International Journal of Applied Linguistics最新文献_第8页

The Impacts of Guided and Unguided Mobile-Mediated Concept Mapping on EFL Learners’ Vocabulary Learning and Strategy Awareness 有引导和无引导的移动媒介概念映射对英语学习者词汇学习和策略意识的影响

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-21 DOI: 10.1111/ijal.12651

Ardalan Kaveh

{"title":"The Impacts of Guided and Unguided Mobile-Mediated Concept Mapping on EFL Learners’ Vocabulary Learning and Strategy Awareness","authors":"Ardalan Kaveh","doi":"10.1111/ijal.12651","DOIUrl":"https://doi.org/10.1111/ijal.12651","url":null,"abstract":"<div>\u0000 \u0000 <p>Although several studies have provided positive evidence concerning the impacts of technology-mediated language learning on learners’ vocabulary acquisition, few studies have investigated concept mapping in this field. This study intended to examine the impacts of guided and unguided mobile-mediated concept mapping on learners’ vocabulary acquisition outside of English as a foreign language (EFL) classrooms. Moreover, the vocabulary acquisition strategies of students were examined. Sixty EFL learners in three intact classes were assigned to guided and unguided mobile-mediated concept mapping conditions as well as one control group. The participants in the guided mobile-mediated concept mapping group were provided with fill-in-blank concept mapping of words, and they were asked to fill in the nodes through their smartphones. The participants of the unguided mobile-mediated concept mapping group were asked to draw concept maps of words via their mobile phones without receiving fill-in-blank concept mapping. The control group's participants were required to understand and memorize the words given to the experimental conditions conventionally, and they did not receive mobile-mediated concept maps. Analyses of the learners’ post- and also delayed posttests indicated that both guided and unguided mobile-mediated concept mapping were equally beneficial for increasing EFL learners’ vocabulary learning. Moreover, findings revealed that guided and unguided mobile-mediated concept mapping promoted learners’ vocabulary learning strategy awareness outside of EFL settings.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"705-718"},"PeriodicalIF":1.5,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892756","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

Error Pattern of English Rising Diphthongs of Chinese EFL Learners: A Syllable-Coda Context Perspective 中国英语学习者英语上升双元音的错误模式：一个音节-词尾语境视角

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-21 DOI: 10.1111/ijal.12656

PAN Pan, WU Xiaojing, WANG Jiaying

{"title":"Error Pattern of English Rising Diphthongs of Chinese EFL Learners: A Syllable-Coda Context Perspective","authors":"PAN Pan, WU Xiaojing, WANG Jiaying","doi":"10.1111/ijal.12656","DOIUrl":"https://doi.org/10.1111/ijal.12656","url":null,"abstract":"<p>Chinese learners of English as a foreign language (EFL) frequently experience difficulties in articulating English rising diphthongs, thereby hindering their speech efficacy in communication. This research employed an empirical approach to examine the accuracy rate exhibited by Chinese EFL learners while producing five English rising diphthongs (/eɪ/, /aɪ/, /aʊ/, /əʊ/, /ɔɪ/) and the impact of syllable-coda contexts. Pronunciation samples by 111 Chinese EFL learners were assessed by three raters and results were statistically analyzed. Our results indicated that the accuracy of these rising diphthongs produced by Chinese EFL learners was significantly influenced by syllable-coda contexts, but not by the diphthong type itself, and more interestingly that (1) diphthongs in the CVm'n context were the most challenging and (2) a lower accuracy in producing rising diphthongs in CVm/n context was consistent across different dialectal regions in China. These findings suggested that the accuracy of English rising diphthongs produced by Chinese EFL learners varies across different syllable-coda contexts, providing valuable insights for teaching pronunciation.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"719-728"},"PeriodicalIF":1.5,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892757","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 English as a Foreign Language Learners’ Adoption and Utilisation of ChatGPT for Speaking Practice Through an Extended Technology Acceptance Model 通过扩展的技术接受模型探讨作为外语的英语学习者在口语练习中对ChatGPT的采用和利用

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-20 DOI: 10.1111/ijal.12658

Bin Zou, Chenghao Wang, Yiwen Yan, Xiaoman Du, Yuan Ji

{"title":"Exploring English as a Foreign Language Learners’ Adoption and Utilisation of ChatGPT for Speaking Practice Through an Extended Technology Acceptance Model","authors":"Bin Zou, Chenghao Wang, Yiwen Yan, Xiaoman Du, Yuan Ji","doi":"10.1111/ijal.12658","DOIUrl":"https://doi.org/10.1111/ijal.12658","url":null,"abstract":"<div>\u0000 \u0000 <p>ChatGPT has garnered significant interest for its potential educational benefits, particularly in aiding English as a foreign language (EFL) learners to develop language skills. This study aims to explore how various internal and external factors, as outlined in the proposed extended technology acceptance model (TAM), influence EFL learners’ acceptance and use of ChatGPT to enhance their oral English. Drawing on the extended TAM questionnaires from 212 Chinese EFL learners and semi-structured interviews with 12 participants, the research underscores that a positive attitude toward ChatGPT significantly influences learners’ intention to adopt ChatGPT for English-speaking practice. Moreover, facilitating conditions significantly predict the perceived ease of use. The qualitative results shed light on ChatGPT's effectiveness and convenience in developing English-speaking skills, its potential to simulate IELTS exams and situational dialogues, and identifying certain scenario-specific limitations.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"689-704"},"PeriodicalIF":1.5,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892744","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

Local Grammar Approach to Critical Discourse Analysis: A Case Study on the Discursive Representation of Climate Change in the UN News 批评语篇分析的局部语法方法——以联合国新闻中气候变化语篇表征为例

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-19 DOI: 10.1111/ijal.12652

Jun Ye, Changpeng Huan, Hang Su

引用次数: 0

The Relative Importance of Growth Teaching Mindset, Emotions, and Self-Efficacy in Teachers’ Grit 成长型教学心态、情绪和自我效能感对教师毅力的相对重要性

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-13 DOI: 10.1111/ijal.12641

S. Yahya Hejazi, Majid Sadoughi, Jess Alfonso D. Datu

{"title":"The Relative Importance of Growth Teaching Mindset, Emotions, and Self-Efficacy in Teachers’ Grit","authors":"S. Yahya Hejazi, Majid Sadoughi, Jess Alfonso D. Datu","doi":"10.1111/ijal.12641","DOIUrl":"https://doi.org/10.1111/ijal.12641","url":null,"abstract":"<div>\u0000 \u0000 <p>Considering the demanding and challenging nature of the teaching profession in general and foreign/second language (L2) teaching contexts in particular, there is a need to examine protective psychological resources such as grit—conceptualized as the inclination to show consistent interest and perseverance in times of setbacks and failures—among L2 teachers. Given the recently emerging status of the L2 research on grit and the multitude of factors that might potentially affect teachers’ grit, this study examined the roles of growth teaching mindset, positive and negative emotions (enjoyment, anxiety, and anger), and self-efficacy in L2 teachers’ grit. The participants were 215 Iranian teachers who were recruited via convenience sampling and responded to four questionnaires: Sudina et al.’s L2 Teacher Grit Scale, Frenzel et al.’s Teacher Emotions Scale, Nalipay et al.’s Growth Teaching Mindset Scale, and the short version of Tschannen-Moran and Hoy's Teacher Self-Efficacy Scale. The results indicated that all three factors significantly contributed to the teachers’ grit. Moreover, based on the results of relative weight analysis (RWA), the relative weights of enjoyment, followed by self-efficacy and growth teaching mindset, were significantly higher in predicting teachers’ grit while anxiety and anger had the lowest relative weight. Implications for promoting teachers’ enjoyment, self-efficacy, and growth teaching mindset as well as suggestions for future studies are presented.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"629-642"},"PeriodicalIF":1.5,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892865","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

Critical Thinking and Engagement in Foreign Language Learning: Mediation of Enjoyment, Anxiety, and Boredom and Moderation of Achievement Level 批判性思维与外语学习投入：快乐、焦虑、无聊的中介作用及成就水平的调节作用

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-13 DOI: 10.1111/ijal.12647

Lihong Ma, Lin Xu

{"title":"Critical Thinking and Engagement in Foreign Language Learning: Mediation of Enjoyment, Anxiety, and Boredom and Moderation of Achievement Level","authors":"Lihong Ma, Lin Xu","doi":"10.1111/ijal.12647","DOIUrl":"https://doi.org/10.1111/ijal.12647","url":null,"abstract":"<div>\u0000 \u0000 <p>Drawing from rational emotive behavior therapy (REBT), this research explored the predictive power of critical thinking (CT) disposition on foreign language (FL) engagement. Additionally, it examined whether emotions mediate this relationship and how achievement levels moderate these mediation effects. The study involved 3238 Chinese secondary students, with data collected through self-reported scales measuring CT disposition, enjoyment, anxiety, boredom, and engagement in FL learning, as well as FL achievement tests. Mediation analysis revealed that CT disposition was significantly and positively associated with FL engagement. Moreover, this relationship was mediated by FL enjoyment, anxiety, and boredom. Additionally, anxiety and boredom notably mediated the relationship between CT disposition and FL engagement, especially among high-achieving students. However, moderated mediation analysis showed that the mediation effect of FL enjoyment did not significantly differ between high-achieving and low-achieving groups. This research holds theoretical, practical, and methodological implications for FL teaching and learning, providing insights into how emotional responses influenced by CT can affect student engagement across different achievement levels.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"643-658"},"PeriodicalIF":1.5,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892866","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

Exploring the Effect of Plain Terminology on Processing and Comprehension of Administrative Texts in Spanish: A Self-Paced Reading Experiment 探究普通术语对西班牙语行政语篇加工和理解的影响：一项自定节奏阅读实验

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-13 DOI: 10.1111/ijal.12650

Sabela Fernández-Silva, Juan Antonio Núñez Cortés

{"title":"Exploring the Effect of Plain Terminology on Processing and Comprehension of Administrative Texts in Spanish: A Self-Paced Reading Experiment","authors":"Sabela Fernández-Silva, Juan Antonio Núñez Cortés","doi":"10.1111/ijal.12650","DOIUrl":"https://doi.org/10.1111/ijal.12650","url":null,"abstract":"<p>Clear communication between government administrations and citizens is a challenge in democratic societies. Public administration texts often contain technical legal terms, essential to convey specialized knowledge with precision but often impenetrable to non-experts. The plain language movement provides guidelines for simplifying legal-administrative texts, recommending avoiding, explaining, or replacing technical terms with more transparent synonyms. This study assesses the effect of plain terminology on the processing and comprehension of administrative texts in Spanish. We conducted a self-paced reading experiment in which participants (<i>N</i> = 117) read texts with legal-administrative terms and their plain synonyms and answered comprehension questions. Results showed that plain terms significantly improved comprehension but did not reduce reading times. Mixed linear regression analysis revealed that other term properties—length, frequency, and comprehensibility—also influenced reading speed and comprehension. These findings suggest that these factors should be considered when proposing clear alternatives to legal terminology.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"659-671"},"PeriodicalIF":1.5,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892867","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

EFL Adolescents' Use of English in the Era of New Digital Media: An Empirical Investigation 新数字媒体时代青少年英语使用的实证研究

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-10 DOI: 10.1111/ijal.12649

Julia Davydova

{"title":"EFL Adolescents' Use of English in the Era of New Digital Media: An Empirical Investigation","authors":"Julia Davydova","doi":"10.1111/ijal.12649","DOIUrl":"https://doi.org/10.1111/ijal.12649","url":null,"abstract":"<div>\u0000 \u0000 <p>The study reported here sets out to investigate to what extent Generation Z EFL speakers employ English in their linguistic practices on digital media platforms and how these compare to the patterns of English use on other social occasions. To that end, 630 adolescents (aged 14 to 18) from five grammar schools were targeted in the Austrian province of Vorarlberg. Results of a 27-item survey pinpoint young individuals’ habitual reliance on English for (i) socializing on Facebook, Twitter, and similar platforms; (ii) consuming content on YouTube and TikTok; and (iii) watching series on various streaming platforms. Simultaneously, English is also revealed as an important linguistic variant underpinning their daily communicative practices, notably interactions with peers. The multiple linear regression analysis pinpoints statistically significant associations between learners’ habits of digital media use and their in-group conversational practices. This is interpreted as a sign indicating the emergence of ESL-like qualities in a traditional EFL setting. It is argued that consuming and engaging with digital media products through English may be affecting the psycholinguistic <i>modus operandus</i> of a noticeable cohort of young EFL speakers, who become increasingly bilingual as a result of those practices. Consequently, it is this adjusted psycholinguistic state (from predominantly monolingual to increasingly bilingual) that motivates the addition of English to the sociolinguistic repertoire of conversational practices.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"617-628"},"PeriodicalIF":1.5,"publicationDate":"2024-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892983","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

Unraveling University EFL Teachers’ Feedback Beliefs in Teaching English Argumentative Writing 大学英语教师在议论文写作教学中的反馈信念探析

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-08 DOI: 10.1111/ijal.12646

Xing Wei, Lawrence Jun Zhang

{"title":"Unraveling University EFL Teachers’ Feedback Beliefs in Teaching English Argumentative Writing","authors":"Xing Wei, Lawrence Jun Zhang","doi":"10.1111/ijal.12646","DOIUrl":"https://doi.org/10.1111/ijal.12646","url":null,"abstract":"<div>\u0000 \u0000 <p>Teachers’ beliefs about feedback can affect both the way they provide feedback and its effectiveness in improving students’ writing proficiency. However, research remains scant on belief–practice relationships. This study attempted to fill the gap by investigating such relationships with a sample of 112 Chinese university EFL teachers in teaching argumentative writing. Data were collected through a writing feedback beliefs and practices questionnaire, an argumentative writing teaching beliefs questionnaire, and semi-structured interviews. The participants were selected using convenience sampling from six universities in Northern China. Quantitative data were analyzed through confirmatory factor analysis, multiple regression, and repeated measures ANOVA to examine the characteristics of these teachers’ writing feedback beliefs and the relationships between the beliefs and relevant practices. Qualitative data from the interviews were analyzed thematically to gain deeper insights into the belief–practice relationships. Results indicated that most teachers believed their feedback was crucial for improving students' argumentative writing, particularly regarding communicative purposes, discourse organization, linguistic expressions, argument construction, and rhetorical techniques. However, a discrepancy was noted between teachers' feedback beliefs and their practices, especially concerning linguistic expressions. These findings highlight the need for targeted support to better align teachers' feedback beliefs with their practices for more effective teaching of EFL writing.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"603-616"},"PeriodicalIF":1.5,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892993","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 Association Between Social Support and L2 Learning Engagement: The Mediating Roles of L2 Resilience and Control 社会支持对二语学习投入的影响：二语弹性和控制的中介作用

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-05 DOI: 10.1111/ijal.12638

Yabing Wang, Na Wang, Fangsong Liu, Xiaoxiao Yu

{"title":"The Association Between Social Support and L2 Learning Engagement: The Mediating Roles of L2 Resilience and Control","authors":"Yabing Wang, Na Wang, Fangsong Liu, Xiaoxiao Yu","doi":"10.1111/ijal.12638","DOIUrl":"https://doi.org/10.1111/ijal.12638","url":null,"abstract":"<div>\u0000 \u0000 <p>With the rise of positive psychology in the field of second/foreign (L2) language acquisition, an increasing number of studies have delved into the factors influencing L2 engagement. While the interplay between environmental and personal factors has been acknowledged, we know little about whether and how different sources of social support influence L2 engagement via personal sources. To fill the gap, the current study recruited 649 Chinese English as a foreign language undergraduates and measured their perceived social support, L2 resilience, control, and engagement. Correlation analyses found that the four variables were positively correlated. Structural equation modeling analysis revealed that out of the three sources of social support, only teacher support had a direct impact on L2 engagement. Additionally, L2 resilience and control co-mediated the path between teacher support and L2 engagement. Further inspection found that L2 resilience mediated the path from teacher support to all four dimensions of L2 engagement. However, L2 control only mediated the path from teacher support to cognitive and emotional engagement. The findings echoed the importance of teacher support in motivating L2 learning behaviors. Theoretical and pedagogical implications are also discussed.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"590-602"},"PeriodicalIF":1.5,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892900","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