Journal of Language and Education最新文献

{"title":"Building Scientific Knowledge in English: Integrating Content, Cognition and Communication in Secondary School CLIL Biology","authors":"Pilar Gerns","doi":"10.17323/jle.2023.17569","DOIUrl":"https://doi.org/10.17323/jle.2023.17569","url":null,"abstract":"Background: The focus of this paper is on Dalton-Puffer’s construct of the Cognitive Discourse Function (cdf) (2013), which offers clil teachers a practical framework through which they can more easily understand the complex idea of integrating the content, cognition, and language required for their subject. These functions have mainly been addressed from classroom observations or task prompts, and little is known about their teachability and effectiveness on students’ content knowledge.
 Purpose: This paper explores whether the cdf of ‘comparing’ (a subcategory of ‘classify’) can be taught to Spanish seventh-grade clil biology students (N = 37) and examines the effect of teaching it explicitly on their written performance.
 Method: An operational framework was developed to define this cdf and an exploratory study was performed in which students were asked to hand in written comparisons. Quantitative and qualitative pre-and post-tests were applied.
 Results: Significant results were obtained for the experimental groups, which improved in both content and language learning, scoring higher on inclusion of content points, justification of their scientific claims, concept formation and use of lexico-grammatical forms.
 Conclusion: These findings add to our understanding of the importance of integrating cognition and language in teaching and learning natural sciences, within which CDFs can be a useful starting point.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135131651","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":"Perceptions of Situational Factors of Willingness to Communicate inside and outside the classroom: Thai EFL First-Year University Students’ Reflections","authors":"Satima Rotjanawongchai","doi":"10.17323/jle.2023.13245","DOIUrl":"https://doi.org/10.17323/jle.2023.13245","url":null,"abstract":"Background: Although previous studies have reported WTC variables in the EFL context, limited studies have investigated learners’ perceptions of WTC outside the classroom. In addition, insights into learners’ perceptions from qualitative data have rarely been presented in this study area.
 Purpose: This study investigated the perceptions of willingness to communicate (WTC) of Thai English as a Foreign Language (EFL) first-year university students. It focused on their perceptions of situational factors of WTC inside and outside the classroom. Also, it investigated the reasons behind the perceptions.
 Methods: As a mixed-method study, a questionnaire adapted from Baghaei’s (2013) and Peng and Woodrow’s (2010) was used to collect quantitative data, while reflective reports and semi-structured interviews were used to reveal explanations for the quantitative data.
 Results: The present study found that the students were more willing to speak outside the classroom than inside the classroom. Interlocutors were significant factors affecting WTC both inside and outside the classroom. Also, speaking topics that are suitable for students' perceived level of proficiency but still pose a challenge for their language development have the potential to increase WTC in the classroom. At the same time, a stimulating environment was powerful for WTC outside the classroom due to a lack of an English-speaking environment in the EFL context. The qualitative data revealed that foreign language anxiety concerning the interlocutor’s competence, familiarity with the interlocutor, and language classroom experiences, as well as social support from friends, were the rationale behind the impact of the situational factors.
 Conclusion: Teachers can apply the results of this present study to enhance WTC in the classroom and increase students’ opportunities to speak inside and outside the classroom through pedagogical support.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135131525","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":"Exploring Translanguaging during Metacognitive Strategy Use on L2 Listening and Writing Skills","authors":"Roderick Julian Robillos","doi":"10.17323/jle.2023.14329","DOIUrl":"https://doi.org/10.17323/jle.2023.14329","url":null,"abstract":"Background: The educational concept of translanguaging has garnered significant attention over the past decade. Its significance in fostering language acquisition in the English as a Foreign Language (EFL) classroom has been increasingly acknowledged. However, there is an emerging necessity to strategically implement this pedagogical approach to enhance learning outcomes and improve overall effectiveness.
 Purpose: The present study sets out to investigate the influence of translanguaging during metacognitive strategy use and its impact on second language (L2) listening and writing abilities.
 Method: The present study employed sequential mixed-method research involving a pre- and post-test design. A total of 16 college students was purposively selected as samples and underwent 11 sessions of applying translanguaging during metacognitive strategy use (the intervention used).
 Results: Study results reveal a significant difference on participants’ pre- (x̄=9.19) and post- (x̄=15.56) listening comprehension tests. An increasing trend of improvement on their quizzes in terms of writing components namely: grammar and structure, content, lexical resource, logical order, and supporting details was also found. In addition, the components on “grammar and structure” and “supporting details” have improved considerably. The participants, likewise, perceived translanguaging as a normal and not a disrespectful practice for them as EFL learners. Qualitative findings revealed that participants have welcomed the use of the intervention as it aids them to process their listening comprehension and writing skills in L2.
 Conclusion: The pedagogical application of translanguaging approach during metacognitive strategy use is concluded as an agentive and facilitative pedagogical strategy that helps learners to not only improve their listening comprehension and writing skills but also promotes deeper cognitive fluency, improves L2 learning, and fosters them to become more involved in the learning processes of metacognitive planning, monitoring, and evaluating.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135131649","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 Corpus-based Investigation of Phrasal Complexity Features and Rhetorical Functions in Data Commentary","authors":"Muhammed Parviz, Ge Lan","doi":"10.17323/jle.2023.16044","DOIUrl":"https://doi.org/10.17323/jle.2023.16044","url":null,"abstract":"Introduction: In academic written texts, linguistic and rhetorical features are often interactively used as a vehicle for writers to construct their texts in order to accomplish specific communicative purposes. However, the effective integration of these resources may pose challenges for developing writers.
 Purpose: This study employed a corpus-based genre analysis approach to investigate phrasal complexity features and rhetorical functions in data commentaries written by Iranian undergraduate and graduate students. Through this approach, we aimed to examine a relatively unexplored genre of data commentary in terms of its phrasal complexity features, rhetorical functions, and their relationships. By analyzing these relationships, we sought to provide insights into the writing practices of Iranian undergraduate and graduate students in the context of data commentaries.
 Method: This study employed a convenient sampling method to select a total of 76 university students, which included 47 undergraduate students and 29 graduate students. The participants were involved in generating a corpus of 380 data commentaries, which were then thoroughly examined and compared. To identify instances of phrasal complexity features, the researchers utilized the AntConc software tool, applying regular expressions (regex) to extract potential occurrences. Additionally, a Python program was developed and implemented to calculate the frequencies of the identified PCFs. The researchers manually annotated the rhetorical function of the data commentaries to determine their specific usage.
 Results: Statistical analysis such as Mann Whitney U test and Spearman correlation test, revealed that graduate students significantly utilized more phrasal complexity features including attributive adjectives, nominalizations, and prepositional phrases (of) compared to undergraduate students. However, a qualitative analysis showed that the use of these linguistic features is influenced by the writing topics. Regarding rhetorical functions, graduate students used more moves and/or steps related to presenting and commenting data, while undergraduate students produced more moves or steps concerning personal asides. Moreover, certain phrasal complexity features and the moves and/or steps were found to be correlated, aligning with recent corpus-based studies.
 Conclusion: The study concludes with pedagogical implications.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135131653","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 Effectiveness Data-Driven Vocabulary Learning: Hands-on Concordancing through a Pedagogical Corpus","authors":"Sibel Tosun, Hatice Sofu","doi":"10.17323/jle.2023.12426","DOIUrl":"https://doi.org/10.17323/jle.2023.12426","url":null,"abstract":"Introduction: Although extensive studies have been carried out on the effectiveness of corpora on teaching vocabulary, the exploration of whether learners can benefit from a pedagogical corpus, particularly regarding hands-on engagement by lower-level learners, has received little attention.
 Purpose: To address this gap in the literature, this study sets out to explore the effectiveness of Data-Driven Learning (DDL) in enhancing the vocabulary acquisition of EFL students at a state university in Turkey through a pedagogical corpus.
 Method: The quasi-experimental study employed a mixed-method research design, in which both quantitative and qualitative data were gathered through vocabulary tests, student questionnaires, and semi-structured interviews. Fifty-eight low-level students with an average age of 19 served as participants. The experimental group made use of hands-on concordancing while the control group received conventional course book-based instruction to learn the target words.
 Results: The results indicate that pedagogical corpora have significant potential in facilitating vocabulary learning of low-level learners. The vocabulary tests revealed that the students who practiced with DDL outperformed the students who received traditional vocabulary instruction in both the post-test and the delayed post-test. The findings from student questionnaires, and semi-structured interviews also denoted that the participants held positive attitudes towards using concordancing to expand their vocabulary and grow aware of some aspects of words such as part of speech information, different meanings and usages, lexico-grammatical structures, and collocations.
 Conclusion: The present study provides useful implications for collection and use of a pedagogical corpus for classroom use.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135131655","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 Role of Goal Orientations and Communication Strategies in Willingness to Communicate in EMI Classrooms","authors":"Mu-Hsuan Chou","doi":"10.17323/jle.2023.17207","DOIUrl":"https://doi.org/10.17323/jle.2023.17207","url":null,"abstract":"Background: In English-medium instruction (EMI) classrooms, goal orientations, strategies, and communication play pivotal roles in facilitating effective learning. Achievement goal orientations (AGOs) guide and control learner competence-relevant behavior in academic performance. Communication strategies (CSs) are communication aids for learners to cope with problems or breakdowns while speaking the target language. Strategic competence is an indispensable affective-cognitive factor that promotes learners’ willingness to communicate (WTC) in a target language.
 Purpose: This study aims to investigate the role of AGOs and CSs in predicting WTC and the effect of English proficiency on AGOs and CSs in EMI classrooms.
 Methods: An online questionnaire survey regarding the perception of AGOs, CSs, and WTC was conducted with 595 university students taking one EMI course in social science and humanity domains in Taiwan. The items were on a 6-point Likert scale ranging from ‘strongly disagree’ to ‘strongly agree’. Hierarchical multiple regression was adopted to predict WTC in EMI classrooms. One-way between-group MANOVAs were adopted to examine the individual and joint effect of English proficiency on the AGOs and CSs.
 Results: The hierarchical multiple regression model showed that task goal orientations and social affective strategies strongly and positively predicted the university students’ WTC in the EMI classroom. Performance-avoidance goal orientations and message reduction and alteration strategies were found to negatively predict WTC in EMI settings. Students’ English proficiency neither predicted their WTC nor affected their AGOs in the EMI classroom. High-proficiency students adopted accuracy-oriented, fluency-oriented, and negotiation for meaning while speaking strategies more frequently than low-proficiency students.
 Conclusion: It is suggested that a supportive and dynamic classroom environment with higher-order learning tasks involving cooperation, reflection, and objective assessment criteria can be incorporated into EMI programs. Besides, instruction in CSs and the use of multimedia teaching aids can facilitate EFL learners’ comprehension of subject-specific materials and encourage them to engage more in EMI classrooms.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135131656","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":"What Can Count As Critical Academic Literacy Education?","authors":"Filippos Tentolouris","doi":"10.17323/jle.2023.16211","DOIUrl":"https://doi.org/10.17323/jle.2023.16211","url":null,"abstract":"Background and Purpose: The issue of what can count as “critical” in relation to academic literacy education has not been discussed in detail in relative review studies. Therefore, this opinion article aims to contribute to this issue by exploring the question whether a field of academic literacy education can be underpinned.
 Approach: First, I revisit some models of academic literacy education (rhetorical models of critical consciousness, models of critical language awareness, genre-based models, multiliteracies, ethnographic-based academic literacies) which have been considered as “critical” in taxonomies of these review studies. Then, I compare these models showing their similarities and differences regarding what is “critical” and how it is situated within academic literacy education.
 Conclusion: Finally, I argue that since there are contrasting conceptualisations among these models in relation to what is “critical” and how it can be associated with academic literacy education, critical academic literacy education can count as a relativist and not a unified field.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135131652","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 Bibliometric Analysis of English for Specific Purposes from 2011 to 2023 Using Citespace: Visualizing Status, Themes, Evolution, and Emerging Trends","authors":"Sining Tan, Madhubala Bava Harji, Xiaogang Hu","doi":"10.17323/jle.2023.17632","DOIUrl":"https://doi.org/10.17323/jle.2023.17632","url":null,"abstract":"Introduction. Research on English for Specific Purposes (ESP) emerged in the 1960s. A few researchers conducted reviews on ESP literature. However, there is currently a lack of up-to-date and comprehensive bibliometric analysis covering the last decade from an international perspective, particularly covering the last decade's developments in ESP research.
 Purpose. Combining bibliometric analysis and systematic review of the literature on English for Specific Purposes, this study serves to objectively maps the knowledge area, and aims to identify the current status, major research themes, evolution, and the emerging trends in this field.
 Method. To maintain the objectivity and transparency, the review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol. Based on literature retrieved from the Web of Science core collection, a total of 1657 bibliometric records published from 2011 to 2023 were visualized and analyzed via Citespace.
 Results. The current research status through publication distribution and co-country network shows that the research is undergoing a steady increase and international authorship. Clusters and systematic review of citing articles indicate four themes, i.e., “linguistic inquires”, “teaching pedagogy”, “student learning”, and “teacher development”. Through the timezone view of keyword co-occurrence network, four features, such as the predominance of genre, corpus and pedagogy, varied pedagogies, varied research methodologies, and technology-assisted teaching, were identified. The keyword and citation burst detection, as well as systematic review of citing articles, were conducted to identify the research trends. It is found that EAP, teacher development, needs analysis in under-researched settings, as well as EMI and Corpus-based teaching pedagogies are the new frontiers in this field.
 Conclusions. The field of English for Specific Purposes continues to experience exponential growth and development, indicating an ongoing expansion and advancement of research in this area. This paper provides references for researchers to understand the status, hidden structure, evolution, and emerging trends of research on English for Specific Purposes.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135131654","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":"ChatGPT: Where Is a Silver Lining? Exploring the realm of GPT and large language models.","authors":"Elena Tikhonova, Lilia Raitskaya","doi":"10.17323/jle.2023.18119","DOIUrl":"https://doi.org/10.17323/jle.2023.18119","url":null,"abstract":"Introduction: the JLE editors analyse the scope and depth of the subject area of ChatGPT and related topics based on the Scopus database. The Scopus statistics prove a skyrocketing rise in the number of publications in the field in question during 2023. The major alarming themes cover authorship and integrity related to AI-assisted writing, threats to educational practices, medicine, and malevolent uses of ChatGPT.
 Keywords Explained: the key terminology is defined, including generative pre-trained transformers (GPT); ChatGPT; artificial intelligence (AI); AI chatbots; natural language processing (NLP); large language models; Open AI; large language model (LLM).
 International Research on ChatGPT: as of September 24 2023, the Scopus database has indexed 1,935 publications, with “ChatGPT” in the title, abstract, or keywords. A skyrocketing rise in the number of research has been reported since the early days of 2023. 1,925 indexed publications out of 1,935 were published in 2023. Most of them came from the USA, India, the UK, and China. The number of documents indexed in the Scopus database as well as PubMed, arXiv and others are exponentially rising.
 ChatGPT in Education: the academic community has been actively discussing the challenges education will face in the era of ChatGPT in the context of the fundamental threats posed to the educational system. The latter include assessment procedures, information accuracy, and skill devaluation. As many complex technologies, generative pre-trained transformers are ambivalent in nature, providing a great potential for learning and education at large, including new approaches based on critical thinking and awareness of the pros and cons of AI.
 ChatGPT in Science: great prospects for text generation and improvements in language quality adjoin to dubious authorship and potentially inconsistent and erroneous parts in the AI-produced texts. Publishers and journals are working out new publishing policies, including publishing ethics towards AI-assisted or AI-improved submissions.
 Conclusion: JLE is planning to revise its editorial policy to address the new challenges from AI technologies. JLE editors welcome new submissions of research articles and reviews as well as special issues on ChatGPT and related themes, with potential applications of chatbots in education, innovative approaches to writing assignments, facilitating personalized learning, academic integrity issues related to AI-supported writing, etc. in focus.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135131522","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":"Compliment Response Strategies in Institutional Discourse within an Emirati Context: Focus on Power and Gender Differences in University Student-Professor Exchanges in English","authors":"Tanju Deveci","doi":"10.17323/jle.2023.12008","DOIUrl":"https://doi.org/10.17323/jle.2023.12008","url":null,"abstract":"Background: Context plays a significant role in effective communication. Among various aspects of context, culture is particularly important since it necessitates that language be used effectively so that a specific purpose can be achieved successfully. One key element of such communication is the effective use of speech acts including compliment and compliment responses (CR).
 Aim: This research aimed to identify the CR strategies produced by Emirati users of English in a university setting, as a response to a compliment received from an international professor on their academic performance and the psychological effect such a compliment is likely to have on them. It also investigated the influence of gender on CR strategies.
 Methodology: The data were collected using a discourse completion task. Fifty-eight students (33 male and 25 female) participated in the study. The CR strategies were analyzed using Holmes' (1988) classification scheme.
 Results: The results showed that a compliment from a professor, irrespective of his/her gender, would make the students happy, with positive effects on their motivation, self-confidence, and feeling of closeness to the professor. The students also thought a CR was necessary for politeness purposes. The most commonly used CR strategy was that of acceptance. The male and the female students produced similar CR strategies in responding to the professor, irrespective of his/her gender. Yet they were more likely to use micro-level strategies (e.g., appreciation token, comment, and promise) with the male professor. The students also used downgrading and disagreeing but only while responding to the male professor. In their conversation with the female professor, they used the strategies of shifting credit and requesting reassurance.
 Significance: These results provide evidence for the face-enhancing nature of CR strategies as utilized by Emirati users of English with international faculty in a university setting.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135131521","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}