Language Teaching Research Quarterly最新文献

{"title":"Exploring the Effect of an Entrepreneurship Awareness-raising Intervention on ELT Learners’ Entrepreneurial Intention, Mindset, Self-efficacy and Outcome Expectations","authors":"Nasser Fallah, G. Kiany, Z. Tajeddin","doi":"10.32038/ltrq.2022.27.04","DOIUrl":"https://doi.org/10.32038/ltrq.2022.27.04","url":null,"abstract":"This experimental study aimed to explore the effect of entrepreneurship education among English language teaching (ELT) learners in Iran. To this end, an entrepreneurship awareness-raising intervention was designed and evaluated through a mixed-method explanatory sequential design with hypotheses rooted in social cognitive career theory. The effectiveness of the intervention was first investigated quantitatively through pre-test and post-test among 41 ELT learners. Then, semi-structured interviews were conducted among 15 participants to triangulate and further explain the quantitative findings. The results of repeated measures of MANOVA revealed that ELT learners’ entrepreneurial intention, entrepreneurial self-efficacy, entrepreneurial mindset, and entrepreneurial outcome expectations improved significantly from pre-test to post-test under the effect of the intervention. Further, the findings of qualitative data analysis confirmed the quantitative results and revealed that all of the participants took great satisfaction in the course, and they believed that the effectiveness of the course was even beyond their expectations. Implications are discussed.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115562006","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}

{"title":"E-Learning and Learner Autonomy in an EFL Class in Vietnam","authors":"Tran Thi Ngoc Lien","doi":"10.32038/ltrq.2022.27.02","DOIUrl":"https://doi.org/10.32038/ltrq.2022.27.02","url":null,"abstract":"Learner autonomy has long been a matter of great interest in the world of EFL pedagogy and practice. It is one of the qualities that teachers want to cultivate as they know that developing this core value is synonymous with training an independent, confident, and effective learner. There have been numerous studies on this subject in the educational setting; however, those conducted to examine learners’ ability to self-control their learning in the online context are still far from sufficient. This research was conducted with the exploratory survey to examine learner autonomy in EFL classes in Vietnam, where e-learning has recently been made mandatory due to the Covid 19 pandemic. It involved the total participation of 20 teachers and 100 students randomly selected from five Vietnamese tertiary institutions. Results showed a good understanding of the course instructors about the importance of learner autonomy in the online courses and the need to promote it. The students, however, were not well aware of their self-regulated learning tasks. From the study results, we could realize some problems regarding the students’ behavior in the virtual learning environment and differences in teachers’ and students’ perceptions of this notion. The research findings also supported the researcher in making recommendations to motivate self-controlled learners.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128071551","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}

{"title":"An Exploratory Empirical Research on Hope for Learning English as a Foreign Language","authors":"Fariba Ghadyani, M. Tahririan, K. Afzali","doi":"10.32038/ltrq.2022.27.03","DOIUrl":"https://doi.org/10.32038/ltrq.2022.27.03","url":null,"abstract":"There is a dearth of research on hope in studies of second or foreign (L2) language learning. Therefore, the present research contributes conceptually to a deep understanding of hope for learning English as a foreign language and the ways it may be developed. To do so, an exploratory mixed-methods design was employed. Using in-depth interviews, qualitative data was collected from the advanced-level adult Iranian EFL learners. Grounded-based analysis of the data led to the emergence of forty-seven items tied to seven main components as well as inter-relationships between them. In the quantitative phase, a 47-item questionnaire of hope for learning EFL was designed and then piloted. Next, to test the validity of the piloting phase findings, the refined 46-item questionnaire of hope for learning EFL was administered to a convenience sample of EFL learners (n=330). Statistical analyses of the testing data confirmed that forty-six items are linked to seven broad underlying components of hope for learning EFL. The main factors building the construct of hope for learning EFL were confirmed. Moreover, core factor, interconnections between the identified components were developed and validated. The findings can provide invaluable clues as to the development of educational interventionist programs in the future.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125795249","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}

{"title":"Teaching English for Specific Purposes (ESP) to Saudi Arabian Banking Employees","authors":"Abdullah Alshayban","doi":"10.32038/ltrq.2022.27.01","DOIUrl":"https://doi.org/10.32038/ltrq.2022.27.01","url":null,"abstract":"Globalization in the banking industry has demonstrated one of the most significant necessities of today, English for Specific Purposes (ESP)-based curricula. ESP drives contemporary organizations to communicate effectively with customers, suppliers, and competitors across geographical boundaries. Therefore, it is imperative to examine learners’ needs and difficulties while using ESP in practice to achieve this goal effectively. This study aims to examine the skills of bankers learning or using English as a Second Language (ESL) to assist them in meeting their jobs’ needs in the banking sector. An online survey (n = 43) and interview (n= 39) were employed to collect data to understand the aspects vital to the teaching of ESP among banking professionals from Saudi Arabia. About 60% of the sample admitted they needed to improve their English-speaking skills, with more than 80% citing that it is essential for their profession. The interviewees also highlighted English writing skills as being more critical to their needs and desired to enhance their speaking and writing skills. The interviewees further revealed that poor English, difficulty in understanding accents, and insufficient knowledge of banking terminology hindered their communication with customers. The article suggests pedagogical implications and recommendations to support employers in the banking sector, ESP teachers, and curricula designers for improving the current ESP design and delivery in Saudi Arabia.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123412807","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}

{"title":"A Collaborative Approach to Assuring Standards: Using the CEFR to Benchmark University Pathway Programs’ English Language Outcomes","authors":"T. Roche, S. Booth","doi":"10.32038/ltrq.2021.26.02","DOIUrl":"https://doi.org/10.32038/ltrq.2021.26.02","url":null,"abstract":"The past two decades have witnessed growing interest in Higher Education (HE) achievement standards. Globally, the English Language Teaching (ELT) sector provides students with Direct Entry (DE) English language program (ELP) pathways to university study. It has typically relied on commercially available English language tests to ensure achievement standards. Such tests enable providers to demonstrate evidence of DE ELP standards in terms of internationally recognised scores. English language tests, however, represent only one type of external reference point for assuring standards. This paper provides an overview of a sector-led, collaborative approach to an external review of standards of 20 Australian university-operated DE ELPs. Twenty-eight ELP subjects were benchmarked by sixty individual assessors using consensus moderation with the newly expanded Common European Framework of Reference for Languages Companion Volume (CEFR CV). The framework’s new subscales, including those on mediation, were employed for assessing student work samples. The case study demonstrates how collaborative benchmarking using the updated CEFR CV can effectively assure DE ELP standards while also identifying areas for program improvement to the benefit of programs, staff, and students.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"3 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":"114945606","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}

{"title":"The Effects of Early Biliteracy on Thought Organisation and Syntactic Complexity in Written Production by 11-Year-Old Children","authors":"Cristiane Ely Lemke, Janaina Weissheimer, Natália Bezerra Mota, Luciana de Souza Brentano, I. Finger","doi":"10.32038/ltrq.2021.26.01","DOIUrl":"https://doi.org/10.32038/ltrq.2021.26.01","url":null,"abstract":"Recent studies have emphasized the positive effects of early biliteracy on children’s linguistic and cognitive abilities. However, the extent to which one system affects the other is not totally understood (Finger & Brentano, in press). With that in mind, this paper presents the results of a study that aimed to compare the levels of syntactic complexity and thought organization in written production in Portuguese and in English. We predicted that both variables would correlate in the two languages, showing no negative effects of early biliteracy. Sixty children (M = 10.7) enrolled in 5th and 6th grades in a bilingual curriculum school in the metropolitan area of Porto Alegre, Rio Grande do Sul, Brazil, screened for proficiency, constituted the cohort of the study. The children’s home and community language is Portuguese, but they have been exposed to English at school for 10 hours a week for at least 5 years. Participants were asked to create a narrative based on a sequence of five images (Cambridge Assessment, 2018) one in English and one in Portuguese, in a counterbalanced order. The analysis of syntactic complexity involved the assessment of T-Units (Hunt, 1965) and thought organization was measured through the analysis of graph trajectories performed with the computational tool Speech Graphs (Mota et al., 2016, 2019). Preliminary results indicated a moderate positive correlation in the levels of syntactic complexity and in the attributes of thought connectivity in both languages, demonstrating that, as children advance in the development of more complex writing strategies in Portuguese, they progress in their written production in English to the same extent, confirming our initial predictions. These data reinforce the importance of teachers assessing students' written production in their two languages ​​from a bilingual perspective and from a conception that the languages ​​that make up the linguistic repertoire of the bilingual individual constitute a whole integrated system and not two independent systems that compete with each other (García, 2009).","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"29 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":"126096504","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}

{"title":"Editorial: Written Corrective Feedback (WCF): Teachers’ Knowledge, Beliefs and Practice","authors":"Icy Lee, H. Mohebbi","doi":"10.32038/ltrq.2021.25.01","DOIUrl":"https://doi.org/10.32038/ltrq.2021.25.01","url":null,"abstract":"","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":"130394422","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}

{"title":"Neuro-linguistic Programming and its Applicability in EFL Classrooms: Perceptions of NLP-Trained English Teachers","authors":"Mitra Rayati","doi":"10.32038/ltrq.2021.24.03","DOIUrl":"https://doi.org/10.32038/ltrq.2021.24.03","url":null,"abstract":"The present study is an attempt to examine the applicability of NLP techniques in English Language Teaching (ELT), an under-investigated topic in the literature on EFL contexts. The researcher also attempts to examine the extent to which Iranian EFL instructors in language schools implement NLP techniques in their classrooms. In an effort to achieve the research aims, a sixteen-hour NLP training workshop for 20 conveniently chosen inservice EFL instructors was designed and held by the author. The workshop aimed at helping the participants to achieve a working knowledge of the concept of NLP. Prior to conducting the workshop, in order to gain a better understanding of the participants’ needs and the benefits of the implementation of the training program in teachers’ instructional practices, 60 class sessions of the 20 teachers were observed using a researcher-made observation checklist. To identify any changes in the teachers’ pedagogical skills and to assess any perceived learning outcomes from participating in the workshop, the researcher repeated the observations almost seven months after the last session of the workshop. Subsequently, in-depth semi-structured interviews were carried out to explore the teachers’ perceptions of the topic under investigation. According to the findings of the thematic analysis, almost all the EFL teachers used NLP techniques to varying degrees in their language classes. The results of this study, provided at the end of the article, offer some valuable suggestions for different stakeholders in the field.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"232 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":"122392187","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}

{"title":"Investigating the Use of Singular ‘they’ across Two Social Contexts: A Comparative Study of Iranian and Polish EFL Students","authors":"Hourieh Ebrahimi, Hamed Mohammad Hosseini","doi":"10.32038/ltrq.2021.24.04","DOIUrl":"https://doi.org/10.32038/ltrq.2021.24.04","url":null,"abstract":"With the increasing attempts to use gender-fair language, different studies have investigated this issue from different viewpoints. To find an epicene pronoun used as a third-person singular, some research has been conducted investigating them in various contexts, yet few studies have focused on cultural differences. Since how to use language differs among cultures, this study aims to investigate and compare the use of epicene pronouns (he, she, he/she, and singular they) among Iranian and Polish Non-Native Speakers (NNSs) of English with different cultures, social backgrounds, and L1s (in terms of gender markedness; Iran with a genderless-grammar language, and Poland with a grammatical-gender language). A survey containing sentences and questions was given to 64 university learners in 4 contexts (indefinite noun, feminine, masculine, and neutral connotations) to choose the most suitable pronouns while exploring the reasons for choices followed by the source of learning. The results revealed that singular they was the highest deployed pronoun in all four contexts, with no significant difference between Iranian and Polish learners. Furthermore, gender neutrality was mentioned most as the main reason for their selection of choices. Finally, roughly half the Polish students and about a third of Iranian participants had already heard about singular they, with private institutions and schools were respectively mentioned as their main sources of this knowledge.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"32 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":"129497224","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}

{"title":"Concurrent Validity of LLAMA_F: Measure of Language Analytic Ability as a Predictor of Morphosyntax Knowledge","authors":"Peter Kim","doi":"10.32038/ltrq.2021.24.02","DOIUrl":"https://doi.org/10.32038/ltrq.2021.24.02","url":null,"abstract":"Foreign language aptitude is defined as one’s potential to learn a second language. A language learner with higher aptitude is predicted to learn more, faster, and reach a higher level of proficiency. If this is the case, one way to validate the construct of aptitude and its measure is to conduct a validation study in which measures of aptitude is correlated with a learning outcome. This study aimed to conduct a concurrent validity of LLAMA_F, a foreign language aptitude test using grammaticality judgement test (GJT) as its concurrent criterion. This was done through dis-attenuated correlation, using reliability values obtained using classic test theory (CTT) and item analysis. The results show barely adequate reliability for LLAMA_F, high reliability values for GJT and a weak linear relationship between the two constructs. The findings of this study demonstrated that LLAMA_F might suffer from a lack of strong internal consistency. While the 200-item GJT was shown to be reliable, a few of its subcomponents were less than adequate. A further in-depth item analysis of GJT is needed in order to pare down the test and make it shorter for easier application and data collection. Finally, a nonlinear relationship between aptitude and measures of achievement is suggested for future research on language aptitude.","PeriodicalId":350461,"journal":{"name":"Language Teaching Research Quarterly","volume":"68 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":"132066510","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}