Language Teaching Research最新文献

Accuracy and response-time effects of structured input on the acquisition of English passive and active constructions: A self-paced reading study of native and non-native processing behaviours

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-04-01 DOI: 10.1177/13621688251329670

Alessandro Benati

引用次数: 0

A phenomenographic study of engineering students’ conceptions of learning English as a foreign language

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-03-29 DOI: 10.1177/13621688251326815

Amjad Owais, Tanya Hathaway

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Evaluating a task-based language teaching course for low-proficiency learners in ESP classrooms in Japan

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-03-28 DOI: 10.1177/13621688251324376

Takuro Fujita, Natsuko Shintani

{"title":"Evaluating a task-based language teaching course for low-proficiency learners in ESP classrooms in Japan","authors":"Takuro Fujita, Natsuko Shintani","doi":"10.1177/13621688251324376","DOIUrl":"https://doi.org/10.1177/13621688251324376","url":null,"abstract":"Despite the growing interest in evaluating contextualized task-based language teaching (TBLT), evaluation studies in ‘difficult contexts’, such as monolingual English as a foreign language (EFL) contexts with low-proficiency learners, remain limited. Employing a macro-evaluation framework, this study evaluates a TBLT program implemented in English for specific purposes (ESP) classrooms with low-proficiency learners in an EFL context. The course comprised two cycles of task-based lessons, each consisting of two lessons: one based on a simple oral task and another derived from a collaborative writing task of a laboratory report. This study examined the 14-week course from three perspectives – response-based, learning-based, and student-based – using multiple data sets, including task outcomes, worksheets, pre- and post-tests, and end-of-class and end-of-course questionnaires. The findings revealed that most students successfully achieved the intended task outcomes. While writing quality improved in complexity and fluency throughout the lessons, accuracy showed little improvement. The students demonstrated positive attitudes toward the task-based lessons, appreciating the oral tasks as valuable opportunities for second language (L2) communication and perceiving the writing tasks as relevant to their future careers. However, they raised concerns regarding task difficulty, limited teacher feedback, and pairing issues. These findings demonstrate that the TBLT course was largely successful, underscoring its potential value for low-proficiency learners in an acquisition-poor environment.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"38 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143734151","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

Notes on Contributors

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-03-28 DOI: 10.1177/13621688251329751

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The time between tasks in task repetition research: A systematic review

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-03-26 DOI: 10.1177/13621688251323047

John Rogers, Peilin Li

{"title":"The time between tasks in task repetition research: A systematic review","authors":"John Rogers, Peilin Li","doi":"10.1177/13621688251323047","DOIUrl":"https://doi.org/10.1177/13621688251323047","url":null,"abstract":"This article reports on a systematic review of oral task repetition research carried out between 1996 and 2023. This review focuses on the methodological features of these studies, specifically on issues related to how tasks have been spaced and repeated within this body of research. This review starts with an overview of the concept of input spacing and the major methodological paradigms that have been used to investigate it across the psychological sciences. It then discusses task repetition, providing definitions and elaborations of theoretical models, discussing why spacing might influence task performance, and how this informs the synthesized research. The article then presents a synthesis of the methods and results of the 107 studies that have been analysed as part of the synthesis. The methodological synthesis includes analyses of how spacing has been implemented, the number of times tasks were repeated, and how researchers have justified their methodological decisions. The results of the synthesis highlight the need for greater systematicity and theoretical rationales for choice of spacing intervals, number of task repetitions, and transparency in reporting practices. The methods and results are discussed by identifying trends, exemplifying practices, and recommending solutions.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"11 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143702743","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

Navigating AI writing tools in medical education: A SWOT analysis of L2 academic writing perspectives

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-03-26 DOI: 10.1177/13621688251322953

Farhad Pakdel, Laleh Khojasteh, Reza Kafipour, Zahra Shahsavar

{"title":"Navigating AI writing tools in medical education: A SWOT analysis of L2 academic writing perspectives","authors":"Farhad Pakdel, Laleh Khojasteh, Reza Kafipour, Zahra Shahsavar","doi":"10.1177/13621688251322953","DOIUrl":"https://doi.org/10.1177/13621688251322953","url":null,"abstract":"The integration of artificial intelligence (AI) writing tools in second language (L2) academic writing presents both opportunities and challenges for medical education. This study employed a SWOT (strengths–weaknesses–opportunities–threats) analysis to examine medical students’ perspectives on using AI writing tools in their academic writing practice. Forty-two medical students from a major Iranian university participated in the study, providing weekly reflections and a final SWOT analysis over a 15-week academic writing course. Thematic analysis revealed that AI writing tools offer significant strengths in linguistic skill development, particularly in academic vocabulary enhancement, sentence improvement, and grammar and proofreading. However, weaknesses such as over-reliance on AI, lack of contextual understanding, and occasional inaccuracies in suggestions were identified. Opportunities included creative writing enhancement and immediate language refinement, while threats encompassed challenges in human–computer interaction, including the potential for misinformation and academic dishonesty. The study highlights the need for a balanced approach in integrating AI writing tools into L2 writing instruction, emphasizing their role as supplementary aids rather than primary writing resources. Implications for pedagogy include developing curricula that teach critical evaluation of AI-generated content and implementing writing tasks that require higher-order thinking skills. This study contributes to the growing body of literature on AI in education and provides valuable insights for educators and policymakers in navigating the evolving landscape of AI-assisted writing in medical education.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"4 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143702745","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

An activity theory perspective on foreign language teaching enjoyment

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-03-20 DOI: 10.1177/13621688251320738

Ali Derakhshan, Mostafa Azari Noughabi, Ameneh Ghasemi

{"title":"An activity theory perspective on foreign language teaching enjoyment","authors":"Ali Derakhshan, Mostafa Azari Noughabi, Ameneh Ghasemi","doi":"10.1177/13621688251320738","DOIUrl":"https://doi.org/10.1177/13621688251320738","url":null,"abstract":"Foreign language teaching enjoyment (FLTE), a recently conceptualized notion of language teachers’ positive emotion, has received a burgeoning interest in positive psychology studies and in the field of second language teaching research. However, due to the pure novelty of the concept of FLTE and the excessive reliance on quantitative research methods in capturing its correlates, the way FLTE can be influenced by contextual work-related factors remains far from being comprehensively understood. There are a multitude of challenges jeopardizing positive emotions in the workplace for teachers of English as a foreign language (EFL). Accordingly, being enlightened by an activity theory perspective, our qualitative study, aimed to unravel the factors that boost/diminish FLTE among 10 EFL teachers. The data were collected through narrative frames and semi-structured interviews and were analysed via MAXQDA 2020. Thematic analysis revealed nine major themes regarding the sources of developing FLTE. In addition, eight major factors reduced FLTE levels among Iranian EFL teachers. The study concluded that an activity system with a supportive work environment could help EFL teachers enjoy their profession despite the work-related hurdles. The findings demonstrated that learners, colleagues, institutional principals, parents, rules and regulations, teaching materials, division of labor, and objects define EFL teachers’ perceived FLTE. The study implies that teacher education initiatives should explicitly focus on creating a supportive, positive work environment.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"92 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143661166","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

Who will burn out, and who will leave? Demographic predictors of burnout and intent to quit in world language teachers

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-03-17 DOI: 10.1177/13621688251320584

Jessica Wallis McConnell

{"title":"Who will burn out, and who will leave? Demographic predictors of burnout and intent to quit in world language teachers","authors":"Jessica Wallis McConnell","doi":"10.1177/13621688251320584","DOIUrl":"https://doi.org/10.1177/13621688251320584","url":null,"abstract":"Teacher burnout and attrition are significant concerns in the United States and globally, particularly in high-needs areas such as world language (WL) teaching. Despite extensive international research on teacher burnout and attrition, few studies have specifically examined how demographic characteristics may influence burnout and intent to quit among WL teachers. To address this gap, this study employed a cross-sectional research design utilizing a factorial multivariate analysis of variance (MANOVA) to explore the relationships between various demographic factors and teacher burnout and intent to quit in high school WL teachers. Analysis revealed statistically significant main, interactive, and between-participants effects for a range of personal characteristics (i.e. gender, age, race, and ethnicity), teacher characteristics (i.e. number of WLs taught, primary language status, years of experience, highest level of education completed, type of certification program, number of professional organizations, and number of additional certifications), and school characteristics (i.e. urbanicity of school, type of school, and region). Findings suggest a need to take these factors into consideration when addressing teacher attrition and burnout through research and practice.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"17 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143640722","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 lexical profile of online graded reading materials in English language teaching: A corpus-based study

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-03-12 DOI: 10.1177/13621688251320465

Ju Wen, Hong Yu

{"title":"The lexical profile of online graded reading materials in English language teaching: A corpus-based study","authors":"Ju Wen, Hong Yu","doi":"10.1177/13621688251320465","DOIUrl":"https://doi.org/10.1177/13621688251320465","url":null,"abstract":"In contexts of both English as a second language (ESL) and English as a foreign language (EFL), there is an ongoing effort to incorporate online graded reading materials into extensive reading programs designed for second language (L2) learners. However, it remains largely unknown to what extent these texts are suitable for L2 learners in terms of lexical demand. Based on a large corpus comprising nine levels of online graded reading materials, the present study examined the lexical profile of these texts at both corpus and grade levels. Results of our study showed that to achieve minimal and optimal comprehension of these materials at the corpus level, learners are expected to know 3,000 word families and 6,000 word families respectively plus proper nouns, marginal words, transparent compounds, and acronyms. As for the lexical demand across different grade levels, it was found that the lexical demand increases slightly and steadily as grade level increases. Overall, these results indicate the potential value of online graded reading texts as extensive reading materials for lower-level and mid-level L2 learners. Implications for L2 teaching and learning are also provided.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"3 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143599923","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

Exploring an intervention in teacher professional development in critical literacy practices for in-service teachers: A case study in a Lebanese private school

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-03-12 DOI: 10.1177/13621688251317948

Monia Eid, Maureen O’Day Nicolas, Sara Salloum

{"title":"Exploring an intervention in teacher professional development in critical literacy practices for in-service teachers: A case study in a Lebanese private school","authors":"Monia Eid, Maureen O’Day Nicolas, Sara Salloum","doi":"10.1177/13621688251317948","DOIUrl":"https://doi.org/10.1177/13621688251317948","url":null,"abstract":"Teaching critical literacy (CL) as an explicit intended learning outcome is essential for operating in a global and interconnected world. Considering the limited research on in-service teachers’ development and enactment of critical literacy practices, particularly in second language education, this study explores a professional-development (PD) intervention aimed at promoting critical literacy practices as a pedagogical approach. A qualitative instrumental case study research approach was used, taking place in the reading classes of two high school English language teachers in a Lebanese private school. A two-stage PD intervention that focused on strategies to teach critical literacy was created. Two teachers first engaged in a two-day workshop and then in follow-up coaching and multiple implementation reflections. The data gathering methods used to determine the efficacy of the intervention included field notes from the professional-development process, pre- and post-intervention teacher interviews, and classroom observations. The findings, resulting from an iterative inductive thematic analysis approach, show how the PD intervention built on and expanded the teachers’ repertoires of critical pedagogical practices in the reading classroom. The PD intervention further developed the teachers’ competency in promoting learners’ active participation in critical and dialogic discussions, thus enhancing students’ critical thinking and stance. The findings from this study confirm the tenets promoted in the literature that systematic, on-going, context-based PD can build teachers’ pedagogical resources and importantly, equip them to be able to promote critical literacy. This study concludes that practical measures for building teachers’ capacity for nurturing critical literacy through an on-going and context-based PD initiative not only works, but is necessary.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"21 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143608044","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