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"You Don't Have Time to Think Up There. If You Think You're Dead" – A Corpus-assisted Study of Discursive Strategies to Engage Readers in Corporate Blogs

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Goźdź-Roszkowski S., Fronczak K.
Research in Language
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2020
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vol. 18
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issue 1
69-87
EN
This study investigates recurrent language resources employed in corporate blogs to connect with readers and (to a lesser extent) express authorial positions. It is based on the premise that constructing identity and enhancing image underpins most, if not all, corporate discourse and blogs are no exception. Based on a corpus of 500 different posts (totalling 318,296 words) from the Business Process Outsourcing and Information Technology sectors, we use standard Corpus Linguistics (Partington et al. 2013) techniques (keywords, cluster analysis, concordancing) to identify linguistic features associated with the expression of engagement: reader pronouns and their co-occurrence with selected modal verbs, questions, adverbs marking shared knowledge and directives. These are then interpreted in in terms of a model of textual interactions proposed in Hyland (2005). We argue that the communication found in this relatively new and underresearched genre is essentially effected one-way establishing a pseudo-dialogue, with virtually no or very low level of interactivity between blog writers and blog readers.
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Shifting Trends in Business English Assessments: A Comparative Study of Pre- and Post-Pandemic Outcomes

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Fronczak K., Makowska A. B.
Academic Journal of Modern Philology
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2024
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issue 22
129-142
EN
This study compares online and onsite final exams for the Business English Course at the University of Lodz during and post-pandemic. It aims to evaluate how testing environments influence exam outcomes. Hypothesising that online testing yields superior results, the study compares exams conducted in the summers of 2020/2021 (online) and 2021/2022 (onsite) for students who completed a three-term online Business English course. Quantitative methods were employed to analyse correlations between testing conditions, supplemented by student surveys. The findings not only shed light on student attitudes but also offer insights crucial for refining future assessment practices in Business English courses and beyond. The research underscores the imperative of meticulously crafted online tests and equitable testing conditions to ensure the integrity and validity of educational evaluations amidst the dynamic landscape of remote learning.
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