Language Teaching Research最新文献

{"title":"The Relationship Between L2 Motivational Self System and Willingness to Communicate: A Three-Level Meta-Analysis","authors":"Hao Zhang, Sumalee Chinokul","doi":"10.1177/13621688261492630","DOIUrl":"https://doi.org/10.1177/13621688261492630","url":null,"abstract":"Willingness to communicate (WTC) plays a vital role in second language (L2) education and has attracted growing attention in recent years. Over the past decade, a growing body of research has explored the relationships between WTC and the three components of the L2 motivational self system (L2MSS): the ideal L2 self, the ought-to L2 self, and the L2 learning experience. Although these studies generally report significant positive associations of the ideal L2 self and the L2 learning experience with WTC, the reported effect sizes vary considerably across samples and contexts. Additionally, these studies have yet to reach consensus regarding the association between the ought-to L2 self and WTC, with studies reporting non-significant, significant positive, or significant negative effects. To date, no study has systematically synthesized evidence on the relationship between L2MSS and WTC. To fill in the gaps, this meta-analysis extracted 152 effect sizes (correlation coefficient, <jats:italic toggle=\"yes\">r</jats:italic> ) from 53 empirical studies. The results indicated that all three components of L2MSS were positively correlated with WTC, with moderate effects for the ideal L2 self ( <jats:italic toggle=\"yes\">r</jats:italic> = .46) and the L2 learning experience ( <jats:italic toggle=\"yes\">r</jats:italic> = .46), and a negligible effect size for the ought-to L2 self ( <jats:italic toggle=\"yes\">r</jats:italic> = .20). The analysis further revealed that the effect size varied across regional contexts, educational levels, target languages, statistical procedures, communicative contexts, and construct validation methods. The findings of this study also provide evidence to support the facilitative role of the L2MSS in enhancing learners’ WTC and offer pedagogical implications for L2 teachers and directions for future research.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"7 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149221353","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":"Unraveling the Effects of Academic Buoyancy on L2 Writing Achievement: A Serial Mediation Model With Psychological Network Analysis","authors":"Zhaoyang Shan,Yonggang Su","doi":"10.1177/13621688261489748","DOIUrl":"https://doi.org/10.1177/13621688261489748","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"1 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149173024","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":"Questioning and Selective Noticing in Synchronous Online CFL Tutoring: A Study of Novice Peer Facilitators","authors":"Shu-Ping Gong,Pei-Lin Liu,Yu-Hsuan Chung","doi":"10.1177/13621688261492610","DOIUrl":"https://doi.org/10.1177/13621688261492610","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"17 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149172486","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 Impact of Teacher Complaint Response Strategies on Turkish EFL Students’ Email Replies: Perceptions and Linguistic Analysis","authors":"Tanju Deveci","doi":"10.1177/13621688261490442","DOIUrl":"https://doi.org/10.1177/13621688261490442","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"471 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149172488","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":"Generative AI as a Catalyst: Transforming Digital Literacy Practices in English Language Teaching","authors":"Yuwei Wan,Benjamin Luke Moorhouse","doi":"10.1177/13621688261487631","DOIUrl":"https://doi.org/10.1177/13621688261487631","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"3 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149152743","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":"What Is My Theoretical Framework? The Role of Theory in L2 Research","authors":"Hossein Nassaji","doi":"10.1177/13621688261489875","DOIUrl":"https://doi.org/10.1177/13621688261489875","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"26 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149152742","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":"10.1177/13621688261489370","DOIUrl":"https://doi.org/10.1177/13621688261489370","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"42 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149152744","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":"Emotions and Perceived Cognitive Effort in Short-Term Revision Following Written Corrective Feedback Among Beginning-Level Learners in Lower Secondary School Classrooms","authors":"Wataru Suzuki, Kounosuke Sato, Ryo Saito","doi":"10.1177/13621688261489243","DOIUrl":"https://doi.org/10.1177/13621688261489243","url":null,"abstract":"Conducted in Japanese English as a Foreign Language (EFL) junior high school classrooms with beginning-level learners, this study examined changes in students’ short-term revision accuracy within a teacher-guided written corrective feedback (WCF) procedure and explored associations between selected WCF engagement indicators and a 1-day revision outcome. Students received direct, unfocused WCF on a paragraph-length composition, completed an immediate revision while the corrected draft was visible, and completed a delayed revision the next day from a clean copy of the original draft. Perceived cognitive effort was treated as one limited self-report indicator of cognitive engagement, and six discrete emotions were treated as indicators of affective engagement. Behavioral engagement was not directly measured. Leow’s depth-of-processing framework informed the interpretation of the cognitive dimension, but the single effort item was not treated as an exhaustive measure of either depth of processing or cognitive engagement. Immediate-revision error counts were treated as a product-level measure of WCF-supported revision accuracy, whereas delayed-revision error counts and the error reduction percentage (ERP) were treated as product-level measures of 1-day same-text revision performance and net proportional error reduction. None of these measures was treated as an indicator of behavioral engagement, acquisition, or durable learning. Repeated-measures analyses showed large, statistically significant reductions in errors from the initial draft to both revisions. Exploratory associations were interpreted descriptively because of the small sample, brief retrospective measures, and mathematical derivation of ERP. Happiness showed a tentative descriptive association with ERP, whereas the positive-emotion composite and perceived cognitive effort showed no reliable associations. The cognitive and affective indicators were treated as conceptually related, but they were operationalized separately and examined only as exploratory correlates of the 1-day revision outcome. No interaction, mechanism, mediation, or moderation was tested. The findings provide cautious classroom-based evidence of short-term revision accuracy and underscore the need for longer-term outcomes and richer process measures.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"12 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149130284","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 Culture as a Dynamic Concept: What Pioneer Teachers Perceive Constitutes Culture Teaching in Foreign Language Education","authors":"Stef J. Siepel, Petrie J. A. C. van der Zanden, Peter-Arno J. M. Coppen, Paulien C. Meijer","doi":"10.1177/13621688261487630","DOIUrl":"https://doi.org/10.1177/13621688261487630","url":null,"abstract":"Teaching culture in Foreign Language (FL) education has evolved from a domain focusing on the reproduction of cultural facts to a domain in which culture is seen as a dynamic concept. Persistent challenges remain concerning the implementation of Teaching Culture as a Dynamic Concept (TCDC). Teachers’ ideas concerning FL culture teaching are considered to be varied and researchers indicate culture teaching practices are not aligned with scholarship on FL culture teaching. This study aimed to gain more insight into the perceptions and practices of teachers who pioneer in TCDC. For this study we interviewed 13 FL teachers in secondary education who pioneer in TCDC. Transcripts from the interviews were thematically analyzed. This analysis resulted in three findings: (a) teachers both used a Personal Approach, focusing on individual people, and a Social-Cultural Approach, focusing on cultural groups; (b) within both approaches the themes of Self, Other, In- and Exclusion, and Change occurred; and (c) these four themes were enacted differently within the two approaches, resulting in eight areas which we consider to constitute TCDC. Results additionally indicated that teachers created multifaceted classroom practices in which they used a combination of those areas. These findings have practical and theoretical implications. The findings can help with the reported disconnect between FL culture teaching scholarship and what happens in practice, and it adds a practitioner’s perspective to the discourse on teaching the cultural domain in FL education. The findings can provide teachers with didactical guidance for implementing TCDC into practice.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"32 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093420","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":"AI-Informed Digital Literacy for Language Educators: Redefining Core Competencies Through TPACK and SAMR","authors":"Di Zou, Lucas Kohnke","doi":"10.1177/13621688261487632","DOIUrl":"https://doi.org/10.1177/13621688261487632","url":null,"abstract":"The rapid evolution of generative artificial intelligence (GenAI) has transformed language education, presenting opportunities to enhance efficiency, personalisation and learner engagement. The technologies have also disrupted educators’ conventional roles, necessitating the acquisition of artificial intelligence (AI)-informed digital literacy competencies. This conceptual article explores the integration of GenAI technologies in language education through the lenses of technological pedagogical and content knowledge and substitution augmentation, modification and redefinition frameworks. By examining AI’s affordances and limitations, the article highlights the irreplaceability of the human role in cultivating critical thinking, cultural awareness, motivation and relationship-building. It calls for language educators to balance AI’s technological capabilities with pedagogical and relational expertise. Core competencies such as critical AI literacy, ethical data management and the ability to design transformative, student-centred learning experiences are essential. By redefining their roles as facilitators, language educators can harness AI’s potential to support deep engagement, creativity and communication without sacrificing the social and emotional dimensions of education. This article provides practical insights for educators, researchers and policymakers seeking to overcome the challenges and take advantage of AI-enhanced language education.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"21 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149123162","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}