Language Teaching Research最新文献_第2页

Who will burn out, and who will leave? Demographic predictors of burnout and intent to quit in world language teachers 谁会精疲力竭，谁又会离开？世界语言教师职业倦怠与离职意向的人口学预测

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-03-17 DOI: 10.1177/13621688251320584

Jessica Wallis McConnell

{"title":"Who will burn out, and who will leave? Demographic predictors of burnout and intent to quit in world language teachers","authors":"Jessica Wallis McConnell","doi":"10.1177/13621688251320584","DOIUrl":"https://doi.org/10.1177/13621688251320584","url":null,"abstract":"Teacher burnout and attrition are significant concerns in the United States and globally, particularly in high-needs areas such as world language (WL) teaching. Despite extensive international research on teacher burnout and attrition, few studies have specifically examined how demographic characteristics may influence burnout and intent to quit among WL teachers. To address this gap, this study employed a cross-sectional research design utilizing a factorial multivariate analysis of variance (MANOVA) to explore the relationships between various demographic factors and teacher burnout and intent to quit in high school WL teachers. Analysis revealed statistically significant main, interactive, and between-participants effects for a range of personal characteristics (i.e. gender, age, race, and ethnicity), teacher characteristics (i.e. number of WLs taught, primary language status, years of experience, highest level of education completed, type of certification program, number of professional organizations, and number of additional certifications), and school characteristics (i.e. urbanicity of school, type of school, and region). Findings suggest a need to take these factors into consideration when addressing teacher attrition and burnout through research and practice.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"17 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143640722","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 lexical profile of online graded reading materials in English language teaching: A corpus-based study 基于语料库的英语在线分级阅读材料词汇特征研究

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-03-12 DOI: 10.1177/13621688251320465

Ju Wen, Hong Yu

{"title":"The lexical profile of online graded reading materials in English language teaching: A corpus-based study","authors":"Ju Wen, Hong Yu","doi":"10.1177/13621688251320465","DOIUrl":"https://doi.org/10.1177/13621688251320465","url":null,"abstract":"In contexts of both English as a second language (ESL) and English as a foreign language (EFL), there is an ongoing effort to incorporate online graded reading materials into extensive reading programs designed for second language (L2) learners. However, it remains largely unknown to what extent these texts are suitable for L2 learners in terms of lexical demand. Based on a large corpus comprising nine levels of online graded reading materials, the present study examined the lexical profile of these texts at both corpus and grade levels. Results of our study showed that to achieve minimal and optimal comprehension of these materials at the corpus level, learners are expected to know 3,000 word families and 6,000 word families respectively plus proper nouns, marginal words, transparent compounds, and acronyms. As for the lexical demand across different grade levels, it was found that the lexical demand increases slightly and steadily as grade level increases. Overall, these results indicate the potential value of online graded reading texts as extensive reading materials for lower-level and mid-level L2 learners. Implications for L2 teaching and learning are also provided.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"3 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143599923","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 an intervention in teacher professional development in critical literacy practices for in-service teachers: A case study in a Lebanese private school 探索在职教师批判性素养实践对教师专业发展的干预：以黎巴嫩一所私立学校为例

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-03-12 DOI: 10.1177/13621688251317948

Monia Eid, Maureen O’Day Nicolas, Sara Salloum

{"title":"Exploring an intervention in teacher professional development in critical literacy practices for in-service teachers: A case study in a Lebanese private school","authors":"Monia Eid, Maureen O’Day Nicolas, Sara Salloum","doi":"10.1177/13621688251317948","DOIUrl":"https://doi.org/10.1177/13621688251317948","url":null,"abstract":"Teaching critical literacy (CL) as an explicit intended learning outcome is essential for operating in a global and interconnected world. Considering the limited research on in-service teachers’ development and enactment of critical literacy practices, particularly in second language education, this study explores a professional-development (PD) intervention aimed at promoting critical literacy practices as a pedagogical approach. A qualitative instrumental case study research approach was used, taking place in the reading classes of two high school English language teachers in a Lebanese private school. A two-stage PD intervention that focused on strategies to teach critical literacy was created. Two teachers first engaged in a two-day workshop and then in follow-up coaching and multiple implementation reflections. The data gathering methods used to determine the efficacy of the intervention included field notes from the professional-development process, pre- and post-intervention teacher interviews, and classroom observations. The findings, resulting from an iterative inductive thematic analysis approach, show how the PD intervention built on and expanded the teachers’ repertoires of critical pedagogical practices in the reading classroom. The PD intervention further developed the teachers’ competency in promoting learners’ active participation in critical and dialogic discussions, thus enhancing students’ critical thinking and stance. The findings from this study confirm the tenets promoted in the literature that systematic, on-going, context-based PD can build teachers’ pedagogical resources and importantly, equip them to be able to promote critical literacy. This study concludes that practical measures for building teachers’ capacity for nurturing critical literacy through an on-going and context-based PD initiative not only works, but is necessary.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"21 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143608044","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

Pre-service English language teachers’ perceptions and motivation towards technology use in online education 职前英语教师对在线教育中技术使用的认知和动机

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-03-12 DOI: 10.1177/13621688251319865

Zehra Degirmencioglu, Ilkay Gilanlioglu

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 : 2025-03-04 DOI: 10.1177/13621688251321310

引用次数: 0

Applying intelligent personal assistants to develop fluency and comprehensibility, and reduce accentedness in EFL learners: an empirical study of Google Assistant 应用智能个人助理提高英语语言学习者的流利性和可理解性，减少口音：对谷歌助理的实证研究

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-02-28 DOI: 10.1177/13621688251317786

Jalil Fathi, Masoud Rahimi, Timothy Teo

{"title":"Applying intelligent personal assistants to develop fluency and comprehensibility, and reduce accentedness in EFL learners: an empirical study of Google Assistant","authors":"Jalil Fathi, Masoud Rahimi, Timothy Teo","doi":"10.1177/13621688251317786","DOIUrl":"https://doi.org/10.1177/13621688251317786","url":null,"abstract":"Considering the contribution of intelligent personal assistant (IPA) platforms to English as a foreign language (EFL) speaking courses and the insufficiency of research in this regard, the current study applied a sequential explanatory mixed-methods approach to explore the impact of Google Assistant, an IPA platform, on EFL learners’ International English Language Testing System (IELTS) speaking test marks and their fluency, comprehensibility, and accentedness. Two intact classes at a language institute were chosen and randomly assigned to an IPA class with 20 EFL learners and a non-IPA class with 23 EFL learners. The IPA learners interactively and individually communicated with Google Assistant by giving commands/requests/questions, and the non-IPA learners communicated the same commands/requests/questions with their peers interactively. The IELTS speaking skill test, the fluency, comprehensibility, and accentedness scales, and an individual semi-structured interview were used to collect the necessary quantitative and qualitative data. One-way between groups analysis of covariance (ANCOVA), applied to analyse the quantitative data, revealed that the IPA and non-IPA speaking instruction developed the EFL learners’ IELTS speaking test marks, fluency, and comprehensibility, and reduced their accentedness. The former (i.e. the IPA instruction) outperformed the latter (i.e. the non-IPA instruction) in developing IELTS speaking test marks and comprehensibility, and reducing accentedness. Thematic analysis, applied to analyse the qualitative data, uncovered several themes and categories that indicated the IPA learners’ positive attitudes and perceptions towards the use of Google Assistant for interactive, one-to-one speaking activities. The findings suggested effective techniques for integrating IPAs into EFL speaking courses to enhance IELTS speaking test marks, fluency, and comprehensibility, and reduce accentedness in EFL learners.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"36 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528295","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

Qualitative research synthesis of project-based (language) learning and teaching in East and Southeast Asia: 2002–24 东亚和东南亚基于项目的（语言）学习和教学的定性研究综合：2002-24

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-02-25 DOI: 10.1177/13621688251313745

Gulbahar H. Beckett, Jeanne Beck, Febriana Lestari, Junghun Yang, Hwee Jean Lim

引用次数: 0

Mapping professional identities of teachers of English as an additional language from Sri Lanka and Australia: Identifying commonalities across contexts 斯里兰卡和澳大利亚英语教师的专业身份映射：识别跨语境的共性

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-02-20 DOI: 10.1177/13621688251317247

Joshua Matthews, Leonardo Veliz, Ruwan Gunawardane, David Partridge

{"title":"Mapping professional identities of teachers of English as an additional language from Sri Lanka and Australia: Identifying commonalities across contexts","authors":"Joshua Matthews, Leonardo Veliz, Ruwan Gunawardane, David Partridge","doi":"10.1177/13621688251317247","DOIUrl":"https://doi.org/10.1177/13621688251317247","url":null,"abstract":"Theorizing teacher identity is an important component of effective language teacher education. The current study maps the professional identities of 20 practicing teachers of English as an additional language (EAL) from two distinct contexts: Sri Lanka ( n = 10) and Australia ( n = 10). Data tapping each participant’s professional identity was elicited with semi-structured interviews structured around three domains: personal experience, professional context and external political environment. From the resultant teacher discourse, thematic analysis was applied to identify nine themes that teachers from both contexts perceived as being influential in the development of their professional identities, with two of these themes being perceived by some teachers as being of limited or no influence. These themes are defined and elucidated with quotes. Key differences in the way themes were manifested among the Sri Lankan and Australian teachers are also described. Findings provide a reference for language teachers’ critical reflection on their professional identities, especially those at the beginning of their careers.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"38 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143462464","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

Post-beginner L2-learner knowledge of ultra-frequent English words 初学者后l2学习者的超高频英语单词知识

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-02-20 DOI: 10.1177/13621688251318105

Dale Brown, Tim Stoeckel

{"title":"Post-beginner L2-learner knowledge of ultra-frequent English words","authors":"Dale Brown, Tim Stoeckel","doi":"10.1177/13621688251318105","DOIUrl":"https://doi.org/10.1177/13621688251318105","url":null,"abstract":"It is often assumed that the most frequent English words are known by post-beginner second language learners. Yet the sheer frequency of these words and the important roles they play in discourse mean that confirmation of whether they are indeed known would be valuable for understanding second language vocabulary development and reading comprehension. This article reports on a study in which university learners with Japanese as their first language (L1) ( N = 200) were tested on their written receptive knowledge of 63 senses/functions of the first 44 words in the New JACET8000 word list. The study found that for 13 senses/functions item facility was < 0.9. That is, some gaps in receptive knowledge were uncovered which qualitative item analysis suggested may stem from relative frequency of exposure, instructional experiences, knowledge of one sense/function blocking the acquisition of another, as well as abstractness and lack of a direct L1 equivalent. Nevertheless, overall receptive knowledge of the tested senses/functions of these ultra-frequent words was extremely good. Hence, although miscomprehension may arise from occasional gaps in knowledge of these words, the assumption that ultra-frequent words are receptively known by post-beginner second language (L2) learners does seem reasonable.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"52 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143462471","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

Language teachers’ attitudes to working with multilingual refugee learners: Do teacher Openness to Experience, Intercultural Sensitivity and plurilingualism matter? 语言教师对待多语难民学习者的态度：教师对经验的开放性、跨文化敏感性和多语制是否重要？

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-02-17 DOI: 10.1177/13621688251317902

Joanna Rokita-Jaśkow, Katarzyna Nosidlak, Agata Wolanin, Werona Król-Gierat

{"title":"Language teachers’ attitudes to working with multilingual refugee learners: Do teacher Openness to Experience, Intercultural Sensitivity and plurilingualism matter?","authors":"Joanna Rokita-Jaśkow, Katarzyna Nosidlak, Agata Wolanin, Werona Król-Gierat","doi":"10.1177/13621688251317902","DOIUrl":"https://doi.org/10.1177/13621688251317902","url":null,"abstract":"This article aims to explore second language (L2) teachers’ attitudes to working with multilingual refugee learners in the context of a sudden shift towards an increasingly multilingual environment caused by the influx of Ukrainian refugee children in 2022 to Polish schools. The teachers have been prepared to teach predominantly monolingual classes and have not obtained any training to meet the needs of migrant and multilingual learners; thus, they had to rely on their personal resources facing this suddenly increasingly multilingual and multicultural environment. A cross-sectional survey study was designed to identify how attitudes of teachers of English and Polish as a foreign language ( n = 70) developed towards teaching multilingual refugee learners and to what extent these correlated with teacher Openness to Experience, Intercultural Sensitivity and teachers’ plurilingualism. The quantitative analysis reveals mixed attitudes overall, despite generally positive attitudes to working with Ukrainian refugee learners, and correlating positively with Openness to Experience and plurilingualism, but not Intercultural Sensitivity. These might derive from the complexity of the teaching experience, which goes beyond mere language teaching, and for which the teachers have not received sufficient preparation.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"60 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143435238","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