Language Teaching Research最新文献

Understanding motivation, behaviors, and boredom in L2 learning: Variable-centered and person-centered approaches 理解第二语言学习中的动机、行为和无聊：以变量为中心和以人为中心的方法

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-04-19 DOI: 10.1177/13621688251324693

Dawei Wei, Ping Wang

{"title":"Understanding motivation, behaviors, and boredom in L2 learning: Variable-centered and person-centered approaches","authors":"Dawei Wei, Ping Wang","doi":"10.1177/13621688251324693","DOIUrl":"https://doi.org/10.1177/13621688251324693","url":null,"abstract":"Language learning behaviors, such as procrastination and engagement, are concrete actions closely linked to learning outcomes, but our understanding of them, especially procrastination, is limited. Boredom is a ubiquitous negative emotion among second language (L2) learners. In researching learning behaviors and boredom, previous L2 studies have rarely considered all the core motivational variables (cost, in particular), so a full account of motivational dynamics in L2 learning is still lacking. Additionally, current knowledge on how multiple motivational constructs function together at the individual level in shaping learning behaviors and boredom remains limited. The present study aims to address these gaps by using both variable-centered and person-centered approaches. Participants were 784 university students as L2 English learners. Hierarchical multiple regression analyses revealed self-efficacy and task values predicted behaviors and boredom. Notably, cost stood out as a unique predictor of procrastination and boredom. Latent profile analyses identified four motivational profiles (highly motivated, moderately motivated, less motivated, and demotivated) which were statistically different in students’ behaviors and boredom. These findings provide theoretical and pedagogical implications.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"137 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143851019","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

Reducing language anxiety by increasing language achievement: A new experimental study 通过提高语言成绩来减少语言焦虑：一项新的实验研究

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-04-15 DOI: 10.1177/13621688251322840

Abdullah Alamer, Fakieh Alrabai, Richard Sparks

{"title":"Reducing language anxiety by increasing language achievement: A new experimental study","authors":"Abdullah Alamer, Fakieh Alrabai, Richard Sparks","doi":"10.1177/13621688251322840","DOIUrl":"https://doi.org/10.1177/13621688251322840","url":null,"abstract":"While researchers in the second language (L2) field often consider that L2 anxiety determines subsequent L2 achievement, an emerging line of research suggests that language skills better predict L2 anxiety. This viewpoint has yet to be experimentally evaluated, and thus it motivated the present study. Two groups of university language students enrolled in the Department of English as an L2 were followed over one semester at three time points while taking a general university course unrelated to language learning. The experimental group received extra instruction (course unrelated) designed to expand their L2 vocabulary knowledge, including strategies for learning and using new vocabulary in real-life contexts over the whole semester. A typical teaching method was delivered to the control group. The conditional dual-domain latent growth curve modeling (LGCM) with grouping variable as a covariate was used to study the possible effect of the intervention on the trajectory of language anxiety and vocabulary knowledge. Results indicated that teaching vocabulary knowledge to the experimental group led to an increase in their L2 vocabulary achievement. In turn, the increase in L2 vocabulary significantly reduced students’ L2 anxiety. Notably, this reduction in anxiety was attributed solely to the improvement in vocabulary achievement, as teachers did not employ any anxiety-controlling strategies. In contrast, the control group showed no significant changes in L2 vocabulary knowledge or L2 anxiety, which aligns with typical observations in standard learning settings. Findings from the present experimental study support the idea that increasing students’ L2 achievement (e.g. vocabulary) through providing practical resources, strategies, and opportunities for using the language (even with minor errors) can reduce their L2 anxiety. According to our findings, using language-enhancing strategies, rather than anxiety-reducing ones, can more effectively help reduce L2 anxiety.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"108 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143836628","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

Methodological innovations in language teaching research 语言教学研究的方法论创新

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-04-12 DOI: 10.1177/13621688251333605

Hossein Nassaji

引用次数: 0

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 结构化输入对英语被动和主动结构习得的准确性和反应时间影响：母语和非母语加工行为的自定节奏阅读研究

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 工科学生英语作为外语学习观念的现象研究

IF 4.2 1区文学

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

Amjad Owais, Tanya Hathaway

引用次数: 0

Evaluating a task-based language teaching course for low-proficiency learners in ESP classrooms in Japan 日本针对低水平ESP学习者的任务型语言教学课程评估

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 投稿人说明

IF 4.2 1区文学

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

引用次数: 0

The time between tasks in task repetition research: A systematic review 任务重复研究中任务间隔时间的系统评价

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 在医学教育中导航AI写作工具：第二语言学术写作视角的SWOT分析

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 活动理论视角下的外语教学享受

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