Language Teaching Research最新文献

Grammar training as task-readiness in ESL sentence reading: An experimental study of ambiguity resolution in garden-path sentences 语法训练在ESL句子阅读中的任务准备作用：花园小径句子歧义消解的实验研究

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-04-28 DOI: 10.1177/13621688261432066

Yuwen Shi, Yizhou Wang

{"title":"Grammar training as task-readiness in ESL sentence reading: An experimental study of ambiguity resolution in garden-path sentences","authors":"Yuwen Shi, Yizhou Wang","doi":"10.1177/13621688261432066","DOIUrl":"https://doi.org/10.1177/13621688261432066","url":null,"abstract":"This study investigates whether a targeted grammar training session enhances English as a second language (ESL) learners’ sentence comprehension, focusing on garden-path sentences as a test of syntactic ambiguity resolution. Chinese ESL learners were assigned to a grammar training group or a control group before completing a self-paced sentence reading experiment. The training session followed a multiple-step progression from simple to complex sentence structures to raise the grammatical awareness in the learners for improving their syntactic parsing skills. Mixed-effects modeling of the data showed that ESL learners with grammar training outperformed those without training, as shown in both comprehension accuracy and reading speed measures. The finding supports the view that form-focused pretask training can direct second language (L2) learners' attention efficiently without overloading cognitive resources, and the notion of task-readiness could be extended from L2 production research to L2 sentence reading. This study shows that explicit grammar instruction brings cognitive benefits to ESL learners, and the experimental method links psycholinguistic research with language-teaching practice.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"33 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147752646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Culture clash chronicles: Unveiling language learners' intercultural competence through critical incident tasks 文化冲突编年史：通过关键事件任务揭示语言学习者的跨文化能力

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-04-28 DOI: 10.1177/13621688261439658

Nur Gedik Bal, Mürüvvet Şenbayrak

{"title":"Culture clash chronicles: Unveiling language learners' intercultural competence through critical incident tasks","authors":"Nur Gedik Bal, Mürüvvet Şenbayrak","doi":"10.1177/13621688261439658","DOIUrl":"https://doi.org/10.1177/13621688261439658","url":null,"abstract":"This study explores the development of intercultural competence among English as a foreign language (EFL) learners through critical incident task discussions. Participants included 72 intermediate-level students in a control group and 69 in an experimental group. Both groups completed a presurvey on intercultural competence, whereas the experimental group additionally engaged in weekly critical incident discussions and submitted their reflections. At the end of the intervention, both groups completed a postsurvey, and the experimental group provided open-ended responses about their experiences. Results revealed significant gains in intercultural competence for the experimental group, with no comparable improvement in the control group. Learners reported increased awareness of cultural values, norms, and differences, recognition of culture’s role in shaping behavior, greater open-mindedness, and enhanced communication skills. They also highlighted strategies such as respect, empathy, adaptability, inclusivity, and collaboration when addressing intercultural challenges. The study underscores the potential of critical incident tasks in fostering intercultural competence in EFL contexts.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"238 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147752647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Translanguaging through performance: Comparative repetition pedagogy in Arabic–English university EFL classrooms 通过表演进行翻译：阿拉伯语-英语大学英语课堂的比较重复教学法

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-04-24 DOI: 10.1177/13621688261443632

Mohammed Alshaikhi

引用次数: 0

Teaching, learning, and teacher development 教学、学习和教师发展

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-04-16 DOI: 10.1177/13621688261438167

María del Pilar García Mayo

引用次数: 0

Notes on Contributors 投稿人说明

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-04-16 DOI: 10.1177/13621688261438186

引用次数: 0

Humanizing English language teaching (ELT) materials: An emotional design framework 英语教材人性化：一个情感化的设计框架

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-04-13 DOI: 10.1177/13621688261430560

Jiaqi Diao, Shulin Yu

{"title":"Humanizing English language teaching (ELT) materials: An emotional design framework","authors":"Jiaqi Diao, Shulin Yu","doi":"10.1177/13621688261430560","DOIUrl":"https://doi.org/10.1177/13621688261430560","url":null,"abstract":"Despite growing calls to humanize materials for English language teaching (ELT), the emotional dimension of materials design remains largely overlooked, limiting their potential to foster affective engagement and support emotionally rich learning experiences that contribute to learners’ holistic development. This article proposes an emotional design framework for ELT materials, which draws on Norman’s Emotional Design Theory and empirical findings of emotional design in multimedia learning, and is informed by research in ELT materials, language education and applied linguistics. The framework outlines three levels of emotional design: visceral, behavioral, and reflective, to guide the development of ELT materials that stimulate the senses, promote meaningful and interactive language learning, and encourage personal reflection. To support implementation, a triadic model of teacher–student–material interaction is introduced alongside three key dimensions for teacher practices: mastering emotional design principles for materials development, developing emotional intelligence for effective classroom implementation, and cultivating teacher–student partnerships for continuous materials improvement. The study offers theoretical insight and practical guidance for designing emotionally engaging materials that promote more humanistic and meaningful language learning experiences.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"38 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147682076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

The teacher as a mediator: How novice and experienced teachers promote learning in English-as-a-foreign-language classes 教师作为中介：新手和有经验的教师如何促进英语作为外语课程的学习

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-04-07 DOI: 10.1177/13621688261433884

Nurhan Çökmez

{"title":"The teacher as a mediator: How novice and experienced teachers promote learning in English-as-a-foreign-language classes","authors":"Nurhan Çökmez","doi":"10.1177/13621688261433884","DOIUrl":"https://doi.org/10.1177/13621688261433884","url":null,"abstract":"The aim of this qualitative multiple-case study is to examine how six teachers implement linguistic mediation in their classrooms and to explore the implications of these practices for language pedagogy. Data were collected through semi-structured interviews with three novice and three experienced teachers working at higher education institutions in Türkiye. Following the introduction of the Common European Framework of Reference for Languages Companion Volume , mediation has become central to language education, with an increasing emphasis on mediation-oriented approaches. The findings indicate that, although 11 specific mediation activities and strategies (such as linking to prior knowledge and integrating technology) were identified, participants demonstrated limited conceptual clarity regarding mediation. Nevertheless, both novice and experienced teachers show potential to facilitate mediation-oriented learning in their classrooms. By presenting current interpretations and practices of mediation in higher education, this study contributes to the literature on Common European Framework of Reference for Languages-aligned pedagogy and offers implications for teacher development and curriculum design.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"112 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147635895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Preservice English language teacher self-efficacy in Türkiye: A cross-sectional analysis 台湾职前英语教师自我效能感的横断面分析

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-04-03 DOI: 10.1177/13621688261432443

Michael Karas, Farahnaz Faez, Funda Ölmez Çağlar, Selçuk Emre Ergüt

{"title":"Preservice English language teacher self-efficacy in Türkiye: A cross-sectional analysis","authors":"Michael Karas, Farahnaz Faez, Funda Ölmez Çağlar, Selçuk Emre Ergüt","doi":"10.1177/13621688261432443","DOIUrl":"https://doi.org/10.1177/13621688261432443","url":null,"abstract":"This study investigated Turkish preservice English language teachers’ self-efficacy beliefs over the course of a 4-year language teacher education (LTE) program. Teacher self-efficacy, or teachers’ confidence in their ability to perform specific teaching tasks, is a way of understanding teachers’ pedagogical capabilities. Drawing on survey data from 261 preservice teachers in two LTE programs in Türkiye, an exploratory factor analysis was conducted that resulted in a 34-item survey with 6 factors: (1) language instruction, (2) classroom proficiency and language use, (3) culture, (4) student-focused instruction, (5) technology, and (6) assessment. The newly developed survey accounted for 59.21% of variance and showed high internal consistency (α = .97). Utilizing this new survey, a cross-sectional analysis was conducted looking at teachers’ self-efficacy across their 4 years of study. This group of preservice teachers showed highest confidence in their ability to incorporate technology in their teaching, whereas they showed the least confidence in their ability for language instruction. Teachers’ self-efficacy did gradually increase over the 4-year program in some areas, but pairwise differences were not statistically significant. These results are discussed in relation to studies on LTE and teacher self-efficacy, which have historically shown mixed results. Pedagogical implications are discussed in relation to LTE programs and teachers’ personal development.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"18 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147598561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

When ChatGPT gets it wrong: investigating third position repair by L2 learners at varying proficiency levels 当ChatGPT出错时：调查不同熟练程度的二语学习者的第三位修复

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-04-01 DOI: 10.1177/13621688261425867

Min Gyeong Choi

{"title":"When ChatGPT gets it wrong: investigating third position repair by L2 learners at varying proficiency levels","authors":"Min Gyeong Choi","doi":"10.1177/13621688261425867","DOIUrl":"https://doi.org/10.1177/13621688261425867","url":null,"abstract":"This study explores how 30 Korean English as a foreign language (EFL) learners at three proficiency levels (CEFR A2, B1, and B2) manage third position repair during voice-based role-play tasks with ChatGPT-4. Over 12 hours and 30 minutes of recorded interactions were analyzed using conversation analysis, complemented by retrospective verbal reports (RVRs) to capture both interactional patterns and learner perceptions. The findings show clear proficiency-related differences. A2 learners ( n = 10) consistently abandoned repair, either by switching to their first language or abruptly terminating the conversation, and none of their TPR sequences resulted in successful repair. B1 learners ( n = 10) managed repair partially through simple repetition or confirmation checks but often prioritized progressivity over intersubjectivity; approximately 50% of their TPR sequences were successful. B2 learners ( n = 10) consistently produced TPR and maintained intersubjectivity through a wider range of strategies, achieving an 80% success rate. RVRs show that limited repair knowledge and ChatGPT’s technical constraints contributed to frustration and demotivation, particularly among lower-proficiency learners. Overall, the findings suggest that ChatGPT’s technical features can function as both constraints and learning opportunities, underscoring the enduring value of EFL teachers in mediating learner experiences and optimizing the pedagogical potential of AI chatbots.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"12 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147586565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Collocational depth, L1 interference, and strategic engagement: A longitudinal study 搭配深度、母语干扰与策略参与：一项纵向研究

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-03-31 DOI: 10.1177/13621688261435175

Mohammed Hassan Alshaikhi

{"title":"Collocational depth, L1 interference, and strategic engagement: A longitudinal study","authors":"Mohammed Hassan Alshaikhi","doi":"10.1177/13621688261435175","DOIUrl":"https://doi.org/10.1177/13621688261435175","url":null,"abstract":"This study examined how Saudi learners of English as a foreign language (EFL) developed collocational competence through strategic engagement, and how institutional context and Arabic first language (L1) interference mediated this process. A total of 120 male English majors from public and private universities participated in a two-semester longitudinal mixed-methods design. Instruments included CEFR-aligned vocabulary tests, collocation tasks, strategy inventories, reflective logs, and essay analysis. Quantitative findings revealed significant gains in vocabulary knowledge and strategy use, with B2 learners demonstrating a marked shift toward metacognitive regulation. Regression analyses showed that collocational depth, measured by accuracy and sophistication, was a stronger predictor of CEFR-rated writing quality than vocabulary size. Error analysis indicated persistent first language (L1)-based interference (literal translation, verb overgeneralization, idiomatic transfer), though these errors declined with proficiency and were less frequent among private-university learners, likely due to stronger digital exposure and feedback mechanisms. Qualitative data underscored motivation, teacher/peer feedback, and digital engagement as key drivers of cognitive and affective involvement in collocational learning. Together, the results highlighted the dynamic interplay between lexical depth, L1 transfer, and engagement, showing that collocational competence evolved through both individual strategies and institutional affordances. By integrating CEFR-based assessment, collocational analysis, and engagement theory, this study extended vocabulary research in Saudi contexts. Pedagogically, it called for collocation-focused strategy instruction, affective support to mitigate L1 interference, and equitable institutional resources aligned with Saudi Arabia’s Vision 2030 educational agenda.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"4 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147578426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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