Name

APPEL, Randy Fred

Official Title

Assistant Professor(tenure-track)

Affiliation

(Global Education Center)

Profile

Dr. Randy Appel received his PhD in Education from Concordia University in 2017. He holds a bachelor’s degree in Commerce and a master’s degree in Applied Linguistics from Carleton University. His teaching includes extensive experience in English as a Second Language (ESL) and English as a Foreign Language (EFL) settings with a focus on English for Academic Purposes (EAP). Dr. Appel’s research interests primarily involve corpus approaches to linguistic inquiry, with specific aims including the investigation of formulaic sequences, language testing and assessment, and the lexical analysis of second language writing.

Contact Information

Mail Address

Mail Address
r_appel@aoni.waseda.jp
Mail Address(Others)
r_appel@outlook.com

Others Basic Information

Research Interests: Corpus Linguistics Formulaic Language English for Academic Purposes Second Language Writing

Paper

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

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

ITL - International Journal of Applied Linguistics Peer Review Yes 170p.24 - 52-2019

Linking adverbials in L2 English academic writing: L1 related differences

Appel, R., Szeib, A.

System Peer Review Yes 78p.115 - 129-2018

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

International Journal of Applied Linguistics Peer Review Yes (27) p.24 - 43-2017

Recurrent word combinations in EAP test-taker writing: Differences between high and low proficiency levels

Language Assessment Quarterly Peer Review Yes (13) p.55 - 71-2016

Lexical bundles in L2 English academic writing: Proficiency level differences

Appel, R.

Refereed Proceedings of TESL Ontario Research Symposium Peer Review Yes Invitation Yes 42p.66 - 81-2016

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

Wood, D., & Appel, R.

Journal of English for Academic Purposes Peer Review Yes (15) p.1 - 13-2014

Enron and the 12 steps of white-collar crime

Appel, R.

International Journal of Business Governance and Ethics Peer Review Yes 9p.381 - 405-2014

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 Peer Review Yes 4p.28 - 36-2014

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

Mckay, R., & Appel, R.

American International Journal of Contemporary Research Peer Review Yes 3p.1 - 12-2013

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

10. Wood, D., & Appel, R.

Special Research Symposium Issue of CONTACT Peer Review Yes Invitation Yes 39p.92 - 102-2013

On-campus Research System

Special Research Project

Single and Multi-word Measures of L2 English Writing Proficiency

2017Collaborator:Angel Arias

Research Results Outline:The present study used a collection of over400 automated single and multi-wThe present study used a collection of over400 automated single and multi-word measures to explore their relationship withdi...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.

Lecture Course

Course TitleSchoolYearTerm
Academic Writing and Discussion in English alpha 01Global Education Center2019spring quarter
Academic Writing and Discussion in English alpha 02Global Education Center2019spring quarter
Academic Writing and Discussion in English alpha 03Global Education Center2019spring quarter
Academic Writing and Discussion in English alpha 04Global Education Center2019spring quarter
Academic Writing and Discussion in English alpha 05Global Education Center2019spring quarter
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Academic Writing and Discussion in English alpha 11Global Education Center2019spring quarter
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Academic Writing and Discussion in English alpha 15Global Education Center2019spring quarter
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Academic Writing and Discussion in English alpha 45Global Education Center2019fall quarter
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Academic Writing and Discussion in English alpha 84Global Education Center2019fall quarter
Academic Writing and Discussion in English alpha 85Global Education Center2019fall quarter
Academic Writing and Discussion in English beta 01Global Education Center2019summer quarter
Academic Writing and Discussion in English beta 02Global Education Center2019summer quarter
Academic Writing and Discussion in English beta 03Global Education Center2019summer quarter
Academic Writing and Discussion in English beta 04Global Education Center2019summer quarter
Academic Writing and Discussion in English beta 05Global Education Center2019summer quarter
Academic Writing and Discussion in English beta 06Global Education Center2019summer quarter
Academic Writing and Discussion in English beta 07Global Education Center2019summer quarter
Academic Writing and Discussion in English beta 08Global Education Center2019summer quarter
Academic Writing and Discussion in English beta 09Global Education Center2019summer quarter
Academic Writing and Discussion in English beta 10Global Education Center2019summer quarter
Academic Writing and Discussion in English beta 11Global Education Center2019summer quarter
Academic Writing and Discussion in English beta 12Global Education Center2019summer quarter
Academic Writing and Discussion in English beta 13Global Education Center2019summer quarter
Academic Writing and Discussion in English beta 14Global Education Center2019summer quarter
Academic Writing and Discussion in English beta 15Global Education Center2019summer quarter
Academic Writing and Discussion in English beta 16Global Education Center2019summer quarter
Academic Writing and Discussion in English beta 17Global Education Center2019summer quarter
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Academic Writing and Discussion in English beta 45Global Education Center2019winter quarter
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Academic Writing and Discussion in English beta 57Global Education Center2019winter quarter
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Academic Writing and Discussion in English beta 60Global Education Center2019winter quarter
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Academic Writing and Discussion in English beta 85Global Education Center2019winter quarter
Academic Writing and Discussion in English beta E1Global Education Center2019fall quarter
Academic Writing and Discussion in English beta E2Global Education Center2019fall quarter
Academic Writing and Discussion in English beta E3Global Education Center2019fall quarter
Academic Writing and Discussion in English beta E4Global Education Center2019fall quarter
Academic Writing and Discussion in English beta E5Global Education Center2019winter quarter
Academic Writing and Discussion in English beta E6Global Education Center2019winter quarter
Academic Writing and Discussion in English beta E7Global Education Center2019winter quarter
Academic Writing and Discussion in English beta E8Global Education Center2019winter quarter