International Journal of Applied Linguistics最新文献_第9页

Pre-Service Teachers’ Technology Integration in Pronunciation Instruction: Professional Identity and Value Beliefs 职前教师语音教学中的技术整合：职业认同与价值信念

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-11-04 DOI: 10.1111/ijal.12640

Di Liu, Chun Lai, Rongxin Lin, Tan Jin

{"title":"Pre-Service Teachers’ Technology Integration in Pronunciation Instruction: Professional Identity and Value Beliefs","authors":"Di Liu, Chun Lai, Rongxin Lin, Tan Jin","doi":"10.1111/ijal.12640","DOIUrl":"https://doi.org/10.1111/ijal.12640","url":null,"abstract":"<div>\u0000 \u0000 <p>Technology brings new promises to transform second language teaching and learning. Successful technology integration depends on various factors, such as teachers’ professional identity and value beliefs. While scholars have investigated the influential factors for technology integration in language teaching holistically, studies focusing on specific language skills remain limited. With domain-specific theories and technology applications, pronunciation instruction merits particular attention. In this study, the authors investigated how pre-service teachers’ professional identity and value beliefs shaped their intended use of technology for pronunciation instruction. Five hundred ninety-seven pre-service English as a foreign language (EFL) teachers from China participated in this study. Structural equation modeling analysis identified educator identity orientation, learner-centered orientation, didactic-pedagogical orientation, and utility value beliefs of technology as significant predictors of technology integration for pronunciation instruction. In addition, results showed that utility value beliefs mediated the associations between professional identity and participants’ intended use of technology. These findings highlight the crucial role of professional identity and value beliefs in pre-service teachers’ intended use of technology for language instruction. Findings suggest that teacher educators and teacher training programs may prepare innovative educators by fostering broad identity constructs and enhancing pre-service teachers’ utility value beliefs of technology.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"577-589"},"PeriodicalIF":1.5,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892881","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

Imagined Communities of Chinese International Graduates in Australia and New Zealand 澳大利亚和新西兰的中国留学生想象社区

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-10-28 DOI: 10.1111/ijal.12637

Yijun Yin, Alice Chik, Garry Falloon

{"title":"Imagined Communities of Chinese International Graduates in Australia and New Zealand","authors":"Yijun Yin, Alice Chik, Garry Falloon","doi":"10.1111/ijal.12637","DOIUrl":"https://doi.org/10.1111/ijal.12637","url":null,"abstract":"<div>\u0000 \u0000 <p>The rapid increase in the number of international graduates seeking employment opportunities in host countries has been accompanied by a corresponding growth in related discourse regarding how international students could successfully benefit from post-study work visa schemes and whether or not they are ‘career-ready’ in local job markets. This study focuses on the linguistic capital among international graduates during their study–work transition processes. The qualitative analysis highlights that international graduates encounter various language-related challenges during their transitions. However, their increased investment in English could not be simply interpreted as actions to overcome the language-related challenges that they had encountered but was also for gaining access to their imagined communities, achieving non-linguistic goals and employment outcomes. The study draws implications for understanding how international graduates could be better accommodated and encouraged to participate in the wider communities in their host countries. This is important knowledge, as enhancing employment outcomes is not only a goal for students pursuing international education but also of critical interest to countries seeking to sustain the international education industry.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"566-576"},"PeriodicalIF":1.5,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892935","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

Effects of Task Complexity and L2 Proficiency on Functional Adequacy in L2 Writing 任务复杂性和二语熟练程度对二语写作功能充分性的影响

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-10-27 DOI: 10.1111/ijal.12636

Shaopeng Li, Zehao Wang, Xianru Ge

{"title":"Effects of Task Complexity and L2 Proficiency on Functional Adequacy in L2 Writing","authors":"Shaopeng Li, Zehao Wang, Xianru Ge","doi":"10.1111/ijal.12636","DOIUrl":"https://doi.org/10.1111/ijal.12636","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examined how task complexity and second language (L2) proficiency impact functional adequacy (FA) among Chinese university English learners. Eighty-nine Chinese undergraduate students from two first-year and two third-year classes participated in the study. Each participant completed two timed argumentative writing tasks with varying degrees of task complexity manipulated by altering the number of argument elements and reasoning demands, drawing upon the cognition hypothesis. The task-complexity manipulations were validated by post-task questionnaires and expert judgments. Learners’ productions were assessed by two experts using the FA rating scale. Results showed as task complexity increased, there was a significant decrease in scores across all four dimensions of FA. Additionally, a positive effect of L2 proficiency was observed on scores in two dimensions of FA, that is, comprehensibility and coherence and cohesion. However, this was not the case for content and task requirements. Importantly, the analysis revealed a significant interaction effect between task complexity and L2 proficiency, indicating that the impact of task complexity on FA varied depending on the learners’ proficiency levels. Specifically, higher proficiency learners demonstrated greater adaptability to complex tasks compared to their lower proficiency counterparts. These findings highlight the significance of manipulating task complexity and considering learners’ L2 proficiency in teaching L2 writing to enhance learners’ FA performance.</p>\u0000 </div>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"543-554"},"PeriodicalIF":1.5,"publicationDate":"2024-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143893000","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

Language Teacher Agency and Identity in Internationalized Higher Education: An Ecological Perspective 国际化高等教育中的语言教师能动性与身份认同：一个生态学的视角

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-10-27 DOI: 10.1111/ijal.12639

Hyun-Sook Kang

{"title":"Language Teacher Agency and Identity in Internationalized Higher Education: An Ecological Perspective","authors":"Hyun-Sook Kang","doi":"10.1111/ijal.12639","DOIUrl":"https://doi.org/10.1111/ijal.12639","url":null,"abstract":"<p>Substantial literature has focused on language teacher agency and identity in relation to learners in classrooms. Relatively little research exists regarding the nature of language teacher identity shaped by contextual factors brought on by the internationalization of education. To address the gap in the literature, this study explored how student teachers in a TESOL program negotiate their language teacher agency and identity in the ecosystems of an internationalized institution of higher education while contributing to different ESL programs. While pursuing an MA degree in TESOL with a teaching opportunity at an Intensive English program for non-matriculating students or an ESL service program for pathway program students at a US university, seven student teachers participated in semi-structured interviews, which were triangulated with the student teachers’ portfolios of lesson plans and reflection papers. The analysis demonstrated the student teachers’ agentic beliefs, choices, and practices in relation to contextual factors in the nested ecosystems of internationalized higher education, such as international students’ needs in the microsystem, training opportunities in the mesosystem, institutional policy and practice in the exosystem, and broad cultural norms in relation to language education in the macrosystem.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 2","pages":"555-565"},"PeriodicalIF":1.5,"publicationDate":"2024-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12639","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892999","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 is important, but perfect English is not”: The disjuncture between the IELTS and language experiences from the perspectives of international students in Australia “英语很重要，但完美的英语并不重要”：从澳大利亚留学生的角度看雅思考试与语言体验的脱节

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-10-23 DOI: 10.1111/ijal.12633

Xiaofan Liu, M. Obaidul Hamid

{"title":"“English is important, but perfect English is not”: The disjuncture between the IELTS and language experiences from the perspectives of international students in Australia","authors":"Xiaofan Liu, M. Obaidul Hamid","doi":"10.1111/ijal.12633","DOIUrl":"https://doi.org/10.1111/ijal.12633","url":null,"abstract":"<p>This study employs an interpretive argument framework to explore the disjuncture between the International English Language Testing System (IELTS) and real-life language practices, drawing on test-takers' perceptions and lived language experiences in Australia. Semi-structured interviews were conducted with 17 participants from diverse national backgrounds and academic disciplines within Australian higher education. The research aimed to understand their perspectives on the extent to which IELTS scores can be extrapolated to the target language use domain, as well as the factors affecting this generalisation process. The study reveals evidence of “disconnect” between IELTS scores and real-world language use from two key perspectives: the external reality of English as a lingua franca and the internal nature of standardised testing based on “native speaker” English, as perceived by test-takers. The findings reveal complexities associated with integrating English into daily use and communication for test-takers, raising concerns about the role of IELTS as a gatekeeper of university admission in Australia and other Inner Circle countries.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 1","pages":"503-522"},"PeriodicalIF":1.5,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389433","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

Does the attractiveness of K-culture shape the enjoyment of foreign language learners of Korean? 韩国文化的吸引力是否塑造了外语学习者对韩语的享受？

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-10-22 DOI: 10.1111/ijal.12632

Yeji Han, Jean-Marc Dewaele, Jieun Kiaer

{"title":"Does the attractiveness of K-culture shape the enjoyment of foreign language learners of Korean?","authors":"Yeji Han, Jean-Marc Dewaele, Jieun Kiaer","doi":"10.1111/ijal.12632","DOIUrl":"https://doi.org/10.1111/ijal.12632","url":null,"abstract":"<p>Attraction to the target culture can be a reason to study the language, especially in the case of languages other than English (LOTEs). Recently, the number of Korean language learners has surged alongside the growing popularity of Korean pop culture (K-pop). However, it is unknown whether the initial attraction to the culture and the first steps in that direction shape foreign language (FL) emotions in the longer term. To fill this gap, this mixed-methods study examined to what extent the attractiveness of the Korean Culture (K-culture) predicts foreign language enjoyment (FLE) after controlling for other established learner variables (i.e., the length of FL study, FL proficiency, frequency of FL use outside of class, and attitudes toward the teacher and FL) through sequential regression analysis. The quantitative findings are complemented by the open-ended responses to the sources of FLE using the American Council on Teaching of Foreign Languages 3Ps framework (products, practices, and perspectives) through NVivo. A total of 782 university students studying Korean as FL completed an online survey on the attractiveness of K-culture and FLE. The results showed that the attitude toward the teacher and attractiveness of K-culture are the strongest predictors of FLE.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 1","pages":"486-502"},"PeriodicalIF":1.5,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijal.12632","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389453","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

Chinese English-as-a-foreign-language learners’ directed motivational currents for high-stakes English exam preparation 中国英语作为外语学习者备战高考的定向动力流

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-10-14 DOI: 10.1111/ijal.12629

Bin Shen, Ziqian Lin, Weili Xing

{"title":"Chinese English-as-a-foreign-language learners’ directed motivational currents for high-stakes English exam preparation","authors":"Bin Shen, Ziqian Lin, Weili Xing","doi":"10.1111/ijal.12629","DOIUrl":"https://doi.org/10.1111/ijal.12629","url":null,"abstract":"<p>A directed motivational current (DMC) is an intense motivational drive that sustains long-term behavior toward a valued goal. The quantitative study investigated the DMCs of English-as-a-foreign-language learners and their predictive role on learning performance in a high-stakes English exam preparation context. The DMC dimension scale was distributed to Chinese English-as-a-foreign-language learners who experienced the National Postgraduate Entrance Examination, and data from 323 participants were retained for analysis. Independent T-tests, Analysis of Variance (ANOVA), and regression analyses were performed to report findings on DMC levels, and influencing factors and impacts of DMCs. Results suggest a high DMC level during exam preparation, with female learners showing more goal-oriented salient facilitative structure, and clear perception of progress than males, while high-proficiency learners demonstrated greater participant ownership and “perceived behavioral control” than medium- and low-proficiency learners. No differences were found between learners majoring in humanities/social sciences and those studying science, technology, engineering, or mathematics. The five DMC dimensions collectively predicted English performance. Following self-determination theory, the predictive role is explained. Theoretically, DMC components and their impacts on academic outcomes were reconfirmed in the Chinese English-as-a-foreign-language context; practically, educators and students are advised to use the DMC framework to enhance English performance in high-stakes exam preparation.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 1","pages":"436-456"},"PeriodicalIF":1.5,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389160","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

“Doing reviews is an unpaid service”: Why female Chinese novice applied linguistics researchers choose to participate in the peer review process “做评议是无偿服务”：中国应用语言学女性新手为何选择参与同行评议过程

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-10-14 DOI: 10.1111/ijal.12631

Ting Zeng

引用次数: 0

Toward a synergistic framework of investment and motivation: Bridging imagined identities and English learning of Chinese university students 走向投入与动机的协同框架：架起想象身份与中国大学生英语学习的桥梁

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-10-11 DOI: 10.1111/ijal.12630

Hongming Fan, Raqib Chowdhury, Ruth Fielding

{"title":"Toward a synergistic framework of investment and motivation: Bridging imagined identities and English learning of Chinese university students","authors":"Hongming Fan, Raqib Chowdhury, Ruth Fielding","doi":"10.1111/ijal.12630","DOIUrl":"https://doi.org/10.1111/ijal.12630","url":null,"abstract":"<p>Imagined identity, which opens up a variety of future possibilities for language learners, has been theorized from seemingly incompatible psychological and sociological perspectives in applied linguistics. Researchers have thus appealed for a transdisciplinary theoretical combination of these perspectives for a more nuanced understanding of language learning in context. This article makes the case for a synergistic theoretical framework of investment and motivation to theorize the idiosyncratic relationship between individuals’ imagined identity and language learning behavior. Empirical findings from a multiple-case study conducted in Yunnan, in the south-western corner of China, are presented to demonstrate how this framework enables a nuanced analysis of individuals’ language learning. Findings suggest that the interconnectedness of imagined identity, motivation, and investment is informed by both learner agency and contexts. This paper proposes that learners’ development of imagined identities and ways of investing in learning could be individually different, even under similar circumstances, which indicates the need for personalized teaching to improve learning outcomes. This synergistic framework thus provides implications for pedagogical practices and a need for personalized teaching.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 1","pages":"457-471"},"PeriodicalIF":1.5,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389110","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 EFL learners’ need satisfaction, need frustration, and their motivational change in a blended English learning environment 探讨混合式英语学习环境下英语学习者的需求满足、需求挫折及其动机变化

IF 1.5 3区文学

International Journal of Applied Linguistics Pub Date : 2024-10-09 DOI: 10.1111/ijal.12627

Chenxi Du, Yingli Yang

{"title":"Exploring EFL learners’ need satisfaction, need frustration, and their motivational change in a blended English learning environment","authors":"Chenxi Du, Yingli Yang","doi":"10.1111/ijal.12627","DOIUrl":"https://doi.org/10.1111/ijal.12627","url":null,"abstract":"<p>Despite increasing scholarly attention on L2 motivational changes, little is known about learners’ L2 motivational changes in a blended English learning environment and their relationship with need satisfaction and need frustration. Drawing on self-determination theory, this study investigated how a blended English learning environment satisfied and frustrated 15 EFL (English as a Foreign Language) learners’ basic needs and the relationship between basic needs and motivational changes. Data were collected via questionnaire responses, semi-structured interviews, and learning records. Thematic analysis revealed that learners exhibited five profiles of motivational changes, with “remaining autonomously motivated” and “changing from controlled to autonomous motivation” as two major types. In addition, the learners’ need satisfaction and need frustration exerted both independent and joint impacts on motivational changes. The joint effect exhibited variation between learners depending on need categories and need strength. Theoretically, the study extends self-determination theory by adding the need for novelty to the original tripartite taxonomy of basic needs. In addition, the study provides empirical evidence for the debate on the independent and interaction effects regarding the roles of need satisfaction and need frustration. Pedagogical implications are proposed regarding the design of blended English courses.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"35 1","pages":"400-419"},"PeriodicalIF":1.5,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388946","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