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Research in English language teaching and learning in Singapore: 2017–2023 新加坡英语教学研究：2017-2023
IF 3.6 2区 文学
Language Teaching Pub Date : 2025-04-25 DOI: 10.1017/s0261444825000114
Sally Ann Jones, Chin Ee Loh, Robbie Lee Sabnani
{"title":"Research in English language teaching and learning in Singapore: 2017–2023","authors":"Sally Ann Jones, Chin Ee Loh, Robbie Lee Sabnani","doi":"10.1017/s0261444825000114","DOIUrl":"https://doi.org/10.1017/s0261444825000114","url":null,"abstract":"<p>This review on English language teaching (ELT) in Singapore examines 159 empirical research studies published between 2017 and 2023 in both internationally recognised peer-reviewed journals and less well-known regional journals. With this comprehensive review, we aim to raise awareness of ELT research in Singapore for international, regional, and local readership. This will also serve as a starting point for educators, scholars, and researchers to investigate ELT in Singapore. The review yielded five themes: teaching the language skills; multiliteracies and technology; bi/multilingualism/bidialectalism and English; English as an academic language; and teacher education for ELT. While there is continuity from the last two reviews of research from Singapore in 2009 and 2021, reflected in the single theme of teaching language skills, the other themes represent new directions.</p>","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"53 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143873103","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 agenda on well-being and language education 福祉与语言教育研究议程
IF 3.6 2区 文学
Language Teaching Pub Date : 2025-04-23 DOI: 10.1017/s0261444825000060
Sarah Mercer, Carlos Murillo-Miranda
{"title":"Research agenda on well-being and language education","authors":"Sarah Mercer, Carlos Murillo-Miranda","doi":"10.1017/s0261444825000060","DOIUrl":"https://doi.org/10.1017/s0261444825000060","url":null,"abstract":"This article advocates for the expansion of research into the topic of well-being in language education. It begins by outlining key definitional concerns and then moves to outline general issues and gaps in the current body of research such as a need for a diversification in research in social contexts, working conditions, languages, cultures, as well as a clarification of the domain specificity of the construct. In the main body of the paper, three core specific areas are outlined in detail with suggestions of not only what could be researched but how this could be done in concrete empirical terms. Task 1 concerns the dynamism of well-being across different timescales and how those interact. Task 2 focuses on the relationship between self-efficacy and well-being as an example of one core individual difference that could impact well-being development. Task 3 reflects on the possible interplay between learner and teacher well-being. The article ends by arguing for language teacher well-being to receive the urgent and critical attention that it deserves across the whole range of contexts and individuals who identify as language educators.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"5 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863075","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 L2 teaching and learning research in Japan (2019–2023) 日本第二语言教学研究述评（2019-2023）
IF 3.6 2区 文学
Language Teaching Pub Date : 2025-04-16 DOI: 10.1017/s0261444825000072
Terasawa Takunori, Segawa Hazuki
{"title":"A critical review of L2 teaching and learning research in Japan (2019–2023)","authors":"Terasawa Takunori, Segawa Hazuki","doi":"10.1017/s0261444825000072","DOIUrl":"https://doi.org/10.1017/s0261444825000072","url":null,"abstract":"<p>In our critical review, we explore the progress of second language (L2) teaching research in Japan from 2019 to 2023, focusing particularly on English Language Teaching (ELT) and Japanese Language Teaching (JLT). After scrutinising numerous publications from over 50 academic journals, as well as academic books and chapters, we selected around 40 studies for analysis. These studies met our screening criteria of articles published in Japan, which were written in English or Japanese, peer-reviewed, presented original findings or insights, and focused on the Japanese context. We highlighted six key areas: grammar, language testing, teachers’ professional development, the realities and influences of foreign residents and immigration, the identity of language learners/users and language education policy. Through our review, we provide notable characteristics, developments, and challenges in L2 teaching research in Japan for a global readership. This contribution furthers the ongoing conversation and sets directions for future research in this field.</p>","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"114 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143836984","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
Is planning time beneficial for anaphora resolution? A corpus-based study of L1 Spanish–L2 English learners 规划时间是否有利于拟声词的解决？基于语料库的第一语言西班牙语-第二语言英语学习者研究
IF 3.6 2区 文学
Language Teaching Pub Date : 2025-04-10 DOI: 10.1017/s0261444825000011
Elena García-Guerrero, Cristóbal Lozano
{"title":"Is planning time beneficial for anaphora resolution? A corpus-based study of L1 Spanish–L2 English learners","authors":"Elena García-Guerrero, Cristóbal Lozano","doi":"10.1017/s0261444825000011","DOIUrl":"https://doi.org/10.1017/s0261444825000011","url":null,"abstract":"<span></span><p>Previous research has investigated the effect of planning time (PT) on L2 learners’ production regarding fluency, complexity, and accuracy, but its influence at the discourse level has been overlooked. Thus, this study explores the influence of PT on learners’ written performance regarding anaphora resolution (AR) and their pragmatically (in)felicitous choices of referring expressions (REs) in discourse since PT may reduce learners’ cognitive load and facilitate the production of pragmatically felicitous REs.</p><span></span><p>Two film-retelling tasks were completed by intermediate L1 Spanish–L2 English learners and English natives, further divided into a planning and a non-planning subgroup. Their compositions were analysed focusing on the REs produced, taking into consideration the pragmatic context. Results showed a PT effect on learners’ RE choices, although not all pragmatic contexts were equally affected. Planning time exerted a positive influence on topic continuity contexts, where learners produced more economical forms, but no effect was observed in topic shift scenarios.</p>","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"30 4 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143813985","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
Bilingual education in Spain: A critical review of stakeholders' perceptions 西班牙的双语教育：对利益相关者看法的批判性回顾
IF 3.6 2区 文学
Language Teaching Pub Date : 2025-04-02 DOI: 10.1017/s0261444824000508
Ramiro Durán-Martínez, Alberto Fernández-Costales
{"title":"Bilingual education in Spain: A critical review of stakeholders' perceptions","authors":"Ramiro Durán-Martínez, Alberto Fernández-Costales","doi":"10.1017/s0261444824000508","DOIUrl":"https://doi.org/10.1017/s0261444824000508","url":null,"abstract":"During the past 20 years, the expansion of bilingual education programmes in Spain has generated a situation where the voices of stakeholders frequently go unheard. Accordingly, this paper is a critical review of bilingual programmes within the Spanish context. An analysis has been carried out on stakeholder perceptions, that is, of teachers, students, management teams, and families, as reflected in the literature published between 2014 and 2023. The corpus reviewed consists of 34 papers, ranging from pre-primary to higher education, with a particular focus on stakeholders' perceptions of the implementation of bilingual education in a foreign language (English). In terms of the characteristics of the studies analysed, the predominance of teachers' perceptions over other stakeholders and the scarcity of longitudinal studies and research based on national samples should be noted. The adoption of a more robust methodological design could provide a fuller assessment of the implementation of bilingual education in Spain. Nonetheless, this review highlights the need for specific improvements at each level of education if a more learner-centred approach to teaching is to be achieved. Such improvements could include additional training opportunities, collaboration among teachers, and measures to alleviate the additional workload associated with bilingual education.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"62 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143757971","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 agenda: From monolingual to multilingual norms in multilingual classrooms 研究议程：从单语到多语课堂中的多语规范
IF 3.6 2区 文学
Language Teaching Pub Date : 2025-03-20 DOI: 10.1017/s0261444825000023
Barbara Hofer, Ulrike Jessner
{"title":"Research agenda: From monolingual to multilingual norms in multilingual classrooms","authors":"Barbara Hofer, Ulrike Jessner","doi":"10.1017/s0261444825000023","DOIUrl":"https://doi.org/10.1017/s0261444825000023","url":null,"abstract":"<p>The present contribution proposes a low-threshold action plan for research into what we consider critical areas in multilingualism where we see an urgent need for more empirical studies and research-based classroom interventions and a stronger commitment to multilingual standards both in research and teaching. Reaching out to a wide audience of researchers, educationalists and decision makers, we first stake out the conceptual frame for our discussion and delineate the theoretical base that informs our thinking. This is followed by a perforce perfunctory overview of the current state of things. Next, we outline three research tasks with concrete practical suggestions and guidance on how to operationalise and implement the respective projects. Each task is contextualised in terms of its broader socio-educational embedding and prospective practical-theoretical relevance. The overall aim is to challenge traditional monolingual-grounded notions of language development, promote a dynamic and inclusive multilingual perspective in language learning, teaching and assessment, and contribute to a more informed understanding of multilingualism.</p>","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"28 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143661162","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
Does being gay motivate the language learning journey of a sexually marginalised ‘refugee’? 身为同性恋者是否会促使性边缘化的 "难民 "开始语言学习之旅？
IF 3.6 2区 文学
Language Teaching Pub Date : 2025-03-12 DOI: 10.1017/s0261444824000156
Junjie Li, Zi Wang
{"title":"Does being gay motivate the language learning journey of a sexually marginalised ‘refugee’?","authors":"Junjie Li, Zi Wang","doi":"10.1017/s0261444824000156","DOIUrl":"https://doi.org/10.1017/s0261444824000156","url":null,"abstract":"I have an idea that some men are born out of their due place. Accident has cast them amid certain surroundings, but they have always a nostalgia for a home they know not. They are strangers in their birthplace … Perhaps it is this sense of strangeness that sends men far and wide in the search for something permanent, to which they may attach themselves … Sometimes a man hits upon a place to which he mysteriously feels that he belongs …","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"21 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143599921","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
Assessment of second language fluency 第二语言流利度评估
IF 3.6 2区 文学
Language Teaching Pub Date : 2025-03-05 DOI: 10.1017/s0261444824000417
Parvaneh Tavakoli
{"title":"Assessment of second language fluency","authors":"Parvaneh Tavakoli","doi":"10.1017/s0261444824000417","DOIUrl":"https://doi.org/10.1017/s0261444824000417","url":null,"abstract":"<p>Investigating speech fluency has, for a long time, been at the core of second language (L2) studies, as fluency is believed to epitomise successful acquisition of L2, characterise effective communication, elucidate the complex process of acquisition, and predict L2 speakers' proficiency. The significance attributed to fluency in these areas explicates the research attention paid to it over the past decades. An important area of development in this regard is L2 assessment in which fluency is recognised as a key underlying construct of spoken language ability by international language tests (e.g., IELTS, TEEP, APTIS) and language benchmarks (e.g., CEFR). Many high-stakes tests of English and other languages include fluency in their rating scales, with the earliest on record tracing back to the 1930s – the College Board's English Competence Examination (1930) in America. Including fluency as a fundamental aspect of speaking ability in the rating scales, rating descriptors, and rater training materials, either as an independent criterion or combined with others (e.g., delivery), has become common practice in language testing over the past decades. What has made assessment of fluency even more appealing to researchers and test providers in recent years is the objectivity and reliability of its measurement and its compatibility with the technological developments in automated assessment of speaking. Fluency is now largely recognised as a construct that can be efficiently and reliably assessed in automated assessment of spoken language ability and used to predict proficiency (de Jong, 2018*; Ginther et al., 2010*; Kang &amp; Johnson, 2021*; Tavakoli et al., 2023).</p>","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"16 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143546468","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
Machine translation and language teaching and learning 机器翻译与语言教学
IF 3.6 2区 文学
Language Teaching Pub Date : 2025-03-04 DOI: 10.1017/s0261444824000466
Jason Jolley, Luciane Maimone
{"title":"Machine translation and language teaching and learning","authors":"Jason Jolley, Luciane Maimone","doi":"10.1017/s0261444824000466","DOIUrl":"https://doi.org/10.1017/s0261444824000466","url":null,"abstract":"<p>Decades before educators were forced to confront the disruption posed by widely accessible generative artificial intelligence (AI) tools such as ChatGPT, language learners, instructors, and researchers began dealing with its game-changing predecessor: machine translation (MT). Researchers began assessing MT systems and proposing language teaching applications for them as soon as universities and schools gained access to them in the mid-1980s (*Anderson, 1995*; Ball, 1989*; Corness, 1985; French 1991; Lewis, 1997; Richmond, 1994*). These inquiries accelerated in the early 2000s, when internet-enabled computer labs and increasingly smarter devices put free online MT services such as Babel Fish and Google Translate (GT) at students' fingertips, triggering concerns over output quality, academic dishonesty, and the short-circuiting of actual learning. In recent years, there has been a veritable explosion of research on MT's role in and impact on language teaching and learning, with many dozens of peer-reviewed articles published in the past five years alone, as documented in a handful of comprehensive literatures reviews (Gokgoz-Kurt, 2023; Jiang et al., 2024; Jolley &amp; Maimone, 2022; Klimova et al., 2023; Lee, 2023). The present article provides a timeline of this rapidly expanding research domain.</p>","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"23 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143538593","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
Empowering minds: The role of disciplinary literacies in English-medium internationalised universities 增强思维能力：学科素养在以英语授课的国际化大学中的作用
IF 3.6 2区 文学
Language Teaching Pub Date : 2025-02-28 DOI: 10.1017/s026144482400048x
Emma Dafouz
{"title":"Empowering minds: The role of disciplinary literacies in English-medium internationalised universities","authors":"Emma Dafouz","doi":"10.1017/s026144482400048x","DOIUrl":"https://doi.org/10.1017/s026144482400048x","url":null,"abstract":"As higher education increasingly embraces internationalisation, the surge in demand for English as the medium of education (EME) poses significant challenges for stakeholders. This keynote places disciplinary literacies (DLs), defined as the ability to appropriately participate in the communicative practices of a discipline (Airey, 2011), centre stage as a crucial construct for effective teaching and learning within specific subjects. Despite their critical role in facilitating comprehension and production of discipline-specific practices and texts, their integration into EME settings often remains overlooked, raising concerns about students’ mastery of disciplinary content. Against this backdrop, with the help of the ROAD-MAPPING framework (Dafouz &amp; Smit, 2020) as a conceptual and analytical tool, and drawing on data from the SHIFT research project, I will illustrate how ROAD-MAPPING can be used to examine comprehensively and in a socially situated way the role of DLs in students’ learning experiences. The paper advocates for the importance of supporting students (and lecturers) in the development of DLs in EME underscoring the pivotal role ESP (English for Specific Purposes) and EAP (English for Academic Purposes) professionals play in facilitating effective EME implementation.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"130 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528321","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
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