Language Teaching Research Quarterly最新文献_第10页

Teachers’ Beliefs and Practice about Written Corrective Feedback: A Case Study in a French as a Foreign Language Program 教师对书面纠正反馈的信念与实践:以法语作为外语项目为例

Language Teaching Research Quarterly Pub Date : 2021-12-01 DOI: 10.32038/ltrq.2021.25.02

Maria-Lourdes Lira-Gonzales, Antonella Valeo, Khaled Barkaoui

{"title":"Teachers’ Beliefs and Practice about Written Corrective Feedback: A Case Study in a French as a Foreign Language Program","authors":"Maria-Lourdes Lira-Gonzales, Antonella Valeo, Khaled Barkaoui","doi":"10.32038/ltrq.2021.25.02","DOIUrl":"https://doi.org/10.32038/ltrq.2021.25.02","url":null,"abstract":"Despite ample research examining second (L2) and foreign language (FL) teacher feedback, research situated in French as a foreign language (FFL) contexts is scarce, in particular studies that examine the beliefs and practices of corrective written feedback (WCF) among FFL teachers. The present study seeks to address this gap by investigating the WCF beliefs and practices of FFL teachers in an undergraduate program in Costa Rica. The participants in this study were five teachers teaching in an FFL program in the Modern Languages School at a large university in Costa Rica. Data were gathered using an online questionnaire, a semi-structured interview, and samples of students’ writing with teacher feedback. The findings revealed that the participants held common beliefs concerning writing, teaching writing, feedback provision in an FL, and the interdependent relationship among teaching, learning, and feedback in an FFL writing class. The results also showed that participants’ beliefs and practices regarding various aspects of written corrective feedback (CF) tended to be aligned, specifically in terms of the use of comprehensive indirect error-coded WCF and the use of evaluation grids. Implications and future research avenues are discussed.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130588633","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: 1

Investigating EFL Teachers’ Beliefs and Practices about Written Corrective Feedback: A Large-scale Study 调查英语教师关于书面纠正反馈的信念和实践:一项大规模研究

Language Teaching Research Quarterly Pub Date : 2021-12-01 DOI: 10.32038/ltrq.2021.25.03

Luxin Yang, Lintao Zhang, Chen Li, Kailun Wang, Liyang Fan, Rong Yu

引用次数: 3

Past vs Previous in EFL Teaching of L1 Slavic Students 斯拉夫语学生英语教学的过去与过去

Language Teaching Research Quarterly Pub Date : 2021-12-01 DOI: 10.32038/ltrq.2021.26.03

Anatol Szewel

引用次数: 0

A Study of the CP-based Model of Metadiscourse Marking across Disciplines and Q1-4 Journals 基于cp的跨学科及Q1-4期刊元话语标记模型研究

Language Teaching Research Quarterly Pub Date : 2021-12-01 DOI: 10.32038/ltrq.2021.24.05

R. Abdi, Afsaneh Saeedakhtar, Simin Teymouri

引用次数: 0

A Cross-Linguistic Study on the Reflection of Metadiscourse Markers in the Acknowledgements of the Iranian and Native English Dissertations 伊朗语和英语母语论文致谢中元话语标记反映的跨语言研究

Language Teaching Research Quarterly Pub Date : 2021-12-01 DOI: 10.32038/ltrq.2021.26.04

Dina Zakeri, Fazlollah Samimi

引用次数: 0

Understanding How Chinese University Students Engage with Teacher Written Feedback in an EFL Context: A Multiple Case Study 了解中国大学生在英语语境下如何参与教师书面反馈:一个多案例研究

Language Teaching Research Quarterly Pub Date : 2021-12-01 DOI: 10.32038/ltrq.2021.25.05

Yuwei Liu

{"title":"Understanding How Chinese University Students Engage with Teacher Written Feedback in an EFL Context: A Multiple Case Study","authors":"Yuwei Liu","doi":"10.32038/ltrq.2021.25.05","DOIUrl":"https://doi.org/10.32038/ltrq.2021.25.05","url":null,"abstract":"While prior studies have highlighted that extensive student engagement could help maximize students’ learning benefits in general, a paucity of research has explored student engagement with teacher written feedback (WF), especially when students processed various English proficiency levels. To fill this gap, this multiple-case study explored how six Chinese undergraduates (2 high proficiency (HP), 2 intermediate (IM) and 2 low-proficiency (LP)) cognitively, behaviourally and affectively engaged with teacher WF in an EFL context. Multiple sources of data were collected from students’ drafts with teacher WF, students’ immediate verbal reports and student semi-structured interviews. Findings demonstrated that learners’ revision behaviours had an affective nature, which could build their confidence by presenting writing progress through multiple drafts. More obvious distinctions of engagement were found between HP and LP students. Other factors influencing management levels were the amount of WF, prior learning context and previous experience with other feedback. Changes in the extensiveness of engagement were observed across different writing tasks and over time, which implied that engagement could be cultivated and developed. To conclude, the study contributes to the conceptualization of student engagement with teacher WF and the understanding of why students benefit differently from teacher WF.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125820269","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: 2

From Thunberg to the L2 Classroom: Public Speaking Techniques 从滕伯格到第二语言课堂:公开演讲技巧

Language Teaching Research Quarterly Pub Date : 2021-11-01 DOI: 10.32038/ltrq.2021.22.04

R. Miles

{"title":"From Thunberg to the L2 Classroom: Public Speaking Techniques","authors":"R. Miles","doi":"10.32038/ltrq.2021.22.04","DOIUrl":"https://doi.org/10.32038/ltrq.2021.22.04","url":null,"abstract":"To participate in the global conversation on how to combat climate change, Japanese university students need to better utilise their English for Academic Purposes (EAP) skills outside the second language (L2) classroom. Therefore, this study seeks to enhance the public speaking skills of Japanese university students by analysing and drawing from a series of recent speeches by Swedish climate-change activist Greta Thunberg. Being of a similar age and speaking in a second language, Thunberg resonates as a public speaker that Japanese university students can model. The research design for this study consisted of two phases. Initially, a structural analysis of Thunberg’s speech transcripts was conducted, exploring her use of positive and negative message framing approaches. Secondly, an analysis of the persuasive discursive techniques (PDTs) used in her speeches was conducted, focusing on identifying established rhetorical devices such as tripling, contrasting, and personalising, as well as the use of inclusive language and exclusive language. This paper details and analyses the approaches and techniques used by Thunberg (framing and rhetorical) and then discusses how they can be taught to Japanese university students seeking to move beyond generic English language classroom presentations.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115608972","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

How Grammarly® Website Influences the Iranian EFL Learners’ Writing Performance Grammarly®网站如何影响伊朗英语学习者的写作表现

Language Teaching Research Quarterly Pub Date : 2021-11-01 DOI: 10.32038/ltrq.2021.22.09

Nasrin Sajjadpour

{"title":"How Grammarly® Website Influences the Iranian EFL Learners’ Writing Performance","authors":"Nasrin Sajjadpour","doi":"10.32038/ltrq.2021.22.09","DOIUrl":"https://doi.org/10.32038/ltrq.2021.22.09","url":null,"abstract":"The current investigation was conducted to uncover the influences of the Grammarly® online website on correcting the Iranian EFL learners’ writing flaws and, in consequence, improving their writing performance. The participants of this research were 30 learners studying English at the intermediate level in a private language institute, Bojnurd, North Khorasan, Iran. Being divided into two groups, the experimental group received ten sessions of treatment employing the Grammarly® website in their writing instruction, whereas the control group was given a traditional paradigm concerning teaching writing skills. In addition, two raters evaluated the writers’ performances contingent upon five writing criteria: the band, writing achievement, cohesion-coherence, lexical resource, and grammatical measures. MANOVA, run as to the quantitative data, indicated a significant out-performance of the experimental group over the control group regarding the aspects of writing performance, yielding support to the effectiveness of the Grammarly® online webbased instruction. Furthermore, participants in the experimental group showed more positive attitudes than those in the control group towards the innovative instruction.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124501083","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: 1

Language Bite-by-Bite: The Design of Second Language Learning Application Using Lexical Approach 语言一口一口:运用词汇法设计第二语言学习应用程序

Language Teaching Research Quarterly Pub Date : 2021-11-01 DOI: 10.32038/ltrq.2021.22.07

Nuttanart M. Facundes, B. Sirinaovakul

{"title":"Language Bite-by-Bite: The Design of Second Language Learning Application Using Lexical Approach","authors":"Nuttanart M. Facundes, B. Sirinaovakul","doi":"10.32038/ltrq.2021.22.07","DOIUrl":"https://doi.org/10.32038/ltrq.2021.22.07","url":null,"abstract":"The ability to use languages to communicate distinguishes humans from other living things. In language production, two sources of information play a crucial role: a conceptual (semantic) message and a sequence of syntactic states mapped onto an ordered sequence of words. This concept of language production applies to both the native language of the speaker and the second language. Therefore, one question arises as to why second language learners cannot equally master both their second language (L2) and first language (L1). In our research, we investigate second language learning within the linguistic and language production framework. We explain language competence by knowledge of paradigmatic and syntagmatic relations, and we can apply the lexical approach for language learning to reach such competence. With this basis, we have designed an educational web application for second language learning, Bite-sized English, that incorporates the learning of words and phrases hands-in-hands with grammar. Bite-sized English consists of two parts: “Take a Bite”, where users learn lexical chunks from authentic texts, and “Lingua Kitchen”, where learners can build their own lexicon and practice usage in contexts.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125250913","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

Simulating Work-Family Conflict Impact on Performance among Language Teachers: System Dynamics Modelling 模拟工作-家庭冲突对语言教师绩效的影响:系统动力学模型

Language Teaching Research Quarterly Pub Date : 2021-11-01 DOI: 10.32038/ltrq.2021.24.01

Moloud Mohammadi, Arefe Amini Faskhodi

{"title":"Simulating Work-Family Conflict Impact on Performance among Language Teachers: System Dynamics Modelling","authors":"Moloud Mohammadi, Arefe Amini Faskhodi","doi":"10.32038/ltrq.2021.24.01","DOIUrl":"https://doi.org/10.32038/ltrq.2021.24.01","url":null,"abstract":"The subject of education has always been considered throughout history, and in the heart of education, a teacher has always been recognized as one of the most determinant and influential members. Many researchers have tried to pay attention to teachers and identify their personal and professional needs. This disquisition was designed and carried out to model the impact of job-family conflict factors on teachers’ performance, specifically in today’s global context where the role and responsibility of teachers is recognized as being more prominent than ever before. According to Young (2019), this conflict affects teachers’ performance and their satisfaction with the profession. The conflict between the job demands and requirements and individual’s roles in the family account for such polarization. The aim of our study was consequently to specify factors causing such conflict among 73 English teachers, to recognize their relationships, and to determine how they affected English teachers’ performance using system dynamics modelling and simulation technique. The sensitivity analysis performed in this study revealed that over a sixty-eight-month period, while teachers’ job burnout and job pressure increased exponentially, their job satisfaction followed an overshoot-and-collapse manner of behaviour. Moreover, during this period, their job performance decreased in a goal-seeking manner.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"425 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126978893","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