Asian-Pacific Journal of Second and Foreign Language Education最新文献

Exploring Iranian ESP teachers’ emotion labor: a critical perspective 探索伊朗 ESP 教师的情感劳动：批判性视角

IF 1.8

Asian-Pacific Journal of Second and Foreign Language Education Pub Date : 2024-09-18 DOI: 10.1186/s40862-024-00300-1

Mostafa Nazari, Sedigheh Karimpour, Mobina Amjadi

{"title":"Exploring Iranian ESP teachers’ emotion labor: a critical perspective","authors":"Mostafa Nazari, Sedigheh Karimpour, Mobina Amjadi","doi":"10.1186/s40862-024-00300-1","DOIUrl":"https://doi.org/10.1186/s40862-024-00300-1","url":null,"abstract":"Despite the growth of research on English for specific purposes (ESP) teachers over the past two decades, the scope of research that focally examines ESP teachers’ emotions is limited. The present study explored 10 Iranian ESP teachers’ emotion labor. Collecting data from questionnaires, narrative frames, and semi-structured interviews, we show how contextual discourses, policies, and expectations of ESP instruction interact with the teacher participants across four areas of pedagogy, assessment, materials, and curriculum and culture. Our findings indicated that content featured as a significant factor in the teachers’ emotions, agency, and identity directly, indirectly, and specifically through content-related discourses and participants. More specifically, it is not necessarily the content itself that along with language shape ESP teachers’ professional sense-making; rather, the way content manifolds in institutional work and interacts with language through various contextualities, modalities, and participants functions more profoundly in ESP teachers’ work. We provide implications for ESP teachers to draw on their collegial potentials to form communities of practice that positively contribute to their professional growth and transform their negative emotions into mutual emotionality.","PeriodicalId":36383,"journal":{"name":"Asian-Pacific Journal of Second and Foreign Language Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142257137","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

Adapting EFL materials and its influences on Indonesia secondary school students’ language learning 改编 EFL 教材及其对印尼中学生语言学习的影响

IF 1.8

Asian-Pacific Journal of Second and Foreign Language Education Pub Date : 2024-09-11 DOI: 10.1186/s40862-024-00297-7

Rizaldy Hanifa, Fazri Nur Yusuf, Siti Rahimah Yusra, Didi Suherdi

{"title":"Adapting EFL materials and its influences on Indonesia secondary school students’ language learning","authors":"Rizaldy Hanifa, Fazri Nur Yusuf, Siti Rahimah Yusra, Didi Suherdi","doi":"10.1186/s40862-024-00297-7","DOIUrl":"https://doi.org/10.1186/s40862-024-00297-7","url":null,"abstract":"Educators encounter challenges in performing materials adaptation stemming from time limitations, institutional responsibilities, administrative demands, and a dearth of formal training in materials development resulting in improper adaptation and ineffective learning activities. This research investigated the process of adapting materials as a qualitative case study. The data were gathered from a senior high school teacher in Banda Aceh, Indonesia, by means of document analysis (e.g., teaching materials), observation, and interview. The results revealed that the instructor frequently added and modified educational resources to facilitate learning through several modalities. The act of deleting, simplifying, and rearranging was occasionally performed. Nevertheless, students’ reflection on course contents, inadequate level of difficulty, demanding tasks, and excessive reliance on first language remained as issues. This study emphasizes the role of adaptation in promoting meaningful learning experiences and urges the integration of culturally relevant themes with a variety of learning activities. Educators can use these findings to support professional developments focused on effective material adaption tactics, allowing them to reflect on their existing methods, try new approaches, and interact with colleagues to share successful practices.","PeriodicalId":36383,"journal":{"name":"Asian-Pacific Journal of Second and Foreign Language Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142226533","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

Syntactic priming in the classroom: using narratives to prime L2 arabic speakers 课堂中的句法启蒙：利用叙事为第二语言阿拉伯语使用者提供启蒙

IF 1.8

Asian-Pacific Journal of Second and Foreign Language Education Pub Date : 2024-08-22 DOI: 10.1186/s40862-024-00292-y

Alaa Alzahrani, Hanan Almalki

{"title":"Syntactic priming in the classroom: using narratives to prime L2 arabic speakers","authors":"Alaa Alzahrani, Hanan Almalki","doi":"10.1186/s40862-024-00292-y","DOIUrl":"https://doi.org/10.1186/s40862-024-00292-y","url":null,"abstract":"A robust finding in psycholinguistics is that prior language experience influences subsequent language processing. This phenomenon is known as syntactic priming. Most of the empirical support for L2 syntactic priming comes from lab-based experiments. However, this evidence might not reflect how priming occurs in typical language activities in the L2 classroom. As such, we conducted a classroom-based priming study. Using a between-subject design, 52 L2 Arabic speakers read and listened to eight story-reading sessions over two weeks that either included a high proportion of the fronted temporal phrase (TP) structure (experimental group) or included no fronted TPs (controls). The effect of L2 proficiency was also investigated. Results revealed that the experimental group did not significantly increase their use of fronted TPs in the immediate posttest or the one-week delayed posttest relative to the baseline. A null effect of Arabic L2 proficiency was also observed. We discuss our findings in light of related priming theories and previous findings. This study highlights the need for more research on syntactic priming via common language tasks in the L2 classroom.","PeriodicalId":36383,"journal":{"name":"Asian-Pacific Journal of Second and Foreign Language Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209603","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

Exploring global linguistic nuances: analyzing region-specific inflectional morpheme frequency in ICNALE 探索全球语言的细微差别：分析 ICNALE 中特定地区的词素频率

IF 1.8

Asian-Pacific Journal of Second and Foreign Language Education Pub Date : 2024-08-01 DOI: 10.1186/s40862-024-00291-z

Maria Fatima Dogar, Tahir Saleem, Muhammad Aslam, Shafaat Yar Khan

{"title":"Exploring global linguistic nuances: analyzing region-specific inflectional morpheme frequency in ICNALE","authors":"Maria Fatima Dogar, Tahir Saleem, Muhammad Aslam, Shafaat Yar Khan","doi":"10.1186/s40862-024-00291-z","DOIUrl":"https://doi.org/10.1186/s40862-024-00291-z","url":null,"abstract":"This study investigates region-specific inflectional morpheme frequencies within the ICNALE Corpus, exploring significant global linguistic intricacies. Through a quantitative, corpus-based approach, it conducts a comprehensive contrastive analysis, leveraging the extensive accessibility of the online ICNALE. Despite inherent limitations in data collection primarily reliant on interviews and written compositions within the ICNALE Corpus, the study offers illuminating insights into how diverse linguistic backgrounds influence the usage of inflectional morphemes in English. The findings bring to light interesting patterns in possessive usage, reflecting variations among ESL learners in acquiring grammatical features. Additionally, it highlights complexities in acquiring comparative and superlative degrees, aligning with challenges encountered by learners in mastering specific inflections. Analyses of plural noun inflections, subject-verb agreement, past tense, past participle, and present participle usage underscore the multifaceted influences of language background, acquisition stages, and instructional emphasis on learners’ morphological patterns. Future inquiries could further investigate the impact of instructional methodologies on inflectional morpheme acquisition, undertake comparative studies across proficiency levels and age groups, explore morphological transfer from learners’ native languages, and deepen comprehension of cognitive processes guiding effective learning strategies. These endeavors hold promise in refining pedagogical methodologies and enriching language learning experiences for diverse learner cohorts.","PeriodicalId":36383,"journal":{"name":"Asian-Pacific Journal of Second and Foreign Language Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141871914","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

Examining the impact of multimodal task design on English oral communicative competence in fourth-grade content-language integrated social studies: A quasi-experimental study 考察多模态任务设计对四年级内容-语言综合社会研究中英语口语交际能力的影响：准实验研究

IF 1.5

Asian-Pacific Journal of Second and Foreign Language Education Pub Date : 2024-07-15 DOI: 10.1186/s40862-024-00289-7

Cheng-Ji Lai

引用次数: 0

Identifying inclusive training needs with the inclusive practices in English language teaching observation scale 用英语教学全纳实践观察量表确定全纳培训需求

IF 1.8

Asian-Pacific Journal of Second and Foreign Language Education Pub Date : 2024-07-08 DOI: 10.1186/s40862-024-00287-9

Davey Young

{"title":"Identifying inclusive training needs with the inclusive practices in English language teaching observation scale","authors":"Davey Young","doi":"10.1186/s40862-024-00287-9","DOIUrl":"https://doi.org/10.1186/s40862-024-00287-9","url":null,"abstract":"Quality inclusive education has been guaranteed at the international policy level, but for inclusive education to be realized, teachers must be prepared to teach students with a wide variety of support needs. With well over a billion English language learners worldwide, and considering the fact that language learning can present many unique barriers to students with disabilities, the TESOL field has a growing need to consider how to best train teachers to teach inclusively. English language teachers (ELTs) generally lack training to teach students with disabilities, and little research has been done to identify specific training needs. If language learning environments are to honor the human right to inclusive education, then this is a critical research gap to close. This study reports on the use of a novel instrument, the Inclusive Practices in English Language Teaching Observation Scale (IPELT), in combination with post-observation interviews, to determine specific training needs among ELTs working at the postsecondary level in Japan. Magnitude coding of IPELT results and thematic analysis of field notes and interview data from 13 participants suggests that ELTs in this particular context would likely benefit from training in differentiation and specific considerations for teaching students with disabilities, as well as identifying possible students with disabilities. The participants also demonstrated a foundational skill set to create inclusive learning environments despite a general lack of relevant training.","PeriodicalId":36383,"journal":{"name":"Asian-Pacific Journal of Second and Foreign Language Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141572575","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

Students’ affective engagements in peer feedback across offline and online English learning environments in Thai higher education 泰国高校学生在线下和线上英语学习环境中对同伴反馈的情感参与

IF 1.8

Asian-Pacific Journal of Second and Foreign Language Education Pub Date : 2024-07-01 DOI: 10.1186/s40862-024-00286-w

Tipaya Peungcharoenkun, Budi Waluyo

引用次数: 0

Examining the roles of spiritual motivation, religiosity, and L2 WTC in English 研究精神动机、宗教信仰和英语中级永利国际娱乐的作用

IF 1.8

Asian-Pacific Journal of Second and Foreign Language Education Pub Date : 2024-06-25 DOI: 10.1186/s40862-024-00285-x

Kawita Sarwari, Reza Pishghadam, Shaghayegh Shayesteh

{"title":"Examining the roles of spiritual motivation, religiosity, and L2 WTC in English","authors":"Kawita Sarwari, Reza Pishghadam, Shaghayegh Shayesteh","doi":"10.1186/s40862-024-00285-x","DOIUrl":"https://doi.org/10.1186/s40862-024-00285-x","url":null,"abstract":"Recognizing the importance of students’ attitudes in enhancing their educational achievements, this study aimed to examine the roles of spiritual motivation, religiosity, and L2 WTC (Willingness to Communicate) in students’ English language achievements. The study aimed to create a scale to assess students’ spiritual motivation. Additionally, it scrutinized the relationship between spiritual motivation, religiosity, and L2 WTC. The data was collected from 194 students (97 males; 97 females) coming from both social and non-social sciences who completed three questionnaires: spiritual motivation, religiosity, and L2 WTC scales. Descriptive and inferential statistics were obtained using SPSS (Statistical Package for Social Sciences), and AMOS (Analysis of a Moment Structure). The analysis confirmed that both spiritual motivation and religiosity scales have reliable psychometric properties. SEM (Structural Equation Modeling) also revealed that spiritual motivation and religiosity are positively associated with L2 WTC. However, neither of the dependent variables emerged as predictors of English language acquisition. Notably, when mediated by spiritual motivation, SEM revealed that religiosity can predict L2 WTC. The study concludes with a discussion of the results and implications for research.","PeriodicalId":36383,"journal":{"name":"Asian-Pacific Journal of Second and Foreign Language Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529137","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

Exploring Iranian EAP teachers’ well-being: an activity theory perspective 探索伊朗英语教师的幸福感：活动理论视角

IF 1.8

Asian-Pacific Journal of Second and Foreign Language Education Pub Date : 2024-06-22 DOI: 10.1186/s40862-023-00249-7

Mostafa Nazari, Sedigheh Karimpour

{"title":"Exploring Iranian EAP teachers’ well-being: an activity theory perspective","authors":"Mostafa Nazari, Sedigheh Karimpour","doi":"10.1186/s40862-023-00249-7","DOIUrl":"https://doi.org/10.1186/s40862-023-00249-7","url":null,"abstract":"Despite the growth of research on EAP teachers in the past decade, little research has focused on their emotions and much less on their well-being. In response to this gap of knowledge, the present study draws on the theoretical framework of activity theory and explores the well-being of 13 Iranian EAP teachers. We collected data from a questionnaire, narrative frames, and semi-structured interviews. Data analyses revealed three themes in relation to the teachers’ well-being: (1) content as a site of experiencing positive and negative emotions, (2) content and institutional contextualities as determinants of seeking purpose in EAP instruction, and (3) sociocultural parameters as shaping meaning in EAP instruction. We found that EAP teacher well-being functions as a layered construct that is influenced by various personal, institutional, and sociocultural dynamics, and substantially influences teachers’ professional practices, identities, and emotions. Across these processes, content operates as the antecedent or consequence of the influence in EAP instruction. Based on the findings, we provide implications for teachers and teacher educators in how to employ professional alternatives that could effectively contribute to EAP teachers’ well-being.","PeriodicalId":36383,"journal":{"name":"Asian-Pacific Journal of Second and Foreign Language Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141504827","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

Collaborative listening using multimedia through metacognitive instruction: a case study with less-skilled and more-skilled EFL learners 通过元认知教学使用多媒体进行协作听力：对英语水平较低和英语水平较高的学习者进行的案例研究

IF 1.8

Asian-Pacific Journal of Second and Foreign Language Education Pub Date : 2024-06-15 DOI: 10.1186/s40862-023-00248-8

Esmat Shamsi, Hossein Bozorgian

引用次数: 0