International Journal of Applied Linguistics最新文献

Motivation, Self-Regulated R2W Strategy Use, and Their Relationship Patterns Among Different Writing Performance Groups 写作动机、自我调节R2W策略使用及其在不同写作表现群体中的关系模式

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2025-09-01 DOI: 10.1111/ijal.12851

Huixuan Zhou, Barry Bai, Jing Wang, Pinge Nie

{"title":"Motivation, Self-Regulated R2W Strategy Use, and Their Relationship Patterns Among Different Writing Performance Groups","authors":"Huixuan Zhou, Barry Bai, Jing Wang, Pinge Nie","doi":"10.1111/ijal.12851","DOIUrl":"https://doi.org/10.1111/ijal.12851","url":null,"abstract":"<p>The study investigated how writing motivation and self-regulated read-to-write (SRL-R2W) strategy use was related to writing performance and how the relationship between motivation and SRL-R2W strategy use varied among different writing performance groups. The participants were 464 Grade 9 EFL learners randomly selected from schools in a southern city of China. The study surveyed their writing motivation and SRL-R2W strategy use with a questionnaire, and measured their writing performance with a writing task. Multivariate analysis of variance (MANOVA) results indicated that high, medium, and low-performance groups had significant differences in three motivational factors (i.e., self-efficacy, interest, and boredom) and the use of two SRL-R2W strategies (i.e., mining reading and writerly evaluation strategy). Group-wise structural equation modelling analyses demonstrated that high performers’ self-efficacy and interest impacted SRL-R2W strategy use, whereas boredom didn't. Low performers’ boredom negatively impacted their SRL-R2W strategy use. Self-efficacy had a more consistent relationship with strategy use than interest and boredom across different performance groups. The findings revealed that motivation and SRL-R2W strategy use as well as their relationship patterns could account for different writing performance levels, which enhances the understanding of the SRL-R2W strategy model and social cognitive perspective toward self-regulated writing.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"36 3","pages":"1975-1990"},"PeriodicalIF":3.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12851","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148783749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring Learners’ Perceptions of AI-mediated informal digital Multilingual Learning: A Q-Methodology Approach 探索学习者对人工智能介导的非正式数字多语言学习的看法：一种q方法论方法

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2025-07-18 DOI: 10.1111/ijal.12815

Shenglin Guo, Miaoyue Xia

{"title":"Exploring Learners’ Perceptions of AI-mediated informal digital Multilingual Learning: A Q-Methodology Approach","authors":"Shenglin Guo, Miaoyue Xia","doi":"10.1111/ijal.12815","DOIUrl":"https://doi.org/10.1111/ijal.12815","url":null,"abstract":"<div>\u0000 \u0000 <p>Despite the growing integration of artificial intelligence (AI) in language learning, little is known about how multilingual learners perceive and engage with AI-mediated informal digital language learning (AI-IDLL). To address this gap, this study adopts the extended unified theory of acceptance and use of technology (UTAUT2) framework and employs Q-methodology to investigate 31 Chinese university students learning both English and Japanese. The study identified three factors that influence students’ AI-mediated informal digital learning of English (AI-IDLE): performance-driven motivation, emotion-driven motivation, and the coexistence of quality anxiety and tool dependency. In contrast, two factors influence students’ AI-mediated informal digital learning of Japanese (AI-IDLJ): coexistence of cost concerns and efficiency-driven motivations, and facilitating conditions. By comparing the motivational factors shaping the behavioral intentions in AI-IDLE and AI-IDLJ, this study reveals shared mechanisms and the culture-specific dynamics in multilingual technology acceptance. These findings elucidate the diverse motivational factors influencing language learners in a multilingual context, contributing to theories of AI-IDLL and informing pedagogical approaches in AI-assisted multilingual teaching.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"36 3","pages":"1925-1937"},"PeriodicalIF":3.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148784078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Out-of-Class Exposure Through Audiovisual Materials, Enjoyment, and Language Proficiency: A Mixed-Methods Longitudinal Study of Junior Secondary FL Learners 通过视听材料的课外接触、享受和语言能力：初中外语学习者的混合方法纵向研究

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2025-11-18 DOI: 10.1111/ijal.70044

Art Tsang, Susanna Siu-sze Yeung

{"title":"Out-of-Class Exposure Through Audiovisual Materials, Enjoyment, and Language Proficiency: A Mixed-Methods Longitudinal Study of Junior Secondary FL Learners","authors":"Art Tsang, Susanna Siu-sze Yeung","doi":"10.1111/ijal.70044","DOIUrl":"https://doi.org/10.1111/ijal.70044","url":null,"abstract":"<p>The current study set out to contribute to the burgeoning research area of out-of-class L2/FL learning by examining, specifically, English learners’ extramural engagement with watching movies/videos and/or listening to songs (i.e., exposure to audiovisuals). We examined 435 Grade-7 EFL participants’ amounts of exposure, enjoyment of English learning through these platforms, and their listening and reading proficiency across 1.5 academic years. Four instruments were used in the current study: Multiple exposure surveys, enjoyment questionnaires, proficiency tests, and semi-structured interviews. Using linear mixed-effects modeling with random intercepts for participant and time, enjoyment and its interaction with exposure, <i>but not exposure itself</i>, were found to be positive predictors of overall language achievement. Follow-up interviews with 15 participants shed light on the importance of coupling enjoyment of FL learning through audiovisuals with abundant audiovisual exposure. The study highlights that <i>out-of-class audiovisual exposure alone</i> may not be sufficient for effective language proficiency development.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"36 3","pages":"2029-2037"},"PeriodicalIF":3.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.70044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148784095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student Engagement With AI Feedback: Evidence From Ethnic Minority Students in China 学生参与人工智能反馈：来自中国少数民族学生的证据

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2025-12-14 DOI: 10.1111/ijal.70066

Fan Yang, Kangxi Li, Leyi Qian

{"title":"Student Engagement With AI Feedback: Evidence From Ethnic Minority Students in China","authors":"Fan Yang, Kangxi Li, Leyi Qian","doi":"10.1111/ijal.70066","DOIUrl":"https://doi.org/10.1111/ijal.70066","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explored the behavioral, cognitive, and affective engagement of 11 ethnic minority students with AI writing feedback at a Chinese research university. Using a qualitative approach, the research collected data from student drafts, screen recordings of revision processes, AI user logs, and follow-up interviews with participants, including two Kazakh, two Uyghur, three Mongolian, and four Tibetan students. Findings revealed diverse student engagement patterns influenced by digital literacy, emotional attachment, grading expectations, and the linguistic inclusivity of AI tools. Most participants showed active behavioral and cognitive engagement with AI feedback and expressed positive attitudes, which facilitated their feedback uptake; however, one student's strong emotional attachment to AI as a “friend” hindered her behavioral and cognitive engagement. The results underscore the importance of digital literacy, educational support, and multilingual AI accessibility for improving ethnic minority students’ engagement in digital learning environments, providing implications for fostering inclusive and culturally responsive practices in higher education.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"36 3","pages":"1938-1949"},"PeriodicalIF":3.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148783676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Linguistic Analyses of Written Corrective Feedback for Chinese as a Second Language: ChatGPT Versus Human Teachers 汉语作为第二语言书面纠错反馈的语言学分析：ChatGPT与真人教师

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2025-11-25 DOI: 10.1111/ijal.70053

Ling Zhang, Jingjing XU, Hoang Anh Nguyen

{"title":"Linguistic Analyses of Written Corrective Feedback for Chinese as a Second Language: ChatGPT Versus Human Teachers","authors":"Ling Zhang, Jingjing XU, Hoang Anh Nguyen","doi":"10.1111/ijal.70053","DOIUrl":"https://doi.org/10.1111/ijal.70053","url":null,"abstract":"<p>This study conducted linguistic analyses of the written corrective feedback (WCF) for Chinese as a second language (CSL) provided by chat generative pre-trained transformer (ChatGPT) and human teachers (including preservice teachers and senior teachers). An assessment framework was proposed, composed of two main domains of ‘language accuracy’ and ‘content expressivity’, which have further sub-indices associated with measurable linguistic parameters. Both qualitative and quantitative data analyses were conducted on a self-constructed Vietnamese CSL writing sample corpus. The qualitative analysis identified four features of ChatGPT compared with human teachers: (1) more word order changes; (2) more formal expressions used; (3) unsatisfactory inferencing ability; and (4) insufficient literacy skills. The results of quantitative analyses indicated ChatGPT tended to make unnecessary revisions and adopt more difficult vocabulary. Our overall data indicate that the WCF provided by ChatGPT is especially good in language accuracy (though occasionally inadequate knowledge of the Chinese language). In the domain of content expressivity, ChatGPT tends to provide feedback in more difficult vocabularies, which does not fully understand the real needs of CSL students. Our analytic framework and empirical data led to insightful discussions on AI and human intelligence in the context of second language teaching and learning.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"36 3","pages":"2098-2109"},"PeriodicalIF":3.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.70053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148785236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Retrospective Longitudinal Study of Advanced Learners' Engagement in Language Learning: A Multiple Case Study 高阶学习者语言学习投入的回溯性纵向研究：多个案研究

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2026-01-21 DOI: 10.1111/ijal.70116

Anna Mystkowska-Wiertelak

{"title":"A Retrospective Longitudinal Study of Advanced Learners' Engagement in Language Learning: A Multiple Case Study","authors":"Anna Mystkowska-Wiertelak","doi":"10.1111/ijal.70116","DOIUrl":"https://doi.org/10.1111/ijal.70116","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explored learners’ engagement trajectories through the language learning histories of 11 university students majoring in English. The decision to focus on English majors was based on the assumption that their advanced proficiency and long-term exposure to language learning would result in more critical incidents, greater self-awareness, and deeper reflection than typically seen in less experienced learners. This study adopted a retrospective interview-based methodology to document key phases of language learning experiences, spanning from kindergarten to university. As retrospective accounts are vulnerable to recall bias and reinterpretation, the timeline technique was used to support memory reconstruction. Participants created visual timelines marking the intensity of their engagement across successive educational stages, anchoring these to major life events and identifying critical incidents that shaped their engagement. Learners’ current engagement level, considered alongside their achievement, was treated as the end state against which trajectories, pathways of change, were examined. To reconstruct antecedents, semi-structured interviews invited participants to reflect on their language learning histories, with timelines serving as prompts. This combined approach allowed for contextualized exploration of turning points, challenges, and developmental patterns in learners’ engagement over time.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"36 3","pages":"2835-2847"},"PeriodicalIF":3.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149047834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

“To See a World in a Page of the Textbook”: Translanguaging Practices in the Use of English as a Foreign Language Teaching Materials “一页课本看一个世界”：英语作为外语教材使用中的译语实践

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2025-11-14 DOI: 10.1111/ijal.70038

Ting Huang, Jirong Guo, Shanshan Yang

引用次数: 0

The Relevance of Teaching Presence and Cognitive Presence in Malaysian Online ESL Classrooms 马来西亚在线ESL课堂教学在场与认知在场的相关性

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2025-11-17 DOI: 10.1111/ijal.70041

Lee Luan Ng, Siti Aishah Mohd Roslan

{"title":"The Relevance of Teaching Presence and Cognitive Presence in Malaysian Online ESL Classrooms","authors":"Lee Luan Ng, Siti Aishah Mohd Roslan","doi":"10.1111/ijal.70041","DOIUrl":"https://doi.org/10.1111/ijal.70041","url":null,"abstract":"<div>\u0000 \u0000 <p>This study compares Malaysian high school and undergraduate students’ perceptions of online learning in terms of teaching presence (TP), cognitive presence (CP) and social presence (SP) in order to explore the varying experiences of these ESL learners in online learning environments. Ten undergraduates recruited from one public and two private universities, and 10 students from a public high school were interviewed using semi-structured interviews, and the interview data was analysed using thematic analysis. The findings revealed that despite the challenges and constraints posed by the online learning environment, both ESL undergraduates and high school students exhibited positive identification with TP and CP compared to SP. The online learning experience of undergraduates is reliant on their self-learning skills in the digital environment, while for ESL high school students, it is mainly influenced by the teacher's presence, instruction that relates to coverage of assessment items and in-class activity. The findings revealed that the two groups of students seemed to require different teaching approaches due to the learners differing self-directed learning abilities. High school students seemed to be less self-directed compared to undergraduates. The findings highlighted the robustness of the Community of Inquiry (CoI) framework as a guide for instructors when designing instructional activities or modules for students from different levels of education, and it implied that instructors need to design and structure lesson content strategically to ensure the presence and effectiveness of TP.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"36 3","pages":"2017-2028"},"PeriodicalIF":3.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148784292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Triadic Medical Closing: Companions’ Participation in Raising Additional Concerns 三位一体的医疗关闭：同伴参与提出额外的关注

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2025-11-25 DOI: 10.1111/ijal.70048

Zi Yang, Fei Cheng, Xueming Wang

{"title":"Triadic Medical Closing: Companions’ Participation in Raising Additional Concerns","authors":"Zi Yang, Fei Cheng, Xueming Wang","doi":"10.1111/ijal.70048","DOIUrl":"https://doi.org/10.1111/ijal.70048","url":null,"abstract":"<div>\u0000 \u0000 <p>The introduction of additional concerns (ACs) during the closing phase of medical consultations—known as the “closing syndrome”—can compromise communicative efficiency by prolonging the interaction. The involvement of companions may further exacerbate this issue. However, studies on companion participation have predominantly centered on phases like diagnosis and treatment, with the closing phase being underexplored. Drawing on conversation analysis, this study examines how companions participate in raising ACs in consultation closings, exploring their sequential positioning, turn design, and impact on the termination of medical visits. The data consist of video recordings of 80 accompanied medical visits (approximately 920 min in total) by three doctors from two tertiary hospitals in mainland China. Findings reveal that companions initiate ACs themselves and respond to patient-initiated ACs at four distinct sequential positions within the closing structure—after the closing-implicative sequence, at the transition between the pre-closing and closing sequences, upon completion of the closing sequence, and in response to the reopened interaction—employing position-sensitive turn design. Notably, companions are more inclined than patients to introduce ACs as new topics, adopting sequence-initiating rather than sequence-responding actions—a behavior that underscores their agency and autonomy in shaping the consultation closure. Beyond revealing the complexities inherent in closing accompanied medical encounters, this study also contributes to distinguishing between multi-party and multi-person interactional phenomena. Furthermore, it offers practical implications for improving communicative efficiency in medical settings involving companions.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"36 3","pages":"2073-2083"},"PeriodicalIF":3.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148785237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

In Memoriam: Professor Janina Brutt-Griffler (1966–2026) 纪念：Janina Brutt-Griffler教授（1966-2026）

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2026-06-08 DOI: 10.1111/ijal.70251

Sumi Kim

引用次数: 0