Relc Journal最新文献_第3页

ChatGPT and the Future of Editorial Writing 聊天 GPT 和编辑写作的未来

IF 3 2区文学

Relc Journal Pub Date : 2024-03-21 DOI: 10.1177/00336882241240567

Marie Alina Yeo

引用次数: 0

Leveraging Relational Agency: CLIL Teacher Collaboration in One Kazakhstani University 利用关系代理：哈萨克斯坦一所大学的 CLIL 教师合作

IF 3 2区文学

Relc Journal Pub Date : 2024-03-06 DOI: 10.1177/00336882241234756

D. Philip Montgomery, Peter I. De Costa

{"title":"Leveraging Relational Agency: CLIL Teacher Collaboration in One Kazakhstani University","authors":"D. Philip Montgomery, Peter I. De Costa","doi":"10.1177/00336882241234756","DOIUrl":"https://doi.org/10.1177/00336882241234756","url":null,"abstract":"Although numerous studies about the experiences of teachers in English-medium instruction (EMI) and Content and Language Integrated Learning (CLIL) include calls for greater collaboration between content subject teachers and their English (or second language) teacher counterparts, few describe actual collaborative relationships. In this Kazakhstan-based qualitative study, we applied a teacher agency framework to answer three questions: (a) What challenges do university teachers face when delivering an EMI curriculum?; (b) What collaborative practices do teachers experience?; and (c) How do teachers use collaboration to negotiate the challenges they face? Through observations, participant journals, semi-structured interviews and document analysis, we discovered that teachers found their students’ low levels of engagement and English proficiency, their institution's critical observation culture and the ever-changing national and institutional policy landscape to be challenging. By co-authoring research, exchanging advice and co-teaching, the teachers responded agentively to institutional and ideological structures, thus demonstrating how relational agency can have a resourcing effect on teachers’ experiences. These findings shed light on the ongoing discussion of teacher agency and yield important implications for teachers, teacher education programmes and researchers.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075082","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

Realizing the Sustainability of Portfolio Assessment in Second-Language Writing 实现第二语言写作组合评估的可持续性

IF 3 2区文学

Relc Journal Pub Date : 2024-03-06 DOI: 10.1177/00336882241235955

P. Mak, Kevin M Wong

{"title":"Realizing the Sustainability of Portfolio Assessment in Second-Language Writing","authors":"P. Mak, Kevin M Wong","doi":"10.1177/00336882241235955","DOIUrl":"https://doi.org/10.1177/00336882241235955","url":null,"abstract":"Portfolio assessment, as an alternative writing assessment approach, has received growing attention in the past few decades. Although the benefits of portfolio assessment are well validated, there is a dearth of empirical research on how portfolio assessment can be sustained over time and the support teachers need to sustain portfolio assessment practice in their teaching contexts. To fill this significant void, the present study examines the influences that contribute to the sustainability of portfolio assessment in second-language writing. Drawing on data from interviews with the principal, English department chair and four English teachers from one elementary school in Hong Kong, as well as classroom observation and teachers’ team meeting observation, the study revealed that administrators’ role in dispersing decision-making authority to teachers, exploiting learning opportunities and providing a stimulating environment for teachers, and the sharing of common vision and goals, as well as collective flows of learning among team members, are the cornerstone of transformation and sustainability for the practice of portfolio assessment. The paper concludes with practical implications on how the innovative attempts in portfolio assessment can be sustained over time.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140078010","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

Test-Takers’ Perceptions of the Inclusion of Different English Accent Varieties in the IELTS Listening Tests 考生对将不同英语口音纳入雅思听力测试的看法

IF 3 2区文学

Relc Journal Pub Date : 2024-02-26 DOI: 10.1177/00336882241231310

Okim Kang, Yongzhi Miao, K. Hirschi

{"title":"Test-Takers’ Perceptions of the Inclusion of Different English Accent Varieties in the IELTS Listening Tests","authors":"Okim Kang, Yongzhi Miao, K. Hirschi","doi":"10.1177/00336882241231310","DOIUrl":"https://doi.org/10.1177/00336882241231310","url":null,"abstract":"Although scholars have argued for the inclusion of both standard and nonstandard English accents in second language English listening tests to improve the test's construct- and ecological validity, little is known about other stakeholders’ perspectives. The present study explored test-takers’ perspectives of the inclusion of different spoken varieties of English in the IELTS (International English Language Testing System) listening module in relation to geographic locations. Some 241 potential and recent IELTS test takers from three geographic locations were sampled (US, South Korea, and China). An exploratory factor analysis of items probing test-taker attitudes toward different accent varieties in the listening test resulted in a three-factor solution (acceptance of standard varieties, acceptance of nonstandard varieties, and overall acceptance of both standard and nonstandard spoken varieties). Overall, regardless of their own geographic background, test takers strongly preferred standard English accents. These findings, grounded in test-takers’ perspectives, have implications for language learning and teaching and further, for test development and administration.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140429113","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

Language Assessment Literacy Development of a Novice University English Teacher in the Chinese Context 中国语境下大学英语新手教师的语言评估素养发展

IF 3 2区文学

Relc Journal Pub Date : 2024-02-20 DOI: 10.1177/00336882241231304

L. Gan, Ricky Lam

{"title":"Language Assessment Literacy Development of a Novice University English Teacher in the Chinese Context","authors":"L. Gan, Ricky Lam","doi":"10.1177/00336882241231304","DOIUrl":"https://doi.org/10.1177/00336882241231304","url":null,"abstract":"To date, most studies on language assessment literacy (LAL) have focused on how to improve language teachers’ LAL through external inputs (e.g. assessment training, courses), but much remains unknown with regard to how individual teachers develop their LAL over time in their teaching contexts. To fill this void, the current study explored the lived experience of a novice university English teacher's LAL development over an extended period in the Chinese context. It was found that the teacher witnessed her LAL development throughout one academic year. Specifically, she developed more conceptual knowledge of language assessment, became more aware of the importance of learning in relation to assessment, accessed more assessment skills and became more student centred in assessment practices. This improvement, following an individualised developmental trajectory in a bottom-up way, was mediated by contextual (e.g. institutional support), experiential (e.g. assessment training or learning) and personal (e.g. agency and reflection) factors, in all of which the teacher's self-agency contributed substantially to her LAL development. Based on the findings, implications for university English teachers’ professional development in language assessment have been provided.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139958344","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

The Motivation of Uncertainty: Gamifying Vocabulary Learning 不确定性的激励：词汇学习游戏化

IF 3 2区文学

Relc Journal Pub Date : 2024-02-11 DOI: 10.1177/00336882241229244

Ali H. Al‐Hoorie, Othman Albijadi

引用次数: 0

The Motivation of Uncertainty: Gamifying Vocabulary Learning 不确定性的激励：词汇学习游戏化

IF 3 2区文学

Relc Journal Pub Date : 2024-02-11 DOI: 10.1177/00336882241229244

Ali H. Al‐Hoorie, Othman Albijadi

引用次数: 0

Scaffolding Summary Writing through the ‘Reading to Learn’ Pedagogy 通过 "以读促学 "教学法为摘要写作搭建支架

IF 3 2区文学

Relc Journal Pub Date : 2024-02-05 DOI: 10.1177/00336882231226281

Huifang Li, Ingrid Wijeyewardene, Susan Stackhouse

{"title":"Scaffolding Summary Writing through the ‘Reading to Learn’ Pedagogy","authors":"Huifang Li, Ingrid Wijeyewardene, Susan Stackhouse","doi":"10.1177/00336882231226281","DOIUrl":"https://doi.org/10.1177/00336882231226281","url":null,"abstract":"Summary writing is a core competency for students pursuing university studies, but the demands of the reading-to-writing process can be fraught for those students new to the university context, particularly international students for whom English is an additional language. This paper reports on a study that investigated the effectiveness of using the Reading to Learn (R2L) pedagogy for students’ summary writing in an online environment. International English as an additional language students enrolled in four separate iterations of an advanced academic literacy unit offered by an Australian university, and were taught academic reading and summary writing online using the R2L pedagogy. Pre- and post-tests were administered in the first and last weeks of the unit each trimester. In the weeks between the tests, tutorials (2 h×9 weeks) consisted of structured and scaffolded teacher–student interactions, which guided the students through reading and summarising and moved from a high level of teacher input to greater student independence in the reading-to-writing process. Results found significant improvement in students’ abilities to comprehend and summarise key ideas from a source text and to write grammatically sound and complex sentences. However, the instruction did not show any impact on cohesion, vocabulary or punctuation. Despite the limitations of the study, the results confirm previous results as to the value of R2L, which provides a scaffolded approach to reading and writing.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139863718","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

A Conversation with Ofelia García: Critical Perspectives on Translanguaging and Adolescent English Learners 与奥费莉亚-加西亚对话：跨语言和青少年英语学习者的批判性视角

IF 3 2区文学

Relc Journal Pub Date : 2024-02-05 DOI: 10.1177/00336882241229249

Ofelia García, Huseyin Uysal

引用次数: 0

Scaffolding Summary Writing through the ‘Reading to Learn’ Pedagogy 通过 "以读促学 "教学法为摘要写作搭建支架

IF 3 2区文学

Relc Journal Pub Date : 2024-02-05 DOI: 10.1177/00336882231226281

Huifang Li, Ingrid Wijeyewardene, Susan Stackhouse

{"title":"Scaffolding Summary Writing through the ‘Reading to Learn’ Pedagogy","authors":"Huifang Li, Ingrid Wijeyewardene, Susan Stackhouse","doi":"10.1177/00336882231226281","DOIUrl":"https://doi.org/10.1177/00336882231226281","url":null,"abstract":"Summary writing is a core competency for students pursuing university studies, but the demands of the reading-to-writing process can be fraught for those students new to the university context, particularly international students for whom English is an additional language. This paper reports on a study that investigated the effectiveness of using the Reading to Learn (R2L) pedagogy for students’ summary writing in an online environment. International English as an additional language students enrolled in four separate iterations of an advanced academic literacy unit offered by an Australian university, and were taught academic reading and summary writing online using the R2L pedagogy. Pre- and post-tests were administered in the first and last weeks of the unit each trimester. In the weeks between the tests, tutorials (2 h×9 weeks) consisted of structured and scaffolded teacher–student interactions, which guided the students through reading and summarising and moved from a high level of teacher input to greater student independence in the reading-to-writing process. Results found significant improvement in students’ abilities to comprehend and summarise key ideas from a source text and to write grammatically sound and complex sentences. However, the instruction did not show any impact on cohesion, vocabulary or punctuation. Despite the limitations of the study, the results confirm previous results as to the value of R2L, which provides a scaffolded approach to reading and writing.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139803835","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