Language Teaching Research Quarterly最新文献_第7页

Exploring Student-directed Translanguaging in the English-centric Classroom 在以英语为中心的课堂中探索以学生为导向的跨语言

Language Teaching Research Quarterly Pub Date : 2022-11-01 DOI: 10.32038/ltrq.2022.31.11

Saadet Apa Öztürk, F. Çubukçu

{"title":"Exploring Student-directed Translanguaging in the English-centric Classroom","authors":"Saadet Apa Öztürk, F. Çubukçu","doi":"10.32038/ltrq.2022.31.11","DOIUrl":"https://doi.org/10.32038/ltrq.2022.31.11","url":null,"abstract":"Translanguaging has been suggested as a pedagogical practice for bilingual students in which they use two languages alternately in the classroom (Williams, 1996) and it contributes to students' language learning with the use of two languages to make meaning (Baker, 2011). The main goal of this study is to investigate preparatory class students' attitudes towards translanguaging and their translanguaging practices. To do this, a mixed-method research design was selected and applied to 28 preparatory class B1 level students chosen through the nonrandom sampling method. The quantitative data were collected from students through a questionnaire asking about students’ attitudes towards English-only policy, students’ translanguaging attitudes, and practices. Besides, to collect the qualitative data, online reading classes were observed for eight weeks. Moreover, focus group interviews with 4 lower and 4 higher achieving students were conducted in order to get a deeper understanding of students’ perceptions of translanguaging. The findings gathered from the questionnaire revealed that preparatory class students have positive attitudes towards translanguaging. In addition, the qualitative findings obtained from online reading class observation indicated that students most frequently use translanguaging practices to express their initial evaluations of the text, mention their comprehension, paraphrase, ask for help, show their critical thinking skills, discuss a topic about the related text, put forward their predictions about the content. Furthermore, the findings of focus group interviews showed that both low and high achievers have negative perceptions of translanguaging. To encourage students in the use of translanguaging in a foreign language learning class, students' positive attitudes should be supported, their negative perceptions should not be underestimated and negative perceptions of translanguaging should be tried to be changed into positive ones so that students can benefit from translanguaging.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128328399","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

Investigating Turkish Pre-service English Language Teachers’ Virtual Teaching Dispositions 土耳其职前英语教师虚拟教学倾向调查

Language Teaching Research Quarterly Pub Date : 2022-11-01 DOI: 10.32038/ltrq.2022.31.13

Cemil Gökhan Karacan, Mehdi Solhi

{"title":"Investigating Turkish Pre-service English Language Teachers’ Virtual Teaching Dispositions","authors":"Cemil Gökhan Karacan, Mehdi Solhi","doi":"10.32038/ltrq.2022.31.13","DOIUrl":"https://doi.org/10.32038/ltrq.2022.31.13","url":null,"abstract":"The current study sought to investigate Turkish pre-service English language (EL) teachers’ virtual teaching dispositions (i.e., social, pedagogical, expert/cognitive, and virtual/technical presences) and the extent they are related to gender, age, and teaching status variables. The participants were 84 pre-service EL teachers drawn from a Turkish university, and data were collected through Welch and Napoleon’s (2014) virtual teaching disposition scale (VTDS). The results indicated a significant difference between the scores of male and female pre-service EL teachers in both social and virtual/technical presences. However, the participants did not exhibit a significant difference between pedagogical and expert/cognitive presences. Consequently, a one-way ANOVA was run to explore the role of the age variable on the participants’ virtual teaching disposition, with the results revealing a significant difference for only the pedagogical presence and expert/cognitive presence among the participants, whose ages ranged from 18 to 20, those aged 20-23, and those over the age of 24. Finally, the results revealed a significant difference between the scores in the expert/cognitive presence of the participants who teach English and those who do not. However, no significant difference was identified between the mean scores of the two groups in social presence, virtual/technical presence, or expert/cognitive presence.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129543301","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 Teachers’ Perceptions of Learners’ Willingness to Communicate Affect Frequency and Method of Turn Allocation 教师对学习者交流意愿的感知如何影响轮次分配的频率和方法

Language Teaching Research Quarterly Pub Date : 2022-10-01 DOI: 10.32038/ltrq.2022.30.04

Negah Allahyar, Nourollah Zarrinabadi, H. Reinders

引用次数: 0

Individual Differences and Willingness to Communicate in Second Language: The Role of Student Age, Gender and Socioeconomic Status 个体差异与第二语言交流意愿:学生年龄、性别和社会经济地位的作用

Language Teaching Research Quarterly Pub Date : 2022-10-01 DOI: 10.32038/ltrq.2022.30.02

Zheng Li, Bing Li

{"title":"Individual Differences and Willingness to Communicate in Second Language: The Role of Student Age, Gender and Socioeconomic Status","authors":"Zheng Li, Bing Li","doi":"10.32038/ltrq.2022.30.02","DOIUrl":"https://doi.org/10.32038/ltrq.2022.30.02","url":null,"abstract":"It has been widely argued that willingness to communicate (WTC) in a second language (L2) is a dual construct of the learner’s trait and state. This study aimed to explore the relationships between trait-level antecedents (students’ demographic features) and their L2 WTC. A sample of 1502 university students was recruited to participate in this study. Data of their age, gender, family socioeconomic status (SES) were collected. A questionnaire of L2 WTC was adopted to measure the participants’ WTC in meaning-focused activities and WTC in form-focused activities. A path model was tested via structural equation modeling and significant relationships between student demographic features (age, gender and SES) and L2 WTC were observed. The major findings were: 1) male students had higher WTC in meaning-focused activities, but female students showed higher WTC in form-focused activities, 2) student age was negatively related to WTC in meaning-focused activities, and 3) students SES positively predicted WTC in meaning-focused activities. Implications for L2 instruction in tertiary education were also discussed.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115089311","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

Effects of Focused Written Feedback and Revision in the Development of Explicit and Implicit Knowledge in EFL Writing 集中的书面反馈和修改对EFL写作中外显和内隐知识发展的影响

Language Teaching Research Quarterly Pub Date : 2022-10-01 DOI: 10.32038/ltrq.2022.30.03

Martin J. Endley, K. Karim

{"title":"Effects of Focused Written Feedback and Revision in the Development of Explicit and Implicit Knowledge in EFL Writing","authors":"Martin J. Endley, K. Karim","doi":"10.32038/ltrq.2022.30.03","DOIUrl":"https://doi.org/10.32038/ltrq.2022.30.03","url":null,"abstract":"This study investigated the effect of (a) direct written corrective feedback (WCF) and (b) opportunities for revision on the development of second language learners’ explicit and implicit L2 knowledge in an EFL setting. Twenty-six intermediate-level university students were randomly divided into three groups: two treatment groups (direct feedback, direct feedback + revision), and a control group (no feedback). In a pretest-posttest design, over the span of six weeks, participants completed picture-prompted writing tasks, timed grammaticality judgment tests and error correction tests. Participants also produced two new writings with members of the direct feedback + revision group being given an opportunity to revise their writing. The results for the direct feedback group indicated accuracy gains in posttests. There was also some evidence that these gains were dependent on the structure targeted. However, there was no comparable improvement in the direct feedback + revision group. Therefore, it was not possible to interpret these effects as strong evidence for development of learners’ L2 knowledge. Conversely, there was evidence that the direct feedback + revision group had benefitted from the opportunity to revise their writing.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124740969","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

Korean Preservice Teachers’ Perspectives on Flipped Learning in the EFL Context 韩国职前教师对英语语境下翻转学习的看法

Language Teaching Research Quarterly Pub Date : 2022-09-01 DOI: 10.32038/ltrq.2022.28.04

Eunjeong Park

引用次数: 0

Young Chinese EFL Learners’ Referential Strategies in Written Chinese and English Narratives 中国青年英语学习者在中英文书面叙述中的参照策略研究

Language Teaching Research Quarterly Pub Date : 2022-09-01 DOI: 10.32038/ltrq.2022.30.01

Hao Wu

{"title":"Young Chinese EFL Learners’ Referential Strategies in Written Chinese and English Narratives","authors":"Hao Wu","doi":"10.32038/ltrq.2022.30.01","DOIUrl":"https://doi.org/10.32038/ltrq.2022.30.01","url":null,"abstract":"A good command of referential skills has been seen as an effective indicator that reveals learners’ discourse-related competence. However, in the realm of second language learning, a scant of attention has been paid to investigate L2 learners’ referential skills in narratives. Therefore, the present study aims to address the gap through examining young Chinese EFL learners’ abilities in using referential forms in English narratives. Three Chinese EFL fourth graders in Taiwan were asked to produce English and Chinese written narratives, elicited through a wordless picture book Frog, Where Are You? (Mayer, 1969). The results showed that the participants made few mistakes and achieved high level of appropriateness in the use of referential expressions in English narratives. It was also found that they used similar referential strategies across different discourse contexts in both English and Chinese narratives. It was suggested that their near-proficient performance regarding the referential skills may be attributed to the positive transfer from L1 to L2. However, the analysis of some mistakes by the participants also demonstrated that L2 overgeneralization played a role that hinders the participants’ performance. Finally, implications for pedagogy and suggestions for future research are made.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134632934","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

Using Statistical Transformation Methods to Explore Speech Perception Scale Lengths 利用统计变换方法探索语音感知尺度长度

Language Teaching Research Quarterly Pub Date : 2022-08-01 DOI: 10.32038/ltrq.2022.29.05

Alyssa Kermad, Valeria Bogorevich

{"title":"Using Statistical Transformation Methods to Explore Speech Perception Scale Lengths","authors":"Alyssa Kermad, Valeria Bogorevich","doi":"10.32038/ltrq.2022.29.05","DOIUrl":"https://doi.org/10.32038/ltrq.2022.29.05","url":null,"abstract":"The practice of second language (L2) speech perception has traditionally relied on equal-interval perceptual scales and novice listeners’ (NLs) impressionistic judgments of constructs such as accentedness and comprehensibility (Munro & Derwing, 2011). However, issues have surfaced with respect to how well NLs can use these scales, whether they use the entire scale, and how valid/reliable their ratings are. This study draws inspiration from the work of Glenn Fulcher in the area of L2 speech assessment, specifically on construct validity and scale design (1993; 2003). The current study explores similar issues from the lens of the speech perception practice, relying on scale transformation methods and multi-faceted Rasch measurement to examine the overall question of an ideal equal-interval scale length. Speech ratings of L2 accentedness and comprehensibility were originally collected from 56 NLs on 9-point bipolar Likert scales. Statistical transformations from 9-point to 7- and 5-point scales were compared through several indices (i.e., listener consistency, listener severity, scalar point discrimination, and scale usage) across four common speech tasks (i.e., read-aloud, spontaneous speech, elicited imitation, and picture description) (see Thomson & Derwing, 2015). With every statistical scale length reduction across four tasks, listeners’ consistency improved, their levels of severity slightly decreased, and their scalar usage became more precise. Implications for L2 speech perception research suggest that the shorter 5-point perceptual scale shows potential in increasing the reliability and validity of scoring, while more appropriately distinguishing among speaker ability levels.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127451405","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

The Effects of Automated Writing Evaluation (AWE) Feedback on Students’ English Writing Quality: A Systematic Literature Review 自动写作评价(AWE)反馈对学生英语写作质量的影响:系统的文献综述

Language Teaching Research Quarterly Pub Date : 2022-08-01 DOI: 10.32038/ltrq.2022.28.03

Ni Fan, Yingying Ma

{"title":"The Effects of Automated Writing Evaluation (AWE) Feedback on Students’ English Writing Quality: A Systematic Literature Review","authors":"Ni Fan, Yingying Ma","doi":"10.32038/ltrq.2022.28.03","DOIUrl":"https://doi.org/10.32038/ltrq.2022.28.03","url":null,"abstract":"The purpose of this review is to examine the effects of automated writing evaluation (AWE) feedback on students’ English writing performance. We systematically reviewed studies that have empirically focused on this purpose. This review uses several combinations of key words to search in the databases of JSTOR, SSCI, and ERIC for peer-reviewed articles published from 2005 to April 2020. The systematic review produced 22 eligible studies categorized as within-group and between group studies based on Stevenson and Phakiti’s (2014) categorization. The results indicated that AWE feedback might be helpful for student writing under certain conditions. Specifically, the feedback was helpful when it was provided for one single group of students. The feedback was also helpful when the writing performance of a group of students receiving the feedback was compared to the writing performance of the other group of students receiving no such feedback. Moreover, AWE feedback should be continuously offered to help students benefit most from it. This review is an update about the effects of AWE feedback on student writing and may serve as a guide for researchers and instructional practitioners through informing them of the latest research on AWE feedback.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121213255","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

lee.mccallum@coventry.ac.uk Language Teaching Research Quarterly 2022, Vol. 29, 1–5 Introduction to the Special Issue in Honour of Professor Glenn Fulcher lee.mccallum@coventry.ac.uk语言教学研究季刊2022，第29卷，1-5介绍在格伦·富尔彻教授的荣誉特刊

Language Teaching Research Quarterly Pub Date : 2022-07-01 DOI: 10.32038/ltrq.2022.29.01

L. McCallum, C. Coombe, H. Mohebbi

引用次数: 0