International Journal of Applied Linguistics最新文献_第4页

“I'm afraid I can't handle students’ questions on the spot!”: Complex interactions between English research writing teachers’ pedagogical content knowledge and instructional practices "我恐怕无法当场处理学生的问题！"：英语研究性写作教师的教学内容知识与教学实践之间的复杂互动关系

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-06-10 DOI: 10.1111/ijal.12575

Mulin Zhang, Quanjiang Guo

{"title":"“I'm afraid I can't handle students’ questions on the spot!”: Complex interactions between English research writing teachers’ pedagogical content knowledge and instructional practices","authors":"Mulin Zhang, Quanjiang Guo","doi":"10.1111/ijal.12575","DOIUrl":"10.1111/ijal.12575","url":null,"abstract":"Despite recent proliferation in scholarship on English research writing (ERW) and its teaching, ERW teachers’ developing knowledge remains under-researched. This multiple case study, featuring four ERW teachers working in the same university in Central China, builds on the pedagogical content knowledge (PCK) framework to delineate the complexities in participants’ knowledge–practice nexus. Data sources include observations, interviews, journal entries, and teaching artifacts. Data analyses reveal that the complex interactions between PCK components have resulted in idiosyncrasies in participants’ instructional decisions or practices concerning selecting teaching points, utilizing own disciplinary articles, deciding on pedagogical design, and assigning writing tasks. It is also found that participants who are more assured in their PCK repertoire tend to feel more secure in teacher–student interactions and adopt more student-centered pedagogies. Participants’ knowledge–practice nexus exhibits complex system features of self-organizing and self-transforming, as well as self-knowing. Implications for transitional ERW teachers’ practices and professional development are discussed.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"34 4","pages":"1385-1400"},"PeriodicalIF":1.5,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141361702","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

Understanding academic vocabulary learning in higher education: Perspectives from first-year undergraduates in Hong Kong 了解高等教育中的学术词汇学习：香港本科一年级学生的观点

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-06-07 DOI: 10.1111/ijal.12576

Edsoulla Chung, Aaron Wan, Daniel Fung

{"title":"Understanding academic vocabulary learning in higher education: Perspectives from first-year undergraduates in Hong Kong","authors":"Edsoulla Chung, Aaron Wan, Daniel Fung","doi":"10.1111/ijal.12576","DOIUrl":"10.1111/ijal.12576","url":null,"abstract":"The learning of academic vocabulary, which consists of words commonly found in academic discourse across disciplines, is crucial for success in higher education. However, studies have shown that English as a second language (ESL) students face significant challenges acquiring this vocabulary, particularly during their first year of university. Given the pivotal role that learners’ beliefs play in language learning, understanding their beliefs regarding their academic vocabulary learning (AVL) can provide educators with insights into the teaching strategies that effectively address the difficulties learners encounter. Accordingly, this mixed-methods study examined the beliefs of 172 first-year ESL undergraduates in Hong Kong regarding their AVL. Quantitative findings indicated that although students generally recognised the importance of developing academic vocabulary, their beliefs about their competence and effective learning methods varied. The students’ English proficiency level was also found to be associated with their beliefs. An analysis of open-ended responses further revealed that the students faced challenges related to the infrequent occurrence of academic vocabulary in non-academic contexts, its complex nature, as well as the difficulty of retaining newly learned words. The paper concludes by discussing pedagogical implications and directions for future research.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"34 4","pages":"1368-1384"},"PeriodicalIF":1.5,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12576","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141374913","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

English medium instruction, EAP/ESP: Exploring overlap and divergences in research aims 以英语为媒介的教学、EAP/ESP：探索研究目标的重叠与分歧

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-06-04 DOI: 10.1111/ijal.12563

Ernesto Macaro, Ikuya Aizawa

{"title":"English medium instruction, EAP/ESP: Exploring overlap and divergences in research aims","authors":"Ernesto Macaro, Ikuya Aizawa","doi":"10.1111/ijal.12563","DOIUrl":"10.1111/ijal.12563","url":null,"abstract":"English medium instruction (EMI) is now a well-established field of education research, yet its distinction from English for academic purposes (EAP) and from English for specific purposes (ESP) remains a subject of debate. This scoping review investigates the overlap and divergences between these fields. As well as using raw data from a previous systematic review of EMI, we identified research questions published in five selected journals between 2017 and 2022: Journal of English for Academic Purposes, English for Specific Purposes, International Journal of Bilingual Education and Bilingualism, Language and Education, and Journal of Multilingual and Multicultural Development in order to identify the convergence and divergence in academic interest areas. We additionally examined research settings and participants across these studies. Our findings revealed a spectrum of research questions with largely distinct areas of research interest and considerable differences in research settings. This study contributes to the academic discussion by offering a detailed picture of the current research landscape, and suggests not only a need for collaboration between EMI, and EAP/ESP researchers but also a value in maintaining some distinction between the two fields.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"34 4","pages":"1352-1367"},"PeriodicalIF":1.5,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12563","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141268578","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 the motivational mechanisms of growth beliefs on perseverance among EFL students: The role of ideal and ought-to L2 selves 探索成长信念对英语语言学生毅力的激励机制：理想的和应该的 L2 自我的作用

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-06-02 DOI: 10.1111/ijal.12572

Yan Jiang, Shuqi Yue, Nigel Mantou Lou

{"title":"Exploring the motivational mechanisms of growth beliefs on perseverance among EFL students: The role of ideal and ought-to L2 selves","authors":"Yan Jiang, Shuqi Yue, Nigel Mantou Lou","doi":"10.1111/ijal.12572","DOIUrl":"10.1111/ijal.12572","url":null,"abstract":"Perseverance of effort is essential for success in learning a second language (L2). While past research has examined how motivational beliefs (e.g., growth mindset) influence L2 learners’ perseverance, their generalizability and underlying motivational mechanisms remain unclear. This study investigated the relationship between growth language mindsets and perseverance of efforts in L2 learning, as well as whether this relationship can be explained by the ideal L2 self and ought-to L2 self. A cohort of 740 EFL students from four universities in China completed a questionnaire. The results revealed that EFL learners with higher levels of growth language mindsets showed greater levels of perseverance in language learning. Furthermore, mediation analysis indicated that growth language mindsets indirectly predicted perseverance through both the ideal L2 self and the ought-to L2 self. These results suggested that the motivational mechanisms associated with growth language mindsets are complex, involving both ideal and ought-to images of the L2 self, which in turn could contribute to sustaining perseverance in L2 learning. Theoretical and practical implications for researchers and language teachers are discussed in light of these findings.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"34 4","pages":"1335-1351"},"PeriodicalIF":1.5,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273158","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

The role of individual differences in second language pragmatics: A systematic review 个体差异在第二语言语用学中的作用：系统回顾

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-06-02 DOI: 10.1111/ijal.12573

Lan Zhang, Scott Aubrey

{"title":"The role of individual differences in second language pragmatics: A systematic review","authors":"Lan Zhang, Scott Aubrey","doi":"10.1111/ijal.12573","DOIUrl":"10.1111/ijal.12573","url":null,"abstract":"The current systematic review aims to understand the role of individual differences (IDs) in second language (L2) pragmatics and offer recommendations for further research in this domain. To achieve this, 86 empirical studies in L2 pragmatics published in SSCI (Social Science Citation Index) journals from 2000 to 2023 were systematically selected and coded for IDs, pragmatic features and modalities investigated, methodological orientation, and research findings. The significance of this review paper is the inclusion of both qualitative and quantitative findings and the identification of research trends in the last two decades. This inclusive approach allowed us to reveal the extent to which ID factors were studied within the classic research paradigm (i.e., the influence of IDs in isolation) and the socio-dynamic research paradigm (i.e., the combined influence of IDs and context over time). Findings revealed that the IDs identified (L2 proficiency, identity, intercultural competence, language mindsets, willingness to communicate, motivation, and cognitive factors) exerted considerable influence on L2 pragmatic competence. Accounting for research gaps, trends in methodology, and findings in the area, we provide specific recommendations for future research to bring the study of L2 pragmatics in line with the ‘affective turn’ in second language acquisition.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"34 4","pages":"1316-1334"},"PeriodicalIF":1.5,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12573","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273319","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

Academic discourse socialization in a “bilingual” undergraduate course: Group work among students with diverse cultural and linguistic backgrounds 本科 "双语 "课程中的学术话语社会化：具有不同文化和语言背景的学生之间的小组合作

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-05-30 DOI: 10.1111/ijal.12571

Kiyu Itoi, Ryo Mizukura

{"title":"Academic discourse socialization in a “bilingual” undergraduate course: Group work among students with diverse cultural and linguistic backgrounds","authors":"Kiyu Itoi, Ryo Mizukura","doi":"10.1111/ijal.12571","DOIUrl":"10.1111/ijal.12571","url":null,"abstract":"With the growth of internationalization in higher education, there is a need to examine students’ experiences in increasingly diverse classrooms. This study explores students’ academic discourse socialization (ADS), within a context where the majority of students are non-native speakers, in a course designed to enhance intercultural communication skills by providing students with both theoretical knowledge and practical experiences to collaborate with a diverse group of peers. We aim to answer the following questions: (1) Does native-speakerism ideology impact Japanese students’ comprehension of intercultural communication with non-native speakers, and if so, how? (2) How does the understanding of intercultural communication affect students’ interactions and group work with international peers? We conducted qualitative semistructured interviews with Japanese and international students at a private Japanese university. Our findings show that despite the absence of specific language instruction in the course, the group work predominantly utilized English and Japanese. Furthermore, the results revealed a unique ADS process in this context, with no clear dichotomy between experts and novices. Instead, all students negotiated their participation and language use within the academic community, with native-speakerism ideology influencing the ADS process. These results enrich the research on ADS in non-English-speaking countries and development of new conceptual frameworks to better comprehend its dynamics.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"34 4","pages":"1300-1315"},"PeriodicalIF":1.5,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12571","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141196387","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

Measuring language teacher resilience: Scale development and validation 衡量语文教师的应变能力：量表开发与验证

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-05-29 DOI: 10.1111/ijal.12562

Honggang Liu, Wenxiu Chu, Siyu Duan, Xiaoxue Li

引用次数: 0

Teacher awareness as professional development: Assistant language teachers in a cross-cultural context By , Nami Sakamoto, Switzerland: Palgrave Macmillan. 2022. pp. xiii+ 164. GBP 54.99 (hbk), ISBN: 978–3030883997 作为专业发展的教师意识：Nami Sakamoto 著，瑞士：Palgrave Macmillan.pp.54.99 英镑（精装本），ISBN: 978-3030883997

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-05-28 DOI: 10.1111/ijal.12570

Xinxin Wu, Haoqing Wang

引用次数: 0

Teachers’ perceptions of implementing digital multimodal composing in tertiary classrooms: Voices from Chinese EFL teachers 教师对在高等教育课堂中实施数字多模态作文的看法：来自中国英语教师的声音

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-05-17 DOI: 10.1111/ijal.12560

Yu Zhang, Jing Peng, Yao Zheng

{"title":"Teachers’ perceptions of implementing digital multimodal composing in tertiary classrooms: Voices from Chinese EFL teachers","authors":"Yu Zhang, Jing Peng, Yao Zheng","doi":"10.1111/ijal.12560","DOIUrl":"10.1111/ijal.12560","url":null,"abstract":"In language education, digital multimodal composing (DMC) pertains to a new literacy practice in which students use digital tools to produce texts incorporating multiple semiotic modes. Despite that many scholars advocate for implementing DMC in language classrooms, it remains marginal in mainstream classrooms, with scant attention being paid to teachers’ perceptions concerning the use of DMC. Situated in Chinese universities, this research probes into the perspectives of five English teachers on implementing DMC as a pedagogical innovation. The analysis of data collected from multiple sources reveals that the teachers perceived DMC positively due to its affordances for students, namely, cultivating digital and multimodal literacies, improving speaking and writing abilities, fostering collaboration and communication skills, and enhancing learning interest and motivation. Teachers themselves harvested benefits regarding deeper insights into students’ learning potentials, enhanced digital literacies, a novel avenue for academic research, and an innovative teaching method. Nonetheless, the teachers expressed concerns about time constraints, students’ engagement in group work, potential plagiarism, assessment of students’ videos, and the long-term effect of DMC on students’ writing performance. Based on the findings, this research provides implications for integrating curriculum innovations like DMC into conventional curricula.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"34 4","pages":"1265-1282"},"PeriodicalIF":1.5,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141126440","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

Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research-active EFL teachers’ perceptions ChatGPT 是第二语言教育和研究的恶魔还是天使？对从事研究工作的 EFL 教师看法的现象学研究

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-05-15 DOI: 10.1111/ijal.12561

Ali Derakhshan, Farhad Ghiasvand

{"title":"Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research-active EFL teachers’ perceptions","authors":"Ali Derakhshan, Farhad Ghiasvand","doi":"10.1111/ijal.12561","DOIUrl":"10.1111/ijal.12561","url":null,"abstract":"Artificial intelligence (AI) is influencing different aspects of human life. An AI-powered technology, which has been recently released, is ChatGPT. It is a cutting-edge technology that influences second/foreign language (L2) education. Although there is increasing research on the benefits and misfits of this chatbot in different disciplines, L2 education lacks a thorough investigation. To fill this lacuna, this phenomenographic study examined the perceptions of research-active English as a Foreign Language (EFL) teachers regarding the potentials and pitfalls of ChatGPT for L2 learning, teaching, assessment, and research. To this end, a semistructured interview was held with 30 Iranian EFL teachers with varying educational backgrounds and AI integration experiences. The results of content and thematic analysis indicated that ChatGPT is a double-edged sword that can both benefit and hurt these areas of L2 education. The most notable potentials were augmenting learner autonomy, providing personalized learning, reducing teachers’ teaching workload, designing assessment rubrics, and summarizing lengthy papers and theses to save L2 researchers’ time and energy. Concerning pitfalls, it was reported that ChatGPT might kill creativity and academic integrity, encourage cheating in online exams, spread fake and misinformation into the world of research, and cherish high-tech plagiarism. Some practical suggestions are made to empower L2 educators and researchers to survive in the world of AI.","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"34 4","pages":"1246-1264"},"PeriodicalIF":1.5,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140974048","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