Language Teaching最新文献_第2页

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

Preparing students for success in English medium instruction: What works, what doesn’t, and why it matters 为学生在英语教学中取得成功做好准备：什么有效，什么无效，为什么重要

IF 3.6 2区文学

Language Teaching Pub Date : 2026-03-09 DOI: 10.1017/s0261444826101190

Samantha Curle

引用次数: 0

Digital games and gaming in language learning and teaching 数字游戏和游戏在语言学习和教学中的应用

IF 3.6 2区文学

Language Teaching Pub Date : 2026-03-09 DOI: 10.1017/s0261444826101177

Jonathon Reinhardt, Lincoln Bain

引用次数: 0

Transcultural awareness development in language teacher education in Argentina 阿根廷语言教师教育中的跨文化意识发展

IF 3.6 2区文学

Language Teaching Pub Date : 2026-03-04 DOI: 10.1017/s0261444825101092

Melina Porto

引用次数: 0

The principle-practice gap: A methodological synthesis of discrepancies between narrative inquiry ethical ideals and actual reporting practices 原则-实践差距：叙事探究伦理理想与实际报告实践之间差异的方法论综合

IF 3.6 2区文学

Language Teaching Pub Date : 2026-03-03 DOI: 10.1017/s0261444826101207

Hessameddin Ghanbar, Nari Kim, Carlo Cinaglia, Peter I. De Costa

{"title":"The principle-practice gap: A methodological synthesis of discrepancies between narrative inquiry ethical ideals and actual reporting practices","authors":"Hessameddin Ghanbar, Nari Kim, Carlo Cinaglia, Peter I. De Costa","doi":"10.1017/s0261444826101207","DOIUrl":"https://doi.org/10.1017/s0261444826101207","url":null,"abstract":"Ethics has become a central concern in applied linguistics, with researchers from both qualitative and quantitative paradigms increasingly engaging with ethical considerations. While methodological guidelines have been proposed to support ethical research practices (De Costa, 2024), it remains unclear to what extent these are implemented and reported. Narrative inquiry, in particular, poses complex ethical challenges due to its relational and often deeply personal nature. Although qualitative traditions have long led ethical reflections in applied linguistics, ethical enactment and transparency in narrative inquiry remain inconsistent. To explore this issue, we conducted a methodological synthesis of 332 narrative inquiry studies published between 2012 and 2023, examining ethical practices across study design, recruitment, data collection, and analysis. Findings reveal that while issues like anonymity were commonly addressed, other areas – such as IRB approval, participant incentives, considerations for vulnerable populations, and data sharing – showed marked variation. Drawing on current literature, we propose empirically grounded recommendations to strengthen ethical reporting in narrative research. Rather than associating macro-ethics and micro-ethics with specific paradigms, we integrate both to explore how ethical principles are enacted in context. Given the relational and situated nature of narrative inquiry, this review responds to a timely need for more transparent and reflexive ethical practice in the field.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"5 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147360376","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

Post observation feedback in language teaching: A review of recent research 观察后反馈在语言教学中的应用：近期研究综述

IF 3.6 2区文学

Language Teaching Pub Date : 2026-02-25 DOI: 10.1017/s0261444826101165

Helen Donaghue

引用次数: 0

Practicalities and possibilities: Linguistic approaches to short-form social media 实用性与可能性：短形式社交媒体的语言学研究

IF 3.6 2区文学

Language Teaching Pub Date : 2026-02-19 DOI: 10.1017/s0261444826101153

Tamsin Parnell, Katy Humberstone

引用次数: 0

From effective to optimal: A research agenda for advancing pronunciation instruction 从有效到最佳：推进发音教学的研究议程

IF 3.6 2区文学

Language Teaching Pub Date : 2026-02-16 DOI: 10.1017/s0261444825101079

Charlie Nagle

{"title":"From effective to optimal: A research agenda for advancing pronunciation instruction","authors":"Charlie Nagle","doi":"10.1017/s0261444825101079","DOIUrl":"https://doi.org/10.1017/s0261444825101079","url":null,"abstract":"Research syntheses have demonstrated that pronunciation instruction works, which means that whether instruction is effective is no longer an open question. Instead, contemporary intervention research has shifted to investigating how instruction can be further optimized, asking targeted questions about the instructional features that catalyze learning. In this paper, I examine the concept of instructional optimization, focusing on anticipated effect sizes (gains). I outline a four-pronged empirical approach to provide robust data for designing optimal pronunciation interventions. First, I describe the need for replication studies, which provide insight into the precision and stability of effects across distinct research samples and contexts. Second, I advocate for a systematic approach to study design. In such an approach, which is closely tied to the principles of replication, one or two variables are manipulated at a time, leading to a set of maximally comparable studies that lend insight into the impact of specific variables. Third, I explain the need to situate instruction within a longitudinal perspective to examine how robust and durable instructional gains are. Finally, I turn to adaptive approaches, where the surface format that instruction takes is highly variable and responsive to learner needs while the adaptive decision tree that generates the form is fixed and replicable.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"178 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146205093","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