Language Teaching Research最新文献

Foreign language teaching anxiety between pre-service and in-service English teachers: A psychological network analysis 职前与在职英语教师外语教学焦虑：心理网络分析

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-09-19 DOI: 10.1177/13621688251368649

Guofang Zeng

{"title":"Foreign language teaching anxiety between pre-service and in-service English teachers: A psychological network analysis","authors":"Guofang Zeng","doi":"10.1177/13621688251368649","DOIUrl":"https://doi.org/10.1177/13621688251368649","url":null,"abstract":"Foreign language teaching anxiety (FLTA) was reconceptualized as a multidimensional construct, involving both linguistic, target language-related anxiety and non-linguistic, general teaching anxiety. However, the interaction of these two types of anxieties, and the extent to which that interaction differs between pre-service and in-service teachers, remains untapped. To address this gap, this study surveyed 170 pre-service and 186 in-service English teachers. Psychological network analysis was used to visualize intricate interrelationships among linguistic and non-linguistic FLTA dimensions within each group. Results showed that linguistic and non-linguistic dimensions were intricately interconnected within both teacher groups. Notably, self-perception of language proficiency and lack of student interest emerged as the most central dimensions in the pre-service and in-service teacher networks, respectively. Furthermore, network comparison tests identified significant differences in two interrelationships: lack of student interest-fear of negative evaluation, and teaching inexperience-fear of negative evaluation. These results advanced our understanding of FLTA by highlighting its complexity and situational specificity through a complex systems lens. Practical implications for teacher education and instructed second language acquisition were also discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"3 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145089611","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

Constructing professional identity as novice TESOL teachers in a Gulf state 海湾国家新入职TESOL教师的职业认同建构

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-09-19 DOI: 10.1177/13621688251368241

Khulod Aljehani, Marko Modiano

引用次数: 0

Enhancing Korean as a foreign language learning through a mobile-assisted blended course: A triarchic and motivational perspective 通过移动辅助的混合课程加强韩语作为外语的学习：一个三元制和动机的视角

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-09-19 DOI: 10.1177/13621688251368643

Shin-Hye Hong, Shu Ching Yang

{"title":"Enhancing Korean as a foreign language learning through a mobile-assisted blended course: A triarchic and motivational perspective","authors":"Shin-Hye Hong, Shu Ching Yang","doi":"10.1177/13621688251368643","DOIUrl":"https://doi.org/10.1177/13621688251368643","url":null,"abstract":"This study examines the design, implementation, and outcomes of a mobile-assisted Korean language (MAKL) blended course that aims to enhance learning of Korean as a foreign language (KFL) at university level. This course, which is grounded in the attention, relevance, confidence, and satisfaction (ARCS) motivational framework and a triarchic model of cognition, emotion, and language performance, integrates multimedia resources, LINE-based scaffolding, and culturally immersive peer interactions with the goal of promoting engagement and self-regulated learning. The findings of this research reveal that the participating students achieved significant linguistic growth, improved their emotional resilience, and developed adaptive strategies that enabled them to overcome linguistic, cognitive-affective, technical, and self-regulatory challenges. Collaborative learning and individualized support were particularly effective ways of reducing learners’ anxiety and enhancing their self-efficacy. The course also contributed to the instructor’s professional development through reflective practice and pedagogical innovation. External evaluations by experts in Korean language education validated the instructional effectiveness of the course and its impacts on learner outcomes. This study offers a replicable, theory-informed model for the design of KFL curricula that emphasizes motivational scaffolding, technological responsiveness, and reflective pedagogy. This research thus contributes to broader discussions concerning digital innovation in the context of language learning and the evolving role played by blended environments in efforts to promote sustainable language acquisition.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"52 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145089610","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 the motivation and classroom engagement of college learners of English for academic purposes: A participatory action research intervention 探讨大学英语学术学习者的学习动机和课堂参与：参与式行动研究干预

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-09-05 DOI: 10.1177/13621688251352278

Alireza Sobhanmanesh

{"title":"Exploring the motivation and classroom engagement of college learners of English for academic purposes: A participatory action research intervention","authors":"Alireza Sobhanmanesh","doi":"10.1177/13621688251352278","DOIUrl":"https://doi.org/10.1177/13621688251352278","url":null,"abstract":"Learners of English for academic purposes (EAP) encounter various academic and social challenges in their learning pursuits. To explore collaborative ways of energizing their learning behaviour, an intervention was designed and implemented through the participation of 18 EAP learners and their teacher in a Canadian college classroom for one semester. Adopting a participatory action research framework, the group formed a community in which power was gradually shared and collaborative changes were made to lesson design and delivery. Moreover, the learners participated in the design and implementation of social activities in which they interacted with other members of the public and investigated their mini-research projects. Data were collected through recurrent experience sampling surveys ( n = 449), semi-structured interviews, and the researcher’s journal and field notes. Results indicated an overall increase in classroom engagement and motivation after implementing the intervention despite the fluctuations of the former and the occasional stagnation of the latter. Furthermore, a linear mixed-effects analysis of repeated measures data revealed significant differences between the learners’ engagement levels before and after implementing the intervention. Finally, the concepts of motivation and engagement and their timescales were complementary, revealing noteworthy information about the learners’ desire to participate in classroom activities, as well as their actual participation in activities.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"24 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009015","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 : 2025-09-02 DOI: 10.1177/13621688251364369

引用次数: 0

Automated detection of machine translation use in L2 Spanish writing 机器翻译在二语西班牙语写作中的自动检测

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-08-30 DOI: 10.1177/13621688251352263

Luciane L Maimone, Falcon Restrepo Ramos, Jason Jolley

{"title":"Automated detection of machine translation use in L2 Spanish writing","authors":"Luciane L Maimone, Falcon Restrepo Ramos, Jason Jolley","doi":"10.1177/13621688251352263","DOIUrl":"https://doi.org/10.1177/13621688251352263","url":null,"abstract":"Google Translate (GT) has become a popular machine translation (MT) tool among language learners, received by instructors with excitement over its pedagogical potential and concerns about its possible misuse in the classroom, particularly when this misuse goes undetected. This study investigated the suitability of natural language processing (NLP) software for the automated detection of MT use in second language (L2) writing, examining a dataset composed of written samples generated by GT and direct L2 writing produced by intermediate-level postsecondary learners of Spanish. NLP-powered analyses found significant lexical and sentential-level differences, as well as estimated proficiency-level differences across text types. Automated judgments based on lexical diversity and amount of coordination yielded detection accuracy rates of 73.08% each, whereas proficiency estimates informed correct automated judgments with an overall accuracy rate of 86.54%. An automated reverse-translation protocol using probability estimates was capable of differentiating between direct L2 writing and MT-assisted texts 98% of the time, far surpassing human detection rates (73%) found in a previous study for the same dataset. These findings argue strongly for the potential of NLP-driven textual analysis as a reliable tool to assist instructors in detecting unauthorized uses of MT in L2 writing.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"117 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144919277","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

Tracking EFL children’s learning: A longitudinal study of noticing and incorporation of features in model-based and self-correction tasks 跟踪英语儿童的学习：基于模型和自我纠正任务中特征的注意和整合的纵向研究

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-08-25 DOI: 10.1177/13621688251361100

María Luquin, María del Pilar García Mayo

{"title":"Tracking EFL children’s learning: A longitudinal study of noticing and incorporation of features in model-based and self-correction tasks","authors":"María Luquin, María del Pilar García Mayo","doi":"10.1177/13621688251361100","DOIUrl":"https://doi.org/10.1177/13621688251361100","url":null,"abstract":"The current body of literature on model texts as a written corrective feedback (WCF) technique has primarily examined the interaction among participants, or the quality of written drafts. However, there is a notable gap in understanding the impact of a child’s oral interaction on their written output and the traceability of their noticing. Using a longitudinal design, the research involved 60 children (aged 11–12 years) studying English as a foreign language (EFL) who were divided into three groups: a treatment group (TG); a long-term treatment group (LTG); and a control group (CG). The treatment groups received either short-term or long-term feedback incorporating model texts as exemplars of proficient writing, while the CG relied on self-correction of their texts. The results indicate that (1) the LTG made significantly more (acceptable) revisions compared to other groups; (2) they incorporated a broader range of features in their revisions compared to previous instances and compared to their counterparts; (3) the traceability of many of these changes originated in the first draft, indicating a connection to their prior work with model texts; (4) these improvements were observed in the post-test as well; (5) some second language (L2) features emerged later in the writing process, suggesting a delayed effect of the WCF; and (6) the LTG also showed a statistically significant improvement in the accuracy of features incorporated into their subsequent writing. A number of pedagogical implications will be discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"178 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898022","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

A meta-analysis of the impact of boredom on language achievement 无聊对语言成就影响的元分析

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-08-22 DOI: 10.1177/13621688251352288

Shuhong Li, Lianrui Yang

{"title":"A meta-analysis of the impact of boredom on language achievement","authors":"Shuhong Li, Lianrui Yang","doi":"10.1177/13621688251352288","DOIUrl":"https://doi.org/10.1177/13621688251352288","url":null,"abstract":"Boredom, though a significant emotion in second language acquisition, has received less attention compared with anxiety and enjoyment. Existing research on the effects of boredom presents mixed findings. To date, no study has systematically synthesized evidence regarding its impact on language achievement and its potential moderating factors. This study addresses this gap by conducting a meta-analysis to examine the influence of boredom on language achievement. A comprehensive analysis of 23 studies involving 9,154 participants was performed. The results from the random effects model revealed a small to medium negative effect size ( r = −0.34), indicating that boredom has a detrimental impact on language achievement. Furthermore, moderator analyses identified significant variations in effect sizes across different research contexts, educational levels, and types of achievement. Notably, the relationship between boredom and language achievement was consistent across genders. These findings suggest that educators can enhance students’ language achievement by actively addressing boredom, particularly in the contexts of second language acquisition, secondary education, and reading. The results have broader implications for improving learners’ well-being and optimizing the efficiency of language instruction, underscoring the importance of emotional factors in educational settings.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"27 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898025","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 use of emotion regulation strategies in bilingual education as a predictor of foreign language anxiety 双语教育中情绪调节策略对外语焦虑的预测作用

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-08-21 DOI: 10.1177/13621688251352276

Patricia Ayllón-Salas, Mirian Hervás-Torres, José L. Arco-Tirado, Francisco D. Fernández-Martín

{"title":"The use of emotion regulation strategies in bilingual education as a predictor of foreign language anxiety","authors":"Patricia Ayllón-Salas, Mirian Hervás-Torres, José L. Arco-Tirado, Francisco D. Fernández-Martín","doi":"10.1177/13621688251352276","DOIUrl":"https://doi.org/10.1177/13621688251352276","url":null,"abstract":"Learning a foreign language can be a stressful experience that can provoke anxiety and impede the acquisition of the language in question. In this regard, although there is a lack of studies conducted in foreign language classrooms that have specifically demonstrated relationships between cognitive emotional regulation strategies and anxiety, the apparent correlation between cognitive emotional regulation strategies and anxiety in diverse contexts underscores the necessity for further research to clarify this association and ascertain their applicability to foreign language anxiety. Moreover, it is essential to investigate how the type of education (i.e., bilingual and non-bilingual) affects this relationship. To address these research gaps, multivariate regression models were constructed for several dependent variables with the same independent variables. The results revealed statistically significant associations between foreign language anxiety and the use of maladaptive and adaptive cognitive regulation strategies. The sole variable not found to be related to cognitive emotional regulation strategies was uncertainty. Additionally, a statistically significant relationship was observed between the type of education and levels of foreign language anxiety. Specifically, students in non-bilingual education settings exhibit heightened levels of communicative apprehension, negative attitudes, and anxiety, but not higher levels of uncertainty. This underscores the necessity of training students on adaptive strategies to enhance their ability to cope with potential foreign language anxiety in both bilingual and non-bilingual education classrooms. In this regard, educators and practitioners can benefit from a more supportive and emotionally resilient foreign language-learning environment.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"1 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898023","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

A sociocultural analysis of teacher language assessment literacy development: Stories from a novice Vietnamese English-as-a-foreign-language teacher 教师语言评价素养发展的社会文化分析：来自越南英语作为外语教师新手的故事

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-08-18 DOI: 10.1177/13621688251352285

Xuan Minh Ngo

{"title":"A sociocultural analysis of teacher language assessment literacy development: Stories from a novice Vietnamese English-as-a-foreign-language teacher","authors":"Xuan Minh Ngo","doi":"10.1177/13621688251352285","DOIUrl":"https://doi.org/10.1177/13621688251352285","url":null,"abstract":"Guided by sociocultural theory, this single-case narrative inquiry views language assessment literacy development as a process of language assessment concept formation and examines how a teacher’s language assessment concepts were formed, what sociocultural elements mediated those concept formations, and how the focal teacher emotionally experienced those concept formations. To fulfill these aims, approximately 15 hours of audio and video data were collected from a novice Vietnamese teacher of English as a foreign language via interviews, classroom observations, and verbal reports. The data were transformed into narrative vignettes which were then subject to directed content analysis guided by sociocultural theory’s notions of concept and perezhivanie . The study found that teacher assessment concept formation was a long, complex, and ongoing process involving various sociocultural mediators. Notably, the mediation of sociocultural factors was not direct but refracted through the participant’s evolving perezhivanie . Furthermore, empirical concepts derived from the focal teacher’s practical assessment experiences played a more significant role than scientific concepts originating from formal instruction and academic literature. Finally, the study has demonstrated the role of emotions in mediating assessment concept formations. Drawing on these findings, the study argues that language teacher education programs need to integrate best language assessment practices, leverage student teachers’ empirical experiences, and utilize teacher educators’ responsive mediation to support teacher language assessment literacy development.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"178 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898076","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