Ampersand最新文献_第3页

Transforming reading self-efficacy in EFL Classrooms: The role of task-based instruction 英语课堂阅读自我效能的转化：任务型教学的作用

Ampersand Pub Date : 2025-12-01 Epub Date: 2025-08-05 DOI: 10.1016/j.amper.2025.100236

Yohannes Joressa Wordofa , Mulu Geta Gencha , Aregay Meressa Hadgu

{"title":"Transforming reading self-efficacy in EFL Classrooms: The role of task-based instruction","authors":"Yohannes Joressa Wordofa , Mulu Geta Gencha , Aregay Meressa Hadgu","doi":"10.1016/j.amper.2025.100236","DOIUrl":"10.1016/j.amper.2025.100236","url":null,"abstract":"<div><div>This study investigates the impact of Task-Based Instruction (TBI) on students' reading self-efficacy and their perceptions of TBI's role in enhancing these beliefs. A quasi-experimental design was employed with students from Derartu Tulu Secondary School in Ethiopia. Participants were randomly assigned to an experimental group (N = 44) or a control group (N = 44) using a lottery method. The experimental group engaged with reading texts through TBI, while the control group received conventional instruction over five weeks. Pre- and post-intervention questionnaires were administered to assess differences in reading self-efficacy, and interviews were conducted to explore the experimental group's perceptions of TBI. Five aspects of self-efficacy were measured: progress, observation comparison, social feedback, social physiological state, and total reading self-efficacy. Data analysis included one-way analysis of covariance (ANCOVA), paired-sample t-tests, and thematic analysis. The results revealed that the experimental group significantly outperformed the control group in post-test measures of progress, observation comparison, and overall reading self-efficacy. However, TBI did not lead to improvements in social feedback and social physiological state scales. Moreover, interviews indicated that the experimental group viewed TBI positively, recognizing its effectiveness in enhancing their reading self-efficacy. These findings suggest that task-based instruction is an effective approach for improving students' reading self-efficacy in the English as a Foreign Language (EFL) context. Despite these promising findings, future research should incorporate a larger sample size to improve the generalizability of the results.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100236"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144809569","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

ChatGpt-generated modifications on human generated TESOL abstracts by Vietnamese researchers 越南研究人员对人工生成的TESOL摘要进行chatgpt生成的修改

Ampersand Pub Date : 2025-12-01 Epub Date: 2025-09-09 DOI: 10.1016/j.amper.2025.100239

Nguyen Van Nguyen, Truong Minh Hoa, Issra Pramoolsook

{"title":"ChatGpt-generated modifications on human generated TESOL abstracts by Vietnamese researchers","authors":"Nguyen Van Nguyen, Truong Minh Hoa, Issra Pramoolsook","doi":"10.1016/j.amper.2025.100239","DOIUrl":"10.1016/j.amper.2025.100239","url":null,"abstract":"<div><div>As a potential writing assistant, OpenAI's ChatGPT has been explored for its capability in enhancing academic writing skills, especially through its ability to edit or polish human-generated versions. This study, therefore, aimed to investigate the differences between human-generated TESOL research article abstracts written by Vietnamese authors and their ChatGPT-edited versions in terms of move structures and linguistic features through understanding the textual modifications generated by ChatGPT. The findings from textual investigation involving the analyses of abstract types following Lorés (2004), moves based on Hyland's (2000) framework, and key linguistic features of 50 original abstracts and 50 corresponding ChatGPT-edited ones indicated significant modifications in structural, lexical, sentential and tense dimensions of the two sets. Besides, interviews with two experienced Vietnamese abstract and manuscript reviewers were conducted to elicit their opinions on the quality of the modifications identified. Both our textual findings and interview insights complemented each other that ChatGPT-generated modifications improved clarity, readability and informativeness of the original abstracts. This paper ends with proposed pedagogical implications drawn from our findings to help not only Vietnamese researchers in TESOL and other related fields understand and appreciate such modifications, which can support them to produce research article abstracts more effectively.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100239"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145095209","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

Navigating English as a Medium of Instruction (EMI) in tertiary education: Challenges, opportunities, and pedagogical strategies for EFL learners 在高等教育中引导英语作为教学媒介：对英语学习者的挑战、机遇和教学策略

Ampersand Pub Date : 2025-12-01 Epub Date: 2025-07-05 DOI: 10.1016/j.amper.2025.100231

Md Kawser Ahmed

{"title":"Navigating English as a Medium of Instruction (EMI) in tertiary education: Challenges, opportunities, and pedagogical strategies for EFL learners","authors":"Md Kawser Ahmed","doi":"10.1016/j.amper.2025.100231","DOIUrl":"10.1016/j.amper.2025.100231","url":null,"abstract":"<div><div>The increasing adoption of English as a Medium of Instruction (EMI) in tertiary education has sparked discussions on its potential benefits and challenges for English as a Foreign Language (EFL) learners. This study explores the experiences of EFL learners regarding EMI implementation, focusing on linguistic, academic, and pedagogical dimensions. Employing a qualitative descriptive research design, data were collected through semi-structured surveys from 85 students enrolled in EMI programs. Thematic analysis was conducted using ATLAS.ti to identify key patterns in learner experiences. Findings reveal that while EMI enhances language proficiency, career readiness, and access to academic resources, it also presents significant challenges, including comprehension difficulties, inconsistent teaching methodologies, and reduced classroom participation due to language anxiety. The study underscores the need for gradual <span>EMI</span> implementation, supplementary language support, and faculty training to optimize student learning experiences. The results contribute to the broader discourse on EMI by providing insights into effective pedagogical strategies and policy considerations for higher education institutions. Addressing these challenges through structured adaptation and targeted interventions can enhance EMI effectiveness, ensuring a more inclusive and equitable learning environment for non-native English-speaking students worldwide.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100231"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595407","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

Enhancing communication and reducing anxiety: The role of problem-based learning in EFL learners’ psychological development 增进沟通，减少焦虑：问题型学习在英语学习者心理发展中的作用

Ampersand Pub Date : 2025-12-01 Epub Date: 2025-11-29 DOI: 10.1016/j.amper.2025.100245

Saieed Moslemi Nezhad Arani

{"title":"Enhancing communication and reducing anxiety: The role of problem-based learning in EFL learners’ psychological development","authors":"Saieed Moslemi Nezhad Arani","doi":"10.1016/j.amper.2025.100245","DOIUrl":"10.1016/j.amper.2025.100245","url":null,"abstract":"<div><div>Problem-based Learning, an instructional approach focused on solving real-world problems, fosters self-guided learning under a facilitator's direction. It is useful in developing language skills, supporting active learning, and enhancing psychological factors. However, PBL is not widely used in teaching foreign languages due to potential effects on learner anxiety, confidence, and communication readiness. This study examined the effects of problem-based learning (PBL) on EFL learners' willingness to communicate (WTC), self-efficacy (SE), and classroom speaking anxiety (CSA). A total of 90 intermediate-level Iranian EFL learners were randomly assigned to three groups: online PBL, conventional face-to-face PBL, and a non-PBL control group taught with the Top Notch 1A textbook through communicative language teaching. Data were collected using established questionnaires, and results were analyzed through ANCOVA. Findings revealed that both online and conventional PBL groups significantly outperformed the control group in WTC and SE, while also showing greater reductions in CSA. The online PBL group achieved the strongest gains across all three affective variables, highlighting the particular affordances of digital collaborative environments. These results highlight the potential of PBL, especially in online formats, for enhancing communicative confidence and reducing anxiety in EFL contexts.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100245"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145681465","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

Ethnic differences in the comprehension of Singlish metaphors 新加坡式英语隐喻理解中的种族差异

Ampersand Pub Date : 2025-12-01 Epub Date: 2025-11-15 DOI: 10.1016/j.amper.2025.100244

Yun-Sxin Lai, Ying-Ying Tan

{"title":"Ethnic differences in the comprehension of Singlish metaphors","authors":"Yun-Sxin Lai, Ying-Ying Tan","doi":"10.1016/j.amper.2025.100244","DOIUrl":"10.1016/j.amper.2025.100244","url":null,"abstract":"<div><div>This paper seeks to investigate Singaporeans' cultural perceptions via metaphors as tools for investigating culture-specific conceptualizations, zooming into the differences between the comprehension of Singlish metaphors across different ethnic groups. 46 metaphorical Singlish words were used as stimuli in a questionnaire on metaphor comprehension, administered on Singaporean Chinese, Malay and Indian participants. The results showed that the largest ethnic differences exist between Chinese responses and the Malay and Indian responses, suggesting that the Chinese subgroup possesses the most divergent set of conceptualizations. Results also indicate that amongst the languages that have contributed loanwords into Singlish, English expressions are likeliest to exist across all ethnic groups' linguistic metaphor repertoires – a result corroborated by how a lower proportion of English expressions are facing metaphor death compared to non-English expressions. Overall, this case study demonstrates that although differences in ethnicity can cause significant lexical (and thus conceptual) divides between speakers, for communities speaking English as a common language, English may exist as a crucial convergence point between different groups, not only for language, but for culture and cognition. In particular, the results suggest that ethnic culture is not only transmittable via the ethnic languages, but also via the aforementioned ‘convergence point’ – the English language.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100244"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145614592","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

Writing with AI, thinking with Toulmin: metacognitive gaps and the rhetorical limits of argumentation 用人工智能写作，用图尔敏思考：元认知差距和论证的修辞限制

Ampersand Pub Date : 2025-12-01 Epub Date: 2025-11-03 DOI: 10.1016/j.amper.2025.100242

Tofan Stofiana, Dadang Sunendar, Yeti Mulyati, Andoyo Sastromiharjo

{"title":"Writing with AI, thinking with Toulmin: metacognitive gaps and the rhetorical limits of argumentation","authors":"Tofan Stofiana, Dadang Sunendar, Yeti Mulyati, Andoyo Sastromiharjo","doi":"10.1016/j.amper.2025.100242","DOIUrl":"10.1016/j.amper.2025.100242","url":null,"abstract":"<div><div>Argumentative writing is widely recognized as a cornerstone of academic literacy, yet it remains underdeveloped among many undergraduates, particularly in contexts where dialogic reasoning and reflective strategies are not systematically taught. This exploratory mixed-methods study examined three interrelated dimensions of writing in Indonesian EFL settings: argumentative quality analyzed through Toulmin’s model, metacognitive competence measured by the Metacognitive Awareness Inventory (MAI), and AI literacy assessed with a purpose-designed questionnaire. Data were collected from 30 final-year students across two teacher-education universities. Among Toulmin’s elements, Rebuttal scored lowest (M = 1.87, SD = 0.43), indicating a persistent weakness in counterargumentation. Metacognitive awareness showed relative strength in monitoring and evaluation but continuing weaknesses in planning and strategy adjustment, while students reported using AI tools such as Grammarly and ChatGPT primarily for surface-level corrections with limited ethical or rhetorical reflection. This study is among the first to empirically map metacognitive gaps emerging from AI-assisted argumentative writing, identifying two types: a regulatory gap (misalignment between awareness and enactment) and a critical-AI gap (mismatch between tool use and rhetorical purpose). The findings advance an integrated conceptual framework linking argumentation, metacognition, and AI literacy in digitally mediated writing. Pedagogically and for assessment design, the study suggests that instruction in argumentation, metacognitive scaffolding, and critical AI literacy should be embedded together to cultivate reflective, rhetorically aware, and ethically grounded academic writing.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100242"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145465143","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

Erratum regarding missing Informed Consent statements statements in previously published articles in Volumes 9C, 12C and 13C 关于在卷9C， 12C和13C中先前发表的文章中缺少知情同意声明的勘误表

Ampersand Pub Date : 2025-12-01 Epub Date: 2025-07-22 DOI: 10.1016/j.amper.2025.100234

引用次数: 0

The MuLeCo project: A learner corpus of L1 German learners of romance languages MuLeCo项目：学习罗曼语的L1德语学习者语料库

Ampersand Pub Date : 2025-12-01 Epub Date: 2025-05-16 DOI: 10.1016/j.amper.2025.100225

Stephan Lücke , Patricia de Crignis , Johanna Wolf , Florian Zacherl

{"title":"The MuLeCo project: A learner corpus of L1 German learners of romance languages","authors":"Stephan Lücke , Patricia de Crignis , Johanna Wolf , Florian Zacherl","doi":"10.1016/j.amper.2025.100225","DOIUrl":"10.1016/j.amper.2025.100225","url":null,"abstract":"<div><div>The importance of learner corpora for foreign language acquisition research as well as their role in data-driven learning and other learning contexts is now widely recognised. They have become a valuable resource for both foreign language teaching and learning. To date, there is no extensive collection of learner language data from L1 German speakers for the Romance languages taught in schools (French, Spanish, Italian). This desideratum is addressed by the error-annotated learner corpus MuLeCo (Munich Learner Corpus). The collection of written learner productions aims to shed light on persistent challenges faced by learners of French, Spanish, and Italian, while also providing a solid empirical basis for developing didactic and data-driven materials for foreign language teaching—thus helping to bridge the gap between Foreign Language Acquisition (FLA) and Foreign Language Teaching (FLT). In addition, MuLeCo creates a space for critically revisiting key concepts such as “error,” “variation,” and “norm” in the context of interlanguage phenomena. This article aims to demonstrate how a learner corpus can be constructed to identify persistent problem areas in foreign language learning and processing. Following an outline of the linguistic and didactic objectives, the article presents in detail the methodology employed to collect, structure, organise, analyse, and make the corpus data accessible. The entire workflow is designed to be fully digital. At the core of the corpus lies the categorisation of errors. The relational database used for storing and handling the highly structured corpus data allows for multifold analysis. The article concludes with initial analytical approaches and selected findings</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100225"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144614541","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

I'm from Singapore lah: AI-simulated interlocutors' responses during in-the-cloud interviews with Thai EFL learners 我来自新加坡lah：人工智能模拟对话者对泰国英语学习者在云端采访中的反应

Ampersand Pub Date : 2025-12-01 Epub Date: 2025-11-01 DOI: 10.1016/j.amper.2025.100241

Naratip Jindapitak, Kornsak Tantiwich

{"title":"I'm from Singapore lah: AI-simulated interlocutors' responses during in-the-cloud interviews with Thai EFL learners","authors":"Naratip Jindapitak, Kornsak Tantiwich","doi":"10.1016/j.amper.2025.100241","DOIUrl":"10.1016/j.amper.2025.100241","url":null,"abstract":"<div><div>This study investigates how AI-simulated interlocutors—Gemini 2.0 Flash and ChatGPT (GPT-4o)—construct interactional responses during in-the-cloud interviews (i.e., real-time conversations between human users with AI-simulated interlocuters) with Thai EFL learners. Eight A2-level undergraduates enrolled in an English conversation course participated in role-play tasks with the AI models, each simulating a Singaporean tourist. The prompt used in the task did not explicitly request localized language use but was designed to encourage naturalistic interaction, allowing pragmatic and sociolinguistic features to emerge spontaneously. Drawing on Conversation Analysis (CA), with insights from the World Englishes (WE) paradigm, the study analyzes how AI-simulated interlocutors' turns were constructed and sequentially organized and how features of localized English varieties emerged. Both models consistently produced preferred second pair-parts (SPPs), embedded repair strategies, and culturally responsive closings that supported learner engagement. Gemini's responses were pragmatically dense and affectively rich, featuring Singlish discourse particles, stylized cultural references, verbally embedded actions, and code-switching—reflecting localized norms consistent with the WE perspective on sociolinguistic diversity. ChatGPT, in contrast, produced clearer and more scaffolded turns that reduced cognitive load and enhanced learner participation, though it exhibited fewer localized features and less cultural accommodation than Gemini. The findings highlight how AI-simulated interlocutors can foster EFL learners' interactional competence and sociolinguistic awareness by modeling diverse English use and facilitating culturally responsive, conversational engagement.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100241"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145518967","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

Erratum regarding missing Informed Consent statements in previously published articles in Volumes 9C and 10C 关于在卷9C和卷10C中先前发表的文章中缺少知情同意声明的勘误

Ampersand Pub Date : 2025-12-01 Epub Date: 2025-06-30 DOI: 10.1016/j.amper.2025.100230

引用次数: 0