Language Teaching Research最新文献_第10页

The effectiveness of corpus use in ESL/EFL writing: A meta-analysis 在 ESL/EFL 写作中使用语料库的有效性：荟萃分析

IF 4.2 1区文学

Language Teaching Research Pub Date : 2024-06-25 DOI: 10.1177/13621688241260183

Thuy Thi-Nhu Ngo, Howard Hao-Jan Chen

{"title":"The effectiveness of corpus use in ESL/EFL writing: A meta-analysis","authors":"Thuy Thi-Nhu Ngo, Howard Hao-Jan Chen","doi":"10.1177/13621688241260183","DOIUrl":"https://doi.org/10.1177/13621688241260183","url":null,"abstract":"The present study performs a meta-analysis to examine the effectiveness of corpus use in English as a second language (ESL) / English as a foreign language (EFL) writing. Data from 30 studies encompassing 56 effect sizes reported between 2000 and 2022 were collected for the analysis. Furthermore, multiple meta-regression analyses were conducted to explore the variables that may influence the observed effects. These variables are extracted from three groups of data: publication data, population data, and treatment data. The results demonstrate a large overall effect size (g = 0.95) for the impact of corpus use in ESL/EFL student writing performance. This finding suggests that utilizing corpora significantly enhances students’ writing abilities in these contexts. Moreover, the analyses of moderators reveal that the observed effects can be attributed to various variables within all three groups of data. Notably, learner factors such as language family, proficiency level, and educational level, as well as treatment factors including duration, corpus type, teaching activity, and teacher role, play significant roles in shaping the effects of corpus use. This study highlights the potential of corpus-based approaches as a valuable tool for enhancing student writing performance in ESL/EFL contexts.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"1 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141452958","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 impact of cognate vocabulary on explicit L2 rule learning 认知词汇对显性语言规则学习的影响

IF 4.2 1区文学

Language Teaching Research Pub Date : 2024-06-22 DOI: 10.1177/13621688241254617

Noèlia Sanahuja, Kepa Erdocia

引用次数: 0

Does engagement with feedback matter? Unveiling the impact of learner engagement and grit on EFL learners’ English writing achievements 参与反馈重要吗？揭示学习者参与度和砂砾对英语学习者英语写作成绩的影响

IF 4.2 1区文学

Language Teaching Research Pub Date : 2024-06-22 DOI: 10.1177/13621688241257865

Jia Li, Fan Yuan

{"title":"Does engagement with feedback matter? Unveiling the impact of learner engagement and grit on EFL learners’ English writing achievements","authors":"Jia Li, Fan Yuan","doi":"10.1177/13621688241257865","DOIUrl":"https://doi.org/10.1177/13621688241257865","url":null,"abstract":"Given much attention associated with learner engagement in second language (L2) writing, an increasing body of studies has reported that learner engagement with feedback is a critical construct to enhance English as a foreign language (EFL) learners’ writing achievement. However, little research has been conducted to explore the predictive effect of grit and examine the mediating role of learner engagement with feedback in the relationship between grit and English writing achievement (EWA) in the underlying mechanism of L2 writing. Therefore, the current study aims to address these under-researched issues by investigating a mediation model of L2 grit, learner engagement with feedback, and EWA among English major students. The findings demonstrated that: (1) perseverance-of-effort variation in L2 grit predicted variance in learner affective, cognitive, and behavioral engagement, while the consistency of interest exerted a great influence on cognitive engagement; and (2) affective and behavioral engagement mediated the relationship between L2 grit and EWA. The results have notable pedagogical and practical implications for L2 teaching and learning.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"54 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141448647","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 关于撰稿人的说明

IF 4.2 1区文学

Language Teaching Research Pub Date : 2024-05-30 DOI: 10.1177/13621688241256436

引用次数: 0

Inclusivity and sustainability in language practitioner researcher development: A sociocultural ecological framework 语言从业研究人员发展的包容性和可持续性：社会文化生态框架

IF 4.2 1区文学

Language Teaching Research Pub Date : 2024-05-29 DOI: 10.1177/13621688241250363

Emily Edwards, Anne Burns

{"title":"Inclusivity and sustainability in language practitioner researcher development: A sociocultural ecological framework","authors":"Emily Edwards, Anne Burns","doi":"10.1177/13621688241250363","DOIUrl":"https://doi.org/10.1177/13621688241250363","url":null,"abstract":"Transformative practitioner research enables teachers to create or contribute to their own knowledge base. Recently, this research field has flourished, with numerous studies exploring how practitioner researchers develop knowledge, agency and identities, particularly through action research (AR) and exploratory practice (EP). Despite important work on the content or outcomes of language practitioner researcher development (LPRD), there is less conceptualization of how LPRD is manifested in relation to environments where language practitioners work. In this contribution to the special issue on inclusive practitioner research, we draw on sociocultural and ecological systems theories to present a framework for understanding what enables LPRD to flourish in terms of sustainability and inclusivity. Our framework considers how sustainability through inclusion can be achieved within micro, meso and macro ecological systems, and how these systems interrelate. We exemplify our framework using illustrations of individual teachers and their interactions with a specific AR program and their institutions. While we focus on AR, this framework may apply to EP and other forms of practitioner research which strive for inclusive LPRD. We conclude with practical implications for teacher educators and professional development coordinators about fostering inclusive LPRD within institutional environments.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"98 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141177313","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 ecological inquiry into the identity formation of a novice TESOL research mentor: Critical autoethnographic narratives in focus 新手 TESOL 研究导师身份形成的生态学探究：聚焦批判性自述

IF 4.2 1区文学

Language Teaching Research Pub Date : 2024-05-21 DOI: 10.1177/13621688241251953

Jaber Kamali

引用次数: 0

Task repetition versus task rehearsal: Understanding effects of task-readiness factors and elemental genres on L2 writing task performance 任务重复与任务演练：了解任务准备因素和要素体裁对 L2 写作任务表现的影响

IF 4.2 1区文学

Language Teaching Research Pub Date : 2024-05-17 DOI: 10.1177/13621688241249689

Mahmoud Abdi Tabari, Sima Khezrlou, Hessameddin Ghanbar

{"title":"Task repetition versus task rehearsal: Understanding effects of task-readiness factors and elemental genres on L2 writing task performance","authors":"Mahmoud Abdi Tabari, Sima Khezrlou, Hessameddin Ghanbar","doi":"10.1177/13621688241249689","DOIUrl":"https://doi.org/10.1177/13621688241249689","url":null,"abstract":"In the literature on task-based language teaching (TBLT), task repetition and task rehearsal have frequently been used interchangeably. However, this distinction, identified as potentially significant (Ellis, 2019), is noteworthy due to the potential impact of participants’ awareness of future repetitions on second language (L2) task performance. Given the lack of empirical exploration regarding task repetition and task rehearsal distinction in the context of L2 writing, this study investigates how task rehearsal and task repetition affect the narrative and argumentative writing performances of 120 students of English as a second language (ESL) from a U.S. university. They were randomly assigned to four groups. Groups 1 and 3 wrote the narrative text initially, repeated the same task, and then proceeded to write the argumentative text, which was also repeated. The intervals between these performances were one week apart. However, Group 3 knew in advance that they were going to repeat the task, whereas Group 1 lacked this knowledge. Conversely, Groups 2 and 4 began by writing the argumentative text, repeated that task, and then proceeded to complete the narrative text, which was also repeated within the same time intervals. Group 4 had forewarning of their future performance, while Group 2 did not. We analysed the essays using the complexity, accuracy, lexis, and fluency (CALF) measures. The results indicated that time significantly influenced almost all CALF measures in narrative and argumentative writing, irrespective of the forewarning condition. Additionally, task readiness and essay order had a significant impact on most CALF measures, particularly in narrative writing. Specifically, task readiness positively affected the majority of CALF measures in narratives, whereas essay order exhibited sporadic influence.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"46 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140961549","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 differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge 口头和书面纠正反馈对学习者显性和隐性知识的不同影响

IF 4.2 1区文学

Language Teaching Research Pub Date : 2024-05-17 DOI: 10.1177/13621688241248440

Maria-Lourdes Lira-Gonzales, Hossein Nassaji, Martha L. De Tejeda, Dora Vasquez, Kiara Saenz

引用次数: 0

The contribution of written corrective feedback and its association with working memory on the development of EFL learners’ English plurals 书面纠正反馈及其与工作记忆的关联对英语学习者英语复数词发展的贡献

IF 4.2 1区文学

Language Teaching Research Pub Date : 2024-04-27 DOI: 10.1177/13621688241246134

Ornuma Chingchit

{"title":"The contribution of written corrective feedback and its association with working memory on the development of EFL learners’ English plurals","authors":"Ornuma Chingchit","doi":"10.1177/13621688241246134","DOIUrl":"https://doi.org/10.1177/13621688241246134","url":null,"abstract":"Although numerous studies have attested to the effectiveness of written corrective feedback (WCF) in promoting second language (L2) accuracy, the extent to which WCF contributes to acquisition is still debatable. This study thus aimed to investigate the effects of WCF on the development of Thai EFL (English as a foreign language) learners’ implicit and explicit knowledge of English plurals, and the extent to which learner differences in working memory capacity (WMC) moderated the efficacy of WCF. This experimental study adopted a pre–post–delayed-posttest design and was carried out over the course of a 9-month period. Seventy-five low intermediate learners were randomly assigned to the direct focused, direct unfocused and the control group. All groups completed a metalinguistic knowledge, untimed grammatical judgement, timed writing, timed oral elicited imitation, and two working memory tests. Questionnaires and interviews were also administered to explore potential variables that may moderate the effect of WCF. During treatment, participants wrote a timed essay and received feedback. After the 6-week treatment period, the immediate posttest was completed and the delayed posttest was administered three months after the posttest. The results revealed that WCF was effective in assisting learners’ plural acquisition, suggesting that WCF is beneficial especially to the development of linguistic features influenced by learners’ first language (L1). However, WMC was not found to moderate the efficacy of WCF. The explicitness of WCF, instructional context and proficiency level may have contributed to the absence of working memory effect.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"16 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140808562","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

Multimodality in third turn repetitions: Evaluation, mitigation, and the pursuit of responses in a Korean-as-foreign-language classroom 第三轮重复中的多模态：韩语外语课堂中的评价、缓解和寻求回应

IF 4.2 1区文学

Language Teaching Research Pub Date : 2024-04-25 DOI: 10.1177/13621688241241037

Eunhae Cho, Hee Jin Lee Park, Stephen Daniel Looney

{"title":"Multimodality in third turn repetitions: Evaluation, mitigation, and the pursuit of responses in a Korean-as-foreign-language classroom","authors":"Eunhae Cho, Hee Jin Lee Park, Stephen Daniel Looney","doi":"10.1177/13621688241241037","DOIUrl":"https://doi.org/10.1177/13621688241241037","url":null,"abstract":"This conversation analysis (CA) study extends our understanding of the complexity of three turn instructional sequences by investigating the multimodal turn design of a teacher’s third turn repetitions (TTRs) and the actions accomplished in the third turn position as well as subsequent post-expansions. The videorecorded data are from an undergraduate Korean as a foreign language classroom at a large US university. The analysis reveals how a teacher coordinates resources such as language, prosody, gaze, gesture, body movements, and objects during and immediately following TTRs to mitigate negative evaluation, direct student attention to trouble sources, and intimate answers. The findings show that actions accomplished by talk, i.e. negative evaluation, and actions accomplished by multimodal resources like gaze, i.e. directing attention, may be undertaken simultaneously. The article contributes to understandings of teaching as complex and contingent interactional work by unpacking in fine-grained detail the moment-by-moment multimodal unfolding of pedagogical practice. We conclude by discussing implications for teacher preparation, namely the central role microanalysis of videorecorded classroom interaction should play.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"7 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140651860","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