Innovation in Language Learning and Teaching最新文献

{"title":"Hands-on operation with a Rolling Alphabet-AR System improves English learning achievement","authors":"Yuan-Chen Liu, Tzu-Hua Huang, I-Hsuan Lin","doi":"10.1080/17501229.2022.2153852","DOIUrl":"https://doi.org/10.1080/17501229.2022.2153852","url":null,"abstract":"ABSTRACT The aim of this study is to use augmented reality and hands-on activity with phonics cubes to create an augmented reality English learning system named the Rolling Alphabet-AR System to investigate its impact on English learning, flow experience, and English self-efficacy for sixth graders. This study adopted quasi-experimental research on 114 sixth graders from Taiwan, which comprised experimental and control groups. The experimental group used the Rolling Alphabet-AR System to learn, and the control group used flash cards and picture cards. Before and after the experiments, these two groups took the Phonics vocabulary, flow experience, and English self-efficacy scales as pre- and posttests. The study was conducted 7 times in 7 weeks for a total of 280 minutes. The pre- and posttest results were analysed by independent sample t tests in SPSS 20.0. Using the Rolling Alphabet-AR System in English learning positively impacts English learning effectiveness and flow experience for sixth graders. This study combined AR learning with manual operations to prove that this combination can effectively improve students’ English learning results.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"812 - 826"},"PeriodicalIF":3.0,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41516417","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":"Metacognition, motivation, self-efficacy belief, and English learning achievement in online learning: Longitudinal mediation modeling approach","authors":"M. Teng, Zi Yang","doi":"10.1080/17501229.2022.2144327","DOIUrl":"https://doi.org/10.1080/17501229.2022.2144327","url":null,"abstract":"ABSTRACT The Purpose Despite a large number of studies in online learning, limited studies have focused on language learners’ metacognition, motivation, and self-efficacy beliefs in the online learning setting. This study attempts to fill this gap by evaluating how the three factors impact learners’ English learning achievement in online learning environments. Design Surveys were administered two times. Data analyses were based on longitudinal mediation analysis. The participants were 590 undergraduate students in China. Findings The results showed a positive and significant correlation among the four variables. Overall, self-efficacy beliefs predicted English learning achievement. The findings support the joint mediating role of metacognition and motivation on the effects of self-efficacy beliefs on English learning achievement. Value The findings support the need to strengthen learners’ metacognition, motivation, and self-efficacy beliefs for online English learning.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"778 - 794"},"PeriodicalIF":3.0,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59950946","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":"Effectiveness of metacognitive interventions in tertiary EFL contexts: evidence from a systematic review and meta-analysis","authors":"Meechai Wongdaeng, S. Higgins","doi":"10.1080/17501229.2022.2146122","DOIUrl":"https://doi.org/10.1080/17501229.2022.2146122","url":null,"abstract":"ABSTRACT Purpose Despite numerous studies reporting beneficial effects of metacognition for improving learning or developing self-regulated learners, the evidence from tertiary English as a Foreign Language (EFL) settings is still unclear as synthesis studies in this field remain rare. To address the gap, this study sought to identify, examine and synthesise relevant studies on the effectiveness of metacognitive interventions in tertiary EFL contexts. Design The study adopted a systematic review approach to include all relevant studies that could be identified for analysis. Seven data sources were searched to identify studies which were, then, screened for relevance based on a pre-specified protocol. The included studies underwent data extraction and quality appraisal before data syntheses via a meta-analysis and a thematic synthesis. Findings The results indicate the high potential of metacognitive interventions for EFL learners and the fundamental role of explicit instruction, clear pedagogical sequencing and the regulation of skills, rather than merely focusing on knowledge about metacognition, for the successful interventions. Moreover, limitations in the data quality suggest that more rigorous investigations are needed to provide a more overarching overview of the impact of metacognition-based studies in tertiary EFL contexts. Originality/Value As synthesis studies on the topic are scarcely available in tertiary EFL contexts, this study can offer a more evident indication of the effectiveness of metacognitive instruction for EFL learners. From comprehensive and rigorous reviewing, it also proposes some practical guidelines and implications for further EFL policy and practices.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"795 - 811"},"PeriodicalIF":3.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42220073","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":"Implementing digital multimodal composing in L2 writing instruction: a focus on developing L2 student writers","authors":"E. D. Zhang, Shulin Yu","doi":"10.1080/17501229.2022.2135712","DOIUrl":"https://doi.org/10.1080/17501229.2022.2135712","url":null,"abstract":"ABSTRACT This article introduced a teaching innovation practice, i.e., digital multimodal composing, in College English course in mainland China. The purpose of this practice is to respond to the developing L2 student writers’ difficulty of lacking linguistic resources to express their creative ideas, and empower them to leverage multiple modes other than the language mode to make their meaning, and meanwhile to raise their interest, motivation, and enjoyment in L2 writing. Data were collected from student interviews in conjunction with DMC samples. It was reported that a majority of the developing L2 student writers positively perceived the affordances of DMC, that is, having access to multiple modes to fully express creative ideas, feeling more enjoyable and less anxious in L2 writing, being more motivated to interact with authentic audiences, and forming the habit of constantly revising scripts. This points to important pedagogical implications for the future implementation of digital multimodal composing projects by launching individual digital multimodal composing tasks, constructing and validating DMC rubrics, and enhancing collaboration between teachers and researchers to bring innovative DMC pedagogy into L2 writing instruction practice.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"769 - 777"},"PeriodicalIF":3.0,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45907047","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":"The effectiveness of multimedia input on vocabulary learning and retention","authors":"M. Teng","doi":"10.1080/17501229.2022.2131791","DOIUrl":"https://doi.org/10.1080/17501229.2022.2131791","url":null,"abstract":"ABSTRACT Multimedia input can enhance vocabulary learning in the context of learning English as a foreign language (EFL). Drawing upon a mixed method, this study explores the potential of multimedia input in vocabulary learning. EFL vocabulary learning was assessed under four input conditions (definition + word information + video, definition + word information + audio, definition + word information, and definition-only). One hundred twenty-five Chinese-speaking university students were randomly allocated to the four conditions. The vocabulary knowledge test focused on receptive and productive vocabulary knowledge and served as a pretest, immediate posttest, and delayed test after 2 weeks. Participants also completed a survey related to their perceptions of the assigned learning mode. Five participants from each input condition completed an individual interview as well. Analyses of covariance supported the pronounced effects of the definition + word information + video condition on vocabulary learning and retention. The questionnaire and interview findings explained the value of multimedia input, particularly in the definition + word information + video condition. Overall, results highlight the importance of audiovisual input in vocabulary learning and retention. Relevant theoretical and pedagogical implications are discussed based on the findings.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"738 - 754"},"PeriodicalIF":3.0,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44400866","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":"Prof-teaching: an English-medium instruction professional development program with a digital, linguistic and pedagogical approach","authors":"Teresa Morell, Marian Aleson-Carbonell, Pilar Escabias-Lloret","doi":"10.1080/17501229.2022.2052298","DOIUrl":"https://doi.org/10.1080/17501229.2022.2052298","url":null,"abstract":"ABSTRACT Purpose The purpose of this study is to present Prof-teaching, an English-medium instruction (EMI) lecturer training program at the University of Alicante (UA) and to determine if it meets the needs of the institution's current and prospective EMI lecturers. Design/methodology/approach In this case study, the EMI lecturer professional development program is described along with the surveys and course evaluations carried out to assess its effectiveness. The description focuses on the UA context, the key factors that promoted Prof-teaching, as well as the objectives and components of its three modules. Course participants' teaching experiences, needs and challenges are compared together with their course evaluations, which consisted of quality assurance questionnaires for each module. Findings and originality/value The findings not only provide evidence of the program's benefits, but also highlight the importance of collaborative efforts among diverse university units to implement EMI training initiatives, as well as to conduct periodic needs analysis and quality evaluations. An interesting result was that experienced EMI lecturers claimed that pedagogical training was more important than developing linguistic competence. It is recommended that programs provide lecturers with support technology and mentoring schemes with previously trained EMI content lecturers who already have experience teaching their subjects in English.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"16 1","pages":"392 - 411"},"PeriodicalIF":3.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48063059","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":"The mysteries of bilingualism: unresolved issues","authors":"Rui Zhang, Xueqing Lv","doi":"10.1080/17501229.2022.2133127","DOIUrl":"https://doi.org/10.1080/17501229.2022.2133127","url":null,"abstract":"English language course for Chinese EFL students’ ICC development, while in Chapter 14 Oleksak and Cardettti address a critical issue in sustaining language teachers’ efforts to promote students’ ICC development. This chapter offers critical details for readers who are interested in creating and sustaining interdisciplinary communities of practice for language teachers and educators across disciplines to work together in facilitating students’ ICC and intercultural citizenship development. Applying Byram’s intercultural learning scholarship in teaching high school German, Wagner, and Alvarez Valencia (Chapter 15) discuss the promotion of intercultural citizenship and intercultural humility, emphasizing the need to develop open-mindedness and respect towards cultures that are different from our own. The chapter contains detailed descriptions of pedagogical activities, and it also documents a teacher’s reflective engagement with intercultural teaching in facilitating students’ critical investigation of their own beliefs and convictions. In Chapter 16 Porto and Di Bin further theorize intercultural citizenship in terms of internationalism, imagined communities, and ecological citizenship in an Argentine secondary school. Porto and Di Bin collected and interpreted rich evidence from their project to argue that students can ‘[think and act] in an internationalist way through engagement with texts of all kinds and interaction with peers in their social milieu’, just as if they met and interacted with ‘people from a different country’ (307). The final chapter is an account by Wang on Professor Byram’s engagement with the Chinese academic community. China offers an illustrative case to show the global influence of Byram’s ICC scholarship on students, teachers, teacher educators, academic researchers and policy makers alike. Due to the profound impact of Byram’s scholarship on learning and teaching internationally, it came as no surprise to find a few touching commentaries on Professor Byram’s scholarship from his colleagues. These commentaries highlight what kind of person Professor Byram is and help readers to appreciate that the essence of Byram’s ICC scholarship is more about personhood than competence, knowledge, and skill. We fully appreciate the challenges in achieving a comprehensive coverage on the global impact of Byram’s ICC scholarship in one volume, but it would be great for the volume to include one or two chapters from contributors based in contexts such as Africa and Middle East. Having said this, the volume confirms that Byram’s ICC scholarship continues to offer a springboard for researchers to critique, refine, and propose new ideas for research and teaching, with a lasting and significant impact on language learning and teaching practices. We believe that these conceptual and pedagogical innovations will continue to transform the landscape of language education in the coming decades.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"764 - 767"},"PeriodicalIF":3.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48361907","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":"The idiodynamic method in individual differences research: a review of applications and contributions","authors":"Fatemeh Mardian, Musa Nushi","doi":"10.1080/17501229.2022.2130335","DOIUrl":"https://doi.org/10.1080/17501229.2022.2130335","url":null,"abstract":"ABSTRACT Over the past decade, the focus of investigation in individual differences (IDs) research has shifted from the utilization of large-scale questionnaire surveys toward the adoption of methodological diversity and development of new approaches to second-language (L2) communication (Dörnyei and Ryan [2015]. The Psychology of the Language Learner Revisited. New York: Routledge.). One innovative approach to researching complex dynamic systems (e.g. individual difference characteristics such as motivation) is the ‘idiodynamic method’, which is developed to capture moment-by-moment fluctuations during L2 communication tasks. This review aims to examine the contributions that the idiodynamic methodology can make to individual differences in L2 learning. Focusing on three prominent areas in ID research (L2 willingness to communicate, language motivation, and language learning anxiety), the review examined 32 idiodynamically-informed studies published in the last decade. The findings indicate that the idiodynamic method – as a powerful research tool – could potentially contribute to investigating the dynamics associated with learner-related and teacher-related factors. The idiodynamic method is found to (1) encourage a reinterpretation of IDs, modeling them in terms of different timescales and changes in real time; (2) recognize the trajectories involved in learning-teaching behaviors; (3) highlight the interaction of communication traits and co-existence of stability and variability in the L2 learning system; and (4) quantify the variability in the ratings and the variation in IDs in real time communication. The review confirms the practical value of the idiodynamic methodology in L2 research and concludes with a brief discussion of implications of the methodology and suggestions for future studies.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"723 - 737"},"PeriodicalIF":3.0,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43643187","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":"Teacher professional development for the integration of content and language in higher education","authors":"M. Ruiz-Madrid, I. Fortanet-Gómez","doi":"10.1080/17501229.2022.2123678","DOIUrl":"https://doi.org/10.1080/17501229.2022.2123678","url":null,"abstract":"as a new element into the research design. Results have already shown a need along with dialogue to question and enhance each other ’ s understanding of ICLHE and to share best practices ( Community of practice ). and Pilar Escabias-Lloret provide evidence of the bene fi ts of the Prof-teaching EMI professional development programme designed and implemented at the in which combines a digital, linguistic and pedagogical approach. The paper highlights the importance of e ff orts among university units to implement EMI teacher training initiatives, as well as and quality","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"16 1","pages":"277 - 280"},"PeriodicalIF":3.0,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48503446","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":"Psychometric properties of speaking anxiety scale and an interdisciplinary investigation with serial mediation analysis","authors":"Gökhan Demirdöken, Sinan Okur","doi":"10.1080/17501229.2022.2123920","DOIUrl":"https://doi.org/10.1080/17501229.2022.2123920","url":null,"abstract":"ABSTRACT Purpose The purpose of the present study was twofold. First, we aimed to adapt the English-speaking Anxiety Scale. Second, we intended to investigate the mediating role of English learning motivation and self-confidence on the relationship between English-speaking anxiety and English self-efficacy through a serial mediation analysis. Design/methodology/approach The first phase included the adaptation of the English-speaking Anxiety Scale into tertiary level based on data collected from 178 students. The second phase tested the theoretical serial mediation model based on data collected from 526 students. Confirmatory factor analysis was performed to serve for the first purpose of the study whereas PROCESS macro (Model 6) was run to test the serial multiple mediation roles of English learning motivation and self-confidence. Findings The results of CFA showed that the fit indices of the adapted version of the scale were acceptable. Besides, it was found out that English learning motivation and self-confidence played multiple mediating roles in the relationship between English self-efficacy and English-speaking anxiety. Originality/value This research offers a valid and reliable scale to determine the English-speaking anxiety of tertiary level students. Also, it sheds light how English learning motivation and self-confidence mediates the relationship between English-speaking anxiety and English self-efficacy for the first time. Pedagogical implications of the study for future research were presented at the end of the study.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"706 - 722"},"PeriodicalIF":3.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45882888","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}