Language Teaching最新文献

Generative artificial intelligence and L2 writing: A research agenda 生成式人工智能与第二语言写作：一个研究议程

IF 3.6 2区文学

Language Teaching Pub Date : 2026-06-29 DOI: 10.1017/s0261444826101402

Matt Kessler

{"title":"Generative artificial intelligence and L2 writing: A research agenda","authors":"Matt Kessler","doi":"10.1017/s0261444826101402","DOIUrl":"https://doi.org/10.1017/s0261444826101402","url":null,"abstract":"Generative artificial intelligence (GenAI) is a powerful technology that has vast potential to support various aspects of second language acquisition (SLA). Given GenAI’s capabilities, it is particularly relevant for the teaching and learning of second language (L2) writing. Despite its potential, there are also clear hazards and a range of potentially negative side effects, many of which have yet to be explored. Building on existing research, in this piece, I propose a series of six future research tasks that may prove useful for further understanding the affordances and limitations of GenAI for L2 writing. These six research tasks are organized into three interrelated themes, which cover 1) learning processes and outcomes, 2) student use and interactions, and 3) teaching. For each theme, two research tasks are proposed. Each task includes a discussion of what research is needed, why it is needed, along with how scholars might investigate that research task by adopting quantitative, qualitative, or mixed methods. The goal of this piece is to provide potential research ideas for graduate students and faculty and, ultimately, to foster research–pedagogy connections involving GenAI, L2 writing, and SLA.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"33 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148342354","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 education with adult migrants: A critical review of research 2017–2024 成年移民的语言教育：2017-2024研究述评

IF 3.6 2区文学

Language Teaching Pub Date : 2026-06-23 DOI: 10.1017/s0261444826101359

Bronagh Ćatibušić

{"title":"Language education with adult migrants: A critical review of research 2017–2024","authors":"Bronagh Ćatibušić","doi":"10.1017/s0261444826101359","DOIUrl":"https://doi.org/10.1017/s0261444826101359","url":null,"abstract":"In a world of increasing human movement and displacement, language learning is an educational concern with significant implications for social inclusion in contexts of migration. This review of recent research analyses 40 empirical studies which explore various aspects of language education with adult migrants, investigating what they reveal regarding pedagogical approaches and the impact of policy on language learning, teaching, and assessment. It identifies issues in relation to diversity among adult migrant learners, the value of multilingual practices and the recognition of multiliteracies, as well as the potential of digital learning and affective approaches to language teaching. In addition, this review shows how migration and integration policies can influence language instruction, considering programme design, testing requirements, the learning of minoritised languages, and the role of educators in this field. It outlines directions for further research in areas including critical multilingual approaches to language teaching, equitable forms of assessment, trauma-informed pedagogy, the development of inclusive policies, and teacher education. This paper can thus inform educators, researchers, and policymakers by providing insights which may guide language-related educational support for adult migrants.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"75 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148299363","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 critical review of foreign language anxiety-reduction interventions: Toward a conceptual turn in foreign language anxiety research 外语焦虑减少干预的批判性回顾：迈向外语焦虑研究的概念转向

IF 3.6 2区文学

Language Teaching Pub Date : 2026-06-22 DOI: 10.1017/s0261444826101360

Han Luo

{"title":"A critical review of foreign language anxiety-reduction interventions: Toward a conceptual turn in foreign language anxiety research","authors":"Han Luo","doi":"10.1017/s0261444826101360","DOIUrl":"https://doi.org/10.1017/s0261444826101360","url":null,"abstract":"Foreign language anxiety (FLA) has been widely studied over the past four decades, yet the effectiveness of anxiety-reduction strategies remains insufficiently understood. This article offers a critical review of research on FLA-reduction interventions, synthesizing the findings from experimental studies across four major categories: emotion regulation, cognitive restructuring, skill building, and classroom environment enhancement. While many strategies show promise, the field lacks a coherent, psychologically grounded framework for supporting anxious learners. Drawing on psychological theories including cognitive-behavioral, acceptance-based, and analytical frameworks and emerging Daoism-inspired psychological perspectives, this article argues for a conceptual shift in FLA research: from viewing anxiety as a surface-level symptom to be eliminated toward understanding it as a meaningful psychological signal that may reflect deeper learner-internal processes. The article proposes an interdisciplinary approach that integrates pedagogical practice with psychological insight, positioning anxiety as a potential catalyst for self-awareness and growth. Implications for language teaching and future directions for FLA research are discussed.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"17 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148291758","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

Review of doctoral research in additional language education in Germany (2019–2023) 德国外语教育博士研究综述（2019-2023）

IF 3.6 2区文学

Language Teaching Pub Date : 2026-06-19 DOI: 10.1017/s0261444826101323

Nicole Marx, Lena Heine, Frauke Matz, Birgit Schädlich

引用次数: 0

A multilevel Bayesian meta-analysis of the effects of translanguaging pedagogy on L2 achievement 译语教学法对二语成就影响的多层次贝叶斯元分析

IF 3.6 2区文学

Language Teaching Pub Date : 2026-06-16 DOI: 10.1017/s0261444826101335

Xiaoqi Wang, Lawrence Jun Zhang

{"title":"A multilevel Bayesian meta-analysis of the effects of translanguaging pedagogy on L2 achievement","authors":"Xiaoqi Wang, Lawrence Jun Zhang","doi":"10.1017/s0261444826101335","DOIUrl":"https://doi.org/10.1017/s0261444826101335","url":null,"abstract":"Globalisation and the multilingual turn in applied linguistics have exposed a persistent tension between learners’ linguistic repertoires and traditional monolingual pedagogies. It is out of this tension that translanguaging pedagogy (TP) emerged as an instructional framework grounded in translanguaging theory, witnessing a burgeoning empirical literature on its classroom value. However, the empirical evidence has failed to produce a coherent account of TP’s effectiveness in L2 education, as findings have exhibited considerable heterogeneity across instructional contexts, learner populations, and outcome measures. The present study sought to reconcile these inconsistent findings through a multilevel Bayesian meta-analysis of 108 effect sizes drawn from 40 independent studies among 3,145 learners. The pooled effect size of Hedges’ g = 1.014 (standard error = 0.138, 95% credible interval [0.748, 1.291]) establishes a positive and statistically credible effect of TP on L2 achievement. Moderator analyses identified educational level and target language skills as credible sources of heterogeneity, with tertiary-level learners and speaking outcomes yielding the largest effect sizes. Target language, linguistic distance, and treatment duration did not reach the posterior probability threshold for credible inference. These findings advance the theoretical understanding of TP and furnish an empirically grounded basis for instructional decision-making in L2 education.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"133 1","pages":"1-22"},"PeriodicalIF":3.6,"publicationDate":"2026-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148289632","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

Effects of task emotions and attention control on L2 speech performance across tasks with different cognitive demands 任务情绪和注意控制对二语言语表现的影响

IF 3.6 2区文学

Language Teaching Pub Date : 2026-06-08 DOI: 10.1017/s0261444826101311

Chenxin Li, Peijian Paul Sun, Max Wolpert

{"title":"Effects of task emotions and attention control on L2 speech performance across tasks with different cognitive demands","authors":"Chenxin Li, Peijian Paul Sun, Max Wolpert","doi":"10.1017/s0261444826101311","DOIUrl":"https://doi.org/10.1017/s0261444826101311","url":null,"abstract":"The task-modulated emotion–cognition–performance interaction warrants greater scholarly attention due to its pedagogical potential for effective L2 instruction and learning. However, implications for L2 speaking remain underexplored. This study investigates the effects of tasks with varying cognitive demands on English-as-a-Foreign-Language learners’ task emotions (anxiety, enjoyment, and boredom), as well as the separate and combined effects of these emotions and attention control on L2 speech performance across these tasks. Results showed that task demands were effective in affecting task emotions, with the least demanding task eliciting the lowest anxiety and the highest enjoyment. Among these emotions, only task anxiety significantly predicted breakdown fluency. Furthermore, higher attention control capacity was associated with greater syntactic complexity under moderate or high enjoyment, and with higher accuracy under conditions of high boredom, highlighting the interactive role of task emotions and attention control in L2 speech production. These findings hold significant insights for task-based language teaching researchers and L2-speaking practitioners, particularly in informing task design that addresses both learners’ emotional needs and cognitive challenges.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"4 1","pages":"1-16"},"PeriodicalIF":3.6,"publicationDate":"2026-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285910","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

Global Englishes: Research agendas and tasks in English as a lingua franca 全球英语：研究议程和任务在英语作为通用语

IF 3.6 2区文学

Language Teaching Pub Date : 2026-05-29 DOI: 10.1017/s0261444826101281

Will Baker, Fan Fang, Telma Gimenez

{"title":"Global Englishes: Research agendas and tasks in English as a lingua franca","authors":"Will Baker, Fan Fang, Telma Gimenez","doi":"10.1017/s0261444826101281","DOIUrl":"https://doi.org/10.1017/s0261444826101281","url":null,"abstract":"Global Englishes, and within that the field of English as a lingua franca, is a huge and expanding area of research and pedagogy. This paper provides a sample of our beliefs about productive areas of research. The nine tasks presented suggest the importance of research in the areas of intercultural and digital communication, especially through the adoption of trans theories such as translanguaging, transmodality, and transcultural communication. Furthermore, concepts such as communicative competence will need rethinking to match the multilingual, multimodal, and multicultural resources that appear in such communication. The implications for pedagogy are extensive, including a re-evaluation of models and aims such as the (ir)relevance of the native speaker, global citizenship education, translanguaging, and decolonial perspectives, and approaches to both oral and written communication. Accompanying any changes in pedagogic practices must be changes in how we think about teacher education as well as assessment. Pedagogic research is crucial as there is a need to address the persistent gap between “real-world” translingual, transmodal, and transcultural uses of English and monolingual, Anglophone-orientated English language teaching models and approaches.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"550 1","pages":"1-19"},"PeriodicalIF":3.6,"publicationDate":"2026-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285949","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

Exploring teachers’ perspectives on extramural English: A cross-national study in Portugal and Spain 探讨教师对校外英语的看法：一项在葡萄牙和西班牙的跨国研究

IF 3.6 2区文学

Language Teaching Pub Date : 2026-05-21 DOI: 10.1017/s026144482610130x

Rosa Alonso

{"title":"Exploring teachers’ perspectives on extramural English: A cross-national study in Portugal and Spain","authors":"Rosa Alonso","doi":"10.1017/s026144482610130x","DOIUrl":"https://doi.org/10.1017/s026144482610130x","url":null,"abstract":"This study explores how secondary school English teachers in Portugal and Spain perceive extramural English (EE) and integrate it into English Language Teaching (ELT). EE involves any exposure to English outside the classroom, through watching videos, listening to music, or playing games – these being the activities identified by teachers in both countries as the most common among their students. The study analyzes teachers’ perspectives on the frequency of students’ exposure to EE activities, the impact of these activities on different language areas, and, more broadly, the relationship between EE and ELT. A total of 244 participants took part in the study. A survey was used as the research instrument. Data were analyzed by means of mixed ANOVA and an exploratory factor analysis. Findings showed that Portuguese teachers reported higher frequencies of student engagement in all EE activities compared to their Spanish counterparts. However, teachers from both countries shared similar perceptions of the impact of EE on language learning, and identified listening skills, informal language use, and the development of vocabulary as the areas most positively influenced by EE. Finally, teachers from both territories supported the integration of EE into ELT.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"1 1","pages":"1-20"},"PeriodicalIF":3.6,"publicationDate":"2026-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148289629","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

Pedagogical translanguaging in secondary EFL: A systematic review of practice and teacher development (2023–2025) 中学英语教学中的翻译：实践与教师发展的系统回顾（2023-2025）

IF 3.6 2区文学

Language Teaching Pub Date : 2026-04-29 DOI: 10.1017/s0261444826101189

Yelena Zakharova, David Lasagabaster

{"title":"Pedagogical translanguaging in secondary EFL: A systematic review of practice and teacher development (2023–2025)","authors":"Yelena Zakharova, David Lasagabaster","doi":"10.1017/s0261444826101189","DOIUrl":"https://doi.org/10.1017/s0261444826101189","url":null,"abstract":"While pedagogical translanguaging (PT) has gained prominence as an approach for bridging learners’ multilingual repertoires and monolingual teaching paradigms, secondary English as a Foreign Language (EFL) contexts remain underexamined, particularly following recent shifts in classroom diversity. This systematic review synthesizes 25 empirical studies of PT in secondary EFL education published between January 2023 and August 2025. Based on Reflexive Thematic Analysis, four interconnected themes were identified: (1) barriers to PT implementation due to structural, ideological, and teacher preparation constraints within institutional environments; (2) pedagogical rationales that integrate cognitive, affective, and sociocultural justifications; (3) observable classroom practices organized by pedagogical function, revealing strategic deployment of more-enabled and less-enabled languages; and (4) learning outcomes across cognitive, affective, and sociocultural domains. These themes reveal a fundamental tension: although translanguaging proves pragmatically necessary for effective EFL teaching, it remains systematically unsupported at the institutional level. Teachers justify and enact sophisticated multilingual practices, but without formal preparation, they tend to implement PT covertly within unsupportive structures, relying on knowledge that remains tacit and difficult to share. The review shows that PT has outpaced institutional recognition, calling for systems that treat it as professional expertise rather than tolerated improvisation.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"25 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285864","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

Research into practice: Collaborative writing in L2 contexts 研究与实践：第二语言语境下的合作写作

IF 3.6 2区文学

Language Teaching Pub Date : 2026-03-26 DOI: 10.1017/s0261444826101232

Yao Zheng, Zhenhao Cao, Shulin Yu

{"title":"Research into practice: Collaborative writing in L2 contexts","authors":"Yao Zheng, Zhenhao Cao, Shulin Yu","doi":"10.1017/s0261444826101232","DOIUrl":"https://doi.org/10.1017/s0261444826101232","url":null,"abstract":"To shed light on the dynamic interplay between collaborative writing research and its application in L2 contexts, this paper discusses three critical relationships. The first relationship focuses on research findings that have been reasonably well applied in practice, highlighting areas such as activity types and grouping strategies in collaborative writing, computer-mediated collaborative writing, and the impact of collaborative writing activities on student writing performance. The second relationship examines areas where research findings have not been sufficiently applied in practice, including the quality of student interactions, the emotional experiences of students during collaborative writing, and the long-term effects of collaborative writing on individual writing development. The last relationship identifies issues that are under-represented in research but are crucial in practice, such as feedback and evaluation practices, individual learner development, and pre-writing training in collaborative writing. For the second and third relationships, marked by mismatches between research and practice, implications are drawn to help teachers apply research insights and encourage researchers to address practical priorities. In conclusion, the paper provides suggestions to address each of the relationships to strengthen the research-practice link.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"109 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147519274","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