Studies in Second Language Learning and Teaching最新文献_第3页

Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement: A sequential mixed-methods approach 教师可信度、教师确认与英语专业学生学术参与之间的互动建模：顺序混合方法

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-01-30 DOI: 10.14746/ssllt.38418

Yongliang Wang, Mariusz Kruk

{"title":"Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement: A sequential mixed-methods approach","authors":"Yongliang Wang, Mariusz Kruk","doi":"10.14746/ssllt.38418","DOIUrl":"https://doi.org/10.14746/ssllt.38418","url":null,"abstract":"Adopting a sequential mixed-methods approach, the current inquiry examined English major students’ perceptions of the role of teacher confirmation and teacher credibility in enhancing their academic engagement in the Chinese context. In doing so, through WeChat messenger, three scales were provided to 1168 English major students chosen from different English as a foreign language (EFL) classes. For the sake of triangulation, 40 participants were invited to take part in interview sessions as well. The inspection of the correlations between the constructs indicated a strong association between student academic engagement and teacher confirmation as well as a close connection between student academic engagement and teacher credibility. This showed that the academic engagement of Chinese EFL students is tied to these teacher interpersonal behaviors. The contribution of teacher confirmation and credibility to Chinese EFL students’ academic engagement was also examined using path analysis, which demonstrated that Chinese EFL students’ academic engagement was predicted by teacher credibility and confirmation. Additionally, the interview outcomes proved the integral role of these two communication behaviors in increasing Chinese students’ engagement. Findings may have some noteworthy implications for teacher educators and language instructors.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Regulatory focus predicts individual differences in pragmatic versus grammatical awareness and sensitivity 调节重点可预测语用意识和语法敏感性的个体差异

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-01-30 DOI: 10.14746/ssllt.35073

Yiran Zhang, Mostafa Papi

{"title":"Regulatory focus predicts individual differences in pragmatic versus grammatical awareness and sensitivity","authors":"Yiran Zhang, Mostafa Papi","doi":"10.14746/ssllt.35073","DOIUrl":"https://doi.org/10.14746/ssllt.35073","url":null,"abstract":"The present study employs regulatory focus theory (Higgins, 1997) to investigate the effects of L2 speakers’ chronic regulatory focus on their L2 pragmatic versus grammatical awareness. It involved the participation of 121 Chinese students, who are English language learners, at a university in the United States. Haws et al.’s (2010) questionnaire was used to examine the participants’ regulatory dispositions, and a judgment task was adapted from Bardovi-Harlig and Dörnyei (1998) to assess participants’ awareness of grammatical and pragmatic errors, as well as the severity of each type of error. Multiple regression results largely confirmed the predictions. Prevention regulatory focus, concerned with obligations, responsibilities, and negative outcomes, predicted L2 speakers’ recognition of grammatical errors and their severity. Conversely, promotion focus, which emphasizes growth, accomplishments, and positive outcomes, positively predicted L2 speakers’ perceptions of pragmatic error severity. These findings contribute to the understanding of how differences in chronic motivational orientations can lead to different L2 use patterns and characteristics.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effectiveness of comprehension-based visual arts instruction and production-based flashcard instruction in young English language learners’ vocabulary acquisition and retention 以理解为基础的视觉艺术教学和以制作为基础的闪卡教学对幼儿英语学习者词汇掌握和保持的有效性

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-01-30 DOI: 10.14746/ssllt.30183

Maja Milosavljevic, B. Reynolds

{"title":"The effectiveness of comprehension-based visual arts instruction and production-based flashcard instruction in young English language learners’ vocabulary acquisition and retention","authors":"Maja Milosavljevic, B. Reynolds","doi":"10.14746/ssllt.30183","DOIUrl":"https://doi.org/10.14746/ssllt.30183","url":null,"abstract":"Research on young English language learners has been gaining popularity in recent years, but to this day remains underdeveloped. The present study aimed to add to this body of research by exploring the effects of visual arts activities implemented via comprehension and compared to more commonly used flashcard activities implemented via comprehension-based instruction on young English language learners’ vocabulary acquisition and retention. The study specifically focused on very young learners who do not have access to the English language outside of the classroom. This study employed a within-subjects counterbalanced design with young English language learners (N = 47) with a mean age of three years and eight months. The results provided evidence that both instruction types are highly effective in the productive and receptive learning of vocabulary among young English language learners. Furthermore, the positive effects of visual arts activities implemented via comprehension-based instruction on vocabulary retention were found to be significantly higher than those of the production-based instruction.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The learning potential of English as a lingua franca contexts in the eyes of study abroad students 留学学生眼中英语作为通用语言的学习潜力

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2024-01-17 DOI: 10.14746/ssllt.34274

Sybille Heinzmann, Zeynep Köylü, Kristina Ehrsam

引用次数: 0

SLA as an interdiscipline: A bibliometric study 作为一门跨学科的学习语言学：文献计量学研究

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-12-28 DOI: 10.14746/ssllt.40218

Meng-Lin Chen

引用次数: 0

The Routledge handbook of vocabulary studies: A study in micro-bibliometrics 词汇研究 Routledge 手册：微观文献计量学研究

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-12-28 DOI: 10.14746/ssllt.40219

P. Meara

引用次数: 0

Bibliometrics and scientometrics in applied linguistics: Epilogue to the special issue 应用语言学中的文献计量学和科学计量学：特刊后记

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-12-28 DOI: 10.14746/ssllt.40221

Vahid Aryadoust

引用次数: 0

Reviewers for Volume 13/2023 第 13/2023 卷审稿人

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-12-28 DOI: 10.14746/ssllt.40658

ssllt

引用次数: 0

Collaboration network of applied linguistics research articles with different methodological orientations 不同方法论取向的应用语言学研究文章协作网络

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-12-28 DOI: 10.14746/ssllt.40214

Mohammad Amini Farsani, H. Jamali

{"title":"Collaboration network of applied linguistics research articles with different methodological orientations","authors":"Mohammad Amini Farsani, H. Jamali","doi":"10.14746/ssllt.40214","DOIUrl":"https://doi.org/10.14746/ssllt.40214","url":null,"abstract":"The current study draws on synthetic techniques and bibliometric analysis to explore the patterns of scientific collaboration in light of methodological orientations. We examined 3,992 applied linguistics (AL) articles published in 18 top-tier journals from 2009 to 2018 and analyzed their methodological orientations and scientific collaboration. Considering that the number of co-authored papers outweighs single-authored counterparts, our results revealed that the overall degree of collaboration for AL journals was moderate-to-high (57.7%). In particular, quantitative studies contained the highest degree of collaboration (66.8%). This was followed by systematic reviews (60.9%), and mixed-methods approach (55.7%). Country-wise, our overall findings further indicated that the United States and the United Kingdom were the two main hubs of collaborative activities for quantitative, qualitative, and mixed-methods research. While the USA was the top country in systematic reviews like all other research approaches, the UK was the fifth country in systematic reviews. As for collaborating authors, our findings demonstrated that the most influential quantitative researchers had collaborated on Natural Language Processing (NLP) and data mining. While the mixed-methods researchers had a tendency to collaborate on conceptual issues subscribing to the language testing and assessment strand, the most productive qualitative researchers had collaborated on L2 writing issues. Implications for applied linguistics research are further discussed.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139149272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Review and analysis of empirical articles published in TESOL Quarterly over its lifespan 回顾和分析《TESOL 季刊》创刊以来发表的实证文章

IF 3.4 1区文学

Studies in Second Language Learning and Teaching Pub Date : 2023-12-28 DOI: 10.14746/ssllt.40217

A. Riazi, H. Ghanbar, Fahimeh Marefat, Ismaeil Fazel

{"title":"Review and analysis of empirical articles published in TESOL Quarterly over its lifespan","authors":"A. Riazi, H. Ghanbar, Fahimeh Marefat, Ismaeil Fazel","doi":"10.14746/ssllt.40217","DOIUrl":"https://doi.org/10.14746/ssllt.40217","url":null,"abstract":"We report the results of a bibliometric study of 696 empirical articles (EAs) published in TESOL Quarterly (TQ) over its lifespan (1967-2019). We report overall and periodic reviews (1967-1979, 1980-1989, 1990-1999, 2000-2009, 2010-2019) concerning the following themes: (1) contexts and participants, (2) research foci and theoretical orientations, and (3) research methodology and data sources. A typical article was written by a single author addressing a learning/teaching English issue related to undergraduates in US universities. The most common research foci were instruction, learning, and assessment. A quarter of the articles did not have a specifiable theoretical orientation, and for those that had, the main theoretical orientations were linguistic/scientific, linguistic/cognitive, and social. The most frequently used research methodologies were quantitative, qualitative, and eclectic, and the top three data sources used by researchers were elicitation, multiple sources, and observation. Based on the findings, we make suggestions for future research in TESOL. Overall, the present review and analysis of published EAs give readers a birds-eye view of the research gravity in TQ over the last 52 years.","PeriodicalId":46277,"journal":{"name":"Studies in Second Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":3.4,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139151740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0