International Journal of Applied Linguistics最新文献

{"title":"Who Has the Right to Express Frustration?: Uneven Emotion Labor Among Students in an EMI Classroom","authors":"Juyoung Song","doi":"10.1111/ijal.12692","DOIUrl":"https://doi.org/10.1111/ijal.12692","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explores college students’ emotional experiences in an English as a medium of instruction (EMI) course at a Korean university. The data include interviews and classroom observations conducted over a semester. The analysis reveals that students’ emotional experiences and management—referred to as emotion labor—are intricately connected with language ideologies that prioritize English within multilingual classrooms and beyond. The findings indicate that the hegemony of English and native speakerism positions native speakers in a superior role, leading to varied emotional experiences among students and differing levels of engagement in emotion labor. Specifically, these language ideologies prioritize native speakers’ emotional experiences, enabling them to express their frustration more freely. In contrast, non-native English speakers often suppress their frustration, disappointment, and resentment related to perceived unfairness, instead of channeling these emotions into a desire for the symbolic and imaginative capital associated with English and the positive opportunities that EMI courses might offer. The study highlights how power dynamics and language hierarchies differentially influence students’ perceived “right to express” emotions and underscores the need for consistent language policies and more inclusive EMI environments to support students’ emotional well-being and academic success.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"996-1006"},"PeriodicalIF":1.7,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782733","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":"Cool, Correct or Cordial?: Swiss Attitudes towards American, British and Swiss German English","authors":"Gina Schaffer,&nbsp;Danielle Tod","doi":"10.1111/ijal.12686","DOIUrl":"https://doi.org/10.1111/ijal.12686","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines language attitudes in the German-speaking region of Switzerland towards two inner-circle standard varieties of English, General American, and Standard Southern British English, and one expanding-circle variety, Swiss German English. This study is the first to consider Swiss attitudes towards a Swiss variety of English and generational differences in Swiss attitudes. A verbal-guise experiment and survey were conducted with 88 participants living in the German-speaking region of Switzerland eliciting evaluations on 19 semantic differential scales reflecting <i>status</i>- and <i>solidarity</i>-based traits. Findings confirm the attitudinal tenor in the expanding circle, with both inner-circle varieties rated higher overall and on <i>status</i>-based traits than Swiss German English, while Swiss German English was evaluated higher on <i>solidarity</i>-based traits. Significant age and gender effects were only found for Standard Southern British English, rated more favourably by younger individuals and females. The implications of these results for the education system in Switzerland are subsequently discussed.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1178-1193"},"PeriodicalIF":1.7,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782751","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":"Factors Influencing Tibetan College Students’ Willingness to Communicate in Their Second Language in China: A Mixed Methods Study","authors":"Yang Jiang","doi":"10.1111/ijal.12689","DOIUrl":"https://doi.org/10.1111/ijal.12689","url":null,"abstract":"<div>\u0000 \u0000 <p>In the context of globalization, Tibetan students’ second language (L2) communication skills are crucial to allow effective intercultural communication and personal development. To better understand and promote the willingness of Tibetan university students to communicate in their L2, this study adapts the theory of planned behavior (TPB) by introducing the concept of “language growth mindset (LGM)” to replace the original model's “Attitude (ATT)” component in conjunction with the L2 motivational self system (L2MSS). This mixed methods study utilized structural equation modelling (SEM) for quantitative analysis and NVivo for the open coding of qualitative interview data. The study participants were 409 Tibetan students from four universities in China. Data were collected using questionnaires and in-depth interviews. The SEM model validated the applicability of TPB and L2MSS in explaining the willingness to communicate in an L2 (L2WTC). The findings indicate that (a) a comprehensive model based on TPB and L2MSS can explain 52.9% of the variance in L2WTC; (b) LGM, Ideal L2 Self (IS), and Ought-to L2 Self (OS) positively influence L2WTC; (c) perceived behavioral control (PBC) positively impacts LGM, while subjective norms (SN) do not affect LGM; and (d) LGM does not mediate the relationship between SN and OS.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1194-1218"},"PeriodicalIF":1.7,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782752","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":"Cognitive Task Complexity and Learner Engagement: Evidence From Direction-Giving Map Tasks","authors":"Daniel O. Jackson","doi":"10.1111/ijal.12682","DOIUrl":"https://doi.org/10.1111/ijal.12682","url":null,"abstract":"<div>\u0000 \u0000 <p>Task-based language teaching (TBLT), a pedagogy focused on learner needs and communicative abilities, influences language education in many locales. TBLT researchers have independently pursued, and yielded valuable insights concerning, the roles of cognitive task complexity (CTC) and learner engagement, although less work has been carried out to weave these strands together. Based on a thorough review of the literature, this study aimed to contribute to work on CTC and engagement by hypothesizing that differences in learner engagement across simpler versus more complex tasks should be clearer on measures of cognitive engagement than on those of affective engagement. To test this hypothesis, a study was conducted with learners of English as an additional language in Japan who performed a series of direction-giving map tasks. The analyses leveraged robust statistics appropriate to the dataset to uncover larger effect sizes for behavioral and cognitive measures of engagement than for affective measures. These findings are discussed in terms of the intersection of CTC and engagement. The article concludes with a discussion of pedagogical implications, noting, as well, the limitations of the study.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1166-1177"},"PeriodicalIF":1.7,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782750","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 Effects of Rule-Based and Acoustic-Perceptual Instruction on Chinese ESL Learners’ English Primary Word Stress Placement Accuracy","authors":"Hsueh Chu Chen,&nbsp;Qianwen Han,&nbsp;Jing Xuan Tian","doi":"10.1111/ijal.12687","DOIUrl":"https://doi.org/10.1111/ijal.12687","url":null,"abstract":"<div>\u0000 \u0000 <p>Acquisition of English word stress by second language (L2) learners is challenging because of the unpredictability of stress patterns and affixes, and teaching English word stress is complex. Therefore, this paper aims to investigate the effectiveness of rule-based and acoustic-perceptual instruction approaches on Chinese English as a second language (ESL) learners’ production and perception of English primary word stress placement. Ninety participants were involved in a pre-test, post-test, and delayed post-test, including a reading-aloud task, a primary word stress identification task, and a vowel reduction identification task. After the pre-test, 30 of the participants received eight sessions of rule-based instruction; another 30 received eight sessions of acoustic-perceptual instruction; and the rest formed the control group and attended regular English classes. Results show that the overall accuracy rates of English word stress production and perception were significantly improved for both experiment groups. Both the rule-based and acoustic-perceptual instruction approaches were effective in teaching primary stress placement to Chinese ESL learners, with the former providing a slight advantage in improving word stress placement in production in the short term, and the latter offering greater long-term benefits and being more effective in enhancing word stress perception.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1149-1165"},"PeriodicalIF":1.7,"publicationDate":"2025-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782446","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 the Direct and Indirect Relations of E-Book Narration and Bilingual Parent–Child Talk to Children's Learning Outcomes in EFL Shared Reading","authors":"Dandan Yang,&nbsp;Huaming Zeng,&nbsp;Penelope Collins,&nbsp;Mark Warschauer","doi":"10.1111/ijal.12684","DOIUrl":"https://doi.org/10.1111/ijal.12684","url":null,"abstract":"<p>E-books, powered by multimedia and interactive features, are widely used to support young children's language and literacy development. This study examines the relations of e-book narration and bilingual parent–child talk to children's learning during shared reading. Data from 121 English learners in China and their parents were analyzed using structural equation modeling. Results revealed that e-book narration, powered by multimedia features, indirectly predicts children's learning outcomes through parent and child talk in English. Specifically, parent talk in English fully mediated the relationship between e-book narration and children's English vocabulary gains, while parent and child talk in English mediated the association between e-book narration and story comprehension and retelling. In contrast, parent–child talk in Chinese did not predict any learning outcomes. Video transcript analysis showed that off-topic talk was more prevalent in Chinese than in English, particularly among children. These findings have implications for app designers, parents, and researchers, emphasizing the importance of parental support in shared e-book reading and shedding light on the e-book design for children reading in a foreign language.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1134-1148"},"PeriodicalIF":1.7,"publicationDate":"2024-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12684","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782886","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}

{"title":"Investigating Entanglements in Experienced Language Teachers’ Sense of Belonging and What Belonging Does","authors":"Elizabeth R. Miller,&nbsp;Christina Gkonou","doi":"10.1111/ijal.12683","DOIUrl":"https://doi.org/10.1111/ijal.12683","url":null,"abstract":"<p>Η εκτενής βιβλιογραφία των δύο τελευταίων δεκαετιών σχετικά με την ταυτότητα των ξενόγλωσσων καθηγητών καθώς και η πιο πρόσφατη έρευνα πάνω στα συναισθήματά τους έχουν δείξει ότι ταυτότητα και συναισθήματα διαμορφώνουν εξίσου πτυχές της επαγγελματικής ζωής τους. Η αίσθηση του ανήκειν, ή η έλλειψη αυτής, αποτελεί βασικό σύνδεσμο μεταξύ ταυτότητας και συναισθημάτων των καθηγητών αφού η αίσθηση του ανήκειν συνήθως αντιστοιχεί σε εσωτερικές ταυτότητες ενώ η έλλειψή της συνδέεται με περιφερειακές ή εξωτερικές ταυτότητες. Ωστόσο, υπάρχει ακόμη σχετικά ελλιπής γνώση του πώς η αίσθηση ή μη του ανήκειν βιώνεται από ξενόγλωσσους καθηγητές και δη έμπειρους. Δεδομένου ότι η αίσθηση του ανήκειν μπορεί να δυναμώσει την αφοσίωση των καθηγητών στους μαθητές τους και να βελτιώσει τη συνολική ευημερία των καθηγητών, είναι σημαντικό να επιτευχθεί μια εμπεριστατωμένη θεωρητικά κατανόηση της έννοιας αυτής και να εξετασθεί πώς έμπειροι καθηγητές την αντιλαμβάνονται και τη βιώνουν, και τι τους παροτρύνει να κάνουν. Η παρούσα μελέτη επικεντρώνεται σε αναφορές στην αίσθηση ή μη του ανήκειν, οι οποίες προέκυψαν αυτόκλητες μέσα από ημιδομημένες ποιοτικές συνεντεύξεις με 24 έμπειρους ξενόγλωσσους καθηγητές που εργάζονται στη Γερμανία και τη Νορβηγία. Η θεματική ανάλυση των συνεντεύξεων έδειξε ότι η αίσθηση ή μη του ανήκειν περιπλέκεται με την απόφαση των ξενόγλωσσων καθηγητών να ακολουθήσουν την καριέρα αυτή, τη σχέση μεταξύ καθηγητών και μαθητών, αντιλήψεις σχετικά με την επαγγελματική τους αποτελεσματικότητα, και τους δεσμούς τους με τη σχολική κοινότητα. Επιπλέον, το άρθρο μελετάει τι προκαλεί στους καθηγητές η απουσία της αίσθησης του ανήκειν.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"977-986"},"PeriodicalIF":1.7,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782830","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":"Unpacking the Antecedents of Boredom and Its Impact on University Learners’ Engagement in Languages Other Than English: A Qualitative Study in the Distance Online Learning Context","authors":"Xian Zhao,&nbsp;Danping Wang","doi":"10.1111/ijal.12680","DOIUrl":"https://doi.org/10.1111/ijal.12680","url":null,"abstract":"<p>Although psychological factors such as emotion and engagement have gained increasing attention for their role in language learning success, a substantial gap remains in understanding the sources of boredom and its impact on learners’ engagement, whether behavioural, affective or cognitive, in languages other than English (LOTE). This study employs questionnaires and semi-structured interviews to examine the cause-and-effect relationships between antecedents, boredom and engagement in a distance online learning context among university Chinese as a second language (CSL) teachers and learners (<i>N</i> = 17) from China. The findings suggest that (1) boredom is primarily a student-oriented construct influenced by physical fatigue and academic regression. Teacher-related factors, such as a slow and predictable teaching pace, dull classroom design, lack of questioning, explanations and untimely feedback, also contribute to boredom, along with learning tasks (e.g., repetitive, mechanical and over-challenging tasks), and internet-related issues. Boredom is notably more present in listening courses rather than in integrated Chinese courses. (2) Boredom primarily affected learners’ behavioural engagement (e.g., distraction, sleepiness, mind-wandering, and task abandonment) and subsequently impaired their cognitive (e.g., concentration, comprehension) and emotional (e.g., anxiety, anger) layers. This study elucidated the intricate interconnections between layers within engagement and beyond, and the interrelationships among a list of factors across conative (engagement, effort and motivation), affective (boredom, anxiety and anger) and cognitive (concentration, comprehension and reasoning) dimensions in a domain-specific and skill-specific manner. In closing, pedagogical implications for both educators and learners are discussed to reduce boredom and enhance learners’ classroom engagement, ultimately improving learning outcomes and the overall language learning experience.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1121-1133"},"PeriodicalIF":1.7,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12680","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782908","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}

{"title":"Affiliating With Jury: Analysis of Multimodal Graduation in Attorneys’ Closing Arguments","authors":"Huishu Cao,&nbsp;Chuanyou Yuan","doi":"10.1111/ijal.12681","DOIUrl":"https://doi.org/10.1111/ijal.12681","url":null,"abstract":"<div>\u0000 \u0000 <p><span>graduation</span>, a subsystem of <span>appraisal</span> in the stratum of interpersonal discourse in systemic functional linguistics (SFL), functions to modulate meaning by degree. It emerges as a powerful linguistic tool for attorneys to establish rapport with their audience, especially with the jury during closing arguments. This research draws upon five criminal cases related to police violence in law enforcement in the United States, employing an integrated qualitative and quantitative analysis approach to explore how both attorneys utilize multimodal <span>graduation</span> through the integration of verbal, vocal, and visual conduct to affiliate with the jury. The findings reveal that attorneys utilize <span>graduation,</span> co-instantiating with <span>attitude</span> and coupling with other semiotic resources such as voice and gesture, to amplify negative attitudes toward the opposing party and positive attitudes toward their own stance. This strategic use of multimodal <span>graduation</span> influences the enactment of the social relations with the jury who hold the authority to determine guilt in a case. The significance of this study lies in its potential to advance the understanding of legal advocacy strategies in institutional discourse, particularly in cases involving police violence.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1108-1120"},"PeriodicalIF":1.7,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782949","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 Mindset Profiles and Their Associations With Enjoyment, Ideal Self, Grit, and Achievement Among Chinese Adolescent Language Learners: A Latent Profile Analysis","authors":"Liu Eerdemutu,&nbsp;Bai Sachurina,&nbsp;Junju Wang","doi":"10.1111/ijal.12678","DOIUrl":"https://doi.org/10.1111/ijal.12678","url":null,"abstract":"<div>\u0000 \u0000 <p>Mindset plays a crucial role in the learning process and outcomes. However, its impact on language learning remains underexplored. This study, grounded in the mindset theory, investigates the mindset profiles of language learners and their effects on language learning, with a focus on emotions (enjoyment), motivation (ideal self), personality traits (i.e., grit), and achievement. Data were collected via a composite questionnaire from 660 Chinese high school English as foreign language learners. Latent profile analysis identified three language mindset profiles: growth, mixed, and fixed. The majority of students were categorized under the mixed mindset profile. Students in the growth mindset profile showed the highest levels of enjoyment and ideal self, followed by those in the mixed and fixed mindset profiles. Additionally, those in the growth mindset profile demonstrated higher grit (perseverance of effort and consistency of interest) and achievement (self-perceived and actual) compared to the mixed and fixed profiles, with no significant differences between the latter two groups. These findings highlight the importance of fostering a growth mindset in language learners and provide pedagogical implications for enhancing language learning and outcomes.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 3","pages":"1098-1107"},"PeriodicalIF":1.7,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782764","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}