International Journal of Applied Linguistics最新文献_第2页

How Do I Measure up? Social Influence and L2 Motivation in the Algorithmic Age 我如何达到标准？算法时代的社会影响与第二语言动机

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2026-01-09 DOI: 10.1111/ijal.70103

Alastair Henry, Meng Liu

{"title":"How Do I Measure up? Social Influence and L2 Motivation in the Algorithmic Age","authors":"Alastair Henry, Meng Liu","doi":"10.1111/ijal.70103","DOIUrl":"https://doi.org/10.1111/ijal.70103","url":null,"abstract":"<p>Comparative thinking is a fundamental human drive and a hallmark of contemporary life. For social action, such as the learning and use of additional languages, a target for appraisal (an L2 attribute) is evaluated in relation to a comparison standard (an appraiser's standpoint). An appraiser can be the person themselves, another person, a social group, people in a particular social context, or, in the broadest sense, people in society itself. While the range of potential appraisers is wide, in the L2 Motivational Self System (L2MSS), parsimony has meant that the category of “other people” who function as appraisers is narrow. In this article we explore the role of socially focused appraisals in L2 motivation. In an age of algorithm-driven sociality, and at a point where generative AI is crossing an ontological line from “machine” to semi-human actor and “participant” in social life, we consider how social influence can extend beyond the standpoints of significant others. We explain how, in varying forms, “other people” can exert an influence on the L2 learner's motivation. In the paradoxical situation of researching an enterprise that is inherently social but lacking a conceptual apparatus to investigate social influence, we set out imperatives and make recommendations.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"36 3","pages":"1963-1974"},"PeriodicalIF":3.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.70103","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148783618","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}

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Students’ Perspectives and Attitudes Toward EMI and Translanguaging: A Cross-Country Comparative Study of China and Spain 学生对EMI与翻译语言的观点与态度：中国与西班牙的跨国比较研究

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2025-11-26 DOI: 10.1111/ijal.70056

Mengjia Zhang, Jennifer Rose Ament

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Does Artificial Intelligence (AI) Nurture or Hinder Language Learners' Higher- Order Thinking Skills (HOTS)? A Phenomenological Study on L2 Learners' Perspectives and Lived Experiences 人工智能（AI）是培养还是阻碍语言学习者的高阶思维技能（HOTS）？二语学习者视角与生活经验的现象学研究

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2025-07-28 DOI: 10.1111/ijal.12824

Ali Derakhshan, Mohammad Sadegh Taghizadeh

{"title":"Does Artificial Intelligence (AI) Nurture or Hinder Language Learners' Higher- Order Thinking Skills (HOTS)? A Phenomenological Study on L2 Learners' Perspectives and Lived Experiences","authors":"Ali Derakhshan, Mohammad Sadegh Taghizadeh","doi":"10.1111/ijal.12824","DOIUrl":"https://doi.org/10.1111/ijal.12824","url":null,"abstract":"<div>\u0000 \u0000 <p>The integration of artificial intelligence (AI) in language classrooms has sparked some debates among academics and educators regarding the potential implications of this advanced technology for learners’ cognitive development. To resolve these debates, some research studies have recently probed the influences of AI technologies on students’ higher-order thinking skills (HOTS), which are crucial for creativity, critical thinking, and problem-solving. However, due to the excessive reliance of previous studies on quantitative research approaches, the ways in which AI can influence students’ higher-order thinking skills are still not thoroughly understood. To gain a deeper insight into the effects of AI on students’ cognitive development, this phenomenological study examined the perspectives and lived experiences of second and foreign language (L2) learners regarding the role of this emerging technology in their higher-order thinking abilities. In so doing, a purposive sample of 36 L2 learners was drawn from different universities in Iran. The required data were gleaned via semi-structured interviews and narrative frames and thematically analyzed through the latest version of MAXQDA software (v. 2024). The findings of the thematic analysis indicated that AI serves as a double-edged sword, capable of both fostering and impeding the development of higher-order thinking skills in language learners. While some participants maintained that AI tools can foster language learners’ HOTS, others expressed concerns that over-reliance on AI may diminish language learners’ capacity to analyze and evaluate. The findings drawn from this research can greatly contribute to our knowledge of AI and its implications in language classrooms.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"36 3","pages":"1897-1909"},"PeriodicalIF":3.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148785062","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}

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Exploring Variability in Chinese EFL Learners’ Emotional Engagement in GenAI-Supported Language Classrooms 基因支持语言课堂中中国英语学习者情感投入的变异性研究

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2026-01-01 DOI: 10.1111/ijal.70079

Hong Shi, Wei Sun

{"title":"Exploring Variability in Chinese EFL Learners’ Emotional Engagement in GenAI-Supported Language Classrooms","authors":"Hong Shi, Wei Sun","doi":"10.1111/ijal.70079","DOIUrl":"https://doi.org/10.1111/ijal.70079","url":null,"abstract":"<div>\u0000 \u0000 <p>While the cognitive and technical benefits of generative artificial intelligence (GenAI) in second language (L2) learning are well recognized, its emotional impact remains underexplored, especially regarding how emotional engagement (EE) evolves and varies among learners in GenAI-assisted environments. This longitudinal mixed-method study, grounded in the complex dynamic systems theory, examined both intra- and inter-individual variability in EE among Chinese L2 learners in a GenAI-supported classroom. Quantitative results showed an overall increase in EE, with two distinct trajectories: a majority subgroup maintaining consistently high EE with modest growth and a smaller subgroup starting low but improving substantially over time. Qualitative data further revealed that learners perceived GenAI as a non-judgmental, supportive collaborator that fostered creativity, emotional security, and agency. Teacher scaffolding and peer collaboration also enhanced learners’ EE by balancing challenge and support and promoting collective engagement regulation. Together, these findings suggest GenAI tools can function not only as cognitive aids but also as emotional supporters. The study advocates for differentiated pedagogical strategies tailored to learners’ EE profiles in GenAI-enhanced L2 contexts.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"36 3","pages":"1950-1962"},"PeriodicalIF":3.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148783480","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}

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Engaging Multimodal Literacy Through Generative Artificial Intelligence: A Case Study From an English as Second Language Writing Classroom 通过生成式人工智能进行多模态读写：以英语为第二语言写作课堂为例

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2025-08-25 DOI: 10.1111/ijal.12852

Xiao Tan, Ruonan Zhao

{"title":"Engaging Multimodal Literacy Through Generative Artificial Intelligence: A Case Study From an English as Second Language Writing Classroom","authors":"Xiao Tan, Ruonan Zhao","doi":"10.1111/ijal.12852","DOIUrl":"https://doi.org/10.1111/ijal.12852","url":null,"abstract":"<div>\u0000 \u0000 <p>The rise of generative artificial intelligence (GenAI) has provided new space for teachers and scholars to explore how to engage second language writers in new ways of using multimodal resources. However, most of the current research explores the pedagogical potential of GenAI in multimodal writing from a theoretical perspective, while empirical studies on its practical application in English as a second language (ESL) classrooms are still limited. Grounded in the Systemic Functional Linguistics framework, this study investigates how two ESL students focus on different metafunctions in AI-assisted multimodal writing and how they self-report increased awareness of multimodality. The findings suggest that the two focal students developed different understandings about the role of images in multimodal storytelling, which potentially leads to one student (Keshav) focusing primarily on ideational meanings while the other student (Yang) paying attention to both ideational and interpersonal meanings. Textual meanings, however, were largely overlooked in both students’ photo essays. This study provides empirical evidence into the use of GenAI in multimodal writing by ESL students and offers valuable insights for designing multimodal writing tasks and suggestions for future research on GenAI and multimodal literacy.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"36 3","pages":"1910-1924"},"PeriodicalIF":3.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148784548","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}

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Exploring Vocabulary Size and Oral Proficiency in Heritage Brazilian Portuguese 探索传统巴西葡萄牙语的词汇量和口语水平

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2025-11-23 DOI: 10.1111/ijal.70051

Alexandre Alves Santos, Luiz Amaral, Thaís Maíra Machado Sá, Ricardo Augusto de Souza

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Metacognitive Awareness and EFL Learners' Writing Performance in ChatGPT-Assisted Writing Context 元认知意识与英语学习者在chatgpt辅助写作情境下的写作表现

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2025-11-26 DOI: 10.1111/ijal.70049

Mark Feng Teng, Xiaolei Shen

{"title":"Metacognitive Awareness and EFL Learners' Writing Performance in ChatGPT-Assisted Writing Context","authors":"Mark Feng Teng, Xiaolei Shen","doi":"10.1111/ijal.70049","DOIUrl":"https://doi.org/10.1111/ijal.70049","url":null,"abstract":"<div>\u0000 \u0000 <p>With the advancement of AI, ChatGPT has gained increasing attention in language learning, particularly in English writing. Numerous studies have explored the role of ChatGPT in improving writing assessment, while also highlighting issues such as ethical concerns in using ChatGPT. However, how to effectively and appropriately utilize this tool to enhance writing performance remains underexplored. Thus, it is essential to develop a comprehensive understanding of ChatGPT-assisted writing from the perspective of metacognitive awareness. The present study addressed this gap by examining the role of metacognitive awareness in EFL learners’ writing performance with ChatGPT assistance. A total of 30 participants underwent ChatGPT-assisted writing tasks, and we employed generalized mixed-effects modeling to analyze individual differences to explore the relationships between these constructs. The findings revealed that planning and monitoring strategies significantly influence learners’ ChatGPT-assisted writing performance, while, unexpectedly, the evaluating strategy showed no notable effect. Of particular interest is the negative interaction between planning and monitoring strategies, which adversely affected learners’ writing performance when using ChatGPT. This study offers valuable insights into learners’ metacognitive awareness in utilizing ChatGPT for future writing pedagogy.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"36 3","pages":"2084-2097"},"PeriodicalIF":3.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148785107","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}

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“Linguistic Aspects Still Receive More Focus”: An Exploratory Study of Teacher Educators’ Cognition and Practices of L2 Pragmatic Assessment “语言方面仍然受到更多关注”：教师教育工作者对二语语用评估的认知与实践的探索性研究

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2025-11-10 DOI: 10.1111/ijal.70042

Anh T. Ton-Nu

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Interactional Metadiscourse in the Classroom: A Cross-Cultural Analysis of Native and Non-Native EAP Teachers 课堂上的互动元语篇：母语与非母语EAP教师的跨文化分析

IF 3.8 3区文学

International Journal of Applied Linguistics Pub Date : 2026-08-20 Epub Date: 2025-11-24 DOI: 10.1111/ijal.70054

Xinxin Wu

{"title":"Interactional Metadiscourse in the Classroom: A Cross-Cultural Analysis of Native and Non-Native EAP Teachers","authors":"Xinxin Wu","doi":"10.1111/ijal.70054","DOIUrl":"https://doi.org/10.1111/ijal.70054","url":null,"abstract":"<div>\u0000 \u0000 <p>Although interactional metadiscourse is recognized as a key feature of effective English for academic purposes (EAP) pedagogy, its use varies significantly across teachers’ linguistic and cultural backgrounds. This corpus-based study employs mixed quantitative and qualitative methods to address the scarcity of direct cross-cultural comparisons by analyzing 16 EAP writing classes, contrasting native English-speaking teachers (NESTs) in the United Kingdom with non-native English-speaking teachers (NNESTs) in China. Findings reveal that while both groups employ metadiscourse for pedagogical scaffolding, their strategies diverge notably. NESTs favor hedges and diverse tag questions, fostering dialogic environments that scaffold student autonomy and co-construct knowledge. NNESTs rely more heavily on boosters and restricted directives, creating monologic environments emphasizing authoritative knowledge transmission. Interpreted through sociocultural theory, these patterns represent distinct approaches to managing the Zone of Proximal Development, demonstrating how cultural constructs such as power distance and politeness manifest in classroom discourse. The study advances theory in sociocultural learning and cross-cultural pragmatics while offering important implications for EAP teacher education, advocating for critical reflection on how metadiscursive choices shape pedagogical environments.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"36 3","pages":"2049-2061"},"PeriodicalIF":3.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148784604","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}

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From Twelve to Sixteen: A Critical Analysis of the Future-in-the-Past Tense-Aspect Combinations in Chinese EFL Grammar Books 从十二到十六：中国英语语法书中过去时和将来时组合的批判性分析

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.70037

Jiangli Wei, Isaiah WonHo Yoo

{"title":"From Twelve to Sixteen: A Critical Analysis of the Future-in-the-Past Tense-Aspect Combinations in Chinese EFL Grammar Books","authors":"Jiangli Wei, Isaiah WonHo Yoo","doi":"10.1111/ijal.70037","DOIUrl":"https://doi.org/10.1111/ijal.70037","url":null,"abstract":"<div>\u0000 \u0000 <p>This study investigates how EFL grammar books published in China explain the English tense and aspect system. While most major English grammars recognize 12 tense-aspect combinations, English instruction in China typically includes 16. To explore this discrepancy, we analyzed the eight most popular Chinese EFL grammar books, using four authoritative English reference grammars as benchmarks, and found that all four additional tense-aspect combinations fall under the category of “future-in-the-past.” These combinations are treated separately due to the absence of a tense system in Chinese that differentiates between <i>will</i> and <i>would</i>. The four future-in-the-past combinations should, however, be analyzed in terms of backshifting or non-backshifting, with the latter further divided into <i>would</i> functioning to convey propensity, volition, or prediction. Survey results of both students and teachers (n = 90) showed high awareness of the 16-combination framework but limited knowledge of the international 12-combination system. Citing excessive cognitive load and minimal usage, more than half the respondents viewed the additional four combinations negatively and supported reframing them to align with international standards. These findings offer valuable pedagogical insights for designing effective English grammar curricula and instructional materials in China.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"36 3","pages":"2062-2072"},"PeriodicalIF":3.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148785235","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