Innovation in Language Learning and Teaching最新文献_第7页

The Routledge Handbook of Second Language Acquisition and Speaking 劳特利奇第二语言习得与口语手册

IF 3 3区教育学

Innovation in Language Learning and Teaching Pub Date : 2023-06-13 DOI: 10.1080/17501229.2023.2219652

Yani Xu, Xiang Yang, Ni Li

引用次数: 3

L2 skill-specific anxiety and communication apprehension: the role of extramural English in the Turkish context 第二语言技能特异性焦虑和沟通理解:校外英语在土耳其语境中的作用

3区教育学

Innovation in Language Learning and Teaching Pub Date : 2023-05-30 DOI: 10.1080/17501229.2023.2217170

Mehmet Sercan Uztosun, Muhammed Kök

{"title":"L2 skill-specific anxiety and communication apprehension: the role of extramural English in the Turkish context","authors":"Mehmet Sercan Uztosun, Muhammed Kök","doi":"10.1080/17501229.2023.2217170","DOIUrl":"https://doi.org/10.1080/17501229.2023.2217170","url":null,"abstract":"Purpose: The present study has three objectives: (1) to explore whether there are statistically significant relationships between Extramural English (EE) engagement, second/additional language (L2) anxiety and communication apprehension, (2) to investigate whether EE engagement predicts these two constructs, and (3) to reveal possible predictive abilities of different EE activities.Methodology: This research implemented a survey methodology. A closed-ended questionnaire was administered to 252 L2 learners of English who studied at a state university in Northern Türkiye. In addition to the scales that measured L2 anxiety and CA, the questionnaire comprised six items related to EE activities (i.e. playing video games, watching TV, listening-related, reading-related, writing-related, and speaking-related EE). The data were analysed using Spearman’s correlation and multiple regression analyses.Findings: Significant, negative correlations were found between EE engagement and L2 anxiety at different levels, with moderate relationships between playing video games and listening anxiety; between speaking-related EE and speaking anxiety; between speaking-related EE and CA. EE engagement significantly predicted three variables in negative ways: it explained 17% of listening anxiety, 17% of speaking anxiety, and 15% of CA. While playing video games and speaking-related EE were significant predictors of listening and speaking anxiety, speaking-related EE was the only significant predictor of CA.Originality/value: These findings indicate that frequent EE engagement decreases negative affective states and EE is one of the predictors of decreased L2 listening- and speaking- anxiety and CA. This suggests that EE could play a significant role in L2 learning by enhancing positive affective states.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135691293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Automated speech scoring of dialogue response by Japanese learners of English as a foreign language 以英语为外语的日本学习者对对话反应的自动语音评分

IF 3 3区教育学

Innovation in Language Learning and Teaching Pub Date : 2023-05-28 DOI: 10.1080/17501229.2023.2217181

Yuko Hayashi, Y. Kondo, Yutaka Ishii

引用次数: 1

The coming of age of LMOOC research. A systematic review (2019-21) LMOOC研究时代的到来。系统综述(2019-21)

IF 3 3区教育学

Innovation in Language Learning and Teaching Pub Date : 2023-05-27 DOI: 10.1080/17501229.2022.2082446

P. Díez-Arcón, Elena Martín-Monje

{"title":"The coming of age of LMOOC research. A systematic review (2019-21)","authors":"P. Díez-Arcón, Elena Martín-Monje","doi":"10.1080/17501229.2022.2082446","DOIUrl":"https://doi.org/10.1080/17501229.2022.2082446","url":null,"abstract":"ABSTRACT There has been an increasing interest in Language Massive Open Online Courses (LMOOCs) in terms of research and number of courses offered, shown by the monographic volumes and systematic reviews that have been published so far. This study aims to consolidate this emerging field by exploring research from 2019 to 2021. The origin of scientific contributions, methodologies used, and the most discussed topics have been considered. Results show that the distribution of papers remain concentrated in a few countries and universities -such as Spain, UK and China, which are producing progressively more high-impact research. Also, the consistent use of mixed methods has implied the optimisation of available data and allowed for more fine-grained conclusions. Lastly, it has been proved that LMOOC publications are evolving to a more mature phase, with an increase of conceptual papers that has contributed to consolidate core theoretical foundations. It can be then said that LMOOC research has reached its coming of age and is now considered a well-established sub-field of Computer Assisted Language Learning, with substantial practice and high-quality scholarly publications.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"535 - 551"},"PeriodicalIF":3.0,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43069833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Verb argument construction complexity indices and L2 written production: effects of task complexity and task repetition 动词论点结构复杂性指数与二语写作:任务复杂性和任务重复的影响

IF 3 3区教育学

Innovation in Language Learning and Teaching Pub Date : 2023-05-15 DOI: 10.1080/17501229.2023.2211955

Mahmoud Abdi Tabari, Sima Khezrlou, Yu Tian

引用次数: 2

The spatiality of pre-service language teachers’ funds of professional identity 职前语文教师职业认同经费的空间性

IF 3 3区教育学

Innovation in Language Learning and Teaching Pub Date : 2023-05-10 DOI: 10.1080/17501229.2023.2209546

D. Banegas

引用次数: 0

OASIS: one resource to widen the reach of research in language studies OASIS：扩大语言研究范围的一种资源

IF 3 3区教育学

Innovation in Language Learning and Teaching Pub Date : 2023-05-06 DOI: 10.1080/17501229.2023.2204100

I. Alferink, E. Marsden

{"title":"OASIS: one resource to widen the reach of research in language studies","authors":"I. Alferink, E. Marsden","doi":"10.1080/17501229.2023.2204100","DOIUrl":"https://doi.org/10.1080/17501229.2023.2204100","url":null,"abstract":"ABSTRACT Language teachers report having limited direct contact with research and research findings despite generally positive perceptions of research (Borg 2009; Marsden and Kasprowicz 2017; Nassaji 2012). Key reasons teachers give are 1) practical - a lack of time and access, and 2) conceptual - academic papers can be difficult to read (Plavén-Sigray et al. 2017). In turn, researchers worry their research is not (or does not need to be) relevant to pedagogy. This paper reports on one large-scale initiative to bridge some research-pedagogy divides: Open Accessible Summaries in Language Studies (OASIS; oasis-database.org). OASIS aims to facilitate interaction between research and pedagogy, by making research into language learning, language teaching, and multilingualism physically and conceptually accessible. The freely available, one-page OASIS summaries, written in non-technical language, provide information about what the study was about, its importance, what the researcher(s) did and found. Four major international journals now require authors to write these summaries, and many others encourage their authors to write them. We discuss how and why OASIS was established, how the initiative has been received, and how summaries have contributed to professional development activities. We also and highlight some of the challenges we have encountered and discuss future directions.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"946 - 952"},"PeriodicalIF":3.0,"publicationDate":"2023-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42748062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chinese college students’ preferences for mobile-assisted language learning classes and their effects on student engagement in English language classrooms 中国大学生对移动辅助语言学习课程的偏好及其对学生英语课堂参与度的影响

IF 3 3区教育学

Innovation in Language Learning and Teaching Pub Date : 2023-05-03 DOI: 10.1080/17501229.2023.2207564

Xiaoming Yang, Jie Hu

{"title":"Chinese college students’ preferences for mobile-assisted language learning classes and their effects on student engagement in English language classrooms","authors":"Xiaoming Yang, Jie Hu","doi":"10.1080/17501229.2023.2207564","DOIUrl":"https://doi.org/10.1080/17501229.2023.2207564","url":null,"abstract":"ABSTRACT Purpose This research investigated college student preferences for and engagement in mobile-assisted language learning (MALL) classes and whether the level of class engagement differed among students according to class preferences. Design/methodology/approach Using a mixed-methods approach, 115 first-year college students who were experiencing an innovative learning method, i.e., taking both traditional and MALL classes simultaneously, were invited to participate in the survey, and six of them were also invited to participate in the interviews. Findings and originality/value The analyses indicated that participants were highly engaged in MALL classes and liked the flexibility and learning resources. A greater number of participants preferred traditional language classes over mobile-assisted classes due to real-time communication and being better able to focus in the former. Participants preferring for MALL classes were significantly more engaged in such learning approaches than those without such a preference. These results indicate that mobile technologies are effective in assisting language learning and teaching, and student preferences regarding class type shape their engagement in language classrooms. The reasons behind students' active engagement and the effects of class preference on student engagement in MALL classrooms are discussed. Implications for how to promote meaningful engagement in MALL classrooms are offered.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"953 - 966"},"PeriodicalIF":3.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43988015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learner corpus research meets second language acquisition 学习者语料库研究满足第二语言习得

IF 3 3区教育学

Innovation in Language Learning and Teaching Pub Date : 2023-04-13 DOI: 10.1080/17501229.2023.2199728

Yu Kyoung Shin

引用次数: 0

Chatbot-based training on logical fallacy in EFL argumentative writing 基于聊天机器人的英语议论文写作逻辑谬误训练

IF 3 3区教育学

Innovation in Language Learning and Teaching Pub Date : 2023-04-08 DOI: 10.1080/17501229.2023.2197417

Ruofei Zhang, Di Zou, G. Cheng

{"title":"Chatbot-based training on logical fallacy in EFL argumentative writing","authors":"Ruofei Zhang, Di Zou, G. Cheng","doi":"10.1080/17501229.2023.2197417","DOIUrl":"https://doi.org/10.1080/17501229.2023.2197417","url":null,"abstract":"ABSTRACT EFL learners generally have the problem of logical fallacies in EFL argumentative writings. Logical fallacies are errors in reasoning that can undermine EFL argumentative writing quality. Explicit training on logical fallacies may help learners deal with the problem and enhance their self-efficacy and proficiency in EFL argumentative writing, which educational chatbots may further enhance. However, few studies have been conducted in this direction. To fill the gap, we developed a chatbot for out-of-class, self-regulated training on logical fallacies in EFL argumentative writing. Fifteen Chinese EFL undergraduate and graduate students engaged in the training for five weeks. Semi-structured interviews and transcript analysis were conducted to investigate the participants’ perceived impacts of the training on self-efficacy and proficiency in EFL argumentative writing. To triangulate the interview results, we conducted pre–post questionnaires on the participants’ writing self-efficacy and analysed their pre–post argumentative writings based on the Illinois Critical Thinking Essay Scoring Rubric. The results showed that the training on logical fallacies might improve EFL argumentative writing proficiency, although it might reduce writing self-efficacy. Based on the results, we called for more implementation and investigation of chatbot-based training on logical fallacies, especially the long-term training integrated with practice in writing tasks.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"932 - 945"},"PeriodicalIF":3.0,"publicationDate":"2023-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42099326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3