral project. So, I’m wondering if you start by telling us about your topic and the significance of this research?
My topic is on exploring the efficacy of using automated evaluation system tools in writing classes. I’m investigating English; it’s an international language and there are people who are trying to learn English worldwide. I want to see when students receive feedback from an automated tool whether they improve their writing and to see how they engage with such feedback. I’m also evaluating these tools to look for potential improvements for future development. So, it will have implications for students, teachers, and technology developers.
And you’re focusing specifically on Criterion?
I did a comparison with several automated evaluation systems first. I decided to pick Criterion because it’s very commonly used and has a wide range of feedback on writing which makes it comprehensive. It is also in English and provides feedback in English, which is the target language for this study.
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How did you come to this research topic?
It came out of my own experience of learning and teaching English.
As a student I noticed writing was usually overlooked in English classes. I didn’t receive any real instruction on writing and never received much feedback on my writing from teachers. I used automated tools myself to improve my writing especially, for example, when I was going to write an email to an important person.
Years later when I started teaching English, I noticed that again writing was overlooked in the curriculum. I realised it’s because writing practice is a very demanding and time-consuming task for students and teachers.
I thought back to using automated tools and how they were helpful for me. Then I thought what if I do some research to see whether integrating such automated tools in classes can help students. This could not only help students improve their writing but reduce the burden on teachers.
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Your PhD project was heavily impacted by the COIVD-19 pandemic, I understand it was very difficult to get participants for your research. Can you tell us a bit about these challenges and how you faced them?
So, I needed participants from English language schools who were taking a course with a writing component. But with the pandemic the number of students dropped significantly. With the study design, it was difficult to find the number of students I needed.
First, I discussed it with my supervisors. We tried to come up with alternatives, ways to modify the design of this study. So, we laid out options if I didn’t recruit enough participants.
The other thing that really helped me was to be open and to talk about the challenges I faced with my friends and with fellow PhD students. This helped me to realise that I’m not alone and they could help me. Some of my friends were teaching at different languages schools that could help me find some students.
I tried to network with different people to get feedback and help. I attended the ALTANNZ student gathering in which I presented my work and asked for feedback and suggestions. I received constructive feedback and suggestions as to where and how I can find participants, and this helped me a lot.
I also think we, as graduate researchers, we must be persistent. I contacted every language school I knew and then asked them about participating and tell them about the benefits of this study. I think the key was persistence and networking.
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I know you’re the Student Representative for the Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ), you presented some of your research at the online forum, and you helped organise the online research forum last year. What was that experience like?
It was a great pleasure for me to be a Student Representative for Australia at the ALTAANZ. We held events for students who do research in language testing and assessment. For example, we held sessions where graduate researchers talk about their research and receive feedback from each other. We also have a reading group which I found very helpful.
I was also one of the members of the organising committee. It was a great experience! I was a newbie, so I had no experience, it was my first time helping organise an international event. I learnt a lot from fellow committee members, and I saw how much hard work and effort go into these events.
I was involved in reviewing the abstracts for the conference presentations. I was not very confident, but at the same time I was very excited. I really liked learning about other people’s research anonymously and then decide whether it fits within the scope of the forum. So, it was quite exciting.
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You’re heading towards the end of your PhD journey now. What do you envision as the next steps in your career?
I would like to be in academia. I know that it’s highly competitive and I know that I must work hard but I would like to be a postdoctoral research fellow. I love doing research and be involved in teaching. So, basically, academia.
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You’re in your third year now. Thinking back on when you started, what is something you wished you’d know then?
I wish I’d known more detailed information about the PhD process. It’s especially important for international students who come from a different culture and educational context. For example, I wish I knew the expectations of the relationship with my supervisors.
I think it’s very important for international students to have workshops or events to familiarise themselves with the new culture. I remember the university had some events and workshops. I went to one about writing literature reviews which I found very helpful. However, the timing was not the best. When I attended that one for the literature review, I had already done my literature review. So, I wish they had workshops timed better to the journey.
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Has there been anything in your PhD journey that when looked at the time,it was a set-back, but you later realised it was advantageous?
Ah, yes. After confirmation, I wanted to go back to Iran to start data collection, but I was not allowed to because travel for research purposes had been stopped by the university. At that time, I was very upset, and I felt it wasn’t fair.
Then when the pandemic hit, I realised that was good I couldn’t go back there. There were so many students who travelled back to their countries and then they were stuck there. That changed my perspective.
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What’s been your favourite memory from your PhD so far?
There are two. The first one was my first meeting with my supervisors, who are giants in the field of second language writing and language testing. It was surreal that I was in a meeting with Ute [Knoch] and Neomy [Storch].
The second is our first year in room 107. We had a lovely atmosphere in the room with fellow PhD students. Catherine organised birthday celebrations and we had coffee breaks together. That made the first year, which can be very stressful for many students, smooth and relaxing. In the second year unfortunately, we had to be separated and isolated, but I still remember those good times.
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Thank you for having a chat with me about your research and your PhD journey, Leila.
Thank you, Catherine.