International Journal of Applied Linguistics最新文献_第7页

Identities in Flux: English as Cultural Capital and a Rationale for Investment in a Pakistani University Classroom 流变中的身份认同：英语作为文化资本和巴基斯坦大学课堂投资的基本原理

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-12-05 DOI: 10.1111/ijal.12673

Rooh Ul Amin, Sham Haidar, Syed Abdul Manan, Fasih Ahmed

{"title":"Identities in Flux: English as Cultural Capital and a Rationale for Investment in a Pakistani University Classroom","authors":"Rooh Ul Amin, Sham Haidar, Syed Abdul Manan, Fasih Ahmed","doi":"10.1111/ijal.12673","DOIUrl":"https://doi.org/10.1111/ijal.12673","url":null,"abstract":"<div>\u0000 \u0000 <p>This study investigates the connection between access to English during early schooling (Urdu-medium public schools and English-medium private schools), the impetus of investing in a graduate classroom, and their role in shaping learners' habitus, and identities. Using cultural capital and investment as the conceptual lens and students' interviews as the data, collected from a Pakistani university graduate classroom, the study explores access to English (cultural capital) and sees whether it symbolizes a privileged position in an all-English milieu classroom setting. Grounded in a phenomenological design, the thematic analysis of the data demonstrates that English is not only perceived as invested capital but is also instrumental in (re)shaping the learners' self. The extent of access to learning English in schools not only facilitates (dis)advantaged positions but also defines symbolic power and the sense of (not)belonging to the classroom setting. The findings also exhibit that the learners' perceived positioning has a direct relationship with their investment in English and the potential returns in the form of capital valued in the social market. Having socioeconomic prestige associated with access to English, it is essential to revisit education policies, train teachers, and introduce inclusive curricula for promoting equitable access to learning English—the dominant language in Pakistan. This study suggests that English has considerable social consequences for learners in Pakistan, the degree of convergences with and divergences from this study's findings in other contexts may also be explored.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"873-884"},"PeriodicalIF":1.5,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892892","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

A Multiple-Choice Exercise on Collocations: What Do Learners Actually Remember? 关于搭配的多项选择题：学习者实际上记住了什么？

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-28 DOI: 10.1111/ijal.12666

Alyssa Mengxue Li, Frank Boers

{"title":"A Multiple-Choice Exercise on Collocations: What Do Learners Actually Remember?","authors":"Alyssa Mengxue Li, Frank Boers","doi":"10.1111/ijal.12666","DOIUrl":"https://doi.org/10.1111/ijal.12666","url":null,"abstract":"<p>Contemporary materials for second language (L2) learning feature exercises on collocations (i.e., word partnerships such as <i>catch fire</i>), many of which require learners to select correct word combinations from two or more candidates. A few studies of the effectiveness of these selected-response exercises, which are essentially multiple-choice exercises, have found that learners later reproduce wrong collocations that they were exposed to in the exercise. However, it is unclear if this is a side effect of the exercises or if the re-emergence of wrong candidate responses is just accidental. The present study examines if wrong candidate responses that learners see in collocation exercises interfere with learners’ recall of the correct responses by having learners of L2 English tackle multiple-choice items on verb-noun collocations and verbally report two weeks later in a post-test what they remember about them. The verbal reports revealed that the learners recalled reading and responding to most of the exercise items, but for only one- third of them did they also recall which candidate response had turned out to be correct according to the feedback they received. Furthermore, for close to one- fifth of collocations that learners said they already knew at the start of the exercise, these participants mistook a wrong candidate response for the correct one when they revisited the exercise two weeks later. The findings call for a cautious approach to the implementation of selected-response exercises for collocation learning.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"824-833"},"PeriodicalIF":1.5,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12666","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892934","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

Predictive Effects of Phraseological Complexity on the Quality of Chinese EFL Learners’ L2 Oral Production 词汇复杂性对中国英语学习者第二语言口语表达质量的预测作用

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-28 DOI: 10.1111/ijal.12662

Tingting Wang, Dandan Zhou

{"title":"Predictive Effects of Phraseological Complexity on the Quality of Chinese EFL Learners’ L2 Oral Production","authors":"Tingting Wang, Dandan Zhou","doi":"10.1111/ijal.12662","DOIUrl":"https://doi.org/10.1111/ijal.12662","url":null,"abstract":"<div>\u0000 \u0000 <p>Phraseological complexity measures have demonstrated significant predictive power for L2 proficiency, predominantly in written contexts. However, empirical evidence regarding their role in L2 oral production remains limited. This study investigates the predictive validity of phraseological complexity measures on L2 oral performance and examines their capacity to differentiate learners across proficiency levels. Analyzing oral performances of 90 test takers in the TEM8-Oral (test for English majors band eight oral test), results revealed that phraseological complexity exhibited stronger explanatory power for oral performance compared to lexical and syntactic complexity, with <i>advmod_RTTR</i> (‘adverb + adjective/adverb/verb’ Root Type-Token Ratio) emerging as the most potent predictor. Significant differences were observed in <i>amod_RTTR </i>(‘adjective + noun’ Root Type-Token Ratio), <i>dobj_RTTR </i>(‘verb + direct object’ Root Type-Token Ratio), and <i>advmod_RTTR</i> across proficiency levels. Notably, <i>dobj_RTTR</i> and <i>advmod_RTTR</i> uniquely distinguished between all adjacent levels, while other features differentiated only specific levels or showed no clear trends. This study expands on the research on the relationship between phraseological complexity and L2 speaking ability in a Chinese context and provides implications for oral English teaching and refinement of rating for English speaking assessment.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"810-823"},"PeriodicalIF":1.5,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892981","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

Effectiveness of Chatbots in Improving Language Learning: A Meta-Analysis of Comparative Studies 聊天机器人在提高语言学习中的有效性：比较研究的元分析

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-28 DOI: 10.1111/ijal.12668

Boning Lyu, Chun Lai, Jianing Guo

{"title":"Effectiveness of Chatbots in Improving Language Learning: A Meta-Analysis of Comparative Studies","authors":"Boning Lyu, Chun Lai, Jianing Guo","doi":"10.1111/ijal.12668","DOIUrl":"https://doi.org/10.1111/ijal.12668","url":null,"abstract":"<p>The development of artificial intelligence has presented new opportunities and challenges for language education. Using artificial intelligence techniques such as automatic speech recognition and generative artificial intelligence, conversational chatbots have been integrated into language learning and teaching. However, findings of the impact of chatbots on second and/or foreign language learning (L2) are mixed. Therefore, this research conducted a meta-analysis to synthesize the existing research. Thirty-one studies with 41 effect sizes were included in this meta-analysis. It was found that chatbots have a medium effect on L2 learning (<i>g</i> = 0.608, <i>Z</i> = 6.77, <i>p</i> < 0.001). Moderating analysis further showed that the effects were moderated by the mobility of access to chatbot, modality of the chatbot, whether or not generative AI technology was involved, and the nature of comparison groups in the research design. The findings suggest that chatbots in general have positive effects on L2 learning. The results suggest that to enhance the advantages of chatbots, their accessibility, modality and adaptability need to be considered. Furthermore, a more refined perspective is needed when discussing the benefits of the use of chatbots in language learning process.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"834-851"},"PeriodicalIF":1.5,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12668","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892982","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

Profiles of the Future L2 Selves in Foreign Language Learning: Associations With Emotions, Willingness to Communicate, and Personality Traits 未来二语自我在外语学习中的概况：与情绪、沟通意愿和人格特质的关系

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-26 DOI: 10.1111/ijal.12663

Cong Zhang, Yiwen Meng, Yonggang Su

{"title":"Profiles of the Future L2 Selves in Foreign Language Learning: Associations With Emotions, Willingness to Communicate, and Personality Traits","authors":"Cong Zhang, Yiwen Meng, Yonggang Su","doi":"10.1111/ijal.12663","DOIUrl":"https://doi.org/10.1111/ijal.12663","url":null,"abstract":"<div>\u0000 \u0000 <p>The future second language (L2) selves in the L2 motivational self-system have been widely acknowledged as significant predictors of successful foreign language learning. Given the limitations of variable-centered approaches prevailing in previous studies, the present study employed latent profile analysis, a classic person-center approach, to identify distinct profiles of the future L2 selves, and the associations between profiles and emotions, willingness to communicate, and personality traits. Latent profile analysis based on data gathered from 840 Chinese postgraduates identified four profiles of the future L2 selves. They were named “low ought-to L2 self and ideal L2 self”, “moderate-low ought-to L2 self and ideal L2 self”, “moderate ought-to L2 self and ideal L2 self”, and “high ought-to L2 self and ideal L2 self”. The analysis of variance (ANOVA) suggested that the four profiles differed in their foreign language enjoyment, foreign language anxiety, willingness to communicate, and Big Five personality traits except for neuroticism. This study offers valuable insights into differences in L2 future selves among Chinese English as a foreign language (EFL) postgraduates, emphasizing the need for individualized instructional approaches by teachers and teacher educators.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"796-809"},"PeriodicalIF":1.5,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143893005","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

Multi-Formed Power and Coordinated Responses in Academic Supervision 学术监督的多元权力与协同应对

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-25 DOI: 10.1111/ijal.12660

Yan (Olivia) Zhang

{"title":"Multi-Formed Power and Coordinated Responses in Academic Supervision","authors":"Yan (Olivia) Zhang","doi":"10.1111/ijal.12660","DOIUrl":"https://doi.org/10.1111/ijal.12660","url":null,"abstract":"<div>\u0000 \u0000 <p>Supervisory dialogues are a local, power-infused activity that discursively engages students to articulate their views and to reconcile these views with supervisors’ advice. While existing research has well informed us of different ways to solicit and respond to supervisory advice, it remains unclear how different forms of power are exercised to negotiate advice and other complex issues of research writing. Through observations, interviews and discourse analysis, this study examines how supervisors and students coordinate their responses to exercise multi-formed power in supervision meetings. Findings reveal <i>gatekeeping</i>, <i>interactional</i>, <i>responsive</i> and <i>explorative</i> power as crucial resources both parties utilize to legitimate authority, shape epistemic asymmetries and construct shared understandings in the supervision. These resources assist supervisors to reinforce the expected knowledge-making and balance their regulation with students’ autonomy and their self-direction. This process regulates students’ thinking, positioning and (re)orientations to supervisory advice.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"782-795"},"PeriodicalIF":1.5,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143893003","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

Emotions at the Heart of Tensions: A Transcendental Phenomenology of Iranian EFL Teachers’ Intra- and Interpersonal Emotional Tensions and Regulation Strategies 紧张的核心情绪：伊朗英语教师内部和人际情绪紧张的先验现象学及其调节策略

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-24 DOI: 10.1111/ijal.12655

Haniye Seyri, Farhad Ghiasvand

{"title":"Emotions at the Heart of Tensions: A Transcendental Phenomenology of Iranian EFL Teachers’ Intra- and Interpersonal Emotional Tensions and Regulation Strategies","authors":"Haniye Seyri, Farhad Ghiasvand","doi":"10.1111/ijal.12655","DOIUrl":"https://doi.org/10.1111/ijal.12655","url":null,"abstract":"<div>\u0000 \u0000 <p>Teachers constantly face tensions from different sources in L2 education. However, there is a yawning gap of knowledge on L2 teachers’ intrapersonal and interpersonal emotional tensions and associated regulatory strategies in English as a foreign language (EFL) setting. To fill this gap, the current investigation took a phenomenological approach to unveil the perceptions and experiences of a cohort of 20 Iranian EFL teachers concerning intra- and interpersonal emotional tensions and their regulation strategies employed to manage such tensions. A semi-structured interview and an autobiographical narrative were utilized to glean the data. The results obtained by MAXQDA software (v.2020) divulged a range of emotional tensions at both intrapersonal and interpersonal levels. At the intrapersonal level, the participants purported to experience burnout, anxiety, self-doubt, pressure, and frustration. Concerning interpersonal emotional tensions, they frequently stated that they grappled with collaboration problems with colleagues, stakeholders’ high expectations, and strict institutional rules and relations. To manage such tensions, the participants had used different preventive and responsive emotion regulation strategies with preventive ones being more common. The findings are discussed in detail and some conclusions and implications are enumerated for EFL teachers and teacher educators regarding emotionality and L2 education.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"768-781"},"PeriodicalIF":1.5,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892908","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

Inventing a Language Online: The Practice of Edutainment in English Teaching Instagram Posts 在线发明一门语言：寓教于乐的英语教学实践

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-24 DOI: 10.1111/ijal.12645

Naseh Shahri, Mojtaba Soleimani Karizmeh

{"title":"Inventing a Language Online: The Practice of Edutainment in English Teaching Instagram Posts","authors":"Naseh Shahri, Mojtaba Soleimani Karizmeh","doi":"10.1111/ijal.12645","DOIUrl":"https://doi.org/10.1111/ijal.12645","url":null,"abstract":"<div>\u0000 \u0000 <p>As the use of English in digital spaces continues to grow, there is an increasing amount of research focused on how it is adapted to local contexts. Proceeding from the argument that we need to go beyond studying English in isolation to investigate how it gets localized in digital settings, the purpose of the study is to investigate Instagram English teaching posts intended for an Iranian audience. To this end, we collect and analyze a dataset of Instagram posts aimed at teaching English. The research questions center on the resources which come together in these posts. Theoretically, the analysis draws on language assemblages. The findings show that English is entangled with a range of other resources and these Instagram posts emerge as engaging in edutainment, a material activity involving three interlined semiotic processes. While these processes do involve drawing from the users' L1s, they are more complex, involving a more varied set of resources than language. The social practice of edutainment comes to the fore as central, and forms are enlisted to serve this practice.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"756-767"},"PeriodicalIF":1.5,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892909","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

Unveiling the Influence of Emotion Regulation on Job Satisfaction, Job Effectiveness, and Psychological Well-Being in Iranian University EFL Teachers: A SEM Analysis 伊朗大学英语教师情绪调节对工作满意度、工作效能和心理健康的影响：SEM分析

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-22 DOI: 10.1111/ijal.12654

Gi-Zen Liu, Ehsan Namaziandost, Afsheen Rezai, Tahereh Heydarnejad

{"title":"Unveiling the Influence of Emotion Regulation on Job Satisfaction, Job Effectiveness, and Psychological Well-Being in Iranian University EFL Teachers: A SEM Analysis","authors":"Gi-Zen Liu, Ehsan Namaziandost, Afsheen Rezai, Tahereh Heydarnejad","doi":"10.1111/ijal.12654","DOIUrl":"https://doi.org/10.1111/ijal.12654","url":null,"abstract":"<p>تنظیم هیجان نقش مهمی در شکل‌دهی کارآمدی حرفه‌ای معلمان انگلیسی به عنوان زبان خارجی (EFL) در آموزش عالی ایفا می‌کند. با وجود این، بررسی چگونگی تلاقی تنظیم هیجان با رضایت شغلی، اثربخشی شغلی و سلامت روانشناختی در معلمان زبان انگلیسی دانشگاهی در ایران تا حد زیادی تحت بررسی است. با پرداختن به این شکاف، پژوهش حاضر این چهار مفهوم (یعنی تنظیم هیجان، رضایت شغلی، اثربخشی شغلی و سلامت روان‌شناختی) را در چارچوب آموزش عالی ایران ادغام می‌کند. نمونه ای متشکل از 418 معلم دانشگاه با تکمیل چهار ابزار معتبر: پرسشنامه تنظیم احساسات معلم زبان، مقیاس رضایت شغلی، مقیاس اثربخشی معلم و مقیاس سلامت روانشناختی در کار در این مطالعه شرکت کردند. نتایج مدل‌سازی معادلات ساختاری (SEM) و تحلیل عاملی تأییدی (CFA) از طریق SMART PLS3 همبستگی معنی‌داری را بین تنظیم هیجان و رضایت شغلی، اثربخشی شغلی و سلامت روان‌شناختی در معلمان زبان انگلیسی نشان داد. این یافته ها اهمیت مهارت های تنظیم هیجان قوی را برای بهبود سلامت و عملکرد شغلی معلمان زبان انگلیسی در آموزش عالی نشان می دهد.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"729-744"},"PeriodicalIF":1.5,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892843","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

Examining the Effects of the L2 Learning Experience on the Ideal L2 Self and Ought-to L2 Self in a Japanese University Context 日本大学背景下二语学习经验对理想二语自我和应该二语自我的影响研究

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-22 DOI: 10.1111/ijal.12659

Jerry Huang, Atsushi Mizumoto, Benjamin Bailey

{"title":"Examining the Effects of the L2 Learning Experience on the Ideal L2 Self and Ought-to L2 Self in a Japanese University Context","authors":"Jerry Huang, Atsushi Mizumoto, Benjamin Bailey","doi":"10.1111/ijal.12659","DOIUrl":"https://doi.org/10.1111/ijal.12659","url":null,"abstract":"<div>\u0000 \u0000 <p>Dörnyei's L2 motivational self-system (L2MSS) is a dominant theory within the field of language motivation research. In this study, we explore the interrelationship between the three central components of L2MSS, with a particular focus on the often-overlooked L2 learning experience (L2LE). While previous research has primarily examined the Ideal L2 Self and Ought-to L2 Self in relation to various factors, this paper explores the impact of the L2LE on these two motivational constructs. We collected and analyzed data from 238 surveys administered online to Japanese university students using structural equation modeling. The results indicate that the L2LE has a causal pathway toward both the Ideal L2 Self and Ought-to L2 Self, characterized by a moderate to strong degree of influence. Furthermore, there exists a moderate to strong causal relationship between the Ideal L2 Self and the Ought-to L2 Self. The results of this study should have clear implications for educators and researchers, as it shows the importance of the L2LE and should encourage further research into this still underexplored construct.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"745-755"},"PeriodicalIF":1.5,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892844","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