Language Teaching Research最新文献

{"title":"Photovoice as a Participatory Learning Method in Improving Iranian Intermediate EFL Learners’ Writing Skills","authors":"Somayeh Pournia, Azizeh Chalak, Hossein Heidari Tabrizi","doi":"10.1177/13621688261448929","DOIUrl":"https://doi.org/10.1177/13621688261448929","url":null,"abstract":"Writing has long been seen as a challenging skill that language learners need to learn. In addition, by guaranteeing participant engagement in significant communication processes, visual methods such as photovoice can be utilized in language instruction to enhance language learning. Thus, the present study attempted to examine the effects of utilizing Photovoice as an innovative instructional method on Iranian intermediate English as a foreign language (EFL) learners’ writing skills. The study also examined the participants’ attitudes toward the implementation of photovoice in language learning. The research followed a mixed-methods design to collect and process the data. Sixty female intermediate learners from a private English language institute in Isfahan, Iran, were selected through convenience sampling and then randomly assigned into two equal groups: an experimental group and a control group. The Preliminary English Test was run to ensure the participants were homogeneous in terms of their level of proficiency in English. The experimental group received a photovoice method, while the control group received routine English language instruction. Triangulation was achieved through administering a pretest and posttest of writing, distributing an attitude questionnaire, and conducting an interview. The results of the paired-sample <jats:italic toggle=\"yes\">t</jats:italic> -test and one-way ANCOVA revealed the outperformance of the experimental group over the control group. The results indicated that photovoice had a significant effect on enhancing writing skills, and learners had positive attitudes toward using photovoice in their writing classes. The findings could benefit language learners, educators, researchers, and curriculum designers by incorporating the photovoice method into English writing classes.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"12 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285945","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":"Improving the Applicability of Cognitive Linguistics: A Research-Informed, Classroom-Oriented Perspective","authors":"Eloy Romero Muñoz, Remy Decorte","doi":"10.1177/13621688261448028","DOIUrl":"https://doi.org/10.1177/13621688261448028","url":null,"abstract":"This position paper explores the potential of Cognitive Linguistics (CL) in second and foreign language education from a research-informed, classroom-oriented perspective. Rather than evaluating CL through linguistic theory or experimental data alone, the paper draws on teachers’ and learners’ practical experiences with CL, as reported in available literature as much as experienced by the authors in their own classrooms, to reimagine what could help with the dissemination of CL. The discussion centers on the notion of “particularizability,” that is, how an innovation can be made usable for a specific teacher or learner cohort within a specific context and how adopting this perspective is likely to improve the dissemination of CL. The discussion begins by documenting the gradual shift in cognitive–pedagogical research toward a research-informed, classroom-oriented perspective in which teachers, learners, and researchers collaborate to enhance the ecological validity of CL insights. The paper then proposes Design-Based Research as a powerful methodology for co-developing and iteratively refining CL-based teaching interventions that are contextually responsive and pedagogically relevant.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"14 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148289625","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":"New Ways to Teach and Learn Pragmatics for Advancing Academic Communication Competence: An AI-Mediated Multimodal Platform","authors":"Tressyalina Tressyalina, Bima Mhd Ghaluh, Ella Wulandari, Ena Noveria, Ermawati Arief","doi":"10.1177/13621688261446189","DOIUrl":"https://doi.org/10.1177/13621688261446189","url":null,"abstract":"Effective academic communication in multilingual higher education requires pragmatic competence, yet this dimension of language ability is often overlooked in instruction and insufficiently supported through feedback or authentic practice. Grounded in instructed pragmatics and technology-mediated learning frameworks, this study reports on the design, implementation, and empirical evaluation of an artificial intelligence (AI)-mediated multimodal platform developed to scaffold pragmatic competence in Indonesian within digital academic contexts. The platform integrates five interdependent features: automated text analysis to identify speech acts, politeness strategies, and violations of conversational principles; video analysis with multilingual transcription and theory-based annotation; conversation simulations providing context-specific academic interactions and real-time feedback; an AI consultation assistant offering explanations, examples, and targeted suggestions; and a digital politeness forum for peer and instructor exchange. A quasi-experimental mixed-methods design was employed with 240 undergraduates (120 in the experimental group, 120 in the control group) over a 5-week intervention. Pre- and postintervention assessments combined a validated pragmatic competence test, discourse completion tasks, and a self-report questionnaire on pragmatic awareness and confidence, complemented by student reflections and discussions. The experimental group demonstrated significantly greater gains in pragmatic test scores ( <jats:italic toggle=\"yes\">M</jats:italic> = 15.0, <jats:italic toggle=\"yes\">p</jats:italic> &lt; .001) compared with the control ( <jats:italic toggle=\"yes\">M</jats:italic> = 5.2, <jats:italic toggle=\"yes\">p</jats:italic> &lt; .001), alongside improvements on the discourse completion task (experimental = +14.1 vs. control = +4.8, both <jats:italic toggle=\"yes\">p</jats:italic> &lt; .001) and medium-to-large effects on awareness and confidence in the questionnaire. Regression analysis identified engagement with conversation simulations ( <jats:italic toggle=\"yes\">β</jats:italic> = 0.58, <jats:italic toggle=\"yes\">p</jats:italic> &lt; .001) plus AI consultation ( <jats:italic toggle=\"yes\">β</jats:italic> = 0.29, <jats:italic toggle=\"yes\">p</jats:italic> = .012) as predictors of learning. Reflections and discussions underscored the platform’s role in enabling authentic practice, personalized feedback, and a safe environment for pragmatic experimentation. This study provides the first empirically validated model linking integrated AI-mediated scaffolding features to measurable and transferable gains in pragmatic competence, offering a scalable framework for multilingual and intercultural higher education.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"17 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148289628","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":"Striving or Thriving? World Language and English as a Second Language Teachers’ Professional Quality of Life","authors":"K. Chimène Gecewicz, Laurel Hodges","doi":"10.1177/13621688261446036","DOIUrl":"https://doi.org/10.1177/13621688261446036","url":null,"abstract":"Attrition remains a critical issue in language education, affecting both teacher retention and student learning. This cross-sectional study compared experiences of secondary traumatic stress, burnout, compassion satisfaction, and intent to leave among 63 world language (WL; French, 41.3%; Spanish, 52.4%; German, 6.3%) and 61 English as a second language (ESL) K-12 teachers to better understand themes related to attrition. Using the ProQOL-5, participants reported moderate levels of burnout, secondary traumatic stress, and compassion satisfaction overall. WL teachers experienced significantly higher levels of secondary traumatic stress than their ESL peers; however, ESL teachers were more likely to consider leaving the profession. Responses differed across groups, but both WL and ESL teachers included workload concerns and issues with administrators as reasons for having thought about leaving the profession; though most planned to stay, many listed their main reason for doing so as financial, and several described feeling “stuck” in their roles or uncertain about alternative career paths. These findings underscore the complex relationship between professional stressors and career intentions, pointing to the need for targeted support strategies in language education.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"381 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148289680","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":"Directives as strategies for building teacher identity: Enhancing collaborative classroom interactions","authors":"Si Neng Kot, Roberval Teixeira e Silva","doi":"10.1177/13621688261445593","DOIUrl":"https://doi.org/10.1177/13621688261445593","url":null,"abstract":"This study is theoretically grounded in interactional sociolinguistics, drawing specifically on speech act theory and politeness strategies to discuss how language choices negotiate social relations. It investigates classroom power dynamics by analyzing how teachers construct identities with directive speech acts. The research employs an ethnographic microanalysis to analyze discourse in a video-recorded interaction in a Portuguese as a foreign language (PFL) classroom for Chinese learners at a university in Macau. This methodological approach allows for a fine-grained examination of the linguistic design of directives and their impact on classroom interaction. The analysis reveals that the teacher strategically wields directives to enact interconnected identity positions, each shaping a distinct power dynamic: a negotiatory authority that mitigates institutional power by transforming directives into dialogic contracts; a collaborative facilitator that redistributes power by sharing epistemic authority and fostering co-participation; and an affective motivator that leverages relational power to build solidarity and ensure an emotionally safe environment. The study concludes that directives are a linguistic mechanism for the continuous recalibration of power in the classroom. Power is not merely asserted but is interactively negotiated through these identity positions, co-constructing specific classroom orders (e.g. collective responsibility, shared decision-making). This underscores that teacher identity is a pragmatic achievement with significant implications for fostering equitable and participatory learning environments.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"28 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285954","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":"Optimal Spacing for Types of Word Knowledge During Word Pair Learning","authors":"Kang Zhai","doi":"10.1177/13621688261449449","DOIUrl":"https://doi.org/10.1177/13621688261449449","url":null,"abstract":"Spacing is a crucial factor in foreign language word pair learning. However, findings regarding optimal spacing in this domain have been inconsistent. Therefore, adopting a treatment-immediate-delayed post-test design, the current study investigated the optimal spacing for both receptive and productive word knowledge across different test timings during foreign language word pair learning. A convenience sampling method was used to recruit 152 pre-intermediate English learners to participate in this study. The study manipulated spacing schedules (equal, expanded, and contracting) and examined their effects on receptive and productive word knowledge in immediate and delayed post-tests. The results revealed an advantage for contracting spacing for both receptive and productive word knowledge in the immediate post-test. However, for productive word knowledge, an advantage for expanded spacing emerged in the delayed post-test. The present study proposes a hybrid optimal spacing system that dynamically adapts spacing strategies based on the type of word knowledge. This system suggests using contracting spacing for short-term retention of receptive word knowledge and transitioning to expanded spacing for long-term retention of productive word knowledge in foreign language vocabulary learning, teaching, and software design. The findings support and extend the retrieval effort hypothesis, the desirable difficulties theory, and the encoding variability theory.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"4 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285956","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":"From Strategy Awareness to Engagement: Self-Regulated Learning Strategies-Based Writing Instruction in L2 Essay Development","authors":"Javad Zare, Khadijeh Aqajani Delavar, Ali Derakhshan, Lawrence Jun Zhang","doi":"10.1177/13621688261449335","DOIUrl":"https://doi.org/10.1177/13621688261449335","url":null,"abstract":"The contribution of self-regulated learning (SRL) strategies to second language (L2) education has recently garnered significant attention in various contexts. However, the way these strategies interact with task engagement in the domain of specific language skills such as L2 writing has been overlooked. To fill this gap, this study employed an experimental–comparison group, pretest–posttest design, conducted within a mixed-methods sequential explanatory design, to investigate whether and how SRL strategies-based writing instruction of English argumentative essays affected L2 learners’ task engagement in the short and long term. The intervention and control intervention consisted of a 14-session instructional program on writing English argumentative essays. The intervention was enhanced with an SRL strategies-based instruction based on the self-regulated strategy development (SRSD) model. Quantitative findings suggest that SRL strategies-based writing instruction positively affected learners' task engagement. Based on the qualitative analyses, it appears that teaching writing using SRL strategies led to learners’ awareness of strategy use, familiarity with strategies, variety, and an increase in the use of strategies. Altogether, these findings may suggest that the SRL strategies-based writing instruction significantly improved learners’ task engagement by enhancing their awareness and use of SRL strategies in writing English essays.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"64 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285998","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":"Assessment-as-Learning in EFL: Effects of CEFR-Based Reflection on Achievement and Calibration","authors":"Emrah Baki Başoğlu, Eda Baki Zengin","doi":"10.1177/13621688261447660","DOIUrl":"https://doi.org/10.1177/13621688261447660","url":null,"abstract":"High-stakes tests often report outcomes without shaping what learners do next. In large, CEFR-aligned English as a foreign language (EFL) programs, evidence is limited on whether brief, scheduled reflection can turn assessments into learning and improve calibration (alignment between self-ratings and scores). A sequential explanatory mixed-methods study was conducted with 389 tertiary learners who completed two midterm exams 8 weeks apart. The intervention combined pre-exam CEFR “can-do” self-ratings with a short, teacher-led dialogue, and nonparticipants served as a comparison group. Quantitatively, achievement was compared with ANCOVA (Exam 2 adjusted for Exam 1), and calibration was tested per skill with χ²/Cramér’s <jats:italic toggle=\"yes\">V</jats:italic> . Scores declined across the term in both groups, but the decline was smaller with reflection. Calibration patterns were skill-specific: writing and speaking remained aligned, grammar improved by the second cycle, while listening and reading weakened. Interviews explained why the routine mattered: students reported clearer awareness of strengths and gaps, concrete strategy shifts between exams, and, critically, concise teacher feedback that translated reflection into action; anxiety and vague item wording were recurring headwinds. Findings suggest that a simple, low-cost assessment-as-learning routine can modestly buffer performance decline and refine skill-level calibration at the program scale. Practical steps are outlined for embedding it within CEFR-aligned assessment cycles.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"27 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285955","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":"Classroom strategies for promoting cultural inclusion in adult ESOL classrooms with refugee and migrant learners in the UK","authors":"Chathuska Undugoda, Benet Vincent","doi":"10.1177/13621688261440662","DOIUrl":"https://doi.org/10.1177/13621688261440662","url":null,"abstract":"English for speakers of other languages (ESOL) programs provide opportunities for refugees and migrants to improve their competence in the English language and facilitate their integration into host communities. Therefore, raising awareness of the host culture and the diverse nationalities represented in classrooms is integral to ESOL teaching. The literature recommends a number of inclusive classroom strategies for English language teaching. It is important to examine the extent to which experienced ESOL practitioners consider these to be feasible in teaching refugee and migrant learners, given their unique characteristics. This study aimed to explore classroom strategies which can facilitate cultural inclusion to create a checklist of strategies based on the input of experienced ESOL practitioners in the UK. Applying an exploratory sequential mixed methods design, classroom strategies recommended in the literature were extracted through content analysis. An online survey with Likert-style questions was then created to ask qualified and experienced ESOL teachers for their evaluation of the effectiveness of these strategies. Participants were also encouraged to share their own recommended strategies for promoting cultural inclusion. The net promoter score (NPS) method was used to categorize the surveyed strategies into feasibility levels based on the evaluations of the participants. Strategies proposed by participants but not on the original list were also selected where they added useful additions to this list. The resulting list is presented as an appendix. Common features of feasible strategies, such as the promotion of learner identities and prioritizing learner needs are discussed, as are strategies which might be worthy of further promotion amongst ESOL professionals, e.g., using digital resources and practicing translanguaging. This study proposes the checklist as a means of supporting the planning and delivery of culturally inclusive lessons, thereby enhancing the use of intercultural approaches in ESOL teaching in the UK.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"4 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286059","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":"Participatory action research with additional language teachers: A methodological review","authors":"Ryosuke Aoyama","doi":"10.1177/13621688261445059","DOIUrl":"https://doi.org/10.1177/13621688261445059","url":null,"abstract":"Scholars and community members have long utilized participatory action research (PAR) to strategize local efforts to address real-world problems across various disciplines, including education. Applied linguistics and language education have also embraced and echoed the PAR tenets that situate the locus of knowledge production within local communities, aiming to co-construct ethical praxis for socially just change. However, there are few methodological syntheses of PAR studies in additional language education, despite ongoing calls to promote such a democratic research methodology to effect societal change. Aiming to bring greater methodological clarity regarding PAR in language education research, this article reviews methodological issues, synthesizing PAR in theory and PAR in practice. Drawing on a methodological review approach, it analyzes 23 PAR studies published between 2014 and 2024 that involved teacher participants in additional language education. The review focuses on how the three components of ‘participation,’ ‘action,’ and ‘research’ are framed and represented in these studies. Findings highlight various methodological discussion points in PAR in practice, such as the orientation of action, group formation, naming practices and authorship, positionality statements, participant engagement in data analysis, and methodological frameworks. Based on the findings, the review proposes a set of reflective questions as starting points for dialogue among PAR practitioners. These questions will help explore ways to make PAR more participatory, and in turn, co-construct ethical and impactful PAR for social change.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"8 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286002","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}