International Journal of Applied Linguistics最新文献

{"title":"Exploring the acceptance of generative artificial intelligence for language learning among EFL postgraduate students: An extended TAM approach","authors":"Muqing Ma","doi":"10.1111/ijal.12603","DOIUrl":"https://doi.org/10.1111/ijal.12603","url":null,"abstract":"This study delves into the acceptance of generative artificial intelligence (GenAI) for English language learning among Chinese postgraduate students, examining how individual, social, and technological factors influence this process. Utilizing an extended technology acceptance model, the research collected data from 497 students via a survey, analyzed through partial least square‐structural equation modeling. Key findings underscore personal innovativeness, subjective norms, and trust as significant predictors of GenAI adoption, with an intricate interplay between perceived ease of use and usefulness affecting behavioral intentions. The insights offer theoretical and practical implications for enhancing GenAI's educational integration, emphasizing the importance of fostering innovation, peer influence, trust, and support infrastructure. This contribution enriches the understanding of GenAI's educational potential, particularly in non‐native English contexts, paving the way for further exploration in this evolving domain.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923149","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}

{"title":"The relationship between receptive and productive knowledge of L2 English collocations","authors":"Senyung Lee","doi":"10.1111/ijal.12605","DOIUrl":"https://doi.org/10.1111/ijal.12605","url":null,"abstract":"This study investigated the gap between receptive and productive knowledge of second language (L2) collocations across different L2 proficiency levels and whether the two types of knowledge constitute distinct constructs or not. Four groups of adult learners of English (n = 205) and two groups of native speakers of English (n = 85) completed four written tasks: a sentence writing task, fill‐in‐the‐blank task, multiple‐choice task, and Yes/No acceptability judgment task. Each task addressed 64 academic English collocations, including verb–noun, adverb–adjective, adjective–noun, and adverb–verb collocations. Results showed that the gap between receptive and productive knowledge gradually decreased as learners’ L2 proficiency increased. Implicational scaling analysis showed an acquisition order of four different types of collocation knowledge and suggested that recall mastery of collocations should not be considered equivalent to productive mastery of collocations. Results from confirmatory factor analysis showed that receptive and productive knowledge of L2 collocations are two distinct constructs.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929337","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}

{"title":"Chinese learners’ Swahili learning motivational trajectories","authors":"Yang Zhao, Citing Li, X. Zhou","doi":"10.1111/ijal.12596","DOIUrl":"https://doi.org/10.1111/ijal.12596","url":null,"abstract":"By adopting a longitudinal multiple‐case study approach, we tracked two Swahili language learners’ motivational trajectories over 20 months from 2020 to 2022 via investment as a sociological lens. Data were collected through four semi‐structured interviews with each participant. Thematic analysis of the data revealed that the two focal learners chose to invest in learning Swahili upon matriculation due to the influence of family capital and ideology, imagined professional identity, and perceived cultural capital concomitant with their learning. Moreover, their sustained learning endeavors can largely be attributed to academic support from teachers, positive self‐positioning as legitimate Swahili speakers in multi‐dimensional spaces, and their efforts to eliminate stereotypes. We argue that their Swahili learning motivation underwent a spiral‐rise development, and through sustained efforts to learn the Swahili language, learners appear to be able to translate capital into new forms and construct imagined identities. This article concludes by discussing pedagogical implications for the development of multilingual education in China.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141925695","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}

{"title":"The dynamics of L2 teacher boredom and their link to creativity: A ban or boon for boredom","authors":"Majid Elahi Shirvan, Tahereh Taherian, M. Pawlak, Mariusz Kruk","doi":"10.1111/ijal.12595","DOIUrl":"https://doi.org/10.1111/ijal.12595","url":null,"abstract":"Research has revealed a prevalence of boredom among L2 teachers, despite efforts to mitigate this negative emotion. The interplay between teacher boredom and creativity, especially their concurrent development, has not been extensively studied longitudinally. Utilizing control‐value theory as its foundation, this study investigates the daily progression of boredom and creativity among L2 teachers, their mutual development, and how control‐value beliefs influence these dynamics. A 5‐day experience sampling method study involving 98 L2 teachers generated 423 observations. Dynamic structural equation modeling (DSEM) was employed at the individual (Level 1) and group (Level 2) levels. DSEM results revealed varied relationships between boredom and creativity changes over a week, influenced by teachers’ control and value beliefs. In innovators, with high perceived control and intrinsic value beliefs and moderate to high extrinsic value beliefs, previous experiences of boredom might positively influence the teacher's creativity the next day. This creativity might, in turn, decrease the teacher's boredom. This suggests a potential positive relationship between boredom and creativity in innovative language teachers. In adaptors, with moderate perceived control and intrinsic value beliefs and medium to low extrinsic value beliefs, previous experiences of boredom did not necessarily influence the teacher's creativity the next day. However, teacher creativity might still decrease teacher boredom. For traditionalists, with medium perceived control and intrinsic value beliefs and moderate to high extrinsic value beliefs, previous experiences of boredom might have decreased the teacher's creativity the next day, while teacher creativity might have decreased the teacher's boredom the same day. Finally, in dissatisfied teachers with low perceived control, intrinsic value, and extrinsic value beliefs, previous experiences of boredom might have decreased the teacher's creativity the next day, while teacher creativity might not necessarily predict the teacher's boredom. Results suggest a reciprocal relationship between boredom and creativity in adaptable and traditionalist teachers. Additionally, Level 2 analysis identified correlations between random effect parameters across four clusters.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141926267","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}

{"title":"Triadic oral peer feedback: Does EFL learners’ L2 proficiency pairing play a role?","authors":"Na Zhao, Lili Tian, Avary Carhill-Poza","doi":"10.1111/ijal.12598","DOIUrl":"https://doi.org/10.1111/ijal.12598","url":null,"abstract":"While peer feedback has been a staple in second and foreign language (FL) writing for decades, most research explicitly examines the role of second language (L2) proficiency in written feedback among reviewer–writer pairs. The impact of L2 proficiency pairing in oral peer feedback remains under‐researched as does research on peer review among writer–reviewer triads, a commonly practiced peer review activity in FL classrooms. In the present study, 62 undergraduates participated in an oral peer feedback group discussion in an English as an FL writing context, providing and receiving oral peer feedback on two drafts of an argumentative essay topic. A rotary triadic role design was adopted to allow each group member to experience the role of both writer and reviewer, receiving two reviewers’ oral feedback as a writer and giving feedback for two writers as a reviewer in the same group. Self‐initiated L2 proficiency pairing was then examined from a reviewer–writer perspective in relation to the quantity and quality of oral feedback given and incorporated. Results showed significant differences in feedback quantity and uptake between different reviewer–writer pairings. Writers of high proficiency levels would receive and incorporate significantly more oral feedback when paired with reviewers of the same proficiency levels, compared to when paired with reviewers of different proficiency levels. Low‐level reviewers offered significantly more total oral feedback for low‐level writers than high‐level writers. Pedagogical implications could then be drawn as to how to pair learners of different L2 proficiency levels in oral peer feedback activity.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929095","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}

{"title":"Exploring Chinese EFL teachers’ perceptions of creativity and criticality in assessment practices: A qualitative study","authors":"Wenli Xu, Li Sheng","doi":"10.1111/ijal.12599","DOIUrl":"https://doi.org/10.1111/ijal.12599","url":null,"abstract":"Various studies have highlighted the significant role of creativity and criticality in English as a foreign language (EFL) contexts. Yet, their contribution to and mechanism in assessment domains are widely neglected. To address this shortcoming in the literature, the present study took advantage of a qualitative design via a semi‐structured interview with a sample of 29 Chinese EFL teachers to unravel their perceptions of creativity and criticality in second language (L2) assessment practices. The interview results pinpointed that Chinese EFL teachers regarded both creativity and criticality as valuable skills, which can be nurtured via various assessment practices in the class. Specifically, the participants maintained that creativity could be measured and improved by using “multimedia and technologies,” “games and scenarios,” “mind maps,” and “authentic assessment.” Likewise, criticality can be developed in learners through “debates and discussions,” “role play,” “written tests like argumentative essays,” and “oral interviews.” The findings are discussed about prior research and implications are suggested to EFL teachers, teacher educators, and curriculum designers to increase their understanding and implementation of assessment practices oriented to creativity and criticality.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141928819","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}

{"title":"How does background knowledge affect second language reading? An eye movement study","authors":"Na An,&nbsp;Clare Wright,&nbsp;Jun Wang","doi":"10.1111/ijal.12601","DOIUrl":"10.1111/ijal.12601","url":null,"abstract":"<p>There is broad consensus that a reader's background knowledge on a reading topic affects both their reading processes and comprehension in their first language and also in a second language. However, it is unclear whether a reader's background knowledge specifically affects reading comprehension accuracy and reading rate. The extent to which background knowledge facilitates second language reading when compared to a reader's L2 linguistic knowledge is also unclear. Moreover, the mental process accounting for the interaction between general background knowledge, type of linguistic knowledge such as vocabulary or writing system, and L2 reading abilities also need to be identified. Using texts in Mandarin Chinese, this paper investigates these problems with an eye-movement study administered to 40 L2 Chinese learners with Indo-European L1s. Results illustrate that an L2 reader's background knowledge about the text can positively impact both their reading comprehension and reading rate; however, the influence on the latter could be topic-dependent. In more challenging topics, the contribution of background knowledge to reading comprehension could outweigh any single type of linguistic knowledge, even if the target language uses a more cognitively demanding writing system. The connectionist account proposed by the construction–integration theory is suggested to be currently the best theoretical explanation for the mental process behind developing second-language reading abilities. Pedagogical implications are also considered based on these findings.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141949029","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}

{"title":"How do students engage with parallel corpora in translation? A multiple case study approach","authors":"Kanglong Liu,&nbsp;Yanfang Su,&nbsp;Chun Lai,&nbsp;Tan Jin","doi":"10.1111/ijal.12594","DOIUrl":"10.1111/ijal.12594","url":null,"abstract":"<p>While emerging research has contributed significantly to our understanding of the efficacy of parallel corpora in translation education, specifically concerning student performance and perception, however, there remains a noticeable gap in the literature regarding the examination of student engagement with parallel corpora during the translation process. To address this research gap, the present study seeks to comprehensively analyse the behavioural, cognitive, and affective engagement of three MA students when utilizing parallel corpora in Chinese–English translation tasks. A multiple case study design was implemented, drawing upon a diverse range of data sources, including screencasts capturing students’ translation processes, the resultant translation outputs, corpus search logs, and in-depth interviews. The findings of this investigation reveal distinct engagement patterns exhibited by individual students and underscore the intricate interplay of these three dimensions of engagement. Furthermore, student engagement with the parallel corpus significantly influences their translation performance. This research also unveils various factors that impact student engagement patterns, including the perceived affordances of the parallel corpus, students’ self-perception, and learning motivation.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141949028","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}

{"title":"Patterns of contingency and non-contingency in teacher–student scaffolding interactions: A case of novice and experienced language teachers","authors":"Amir Kardoust","doi":"10.1111/ijal.12593","DOIUrl":"10.1111/ijal.12593","url":null,"abstract":"<p>Teacher contingency, in which teachers adapt their support to the learner's level of understanding is assumed to be the distinguishing characteristic of scaffolding. Yet, classroom studies on the topic scarcely exist. The current study examined the process of contingency in classroom settings. Three novice and three experienced English language teachers were video-recorded to compile a 9-h corpus. The model of contingent teaching was used to code the different stages of scaffolding. Conversation analysis was applied to provide an emic perspective of each stage. The results indicated different contingent and non-contingent teaching patterns for novice and experienced teachers. The non-contingent teaching of novice teachers was characterized by skipping the diagnosis stage, failing to adapt the support to the learners' level of understanding by using high-support moves, and failing to check learners' understanding. The experienced teachers mainly diagnosed their learners' understanding, checked their diagnosis, and used a wider array of strategies to provide interventions. Their non-contingent teaching stemmed from maladjustment of support to their learners' level of understanding. The implications for theory and practice are then discussed.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141948924","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}

{"title":"The development of phrase-frames in EFL learners’ essays: Variability, structures, and functions","authors":"Jianwei Yan,&nbsp;Qidi Li,&nbsp;Jingyang Jiang","doi":"10.1111/ijal.12589","DOIUrl":"https://doi.org/10.1111/ijal.12589","url":null,"abstract":"<p>Phrase-frames (i.e., p-frames) are a type of discontinuous formulaic language that have long been of interest to linguists in L2 writing research. Studies have explored p-frames in different types of texts, but few have investigated p-frames in learners’ essays, and it remains unclear at which level learners will begin to use p-frames in native-like ways. Drawing on a self-compiled corpus of 1061 learner essays, this study explores the four-word p-frames used by Chinese English as a Foreign Language (EFL) learners across four proficiency groups (pre-B1, B1, B2, C1&amp;C2) and analyzes the p-frames regarding their variability, structures, and functions. The study also compares the p-frames used by learners with those used by L1 English-speaking students in terms of the three characteristics mentioned above. The results show that: (1) learners at more advanced proficiency levels use more varied p-frames and more function word frames; (2) when learners have achieved C1&amp;C2 levels they can use p-frames in similar ways to L1 English-speaking students regarding variability and structure; and (3) pre-B1 learners are less skilled in using referential and discourse organizing expressions, probably due to a lower capability in the use of function word structures and cohesive devices. The findings help to advance our understanding of p-frame development across proficiency levels, and offer some pedagogical implications for the teaching and learning of formulaic language.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142579607","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}