Language Teaching Research最新文献

{"title":"Assessments in L2 conversation-for-learning discussions","authors":"Eunseok Ro, Josephine Mijin Lee","doi":"10.1177/13621688251352274","DOIUrl":"https://doi.org/10.1177/13621688251352274","url":null,"abstract":"Using multimodal conversation analysis, this study examines how assessments function as interactional resources for managing second language (L2) discussion topics in conversation for learning (CFL) contexts. Drawing on nine hours of video-recorded discussions, we analyse how students initiate and expand topics through assessments directed at either the primary speaker or third parties. Our guiding research question is: How do first-position assessments in CFL discussions shape participation, topic progression, and the management of interactional contingencies? The analysis reveals that assessments directed at the primary speaker, whether positive or negative, prompt elaboration or justification, leading to extended participation. In contrast, assessments of third parties produce different interactional outcomes: positive assessments foster shared alignment without necessitating further elaboration, while negative assessments invoke moral accountability, prompting participants to justify or defend the assessed third party. Overall, this analysis highlights students’ collaborative efforts in managing assessments to create opportunities to practice L2. Furthermore, the assessment trajectories reflect the participants’ concern with managing social relationships. This study advances research on assessment-in-interaction and CFL while providing valuable insights for designing L2 speaking tasks that foster more dynamic and participatory discussions.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"37 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144719713","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}

{"title":"LexPro: A plurilingual lexical profiling tool to assist teachers and researchers in analysing vocabulary of L2 input","authors":"Amaury Van Parys, Vanessa De Wilde, Lieve Macken, Maribel Montero Perez","doi":"10.1177/13621688251352259","DOIUrl":"https://doi.org/10.1177/13621688251352259","url":null,"abstract":"Given the strong influence of vocabulary knowledge on L2 learners’ text comprehension (Schmitt et al., 2011), assessing the vocabulary demands of foreign language (L2) input is a crucial challenge for both L2 educators and researchers. To do so, a well-established step for the design, selection, and empirical analysis of L2 input is to use tools for lexical profiling. This involves categorising a text’s vocabulary across levels in a word frequency list to estimate the vocabulary knowledge learners need in order to achieve satisfactory comprehension. However, current tools are mainly available for English and are built on word family-based frequency lists derived from broad corpora, which have been suggested to have more limited predictive power of learner knowledge than previously presumed (Schmitt et al., 2021). This article presents LexPro, a new plurilingual lexical profiling tool which was programmed in Python and facilitates analysis of individual texts and corpora in English, French, Spanish, and Dutch. It relies on flemmatised word frequency lists derived from subtitle corpora, on the empirical ground that these are more reflective of learner knowledge (Pinchbeck et al., 2022). Output includes general text characteristics (e.g., text length, lexical diversity), a lexical profile with accompanying visuals, an overview of the used vocabulary, and detailed insights into word repetition as well as the number of texts in which words appear. To illustrate the potential applications of the tool for both research and teaching practice, a use case is presented analysing an Intermediate French L2 textbook. The paper concludes with practical recommendations for implementing LexPro in educators’ text selection processes.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"23 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144719682","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}

{"title":"Notes on Contributors","authors":"","doi":"10.1177/13621688251359729","DOIUrl":"https://doi.org/10.1177/13621688251359729","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"119 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144702073","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}

{"title":"Advancing language education: Insights into teacher cognition, learner engagement, and skill development","authors":"Hossein Nassaji","doi":"10.1177/13621688251359710","DOIUrl":"https://doi.org/10.1177/13621688251359710","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"14 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144701886","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}

{"title":"‘Not my cup of tea’: The effect of proficiency, frequency, and congruency on L2 knowledge of idioms","authors":"Afnan Farooqui, Suhad Sonbul","doi":"10.1177/13621688251351019","DOIUrl":"https://doi.org/10.1177/13621688251351019","url":null,"abstract":"Factors that predict second language (L2) collocation knowledge have been extensively studied, but research on predictors of L2 knowledge of idioms is still limited. The aim of the present study is to examine the effect of various factors established in L2 collocation research on idioms. These include L2 proficiency, idiom frequency, and congruency status (whether the idiom can be literally translated into the first language or L1). To that end, 225 L1-Arabic–L2-English speakers completed three measures (familiarity rating, meaningfulness rating, and meaning recall) involving 72 English idioms, half congruent and half incongruent. Additionally, the participants completed a vocabulary size test as a rough measure of their English proficiency. We initially examined the association between the ratings provided by the L2 participants and those of L1 speakers, which are available through a norming study. Then, we fit mixed-effects models to examine predictors of the three outcome measures. Raw meaning recall scores indicated that only 33% of the target idioms had their meanings correctly recalled. The statistical analysis showed a strong positive interaction between the familiarity and meaningfulness ratings provided by L2 speakers. However, the association between L1 and L2 ratings was weaker. Results of mixed-effect modelling showed that for all three measures, only estimated proficiency and congruency were significant determinants of L2 idiomatic knowledge. Additionally, estimated proficiency modulated the congruency effect only for the rating measures, with a larger difference between congruent and incongruent idioms as proficiency increased. We discuss the implications of these findings to the teaching and learning of L2 idioms.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"115 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144693930","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}

{"title":"The effects of task complexity and task repetition on sense-aware frequency-based lexical sophistication indices in L2 writing","authors":"Mahmoud Abdi Tabari, Xiaofei Lu, Renfen Hu","doi":"10.1177/13621688251351734","DOIUrl":"https://doi.org/10.1177/13621688251351734","url":null,"abstract":"Research on task-based second-language (L2) writing has largely focused on investigating how task complexity (TC) affects various aspects of written production. However, this body of research has rarely examined the effect of task repetition, either on its own or in interaction with TC. Additionally, studies have predominantly used traditional frequency-based measures of lexical sophistication, without incorporating more nuanced, sense-aware indices that could offer a deeper understanding of linguistic complexity. This study aims to explore and compare the impact of TC, task repetition, and their interaction on lexical sophistication in L2 writing, using both traditional and sense-aware frequency-based indices. Ninety-six participants completed two argumentative essays on simple and complex tasks in counterbalanced order, twice over four weeks. These essays were analyzed using a set of lexical sophistication indices, both traditional and sense-aware. Repeated-measures MANOVA with TC and time as within-subject variables showed significant main effects of TC and time on overall lexical sophistication, with sense-aware indices being more sensitive and yielding larger effect sizes than traditional word-form-based measures. The theoretical, methodological, and practical implications of our findings are discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"101 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144693952","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}

{"title":"Self-initiated foreign language listening outside class: A mixed-methods investigation of learners’ motivation and their perceptions through self-determination theory","authors":"Art Tsang, Sal Consoli","doi":"10.1177/13621688251352280","DOIUrl":"https://doi.org/10.1177/13621688251352280","url":null,"abstract":"With the advancements in technology and a growing number of mobile/computer-accessed platforms, opportunities for spoken foreign language (FL) exposure have increased considerably. While some learners seize these opportunities to engage in FL listening beyond the classroom (e.g., watching FL movies), others remain demotivated to do so. This mixed-methods study set out to examine 275 Grade-10-to-12 English-as-a-FL (EFL) learners’ motivation and perceptions based on the amount of <jats:italic>voluntary</jats:italic> English listening they engaged with outside class. The findings from the e-questionnaire revealed that most participants had <jats:italic>little-to-some</jats:italic> such exposure. Through the lens of self-determination theory, we found that those having <jats:italic>a lot of</jats:italic> exposure showed the highest (FL listening) intrinsic motivation; however, it was the <jats:italic>little-to-some</jats:italic> group that demonstrated the highest introjected regulation. All participants revealed high external regulation. Furthermore, the open-ended responses showed that there were seven categories of reasons why the participants listened to English voluntarily. The most popular reasons were: English improvement and interesting/useful things/people in English (e.g. Marvel; VTubers). From the qualitative dataset, we also uncovered seven categories of suggestions that could be effective in motivating learners to engage in out-of-class FL listening.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"12 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144677254","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}

{"title":"Decoding the relationship between emotional intelligence and foreign language anxiety: A systematic review and meta-analysis","authors":"Muzaffer Pınar Babanoğlu","doi":"10.1177/13621688251345726","DOIUrl":"https://doi.org/10.1177/13621688251345726","url":null,"abstract":"Emotional intelligence (EI) has been a focus of interest in foreign language education over the last few decades. Foreign language anxiety (FLA) is a central issue in foreign language learning, as it is the most common negative emotion that language learners experience and may hinder the language learning process. The present study scrutinizes the relationship between EI and FLA by conducting a systematic review and meta-analysis of existing literature. A systematic search of related databases generated 40 eligible studies published between 2003 and 2024 ( <jats:italic>n</jats:italic> = 11,590 samples), of which 14 ( <jats:italic>n</jats:italic> = 4,789 samples) were subject to a meta-analysis to assess the overall effect size of EI on FLA. The majority of studies in the review found a significant negative correlation between EI and FLA, with research conducted across 12 countries using recognized scales, focusing on medium to large learner populations, and showing growing interest over a 21-year period, particularly in the last four years. The review results, supported by the quantitative synthesis with a moderate effect size ( <jats:italic>R²</jats:italic> &gt; 0.10), indicate a significant negative correlation between EI and FLA, suggesting that higher levels of EI are associated with lower levels of FLA. The findings highlight the importance of developing learners’ EI skills in language education to help manage anxiety, a key barrier to foreign language learning, and suggest notable pedagogical insights and research objectives that provide a comprehensive understanding of past and current trends and opportunities within the EI paradigm in foreign language teaching.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"11 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144612865","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}

{"title":"Teaching to the test in the English language classroom: Development and validation of a measurement instrument","authors":"Joy Muth, Luisa Grützmacher, Marko Lüftenegger","doi":"10.1177/13621688251351250","DOIUrl":"https://doi.org/10.1177/13621688251351250","url":null,"abstract":"In the last few decades, the assumption that the implementation of standardized tests might cause washback effects on language teaching and learning has become certainty. Researchers and practitioners report an increased use of ‘teaching to the test’ (TTT) practices, however, in current literature, consensus about which practices this includes is missing and operationalizations in studies vary greatly. Further, even though TTT is assumed to impair meaningful learning, no study so far examined students’ perspective. The current study therefore used a multi-method approach to theoretically and empirically define TTT and develop a uniform measurement instrument, focusing on students’ perspective of their English language teachers’ practices. Results suggest that TTT is a multidimensional construct consisting merely of test preparation practices, but not changes in teaching style. Multilevel analyses showed adequate fit for two equally plausible models, good psychometric properties, and full measurement invariance of the instrument across gender, first language, and school type. The theory-based and empirically supported instrument therefore represents a valid and reliable measure for uniformly assessing perceived TTT in the language learning context. Our study paves the way for future research studying the effects that this specific type of washback might have on students’ learning outcomes.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"93 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144566483","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}

{"title":"‘That was crazy’: Confronting monolingual ideologies and courting translanguaging in international telecollaboration","authors":"John Turnbull, Bedrettin Yazan, Baburhan Uzum, Sedat Akayoglu","doi":"10.1177/13621688251349519","DOIUrl":"https://doi.org/10.1177/13621688251349519","url":null,"abstract":"In a telecollaboration (or ‘virtual exchange’) between teacher candidates (TCs) from Türkiye and the United States (U.S.), U.S. TCs experience various elements of translingual practice as potential challenge to their monolingual backgrounds. The challenges occur as TCs from the U.S. context work to fulfill, with Turkish assistance, collaborative final projects: a K-6 learning resource in the form of ‘kamishibai’, digital story, or translanguaging children’s book. Analysis in the article draws on various data sources, including the final projects, recorded video interactions between U.S. and Turkish TCs, and written reflections by U.S. TCs. The analysis aims to answer the following research questions: (1) How have the U.S. TCs’ monoglossic orientations been challenged during their translingual collaborations with TCs from Türkiye? (2) How do the U.S. TCs interpret and define translanguaging through their experience in this telecollaborative contact zone? In the absence of clear modeling or detailed theoretical exegesis of translanguaging as pedagogy and social-justice orientation, the U.S. TCs vary in their explications of translanguaging, describing the phenomenon as the existence of multiple languages in one discourse or the use, or non-use, of translation to aid understanding. In video-recorded interactions with TCs from Türkiye, the U.S. TCs engage in a ‘contact zone’ of translingualism. They participate in and negotiate their way through language mixing and translation, interculturality, diverse linguistic and literacy practices, and misunderstandings. There is little evidence, however, of U.S. TCs adopting a translanguaging stance: for instance, there are no ‘breakthrough’ or ‘aha’ moments in the U.S. cohort that helped them connect the multilingual negotiations with Turkish students with what they might one day face in their language classrooms. But walls between monoglossic ideations and real-world languaging were fractured, helping U.S. TCs to access gesture, and become parties to bilingualism, collaboration, mediation, and vernacular expression.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"38 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144515500","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}