Relc Journal最新文献_第3页

Using Call Annie as a Generative Artificial Intelligence Speaking Partner for Language Learners 将 "呼叫安妮 "作为语言学习者的生成式人工智能口语伙伴

IF 3 2区文学

Relc Journal Pub Date : 2024-01-05 DOI: 10.1177/00336882231224813

Yuwei Wan, Benjamin Luke Moorhouse

引用次数: 0

Can Learners Understand Words with Derivational Affixes and Does Presence of Context Make a Difference? 学习者能否理解带有派生词缀的词语，语境是否会产生影响？

IF 3 2区文学

Relc Journal Pub Date : 2023-12-25 DOI: 10.1177/00336882231222034

Joshua Matthews, Brett Milliner, Stuart McLean

{"title":"Can Learners Understand Words with Derivational Affixes and Does Presence of Context Make a Difference?","authors":"Joshua Matthews, Brett Milliner, Stuart McLean","doi":"10.1177/00336882231222034","DOIUrl":"https://doi.org/10.1177/00336882231222034","url":null,"abstract":"Language teachers need to be aware of the factors that influence their students’ comprehension of second language words. This study explores: (a) whether learner knowledge about base words and knowledge about their corresponding derivational forms (DF) is significantly different: and (b) if the presence or absence of context influences the relative difficulty of related DF. A meaning-recall test format was used to measure the knowledge about various forms of five high frequency base words ( accept, help, move, operate and read) among a cohort of 150 tertiary-level Japanese English as a foreign language learners. Two hypotheses are tested: (a) that there would be a strong interdependence between learner knowledge about base words and DF (with single and multiple affixes) from the same word family; and (b) that DF presented in context would be easier for learners than those presented without context. Results suggest that for these target words among this cohort, each hypothesis should be rejected. Specific pedagogical recommendations for the development of knowledge about DF among L2 learners are provided. The discussion addresses the importance of classroom teachers refining the heuristics used to guide pedagogy and that the strategic collection of learner data via formative assessment is crucial to this process.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"3 3","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139158488","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

Teachers’ Collaborative Reflections on Classroom Materials: From Traditional Consumers to Digital Materials Developers and Teacherpreneurs 教师对课堂教材的合作反思：从传统消费者到数字教材开发者和教师企业家

IF 3 2区文学

Relc Journal Pub Date : 2023-12-21 DOI: 10.1177/00336882231222036

Z. Tajeddin, Fatemeh Asadnia

{"title":"Teachers’ Collaborative Reflections on Classroom Materials: From Traditional Consumers to Digital Materials Developers and Teacherpreneurs","authors":"Z. Tajeddin, Fatemeh Asadnia","doi":"10.1177/00336882231222036","DOIUrl":"https://doi.org/10.1177/00336882231222036","url":null,"abstract":"L2 teachers, no longer considered to be predominantly passive coursebook consumers, act as mediators between pedagogy and materials in the current era of technology-assisted language instruction and should be empowered to digitalize language learning materials to meet the immediate needs of the digital generation. In this study, we aimed to investigate L2 teachers’ collaborative reflections on the current gaps in their classroom coursebook that could be bridged by the purposeful use of digital tools and address their attitudes towards their changing roles as digital materials developers. The findings demonstrated that, in their critical reflections, from a pedagogical perspective, the teachers pinpointed the dominance of passive language usage, the absence of personalized strategy-based instruction, and the lack of interactive content in the coursebook. From a task design perspective, they referred to the dominance of edutainment-free tasks, the prevalence of artificial peer tasks, the lack of multimodal scenario-based tasks, and the absence of adaptive feedback. The teachers further highlighted their shifting roles. As digital materials developers, they could create digital content for the “digital natives,” make digital mini-lessons for classrooms, attend project-based training courses, and co-produce digital content and tasks with students’ assistance. As digital teacherpreneurs, they could run private social media-based businesses, join Edu-Tech co-working spaces, and produce digital artifacts in edutainment centers. As digital materials designers, they could collaborate with computer-assisted language learning (CALL) stakeholders and do interdisciplinary projects in virtual communities. This study promises implications for L2 teachers, teacher educators, and materials developers.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"32 4","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138950197","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

Using Online Tools to Help Students Elevate Lexical Range in English-as-a-Foreign-Language Writing 使用在线工具帮助学生提高英语作为外语写作的词汇范围

IF 3 2区文学

Relc Journal Pub Date : 2023-12-10 DOI: 10.1177/00336882231217528

Bao Trang Thi Nguyen

{"title":"Using Online Tools to Help Students Elevate Lexical Range in English-as-a-Foreign-Language Writing","authors":"Bao Trang Thi Nguyen","doi":"10.1177/00336882231217528","DOIUrl":"https://doi.org/10.1177/00336882231217528","url":null,"abstract":"Different automated writing evaluation tools have been applied in English-as-a-foreign-language (EFL)/English-as-a-second-language (ESL) writing instruction to facilitate feedback giving and enhance writing quality. Yet they fail to provide needs-driven focused feedback that takes account of learner differences and that drives learning. In the Vietnamese tertiary context where I taught the EFL writing course for the present innovation, vocabulary was underscored as one of the key dimensions to be assessed in students’ EFL writing performance. However, many students were not certain about what they could practically do to elevate lexical range in their EFL writing. They tended to use overtly easy words or else they repeated words that have been used to a large extent. This classroom innovation responded to these lexical problems and the recent calls for the instructional pedagogies to provide needs-driven feedback that empowers learners to explore and edit their writing by themselves. It guided students to expand their lexical range in EFL writing through use of online dictionaries and Text Analyzer, a free online tool to find the Common European Framework of Reference level of their written text. The innovation afforded the students the autonomy to explore, reflect on their lexical use and make informed changes about it. The pedagogical values of the innovation were reported from students’ perspectives and my experience as their class teacher. In light of these benefits, future pedagogical directions for upgrading lexical use in EFL writing are further discussed.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"665 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138982618","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

Incorporating World Englishes into Middle and High Schools in Korea: Teachers’ Awareness and Attitudes 将世界英语融入韩国初中和高中：教师的认识和态度

IF 3 2区文学

Relc Journal Pub Date : 2023-11-26 DOI: 10.1177/00336882231214304

Seon Young Shin, Ian Walkinshaw

{"title":"Incorporating World Englishes into Middle and High Schools in Korea: Teachers’ Awareness and Attitudes","authors":"Seon Young Shin, Ian Walkinshaw","doi":"10.1177/00336882231214304","DOIUrl":"https://doi.org/10.1177/00336882231214304","url":null,"abstract":"The worldwide utility and status of English have given it enormous cachet in Korea. English education has been heavily emphasized in Korean middle and high schools as a means to foster a globally-oriented, linguistic diversity-aware citizenry. Yet the predominant model for language learners in Korea remains an idealized speaker of British or American English – the so-called ‘native speaker’ model. A World Englishes (WE)-informed model of English language teaching would be more in line with the Ministry of Education's stated vision, but uptake of this paradigm has been slow in Korean schools. We therefore investigate the perceptions and attitudes of Korean middle and high school English language teachers about the place of WE in Korea's English education system. Specifically: (a) What are Korean English teachers’ perceptions towards WE?; and (b) What challenges and barriers do they perceive in integrating WE into Korea's English education system? Survey data from 106 Korean middle and high school English teachers, supported by a subset of eight interviews, show that the sample view English as a global mode of communication among all its users, though they often view the ‘native’ varieties of English as more prestigious than those from other countries. They acknowledge the desirability of incorporating a WE-informed paradigm into Korea's English education system, but the varieties which they advocate are all from Anglophone countries. They also identify numerous challenges to implementing WE in Korea's classrooms. One is the need for teachers to prepare their students for high-stakes examinations which are uniformly constructed around British and American English. Another is the perceived community pressure to emphasize American English in their teaching. Finally, the absence of any WE-informed teacher education resources limit their knowledge about WE and how to teach it to students.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"55 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139235975","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

In Conversation with Peter De Costa 对话彼得-德科斯塔

IF 3 2区文学

Relc Journal Pub Date : 2023-11-16 DOI: 10.1177/00336882231212700

Alvin Pang

引用次数: 0

English Language Teaching in the Postmodern World: RELC Journal's Contribution 后现代世界的英语教学:RELC期刊的贡献

2区文学

Relc Journal Pub Date : 2023-11-09 DOI: 10.1177/00336882231214003

Roby Marlina

引用次数: 0

Language Teacher Educators’ Identity Construction through Teaching and Supporting Action Research: A Trioethnographic Study 基于教学与支持行动研究的语言教师教育者身份建构:一个三重民族志研究

2区文学

Relc Journal Pub Date : 2023-11-09 DOI: 10.1177/00336882231212855

Darío Luis Banegas, Vicent Beltrán-Palanques, Araceli Salas

{"title":"Language Teacher Educators’ Identity Construction through Teaching and Supporting Action Research: A Trioethnographic Study","authors":"Darío Luis Banegas, Vicent Beltrán-Palanques, Araceli Salas","doi":"10.1177/00336882231212855","DOIUrl":"https://doi.org/10.1177/00336882231212855","url":null,"abstract":"Action research is a form of inquiry that allows language educators to understand and improve their own practice. The literature suggests that language teachers can employ it as a self-led and self-directed source of professional development and enhancement of their professional identity and agency. However, little is known about its impact on the development of identity of language teacher educators who teach and support action research. Against this backdrop, this article aims to explore the experience of three language teacher educators regarding the influence of action research on the construction of their professional identity. Drawing on verbal and visual data sets, findings show that when teacher educators teach and mentor action research in language teacher education programmes, they can become guiding knowers, reflective practitioners and agents of change. The roles that teacher educators enact may lead to a reflective process that enhances their professional development. These identities connected to agentic growth demonstrate the relevance of including action research in language teacher education programmes as it can help teacher educators nurture their professional identity, particularly concerning their professional knowledge. This study suggests that teaching and supporting action research can become a meaningful entry point for language teacher educators to reflect on their own practice and to carry out action research themselves in language teacher education programmes.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":" 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242438","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

Queer Pedagogy in TESOL: Teachers’ Perspectives and Practices in Thai ELT Classrooms TESOL中的酷儿教学法:泰国英语教学教师的观点与实践

2区文学

Relc Journal Pub Date : 2023-11-09 DOI: 10.1177/00336882231212720

Mark B Ulla, Joshua M Paiz

引用次数: 0

Implementing Extensive Graded Reading in English as a Foreign Language Teaching Through Newsela 利用新闻台在外语英语教学中实施泛化分级阅读

2区文学

Relc Journal Pub Date : 2023-10-30 DOI: 10.1177/00336882231209537

Hong Yu, Ju Wen

引用次数: 0