Relc Journal最新文献_第4页

Integrating Automated Written Corrective Feedback into E-Portfolios for second language Writing: Notion and Notion AI 将自动书面纠正反馈集成到第二语言写作的电子作品集:概念和概念人工智能

2区文学

Relc Journal Pub Date : 2023-09-20 DOI: 10.1177/00336882231198913

Koji Osawa

{"title":"Integrating Automated Written Corrective Feedback into E-Portfolios for second language Writing: Notion and Notion AI","authors":"Koji Osawa","doi":"10.1177/00336882231198913","DOIUrl":"https://doi.org/10.1177/00336882231198913","url":null,"abstract":"With the recent rapid technological advance, second language (L2) educators have increasingly incorporated technologies into writing pedagogy. Two of the major technologies to promote L2 writing are e-portfolios and automated written corrective feedback (AWCF). Notably, feedback-rich portfolios facilitate L2 learners’ self-regulation and writing development. In addition, AWCF itself can help them notice the gap between their interlanguage and the target language (i.e., the AWCF) in the writing process and incorporate the noticed language features. However, fewer technologies have been developed to maximize the combined use of e-portfolios and AWCF. This review proposes that the use of Notion as an e-portfolio platform and its embedded artificial intelligence (AI) (i.e., Notion AI) as an AWCF generator has significant potential to address such issues uniquely and seamlessly. Notion is a freemium application where users can manage their tasks on one platform individually and collaboratively, while Notion AI is an AI-powered writing assistant that edits users’ texts in terms of lexico-grammar, cohesion and structure. This technology review reports an overview of the complementary use of Notion and Notion AI and discusses their affordances and limitations for L2 writing pedagogy.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136314651","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

Supporting the Teaching of Global Englishes Language Teaching (GELT) Through Voki Voki支持全球英语教学(GELT)教学

2区文学

Relc Journal Pub Date : 2023-09-12 DOI: 10.1177/00336882231199515

Ali Karakaş

引用次数: 0

Communities Beyond the Classroom: Reflecting on a German Field Trip to a Local Non-Profit 课堂之外的社区:对德国当地非营利组织实地考察的反思

2区文学

Relc Journal Pub Date : 2023-09-11 DOI: 10.1177/00336882231197831

William S Davis, Bo Liu

引用次数: 0

Sketching the Mobile-Assisted Language Learning Experiences Designed by Taiwanese High School English Teachers 台湾高中英语教师设计的移动辅助语言学习体验

2区文学

Relc Journal Pub Date : 2023-09-11 DOI: 10.1177/00336882231188572

Wen-Min Hsieh, Chin-Chung Tsai

{"title":"Sketching the Mobile-Assisted Language Learning Experiences Designed by Taiwanese High School English Teachers","authors":"Wen-Min Hsieh, Chin-Chung Tsai","doi":"10.1177/00336882231188572","DOIUrl":"https://doi.org/10.1177/00336882231188572","url":null,"abstract":"This study explored the mobile language learning experiences that Taiwanese high school English language teachers created. A total of 119 valid mobile-assisted language learning (MALL) lesson plans from 36 senior high schools in the national mobile learning (m-learning) programme in Taiwan were analysed via content analysis. The results showed that: (a) “direct guided learning” and “video sharing” were the most used m-learning strategies; (b) the major learning activity foci were on “vocabulary/grammar” and “viewing,” while “writing” received less attention; and (c) students often played the roles of “idea sharer,” “worksheet doer” and “information searcher.” Extrapolating the results with the replacement–amplification–transformation framework further revealed students as “worksheet doer” in the replacement level and “adaptive” as the distinguishing feature for the amplification and transformation level. Finally, from a mobile pedagogical framework perspective, the lesson plans showed that a certain level of personalization and collaboration was created. The results of this research could contribute to the understanding of teachers’ MALL lesson design practice and provide possible directions for supporting teachers’ design activities.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135938332","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

Initial Development of a Second Language Discussion Task-Specific Self-Efficacy Instrument: An Illustration for Frontline Researchers 第二语言讨论任务特定自我效能感量表的初步开发:一线研究人员的例子

IF 3 2区文学

Relc Journal Pub Date : 2023-09-06 DOI: 10.1177/00336882231195102

Joseph P. Vitta, Paul Lemming, Stuart Mclean, Christopher Nicklin

{"title":"Initial Development of a Second Language Discussion Task-Specific Self-Efficacy Instrument: An Illustration for Frontline Researchers","authors":"Joseph P. Vitta, Paul Lemming, Stuart Mclean, Christopher Nicklin","doi":"10.1177/00336882231195102","DOIUrl":"https://doi.org/10.1177/00336882231195102","url":null,"abstract":"Self-efficacy has emerged as a popular construct in second language research, especially in the frontline and practitioner-researcher spaces. A troubling trend in the relevant literature is that self-efficacy is often measured in a general or global manner. Such research ignores the fact that self-efficacy is a smaller context-driven construct that should be measured within a specific task or activity where time, place, and purpose domains are considered in the creation of the measurement. Task-based language teaching researchers have also largely neglected the affective factors that may influence task participation, including self-efficacy, despite its potential application to understanding task performance. In this report, we present an instrument specifically developed to measure English as a foreign language students’ self-efficacy beliefs when performing a dialogic, synchronous, quasi-formal group discussion task. The instrument's underlying psychometric properties were assessed ( N = 130; multisite sample from Japanese universities) and evidence suggested that it could measure a unidimensional construct with high reliability. The aggregate scale constructed from the instrument's items also displayed a central tendency and normal unimodal distribution. This was a positive finding and suggested that the instrument could be useful in producing a self-efficacy measurement for use in the testing designs preferred by second language researchers. The potential applications of this instrument are discussed while highlighting how this report acts as an illustration for investigators to use when researching self-efficacy.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"94 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83887496","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

Book Review: English L2 Vocabulary Learning and Teaching: Concepts, Principles and Pedagogy by LAWRENCE J. ZWIER and FRANK BOERS 《英语第二语言词汇学习与教学:概念、原则与教学法》作者:劳伦斯·兹维尔和弗兰克·波尔斯

IF 3 2区文学

Relc Journal Pub Date : 2023-08-11 DOI: 10.1177/00336882231192119

H. Mohebbi

引用次数: 0

Guess the Right Word: A Review of the Language Game Wordle 猜对单词:回顾语言游戏世界

IF 3 2区文学

Relc Journal Pub Date : 2023-08-09 DOI: 10.1177/00336882231192121

Y. Kwan

引用次数: 0

Book Review: Self-regulated Learning and Second Language Writing: Fostering Strategic Language Learners by LIN SOPHIE TENG 书评:《自律学习与第二语言写作:培养策略型语言学习者》，作者:林苏菲·滕

IF 3 2区文学

Relc Journal Pub Date : 2023-08-07 DOI: 10.1177/00336882231184271

Ye Zhu

引用次数: 0

Pragmatics and Instructional Pragmatics in Second/Foreign Language Preservice Teacher Education: A Case Study in Australia and Vietnam 二外语职前教师教育中的语用学与教学语用学:以澳大利亚和越南为例

IF 3 2区文学

Relc Journal Pub Date : 2023-08-03 DOI: 10.1177/00336882231187163

Anh T. Ton-Nu, L. Nguyen

{"title":"Pragmatics and Instructional Pragmatics in Second/Foreign Language Preservice Teacher Education: A Case Study in Australia and Vietnam","authors":"Anh T. Ton-Nu, L. Nguyen","doi":"10.1177/00336882231187163","DOIUrl":"https://doi.org/10.1177/00336882231187163","url":null,"abstract":"Pragmatics in the field of English language teaching has recently received increasing research interests, but studies on teachers learning to teach pragmatics are limited. The present study extends this research agenda by investigating how well second/foreign language preservice teacher education (SLPTE) prepares teachers to teach pragmatics. Adopting a multi-site case study approach, this study examines (1) the representation of pragmatics and instructional pragmatics in SLPTE programmes at Australian and Vietnamese universities, and (2) programme leaders’ beliefs about pragmatics instructor preparation. Data were collected from curriculum document analysis, a questionnaire, and four individual semi-structured interviews. The findings show that pragmatics was represented to different extents across the programmes but instructional pragmatics was entirely absent. The findings further show three sets of the programme leaders’ beliefs: (1) preservice teachers were not well-prepared to teach pragmatics; (2) teaching pragmatics and instructional pragmatics to preservice teachers is important; and (3) pragmatics and instructional pragmatics need to be sufficiently addressed in SLPTE. The study has important implications for teacher educators, curriculum designers, and relevant stakeholders regarding L2 pragmatics teacher preparation.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"70 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79700526","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

Teaching with Technology in the Post-Pandemic Digital Age: Technological Normalisation and AI-Induced Disruptions 大流行后数字时代的技术教学:技术正常化和人工智能引发的中断

IF 3 2区文学

Relc Journal Pub Date : 2023-08-01 DOI: 10.1177/00336882231176929

B. Moorhouse, Kevin M. Wong, Li Li

{"title":"Teaching with Technology in the Post-Pandemic Digital Age: Technological Normalisation and AI-Induced Disruptions","authors":"B. Moorhouse, Kevin M. Wong, Li Li","doi":"10.1177/00336882231176929","DOIUrl":"https://doi.org/10.1177/00336882231176929","url":null,"abstract":"Digital technologies have long been a valuable resource for language teachers to use to support their teaching and student learning (Li, 2017). Despite efforts from educators, scholars and policymakers, however, the full integration of digital technologies into language teaching, or ‘normalisation’, had not been evident in language classrooms in many contexts before the outbreak of the COVID-19 pandemic (Moorhouse and Kohnke, 2021). Bax (2003) defined ‘normalisation’ as ‘the stage when a technology is invisible, hardly even recognised as a technology, taken for granted in everyday life’ (p. 23). Following the steps of ‘normalised’ technology integration in other human domains (e.g. banking, travel, medicine, entertainment), this special issue of the RELC Journal examines how digital technologies might be reimagined in the language teaching context in the postpandemic digital age. In 2020, the COVID-19 virus emerged and rapidly spread around the world, leading to the closure of schools and suspension of in-person teaching. Language teachers were generally inexperienced, ill-prepared, and lacked the required digital competence for the demands of using technology for teaching (Stockwell and Wang, 2023). Yet, teachers had to devise, often through a process of experimentation, context-specific technological solutions. This led to rapid technological and pedagogical innovations in response to the","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"37 1","pages":"311 - 320"},"PeriodicalIF":3.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83685003","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