Relc Journal最新文献_第10页

Sustaining Inclusive, Equitable, and Accessible Language Education in a COVID-19 Endemic World 在COVID-19流行的世界中维持包容、公平和无障碍的语言教育

IF 3 2区文学

Relc Journal Pub Date : 2023-02-15 DOI: 10.1177/00336882231157495

Joel C Meniado

{"title":"Sustaining Inclusive, Equitable, and Accessible Language Education in a COVID-19 Endemic World","authors":"Joel C Meniado","doi":"10.1177/00336882231157495","DOIUrl":"https://doi.org/10.1177/00336882231157495","url":null,"abstract":"In the last three years, major disruptions have affected our lives and to a certain extent influenced our perspectives and practices on diversity, equity, inclusion, and accessibility (DEIA) in language education. I remember it was this time in 2020 when most countries worldwide started closing their borders and schools began shutting their doors to contain the spread of the COVID-19 virus. It was also at this time in the same year when schools started adopting fully remote/online modes of teaching and assessment, where teachers had to transform their face-to-face lessons and assessments into various delivery modes (e.g., printed modules, radio/TV programs, SMS, online, etc.). At that time we could hear different stories of struggles – the struggles of teachers in designing, developing, and facilitating remote/online instruction and assessment using various technological tools, struggles of students in learning from home due to limited technology access and inconducive home learning environments, and struggles of parents in managing and supporting their children in their home-based learning. Then, last year, international conflicts occurred in some parts of the world, leading to major humanitarian catastrophes and economic disruptions. As a result, access to necessities and services, including language education, became less accessible to many, especially the economically disadvantaged. As we have witnessed in the last three years, the COVID-19 pandemic has caused massive learning loss despite the widespread adoption of remote/online instruction (UNESCO, The World Bank, and UNICEF, 2021). It has widened the inequality of learning opportunities, placed vulnerable minorities at a great disadvantage, and heightened socio-emotional and mental health issues among learners (World Bank, 2020). Similarly, international conflicts and economic disruption worldwide have also curtailed equal opportunities to access quality (language) education. In some places, language learners and teachers have lost their purpose and direction. Some learners have left schools","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75269159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 1

Exploratory Practice as a Professional Development Strategy for English-Language Teachers in Indonesia 探索性实践:印尼英语教师的专业发展策略

IF 3 2区文学

Relc Journal Pub Date : 2023-02-08 DOI: 10.1177/00336882231152944

J. Ramdani, S. Baker, X. Gao

{"title":"Exploratory Practice as a Professional Development Strategy for English-Language Teachers in Indonesia","authors":"J. Ramdani, S. Baker, X. Gao","doi":"10.1177/00336882231152944","DOIUrl":"https://doi.org/10.1177/00336882231152944","url":null,"abstract":"The COVID-19 pandemic forced university-based language teachers to rely on technology for teaching. While the challenges of the rushed move to online teaching have been well documented, less is known about how teachers adapted to online teaching through professional development. This article focuses on the experiences of four English-language teachers in Indonesian higher education, who took part in an exploratory practice study for the integration of technology-enhanced pedagogical practices in teaching. In this article, we explore the pedagogical puzzles they explored with their students, the challenges faced by the teachers and the gains achieved by undertaking exploratory practice for integrating technology into language teaching in 2021. Drawing on data gathered through semi-structured interviews and focus group discussions, we identified that the application of exploratory practice principles enabled the participant teachers to tackle a variety of pedagogical puzzles related to online teaching and professional development. We also found that they overcame a variety of challenges and used potentially exploitable pedagogic activities to better understand students and their learning needs, which encouraged them to recognize students as partners in teaching. Further investments of resources and support are necessary to ensure that language teachers fully benefit from exploratory practice in terms of professional development during and beyond the pandemic.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77301583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 2

A Systematic Review of Technology Reviews in Language Teaching and Learning Journals 语言教学期刊技术评论的系统回顾

IF 3 2区文学

Relc Journal Pub Date : 2023-02-01 DOI: 10.1177/00336882221150810

B. Moorhouse, Lucas Kohnke, Yuwei Wan

{"title":"A Systematic Review of Technology Reviews in Language Teaching and Learning Journals","authors":"B. Moorhouse, Lucas Kohnke, Yuwei Wan","doi":"10.1177/00336882221150810","DOIUrl":"https://doi.org/10.1177/00336882221150810","url":null,"abstract":"Technology reviews are a specific article genre published in several language teaching and learning journals. Their emergence is likely due to the proliferation of technology that facilitates and supports language acquisition. These reviews aim to increase teachers’ and learners’ awareness of the forms of technology available and succinctly describe their benefits and limitations for language teaching and learning. As education enters a new digital age, accelerated by the COVID-19 pandemic, it is essential to determine which forms of technology support teachers’ professional learning and how they can be utilized. This article presents a systematic review of technology reviews published between 2017 and 2022 in five Q1 SCOPUS-indexed language teaching and learning journals: RELC Journal, TESOL Journal, CALICO Journal, Language Learning and Technology and Teaching English as a Second Language Electronic Journal (TESL-EJ). These five journals were the only Q1 language teaching and learning journals we identified that publish technology reviews. All 73 technology reviews published in the 5-year period in the 5 journals were reviewed. Using professional digital competence as a framework, we explore what the articles reveal about how technology is used, as well as the knowledge gaps that remain. We examine the types and features of the technology described in the reviews, the language skills and educational levels of the learners, and the pedagogical implications of technology use. We found that the technology reviews mainly introduced the technological features and functions of the reviewed technologies with less emphasis placed on their pedagogical utilities and social aspects of their use for language teaching. The article concludes with recommendations for authors and journal editors regarding the content that should be included in a technology review to ensure that it is helpful to the profession. We also offer advice to practitioners on how to benefit from technology reviews.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76671895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 1

Student Engagement with Written Feedback: Critical Issues and Way Forward 学生参与书面反馈:关键问题和前进方向

IF 3 2区文学

Relc Journal Pub Date : 2023-01-17 DOI: 10.1177/00336882221150811

Zhicheng Mao, Icy Lee

{"title":"Student Engagement with Written Feedback: Critical Issues and Way Forward","authors":"Zhicheng Mao, Icy Lee","doi":"10.1177/00336882221150811","DOIUrl":"https://doi.org/10.1177/00336882221150811","url":null,"abstract":"Although a surfeit of research has investigated the technicality and efficacy of feedback, much less attention has been directed towards student engagement with written feedback. In second-language writing scholarship, student engagement is considered the linchpin that connects feedback provision with learning outcomes and is crucial for feedback to be effective. This article aims to provide a critical review of empirical research on student engagement with written feedback on second-language writing, as well as suggestions for future studies and classroom practice. Utilizing systematic and explicit methods to identify, select and critically appraise relevant research, the article provides a synthesis of research findings concerning: (a) the ways second-language students engage with written feedback; (b) factors that influence student engagement with written feedback; and (c) impact of pedagogical activities on student engagement with written feedback. Based on the reviewed evidence, this study also outlines several areas for future research and provides pedagogical recommendations for second-language teachers. By synthesizing empirical findings on student engagement with written feedback and distilling their implications, the article advances existing knowledge on this under-researched yet important topic and suggests implications that could inform new avenues of research and pedagogical practice.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86286858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 4

Willingness to Listen in English: Voices from Preservice English Teachers in Turkish Higher Education 愿意用英语倾听:来自土耳其高等教育职前英语教师的声音

IF 3 2区文学

Relc Journal Pub Date : 2023-01-02 DOI: 10.1177/00336882221143199

Ali Karakaş, Yusop Boonsuk

{"title":"Willingness to Listen in English: Voices from Preservice English Teachers in Turkish Higher Education","authors":"Ali Karakaş, Yusop Boonsuk","doi":"10.1177/00336882221143199","DOIUrl":"https://doi.org/10.1177/00336882221143199","url":null,"abstract":"Willingness to communicate (WTC) in a target language is considered a critical variable impacting engagement when students learn the language. Notwithstanding the research conducted on WTC of students, fewer attempts have been made to investigate their willingness to listen (WTL), especially WTL augmentation. To address this gap, this research explored the impact of a long-term listening course on preservice teachers’ WTL in English and identifies underlying factors influencing their WTL. To this end, a mixed-methods research design consisting of pretest, post-test and interviews was adopted. Quantitative data were collected from 45 students with a 19-item WTL scale and qualitatively from 10 students through semi-structured interviews. Quantitative data were subjected to descriptive (means and standard deviations) and inferential (Mann–Whitney U-test and Wilcoxon signed-rank test) statistics, while qualitative data were analysed through qualitative content analysis. Results indicated that the long-term listening course was inadequate to improve preservice teachers’ WTL significantly and pointed to various individual, speaker, listener and skill variables that influenced participants’ existing and increasing levels of WTL in English. These results are beneficial to English practitioners when designing practical activities and courses to enhance English listening skills, especially when communicating with interlocutors from diverse linguacultural backgrounds amid today's English diversity.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87186039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Corrigendum to The Roles of Second-Language Proficiency Level and Working Memory on Vocabulary Learning from Word-Focused Exercises 第二语言能力水平和工作记忆在单词练习词汇学习中的作用的勘误表

2区文学

Relc Journal Pub Date : 2023-01-02 DOI: 10.1177/00336882221149421

引用次数: 0

English-as-a-Foreign-Language Teachers’ Beliefs and Coursebook Adaptation Practices: A Latent Profile Analysis 英语作为外语教师的信念与教材适应实践:一个潜在特征分析

IF 3 2区文学

Relc Journal Pub Date : 2022-12-25 DOI: 10.1177/00336882221143184

H. Zhang, W. Liu, Huiqin Li

引用次数: 0

Exploring a Collaborative Approach to Peer Feedback in EFL Writing: How Do Students Participate? 探索英语写作同伴反馈的合作方式:学生如何参与?

IF 3 2区文学

Relc Journal Pub Date : 2022-12-23 DOI: 10.1177/00336882221143192

Kaiyang Guo, Xinyu Chen, Shen Qiao

{"title":"Exploring a Collaborative Approach to Peer Feedback in EFL Writing: How Do Students Participate?","authors":"Kaiyang Guo, Xinyu Chen, Shen Qiao","doi":"10.1177/00336882221143192","DOIUrl":"https://doi.org/10.1177/00336882221143192","url":null,"abstract":"Although prior studies have suggested the benefits of a collaborative approach to providing peer feedback in EFL writing, little is known about how students engage in collaborative peer feedback (CPF) activities. This paper reports on a case study involving five Chinese EFL students who collaboratively provided feedback on five argumentative essays written by their peers. We examined the CPF results generated by the students and found that they paid more attention to content-related issues and that negative feedback was more frequent than positive feedback. We also investigated the steps that the students took during CPF and the collaboration skills that they adopted. This revealed a four-step CPF procedure that included initiation, planning, deliberation and summarisation. Furthermore, our analysis showed that the students effectively used six of the nine social process skills in the framework of Hesse et al.: action, interaction, task completion, adaptive responsiveness, negotiation and responsibility initiative. However, the other three skills, namely audience awareness, self-evaluation and transactive memory, were not sufficiently applied. We suggest that EFL teachers integrate CPF into writing classrooms to enhance students’ peer feedback performance. To enable successful CPF, teachers should help develop their students’ collaboration skills.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83378241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 1

Teaching Active Listening and Viewing in the Language Classroom: Subtitling through VisualSubSync 在语言课堂中积极的听和看教学:通过VisualSubSync进行字幕

IF 3 2区文学

Relc Journal Pub Date : 2022-12-18 DOI: 10.1177/00336882221143188

Juxiang Wen, Lan Yi

引用次数: 0

Editorial: What is at the Heart of Teaching and Learning in a Post-pandemic Recovery World? 社论:在大流行后的复苏世界中，教学的核心是什么?

IF 3 2区文学

Relc Journal Pub Date : 2022-12-01 DOI: 10.1177/00336882221137944

M. Yeo

{"title":"Editorial: What is at the Heart of Teaching and Learning in a Post-pandemic Recovery World?","authors":"M. Yeo","doi":"10.1177/00336882221137944","DOIUrl":"https://doi.org/10.1177/00336882221137944","url":null,"abstract":"At this time last year, just as we were transitioning from a COVID-19 pandemic to a COVID-19 endemic world, I was writing the editorial for the December 2021 issue of the RELC Journal. I celebrated the agility, resilience, and professionalism of teachers around the region who did their best to provide learning opportunities during periods of lockdown. I also raised concerns about learning loss and the increasing digital divide, as well as the blurring of boundaries between teachers’ personal and professional lives. Thankfully, most countries have now entered a post-pandemic recovery phase with the resumption of face-to-face teaching or at least some form of hybrid teaching. Not surprisingly, the digital transformation that occurred over the past two years has continued. As many institutions and teachers witnessed first-hand the power of technology in engaging learners and providing useful data to inform teaching improvement, we are keen to continue to use tools and technologies. As language teachers, teacher educators, and researchers, we may be wondering and worrying about this emphasis on technology, asking basic questions such as Can my school afford new technology? How can I find out about the latest tools? How do I choose from the multitude of tools? How do I learn to use these tools effectively? We may even be asking important pedagogical questions: How can I use this tool to improve teaching and learning? How will I know if the technology I use has made a difference to my students? We can take heart by remembering that it is less about technology and more about the learners and their learning. At the recent BETTS Asia 2022 Conference in Bangkok, Thailand, this was the overwhelming message – that humans, not technology – must be at the heart of teaching and learning. At the end of the day, language teaching and language teacher education are not about technology or how it is used. It is about","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81658171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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