Research Methods in Applied Linguistics最新文献

Bibliographic analysis in solving pitch doubling issues 书目分析解决音高加倍问题

Research Methods in Applied Linguistics Pub Date : 2025-09-30 DOI: 10.1016/j.rmal.2025.100271

Xiuming Wang , Shan Chen , Yuanzhao Ding

引用次数: 0

Validating the Japanese version of the short-form foreign language enjoyment scale 日语简体外语享受量表的验证

Research Methods in Applied Linguistics Pub Date : 2025-09-30 DOI: 10.1016/j.rmal.2025.100270

Larry Xethakis , Michael Rupp , Oliver Edwards , Mark Howarth , Toshikazu Kawagoe

{"title":"Validating the Japanese version of the short-form foreign language enjoyment scale","authors":"Larry Xethakis , Michael Rupp , Oliver Edwards , Mark Howarth , Toshikazu Kawagoe","doi":"10.1016/j.rmal.2025.100270","DOIUrl":"10.1016/j.rmal.2025.100270","url":null,"abstract":"<div><div>The study of positive emotions and their influence on language learning has gained considerable attention recently, with foreign language enjoyment being one of the most-studied emotions. The Short-form Foreign Language Enjoyment Scale (S-FLES) is a popular measure of enjoyment, however, this measure has yet to be validated for use in the Japanese context. This study aimed to address this gap by comparing hierarchical and bifactor confirmatory factor analysis (CFA) models, with analogous models employing the innovative technique of exploratory structural equation modeling (ESEM). Responses from 536 undergraduate EFL learners were used in the analysis of the models, with results indicating that the fit of the ESEM models were superior to that of the CFA models. The bifactor ESEM was chosen as the most suitable model of the S-FLES on the basis of its better convergent validity, divergent validity, and reliability, as well as its measurement quality. Invariance testing supported the bifactor model’s configural invariance, as well as its partial metric and scalar invariance across gender. The relationship between the bifactor model and social-behavioral engagement was evaluated as a measure of the S-FLES’s concurrent validity. The model exhibited a very strong degree of predictive power, with the general factor accounting for the greatest degree of variance in social-behavioral engagement. The bifactor model of the S-FLES was shown to be a valid and reliable measure of FLE among Japanese undergraduate EFL learners, providing further support to the use of ESEM in evaluating positive psychological instruments.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 3","pages":"Article 100270"},"PeriodicalIF":0.0,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Designing and validating an AI-supported tool for enhancing critical inquiry in EFL education 设计和验证一个人工智能支持的工具，以加强英语教育中的批判性探究

Research Methods in Applied Linguistics Pub Date : 2025-09-30 DOI: 10.1016/j.rmal.2025.100266

Wan Yee Winsy Lai , Paul Kim , Ju Seong Lee

{"title":"Designing and validating an AI-supported tool for enhancing critical inquiry in EFL education","authors":"Wan Yee Winsy Lai , Paul Kim , Ju Seong Lee","doi":"10.1016/j.rmal.2025.100266","DOIUrl":"10.1016/j.rmal.2025.100266","url":null,"abstract":"<div><div>As Generative AI (GenAI) technologies advance rapidly, educational settings face an urgent need for targeted interventions to cultivate learners’ critical, higher-order inquiry skills, so they can effectively navigate, assess, and apply AI-generated content. The urgency of this imperative is magnified for EFL learners in test-driven educational contexts that foster passive learning behaviors, discourage questioning, and inhibit critical thinking. To address these issues, we developed an AI-powered tool designed to evaluate questions based on Bloom’s Taxonomy, a six-level framework of cognitive processes, ranging from basic recall questions (Level 1) to advanced questions that trigger creative and evaluative thinking (Level 5). In study 1, the reliability of the tool was confirmed through multiple inter-rater tests with strong agreement. In study 2, we implemented an intervention program that integrated Bloom’s Taxonomy, targeted readings, group discussions, and sharing to enhance inquiry skills among EFL undergraduate students. Four statistical analyses in SPSS 29.0—including ICC for inter-rater reliability, Pearson correlation, and regression—were conducted to validate the AI-powered inquiry evaluation tool. Across 174 questions, students’ average inquiry level improved from 3.3 to 4.1 (on a five-level scale), showing a significant 0.8-level increase and meaningful enhancement in question quality. The study provides solid evidence of the reliability and validity of the AI-powered inquiry evaluation tool as an objective, real-time method that enhances the efficiency, consistency, and scalability of assessments, offering valuable guidance for EFL practitioners, curriculum designers, researchers, educators, and institutions in integrating evidence-based, inquiry-driven tools into EFL programs.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 3","pages":"Article 100266"},"PeriodicalIF":0.0,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Semantic prosody, categorisation and inter-rater reliability 语义韵律、分类和信度

Research Methods in Applied Linguistics Pub Date : 2025-09-29 DOI: 10.1016/j.rmal.2025.100264

Mathias Russnes

{"title":"Semantic prosody, categorisation and inter-rater reliability","authors":"Mathias Russnes","doi":"10.1016/j.rmal.2025.100264","DOIUrl":"10.1016/j.rmal.2025.100264","url":null,"abstract":"<div><div>This article investigates the inter-rater reliability of established methods of categorising semantic prosody. Semantic prosody is a concept associated with corpus linguistics, which describes the tendency of seemingly neutral items to occur in particular evaluative contexts. In previous research on semantic prosody, there has been a heavy reliance on manual analysis of smaller samples, and because of this, questions have been raised about the stability of the established methods for categorisation. Furthermore, there is also a lack of consensus regarding how such categorisations should be operationalised. Traditionally, it has often been viewed in binary terms, distinguishing between <em>positive</em> and <em>negative</em> prosodies. However, this restricted system has also received criticism, and certain researchers have adopted a more comprehensive (or fine-grained) categorisation, more connected to a unit’s semantic preference. This paper aims to evaluate the inter-analyst consistency of these systems through two experimental studies, in which four researchers independently analyse the same set of random concordance lines of the items <em>habit</em> and <em>views</em> from BNC2014, applying both methods of categorisation. The results indicate that a binary distinction between <em>positive</em> and <em>negative</em> offers a higher inter-analyst consistency than a more fine-grained categorisation. Additionally, this more comprehensive system was also found to obscure the borders between semantic preference and semantic prosody. However, because neither system achieved satisfactory inter-rater agreement, both studies highlight the need for more objective methods of analysing and categorising semantic prosody.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 3","pages":"Article 100264"},"PeriodicalIF":0.0,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From monologic to dialogic: Conceptual and methodological issues in metadiscourse studies 从一元到对话：元话语研究中的概念与方法问题

Research Methods in Applied Linguistics Pub Date : 2025-09-26 DOI: 10.1016/j.rmal.2025.100268

Wen Xin, Lei Jiang

引用次数: 0

Does data collection mode matter for word learning trajectory: processing variability in lab and web environments 数据收集模式对单词学习轨迹有影响吗：实验室和网络环境下的处理变异性

Research Methods in Applied Linguistics Pub Date : 2025-09-25 DOI: 10.1016/j.rmal.2025.100262

Yingzhao Chen , Danni Zhang

{"title":"Does data collection mode matter for word learning trajectory: processing variability in lab and web environments","authors":"Yingzhao Chen , Danni Zhang","doi":"10.1016/j.rmal.2025.100262","DOIUrl":"10.1016/j.rmal.2025.100262","url":null,"abstract":"<div><div>Critics have expressed concerns about reaction time (RT) data collected online due to their sensitivity to timing accuracy (Chetverikov & Upravitelev, 2016). While research involving first-language speakers has largely demonstrated the comparability of web and lab RT data, second-language (L2) researchers have only recently started to do so (Patterson & Nicklin, 2023). Further, there is a lack of research on whether learning trajectories captured by RTs in-person studies may be generalized to the web environment. This study compares how L2 word learning progressed as indexed by RTs and the coefficient of variation (CV) online and in person. Eighty-three first-language speakers of English studied 20 Swahili words and then went through 20 rounds of animacy judgment tasks. Participants completed the experiment in a lab or online. We found markedly different trends for RTs and CVs in lab and web environments. In general, results from the lab largely replicated previous in-person studies on the same topic: RTs declined significantly, and CVs followed an inverted U-shape before a plateau. For the web participants, RTs showed smaller changes while CVs were stable throughout learning. We discussed the viability of conducting learning experiments online where the outcome is assessed by RT-based measures.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 3","pages":"Article 100262"},"PeriodicalIF":0.0,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reframing subjectivity and construct elicitation: Applying the repertory grid technique in applied linguistics research 重构主体性与构式启发：库网格技术在应用语言学研究中的应用

Research Methods in Applied Linguistics Pub Date : 2025-09-18 DOI: 10.1016/j.rmal.2025.100261

Pariwat Imsa-ard

{"title":"Reframing subjectivity and construct elicitation: Applying the repertory grid technique in applied linguistics research","authors":"Pariwat Imsa-ard","doi":"10.1016/j.rmal.2025.100261","DOIUrl":"10.1016/j.rmal.2025.100261","url":null,"abstract":"<div><div>As applied linguistics turns increasingly towards subjectivity and individualized meaning-making, there is a pressing need for research methods that can systematically access tacit beliefs while preserving analytic transparency. This article introduces and advocates for the Repertory Grid Technique (RGT), grounded in Personal Construct Theory, as a flexible and rigorous tool for qualitative and mixed-methods inquiry. Rather than testing hypotheses, the article offers a methodologically driven illustration of RGT’s application in applied linguistics. Through a structured workflow–construct elicitation via triadic comparison, matrix rating, visual modeling, and post-grid reflection–the technique reveals participants’ personal constructs in their own views and supports both within-case and cross-case analysis. An illustrative study with three Thai EFL teachers shows how RGT captures complex, sometimes contradictory, conceptualizations of teacher roles and agency. The article provides step-by-step guidance, analytic demonstrations, and reflections on ethical, cognitive, and design challenges. RGT emerges not only as a methodological option but as a conceptual lens through which subjectivity can be explored systematically. Its capacity to generate participant-centered data, support visual and statistical analysis, and foster reflective engagement makes it a valuable addition to the applied linguistics methodological repertoire.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 3","pages":"Article 100261"},"PeriodicalIF":0.0,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluating methodological features of research on translanguaging pedagogy in English Medium Instruction (EMI) 英语媒介教学中译语教学法研究的方法论特征评价

Research Methods in Applied Linguistics Pub Date : 2025-09-17 DOI: 10.1016/j.rmal.2025.100263

Junwei Sam Liao , Fan Fang , Lawrence Jun Zhang

{"title":"Evaluating methodological features of research on translanguaging pedagogy in English Medium Instruction (EMI)","authors":"Junwei Sam Liao , Fan Fang , Lawrence Jun Zhang","doi":"10.1016/j.rmal.2025.100263","DOIUrl":"10.1016/j.rmal.2025.100263","url":null,"abstract":"<div><div>Research on translanguaging has gained momentum in recent years. However, there is little literature systematically documenting the research methodologies of translangaging pedagogy employed for carrying out this line of research in English Medium Instruction (EMI) contexts. Thus, we made an attempt to examine studies on translanguaging pedagogy in EMI from 2014 to 2024. Utilising a qualitative meta-synthesis approach, we analysed 10 empirical studies through systematic searches in the Web of Science Core Collection and the Scopus database. Findings revealed a predominance of qualitative methodologies, such as case studies and thematic analysis, with data collected via semi-structured interviews, classroom observations, surveys, and student artifacts. These studies largely concentrated on Asian contexts and at the tertiary level, exploring teachers’ and students’ translanguaging perceptions and strategies in EMI classrooms. Despite the depth provided by qualitative approaches, the review identified a lack of quantitative and mixed-methods research in this field. The absence of research frameworks and contextual diversity highlights gaps in the field. The paper, therefore, concludes with recommendations for more research using multiple methodologies to explore translanguaging pedagogies in different EMI contexts and specific EMI subjects, as well as potential research objectives and research fields.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 3","pages":"Article 100263"},"PeriodicalIF":0.0,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Identifying and explaining L2 growth spurts: A tutorial on generalized additive models for time-intensive longitudinal data in applied linguistics research 识别和解释第二语言生长突增：应用语言学研究中时间密集型纵向数据的广义加性模型教程

Research Methods in Applied Linguistics Pub Date : 2025-09-15 DOI: 10.1016/j.rmal.2025.100259

Mason A. Wirtz, Simone E. Pfenninger

{"title":"Identifying and explaining L2 growth spurts: A tutorial on generalized additive models for time-intensive longitudinal data in applied linguistics research","authors":"Mason A. Wirtz, Simone E. Pfenninger","doi":"10.1016/j.rmal.2025.100259","DOIUrl":"10.1016/j.rmal.2025.100259","url":null,"abstract":"<div><div>Recent years have seen a marked increase in the use of time-intensive longitudinal designs in applied linguistics, particularly in second language acquisition (SLA) research, where individual developmental trajectories have become inferential targets in their own right. Generalized additive mixed-effects models (GAMMs) have emerged as a powerful tool for modeling between- and within-person variation, for disentangling linear from nonlinear relationships, and for assessing the predictive power of (relatively) static (e.g., gender, educational attainment) alongside time-varying (e.g., socioaffect, cognition) predictors on developmental pathways. Setting our tutorial apart from other GAMM resources in computational linguistics, phonetics, and sociolinguistics, we present the first in-depth application of GAMMs to identify and explain periods of significant change (growth or decline) in longitudinal datasets with repeated measurements. We draw on a novel micro-development study comprising 43 older adult L2 learners who completed a battery of L2, socioaffective, and cognitive tasks in 30 consecutive waves across a period of two years (i.e., 30 measures per participant per task). Our contribution guides readers through the computational steps to identify periods of statistically significant change. We then illustrate how findings can be interpreted and supplemented with both qualitative introspective data and quantitative measures of individual learner differences. While our tutorial focuses on SLA research, the methods are applicable to any number of disciplines in the social and natural sciences where developmental patterns are of direct inferential interest.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 3","pages":"Article 100259"},"PeriodicalIF":0.0,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

EFL students’ engagement in machine translation-assisted writing: Scale development and validation 英语学生参与机器翻译辅助写作：规模发展与验证

Research Methods in Applied Linguistics Pub Date : 2025-09-12 DOI: 10.1016/j.rmal.2025.100260

Mariko Yuasa , Osamu Takeuchi

{"title":"EFL students’ engagement in machine translation-assisted writing: Scale development and validation","authors":"Mariko Yuasa , Osamu Takeuchi","doi":"10.1016/j.rmal.2025.100260","DOIUrl":"10.1016/j.rmal.2025.100260","url":null,"abstract":"<div><div>The use of machine translation (MT) in second language (L2) writing has been criticised for potentially disengaging low-proficiency English as a foreign language (EFL) learners from the writing process. However, little is known about how these learners use MT, let alone how their engagement with the writing process should be empirically measured. Therefore, this study developed and validated a multidimensional scale to assess low-proficiency EFL students’ engagement in MT-assisted writing. A 24-item instrument encompassing behavioural, cognitive, affective, social, and agentic engagement subscales was administered to 773 Japanese university students at the CEFR-A2 level (final sample, <em>N</em> = 708). Exploratory factor analysis with half the participants (<em>n</em> = 354) identified five engagement constructs, with cognitive engagement subdivided into pre-editing and post-editing. Agentic engagement was excluded due to a low factor loading. The hypothesised five-factor model was then tested on the remaining participants (<em>n</em> = 354) through confirmatory factor analysis, which yielded satisfactory reliability, as well as construct, convergent, and discriminant validity. This newly developed scale is a valuable tool for investigating how low-proficiency EFL students engage in L2 writing with MT, which often remains unobservable in classrooms where MT use is discouraged or prohibited.</div></div>","PeriodicalId":101075,"journal":{"name":"Research Methods in Applied Linguistics","volume":"4 3","pages":"Article 100260"},"PeriodicalIF":0.0,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0