Language Teaching最新文献

From language awareness to critical multilingual language awareness: Chilean pre-service EFL teachers’ knowledge for diverse contexts 从语言意识到批判性多语意识：智利职前英语教师在不同语境下的知识

IF 3.6 2区文学

Language Teaching Pub Date : 2026-11-06 DOI: 10.1017/s0261444826101591

Leonardo Veliz, Julian Chen, Xuesong (Andy) Gao

{"title":"From language awareness to critical multilingual language awareness: Chilean pre-service EFL teachers’ knowledge for diverse contexts","authors":"Leonardo Veliz, Julian Chen, Xuesong (Andy) Gao","doi":"10.1017/s0261444826101591","DOIUrl":"https://doi.org/10.1017/s0261444826101591","url":null,"abstract":"It has become imperative for English language teacher education (ELTE) programmes to prepare pre-service teachers (PSTs) for the pedagogical and sociopolitical complexities of multilingual classrooms in linguistically and culturally diverse contexts such as Chile. This study explores critical multilingual language awareness (CMLA) as a framework for addressing language ideologies, power dynamics, and the sociopolitical dimensions of English language teaching. Through in-depth semi-structured interviews, data were collected from eight PSTs at different Chilean universities. The study examined their perceptions of the role and status of English in Chile, the knowledge they consider necessary for teaching in culturally and linguistically diverse contexts, and the changes to ELTE curricula they envisage. Analysis revealed that while all eight participants valued language awareness and knowledge about language, some also questioned the strong ‘linguistics’ orientation of their preparation and called for greater attention to Anglocentric ideologies of power and to cultural and linguistic diversity, views partly consistent with principles of CMLA. These findings suggest considerations for ELTE and directions for further research on how programmes might support PSTs’ CMLA.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"15 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149360391","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

Peer feedback in second-language writing: A critical review of recent research (2015–2024) 第二语言写作中的同伴反馈：对近期研究的批判性回顾（2015-2024）

IF 3.6 2区文学

Language Teaching Pub Date : 2026-11-06 DOI: 10.1017/s026144482610127x

Shulin Yu, Chenggang Liang, Kaihao Yuan, Icy Lee

{"title":"Peer feedback in second-language writing: A critical review of recent research (2015–2024)","authors":"Shulin Yu, Chenggang Liang, Kaihao Yuan, Icy Lee","doi":"10.1017/s026144482610127x","DOIUrl":"https://doi.org/10.1017/s026144482610127x","url":null,"abstract":"Peer feedback has been widely recognized for its potential to foster writing development, critical thinking, and learner autonomy in second-language (L2) writing contexts. Over the past decade, emerging theoretical perspectives, such as the student-centered feedback model, translanguaging, digital literacies, and feedback literacy, have reshaped understandings of peer feedback, expanding its conceptual landscape and offering new lenses to explore its complexities and implications in diverse L2 writing contexts. Building upon the review by Yu and Lee (2016), this paper provides a critical review of existing research on peer feedback in L2 writing from 2015 to 2024. Through critical analyses of the selected studies ( n = 44), the review identifies seven major themes in this area: (1) the impact of peer feedback on student writers; (2) student engagement with peer feedback; (3) peer feedback and student feedback literacy; (4) emotions and peer feedback; (5) translanguaging and peer feedback; (6) learning from giving peer feedback; and (7) technology, AI tools, and peer feedback. Moreover, the paper reviews the research methodologies adopted in recent relevant studies, noting an increased adoption of mixed-methods designs that combine quantitative and qualitative data to capture the multifaceted nature of peer feedback interactions and their contextual, cognitive, and affective dimensions. By synthesizing relevant studies and theoretical frameworks, this review not only offers practical implications for L2 writing teachers to implement peer feedback but also provides researchers with timely insights for conducting more comprehensive, theory-driven investigations into the evolving dynamics of peer feedback in L2 writing.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"15 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149360392","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

Learners’ beliefs about teachers’ social characteristics influence their pronunciation preferences: A replication and extension of Hayes-Harb, Barrios & Tripp (2022) 学习者对教师社会特征的信念影响其发音偏好：Hayes-Harb， Barrios & Tripp（2022）的复制与扩展

IF 3.6 2区文学

Language Teaching Pub Date : 2026-11-03 DOI: 10.1017/s0261444826101463

Shannon Barrios, Rachel Hayes-Harb

{"title":"Learners’ beliefs about teachers’ social characteristics influence their pronunciation preferences: A replication and extension of Hayes-Harb, Barrios & Tripp (2022)","authors":"Shannon Barrios, Rachel Hayes-Harb","doi":"10.1017/s0261444826101463","DOIUrl":"https://doi.org/10.1017/s0261444826101463","url":null,"abstract":"Learners’ beliefs about language and language users impact the inferences they make about linguistic structure as well as their learning outcomes. In previous work, we found that participants preferred speech samples exhibiting a pronunciation pattern that was associated with a ‘teacher’ over that of a ‘student’ in a simulated language classroom context, indicating that language learners differentially weight their input based on characteristics of the speaker. We first replicated this study with a new pronunciation pattern (Experiment 1) and then extended the work by investigating whether preferences for the teacher’s pronunciation can be modulated by attributing ‘favorable’ vs. ‘unfavorable’ social characteristics to the teacher regarding their teaching experience, teaching effectiveness, and linguistic background (Experiment 2). We found that participants still tended to prefer the teacher’s pronunciation, but that the degree of preference was reduced when the teacher had been characterized unfavorably. We thus provide evidence that preferences for speech input from teachers are modulated by beliefs about the social characteristics of the teacher, presenting a challenge for asocial models of pronunciation learning and contributing to our understanding of linguistic stereotyping and its impact on language teaching and learning.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"14 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149360427","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

Linguistic complexity and writing proficiency in assessing L2 Spanish writing 语言复杂性和写作能力评估第二语言西班牙语写作

IF 3.6 2区文学

Language Teaching Pub Date : 2026-10-16 DOI: 10.1017/s0261444826101426

Pengzhan Yang, Wenqian Huang, Guangyuan Yao

{"title":"Linguistic complexity and writing proficiency in assessing L2 Spanish writing","authors":"Pengzhan Yang, Wenqian Huang, Guangyuan Yao","doi":"10.1017/s0261444826101426","DOIUrl":"https://doi.org/10.1017/s0261444826101426","url":null,"abstract":"Although linguistic complexity is widely used to assess second language (L2) writing proficiency, the linguistic correlates of L2 Spanish writing proficiency remain relatively underexplored. This study addresses this gap by examining how selected lexical, syntactic, and morphological complexity indices predict L2 Spanish learners’ standardized proficiency scores. We analyzed a corpus of 3,034 essays from L2 Spanish learners, utilizing their standardized placement test scores as a continuous measure of proficiency. A multiple linear regression model identified a concise set of complexity indices that effectively predicted proficiency scores, explaining a significant portion of the variance ( R 2 = .557). Results reveal a clear proficiency-based linguistic profile: advanced writing was significantly predicted by greater phrasal complexity, sustained clausal subordination, and higher lexical sophistication. In contrast, beginners’ writing was characterized by simpler syntactic strategies. These findings provide a robust, empirically derived profile of L2 Spanish writing development, offering valuable implications for pedagogical instruction, assessment rubrics, and automated evaluation tools.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"188 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149187936","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

Managing change in applied linguistics 管理应用语言学的变化

IF 3.6 2区文学

Language Teaching Pub Date : 2026-09-25 DOI: 10.1017/s0261444826101438

Cristina Sanz

引用次数: 0

Establishing a collaborative research-practice network to enhance task-based language teaching in North America 建立合作研究-实践网络，加强北美任务型语言教学

IF 3.6 2区文学

Language Teaching Pub Date : 2026-09-22 DOI: 10.1017/s0261444826101414

Matthew D. Coss,Koen Van Gorp

引用次数: 0

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