Innovation in Language Learning and Teaching最新文献

{"title":"Young adolescents’ out-of-class language learning and their degree of autonomy: insights from visual and verbal narratives","authors":"Anisa Cheung","doi":"10.1080/17501229.2023.2195381","DOIUrl":"https://doi.org/10.1080/17501229.2023.2195381","url":null,"abstract":"ABSTRACT Purpose: Language learning is often conceptualized as a cognitive, psycholinguistic or pedagogical process confined to formal classroom contexts. Scant attention is paid to the autonomy of young learners in out-of-class situations. Methodology: Using an emic approach, this study attempts to fill the research gap by analyzing the visual and verbal narratives of 60 eighth graders in Hong Kong. A comprehensive coding scheme was developed to gauge their degree of autonomy and its intricate relationships with their out-of-class language learning experiences. Findings: Compared to their less autonomous counterparts, the highly autonomous learners are found to engage in more informal and solitary activities, set concrete goals that appeal to them and employ meta-cognitive strategies to facilitate their language learning. Originality: From a methodological standpoint, multi-modal narratives appear to be effective in tapping students’ beliefs and experiences, as this allows the unobstructed flow of their own voices.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"909 - 931"},"PeriodicalIF":3.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47042911","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}

{"title":"Perspectives and good practices in English language teacher training","authors":"I. Timmis","doi":"10.1080/17501229.2023.2195840","DOIUrl":"https://doi.org/10.1080/17501229.2023.2195840","url":null,"abstract":"Learner Corpus Research Meets Second Language Acquisition presents a collection of papers that discuss various aspects of how these two fi elds can be combined. Learner corpus research (LCR) involves the collection and analysis of large datasets of learner language; second language acquisition (SLA) research addresses the whole range of L2 acquisition issues. This collection ’ s editors, Bert Le Bruyn and Magali Paquot suggest that the teaching and learning of second languages could bene fi t from better integration of LCR and SLA. The studies in this volume have valuable pedagogical implications and should be highly useful for the creation of instructional materials informed by empirical evidence from L2 research, particularly materials based on corpus data and tailored to speci fi c educational settings. The book o ff ers cutting-edge research that, as the editors note, ‘ provides a fair impression of how the fi elds of LCR and SLA are currently interacting with each other ’ (3)","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"969 - 971"},"PeriodicalIF":3.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48323058","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}

{"title":"A systematic review of potential opportunities and challenges to the use of portfolios in Vietnam as an assessment tool","authors":"Trang Tam Nguyen, T. Richardson, A. Nguyen, Tung Ngoc Vu, Thao Thi Huong Dang","doi":"10.1080/17501229.2023.2194038","DOIUrl":"https://doi.org/10.1080/17501229.2023.2194038","url":null,"abstract":"ABSTRACT Purpose The aim of this paper is to elaborate on the opportunities and challenges to the application of portfolios as an assessment tool in English as a Foreign Language (EFL) classrooms at different educational levels in Vietnam, as explicitly and implicitly reported in the literature. Design This study is a combination of a narrative review, synthesising educational documents during 2014–2021, and a systematic review, resulting in 26 empirical studies during 1999–2021 to be included. The adopted approach to data analysis was inductive, deductive and thematic. Data extracting and coding were conducted manually with the aid of Microsoft Word tools. Findings The results indicate that enabling factors for the use of assessment portfolios included governmental documents; teachers’ and/or students’ awareness, attitudes and beliefs; available application of assessment portfolios and their benefits. However, practicality, reliability, validity and accuracy might pose certain challenges to this use. Value This study adds further insights into our current understandings of the opportunities and challenges to the use of assessment portfolios in international EFL contexts.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"894 - 908"},"PeriodicalIF":3.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44795019","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}

{"title":"Negotiating pre-service EFL teachers’ identity orientations through telecollaboration","authors":"Ömer Eren","doi":"10.1080/17501229.2022.2085280","DOIUrl":"https://doi.org/10.1080/17501229.2022.2085280","url":null,"abstract":"ABSTRACT Purpose Telecollaboration has become a dynamic subfield of CALL studies with the increasing availability of multimodal platforms in language learning and teaching. Although current studies mostly have focused on bilingual and bicultural exchanges, affordances of multi-faceted teacher identity have not received considerable attention. To address this gap, 57 teacher candidates took part in an eight-week telecollaboration project with four instructors from European universities. Method Drawing on [Deardorff, D. K. 2006. “Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization.” Journal of Studies in International Education 10 (3): 241–266.] process orientation and [Bennett, M. J. 1993. “Towards Eethnorelativism: A Developmental Model of Iintercultural Sensitivity.” In Education for the Intercultural Experience, edited by R. Michael Paige, 21–71. Yarmouth, ME: Intercultural Press] developmental models, teacher candidates’ identity negotiations were analysed through the data generated on (a)synchronous modes. Findings and Originality Findings suggest that dynamics resulting from multicultural and multilingual identity contribute to higher intercultural communicative competence, and teacher candidates’ intercultural development is manifested through their (a) intercultural adjustment, (b) culture-specific identity orientations, (c) gender socialisation and (d) culture and technology interplay. This study provides several implications for EFL practitioners to foster intercultural communicative competence in language classes and utilise telecollaboration as a valuable asset with concrete outcomes for upcoming studies.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"469 - 484"},"PeriodicalIF":3.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45218751","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}

{"title":"Gender Diversity and Sexuality in English Language Education: New Transnational Voices","authors":"V. Tarrayo","doi":"10.1080/17501229.2023.2187812","DOIUrl":"https://doi.org/10.1080/17501229.2023.2187812","url":null,"abstract":"","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"967 - 969"},"PeriodicalIF":3.0,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46001911","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}

{"title":"Preliminary development and validation of basic psychological needs fulfillment for ESP teachers in online instruction","authors":"Y. Arifani, J. Jumadi, A. Wardhono, Syaadiah Arifin, Hidayat Ma’ruf","doi":"10.1080/17501229.2023.2185623","DOIUrl":"https://doi.org/10.1080/17501229.2023.2185623","url":null,"abstract":"ABSTRACT The transition of traditional classroom teaching to online teaching platforms in English as a foreign or second language context has caused the shift of teachers’ motivational factors. The present study aimed to develop a new motivational teaching instrument and provide indication for the scale’s validity and reliability of English for Specific Purposes (ESP) teachers’ basic psychological need fulfillment in online teaching (BPNOT), using samples of Indonesian novice and experienced ESP teachers across genders. The author employed four different development stages of BPNOT’s scale using four different independent samples of ESP teachers in Indonesian EFL context (total n = 566). The first developmental stage was designed to develop items for the scale and to establish structure of factorial design utilizing a multivariate statistics of exploratory factor analysis (EFA) test. The second scale development was continued to determine the item scale factorial structure using confirmatory factor analysis (CFA) to confirm whether the construct was consistent or not. The third development stage estimated the test of invariance across gender and teaching experience. Finally, the last developmental stage aimed to revalidate the validity and reliability of the new scale over time. The findings of the preliminary scale validation revealed that the scale has acceptable psychometric features.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"877 - 893"},"PeriodicalIF":3.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47581763","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}

{"title":"A dynamic systems theory perspective on L2 writing development","authors":"Huafeng Wang, Chencen Cai","doi":"10.1080/17501229.2023.2178440","DOIUrl":"https://doi.org/10.1080/17501229.2023.2178440","url":null,"abstract":"","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"872 - 875"},"PeriodicalIF":3.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46512963","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}

{"title":"Anxiety and enjoyment among young teenagers learning English as a foreign language outdoors: a mixed-methods study","authors":"T. Myhre, Jean–Marc Dewaele, T. Fiskum, Anna Marie Holand","doi":"10.1080/17501229.2022.2161550","DOIUrl":"https://doi.org/10.1080/17501229.2022.2161550","url":null,"abstract":"ABSTRACT Purpose The aim of this study is to explore how outdoor education can influence foreign language anxiety (FLA) and foreign language enjoyment (FLE) when young teenagers are learning a foreign language (FL). We applied a dynamic perspective to investigate if using English in an outdoor context would reduce FLA and boost FLE, leading to a stronger willingness to communicate (WTC) in the FL. Design/methodology/approach The design was a pre-post intervention study with an experimental group (EG) and a control group (CG). Both groups engaged in fluency-oriented activities during a six-week intervention. The EG conducted the activities outdoors whereas the CG conducted them in their classrooms. A mixed-methods approach was applied collecting data through student questionnaires and group interviews with both students and their English teachers. Observations and recordings of participants’ speech were also conducted. Findings Statistical analyses indicated a small effect of the intervention for both FLA and FLE but the difference in gain scores between groups was found to be non-significant. The qualitative data revealed a strong appreciation of the outdoor experience in English. Originality/value Most previous studies have investigated emotions in FL learning inside the classroom. The current study investigates emotions in FL learning among young teenagers in an outdoor environment.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"827 - 844"},"PeriodicalIF":3.0,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43246197","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}

{"title":"Revisiting Saudi EFL learners’ autonomy: a quantitative study","authors":"Mahmudul Haque, Hasan M. Jaashan, Md Zobaer Hasan","doi":"10.1080/17501229.2023.2166512","DOIUrl":"https://doi.org/10.1080/17501229.2023.2166512","url":null,"abstract":"ABSTRACT Purpose The purpose of this study is to examine Saudi EFL learners’ autonomy beliefs, the relation between their autonomy beliefs and autonomy practices, and the major obstacles against their autonomy. Design/methodology/approach In this quantitative study, a survey questionnaire was administered to 350 (N=350) students in the English Language Center of a public university in Saudi Arabia. The SPSS version 26 was used to conduct the statistical analysis of the data. Pearson’s correlation analysis and the Paired t-test were used after the normality test of the studied data, and the percentage analysis was used to gauge the major obstacles for Saudi EFL learners’ autonomy.In this quantitative study, a survey questionnaire was administered to 350 (N=350) students in the English Language Center of a public university in Saudi Arabia. The SPSS version 26 was used to conduct the statistical analysis of the data. Pearson’s correlation analysis and the Paired t-test were used after the normality test of the studied data, and the percentage analysis was used to gauge the major obstacles for Saudi EFL learners’ autonomy. Findings The findings revealed that Saudi EFL learners are autonomous. A paired t-test showed that there was no significant difference between the autonomy beliefs and autonomy practices among the participants. In addition, Pearson’s correlation test detected a statistically significant positive relationship between Saudi EFL learners’ autonomy beliefs and autonomy practices. The study also identifies the following major obstacles against Saudi EFL learners’ autonomy: over reliance on their teachers and on their test results, lack of opportunity to express their opinions about learning and not discussing how they work out their learning tasks. Originality/value Autonomy studies conducted in the Saudi EFL contexts have adopted only the dichotomous view of learner autonomy in which learners are categorized either autonomous or non-autonomous. No reported studies seem to explore the ‘Alternative view’ (Little, 2011) of learner autonomy, which challenges this dichotomous view and looks beyond the categories of autonomous and non-autonomous language learners. Similarly, it also appears that examining the relation of Saudi EFL learners’ autonomy beliefs and autonomy practices has been overlooked. Therefore, the current study aims to present an in-depth understanding of Saudi EFL learners’ autonomy with sound theoretical underpinning and methodological rigour. Adopting Little’s (2011) alternative view of learner autonomy as its theoretical framework.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"845 - 858"},"PeriodicalIF":3.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44439821","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}

{"title":"Including diversity through cinema-based affective literacy practices: A case study with EFL/ESL pre-service teachers","authors":"E. Romero, J. Bobkina","doi":"10.1080/17501229.2023.2168007","DOIUrl":"https://doi.org/10.1080/17501229.2023.2168007","url":null,"abstract":"ABSTRACT This article shares an innovative pedagogical experience that approaches diversity through cinema-based affective literacy practices in the EFL/ESL classroom. Following a social justice approach to education, we designed and implemented a workshop to develop affective literacy practices targeted at 49 pre-service teachers from the Master’s programme in EFL/ESL Teacher Training at the Complutense University of Madrid (Spain). Then, we analysed the experience’s results through semi-structured interviews with 20 teachers who volunteered to participate in the study. Our ultimate intention was to raise pre-service teachers’ awareness of teachers’ important responsibility as agents of positive social change (Katsiaficas 2020). The conclusions point to the success of the experience and unveil implications for future lines of work.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"859 - 871"},"PeriodicalIF":3.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47761078","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}