Language Teaching Research最新文献

{"title":"Effect of student engagement on growth mindset in learning English-as-a-foreign-language vocabulary: Role of foreign language enjoyment as mediator","authors":"Neda Soleimani, Erkan Yüce, Parisa Najafi","doi":"10.1177/13621688261426738","DOIUrl":"https://doi.org/10.1177/13621688261426738","url":null,"abstract":"This paper examines how the growth mindset in vocabulary learning is influenced by student engagement when foreign language enjoyment is considered a mediating factor. Relying on positive psychology and a correlational research design, we collected data from 390 students majoring in English as a foreign language at the university and conducted statistical modeling. The findings of this paper indicated moderate levels of student engagement, growth mindset in vocabulary learning, and foreign language enjoyment, with strong positive relationships among them. Foreign language enjoyment emerged as a key mediating factor in the correlation between student engagement and growth mindset in vocabulary learning, suggesting that improving student engagement levels and providing an enjoyable language-learning environment can enhance students’ resilience and expand their capacity to learn vocabulary. Insights for educators and policymakers, as well as the contributions of this paper to positive psychology strategies, are discussed in detail.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"19 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147507952","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":"Investigating pre-service teachers’ AI literacy for ELL instruction: A mixed-methods study","authors":"Ali Kushki, Anne Garcia, Victoria L Lowell, Wayne E Wright","doi":"10.1177/13621688261426620","DOIUrl":"https://doi.org/10.1177/13621688261426620","url":null,"abstract":"Artificial intelligence (AI) has taken the educational field by storm, offering unique affordances for addressing diverse learners’ needs, including those of English language learners (ELLs). Harnessing the pedagogical value of AI, however, largely depends on teachers’ preparedness to integrate the new technology effectively into teaching. Pedagogical integration of AI is especially important for pre-service teachers (PSTs), who often struggle to gain enough technological fluency for teaching ELLs due to limited teaching experience and minimal exposure to field-specific technology experimentation. Given AI’s potential to support differentiated instruction, it is vital for PSTs to learn to use the technology effectively to teach ELLs. Grounded in the technological pedagogical content knowledge framework, this mixed-methods study investigated 90 PSTs’ foundational AI knowledge before and after two interventions. AI foundational knowledge was operationalized as participants’ familiarity with and frequency of use of ChatGPT for teaching and assessing ELLs. The study also analysed participants’ perspectives on how teacher education programs could better prepare them for future classrooms. We found significant gains in both familiarity with ChatGPT and frequency of using the tool following the interventions, although effect sizes were small to moderate, respectively. Additionally, participants showed awareness of the pedagogical value of ChatGPT for ELL instruction, while also expressing concerns related to ethical use of AI and emphasizing the irreplaceable role of human connections in teaching. They advocated for teacher education programs to incorporate AI literacy and hands-on experimentation with the technology into program curricula. Our findings suggest that, due to the complexity of AI platforms, more robust and targeted interventions may be necessary to foster meaningful advances in PSTs’ understanding of AI’s benefits. Moreover, while AI has sweeping implications for teaching, more preparation is needed to harness its potential for addressing the needs of unique student populations, such as ELLs.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"18 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147507951","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 mediating role of willingness to communicate: Linking dialogic teaching to student discursive engagement in L2 classrooms","authors":"Pengjin Wang, Gaowei Chen","doi":"10.1177/13621688261425022","DOIUrl":"https://doi.org/10.1177/13621688261425022","url":null,"abstract":"While teachers bear the responsibility for facilitating discourse in second language (L2) classrooms, this study examines a specific pathway linking pedagogy to student participation. We investigated the relationship between a representative dialogic teaching strategy, academically productive talk (APT), and students’ discursive engagement in class. Using a sample of 490 students from seven primary and secondary schools, we analyzed associations among students’ perceptions of their teachers’ APT, students’ willingness to communicate (WTC), L2 learning motivation, L2 communication confidence, and their discursive engagement in L2 English classrooms. Structural equation modeling revealed that student-perceived teacher APT was positively related to both students’ WTC and their discursive engagement with peers. WTC partially mediated the relationship between student-perceived teacher APT and students’ discursive engagement. WTC was also found to mediate the relationships of L2 motivation and communication confidence with engagement. Student learning motivation was indirectly linked to their discursive engagement, mediated by communication confidence and WTC. These findings highlight the role of teachers in fostering productive classroom talk and student engagement. This study also provides evidence on how students’ WTC may relate to their discussion behavior, and WTC’s partial mediating role between teacher APT and student discursive engagement with classmates. The cross-sectional, self-report data suggest relationships that warrant future multi-method, longitudinal, or experimental investigation.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"23 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147507953","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":"Bridging the research–pedagogy gap: ESL teachers’ beliefs about L2 fluency and fluency-enhancing classroom practices","authors":"Ayano Kawasaki","doi":"10.1177/13621688261426077","DOIUrl":"https://doi.org/10.1177/13621688261426077","url":null,"abstract":"Despite substantial development in second-language (L2) fluency research, fluency remains underexplored in L2 teaching. Emerging evidence suggests that research-based fluency-enhancing activities are not fully utilized in classrooms, partly due to teachers’ relatively broad conceptualization of fluency. To address this issue, this study examines (1) teachers’ beliefs about fluency and fluency-enhancing activities and (2) the extent to which these beliefs are reflected in their classroom practices. By triangulating data from questionnaires, interviews, and classroom observations, this study contributes to the growing body of L2 fluency research, which has primarily focused on teachers’ self-reported data, thereby paving the way toward bridging the research–pedagogy gap. Using a mixed-methods approach, the analysis revealed (1) a discrepancy between teachers’ self-reported understanding and evidence-based conceptualization of fluency, (2) a tendency to equate fluency with general speaking skills rather than fluency-specific features, and (3) considerable variation in the quality of fluency-enhancing activities implemented by teachers. These findings highlight the need for teacher training that promotes a more refined understanding of fluency and the effective implementation of fluency-focused activities.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"44 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147507960","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":"A tale of two studies: How language proficiency and learner dispositions in online learning shape EMI academic success before, during, and after the pandemic","authors":"Adem Soruç, Dogan Yuksel, Mehmet Baris Horzum, Miroslaw Pawlak","doi":"10.1177/13621688261420272","DOIUrl":"https://doi.org/10.1177/13621688261420272","url":null,"abstract":"This article presents two empirical studies investigating the extent to which general English proficiency (GEP) and selected learner dispositions in online learning maintain their predictive utility for academic success in English-medium instruction (EMI) contexts in Türkiye across the pre-pandemic, pandemic, and post-pandemic periods. Both studies sampled engineering students from a large public university, with Study 1 involving 474 participants and Study 2 including 460. Study 1 examined the predictive roles of GEP, online learning readiness, beliefs, and satisfaction during the pre-pandemic and pandemic periods. Findings showed that GEP was a significant predictor of academic success before the pandemic, but this predictive relationship was statistically disrupted during the pandemic period. Study 2 extended the analysis to the post-pandemic context, where EMI courses were delivered both face-to-face and online. Results revealed a reinstatement of GEP’s predictive power in face-to-face EMI settings, while readiness, beliefs, and satisfaction with online learning were stronger predictors in online courses. This fluctuation illustrates a ‘passing cloud effect’, in which the predictive weight of language proficiency temporarily wanes under extraordinary contextual conditions but resurfaces when structured environments return. Based on the findings, several pedagogical implications are provided, and some relevant suggestions are made, underscoring the fluctuating nature of academic success in EMI.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"33 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147507954","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":"Spanish textbooks used at high schools in Basel (Switzerland): A critical review in the light of Eurocentrism and pluricentrism","authors":"Sandra Schlumpf","doi":"10.1177/13621688261423518","DOIUrl":"https://doi.org/10.1177/13621688261423518","url":null,"abstract":"In Spanish linguistics today, it is widely recognized that Spanish corresponds to the image of a pluricentric language. Different normative centers coexist, which are perceived as such by the speakers. However, the degree of recognition, status, and prestige of these linguistic norms varies greatly. This article examines the extent to which the pluricentrism of Spanish is represented in textbooks for Spanish as a foreign language. As a case study, three textbooks – <jats:italic toggle=\"yes\">Puente Nuevo</jats:italic> , <jats:italic toggle=\"yes\">¡Adelante!</jats:italic> , and <jats:italic toggle=\"yes\"> <jats:ext-link xmlns:xlink=\"http://www.w3.org/1999/xlink\" ext-link-type=\"uri\" xlink:href=\"http://A_tope.com\">A_tope.com</jats:ext-link> </jats:italic> – used in high schools in Basel, Switzerland, are analyzed both quantitatively and qualitatively in terms of their pluricentric character. The study examines the textbooks as a whole (thematic priorities, topics of units, maps) and selected linguistic phenomena, namely: the forms of address (morphosyntax), <jats:italic toggle=\"yes\">seseo</jats:italic> (pronunciation), and the use of regional vocabulary. At various levels, it can be demonstrated that the textbooks are based on a Eurocentric view of language, which gives Castilian Spanish a superior role to that of other language norms, without this being explicitly stated. The article concludes with some practical recommendations for a more pluricentric approach to teaching Spanish.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"14 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147465029","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":"Vocal prosody and listening comprehension in advanced Arabic L2 learners: A mixed-methods study with comparative insights from English L2 pedagogy","authors":"Djemai Mahmoud Boulaares","doi":"10.1177/13621688251411423","DOIUrl":"https://doi.org/10.1177/13621688251411423","url":null,"abstract":"This study investigates how prosodic parameters – speech rate, pausing, intonation contour, pitch range (F0 span), and monotony – shape listening comprehension among advanced learners of Arabic (CEFR B2–C1). Drawing on triangulated evidence from semi-structured instructor interviews ( <jats:italic toggle=\"yes\">n</jats:italic> = 6), a learner survey ( <jats:italic toggle=\"yes\">n</jats:italic> = 52), and a curriculum-embedded audit of textbook audio, the analysis integrates exploratory inferential statistics with acoustic-phonetic profiling in Praat (words-per-minute, pause metrics, F0 range, intensity). Convergent results identify fast, weakly segmented speech as the principal barrier to comprehension, with flattened or atypical intonation attenuating discourse-pragmatic signalling that listeners rely on for parsing and prediction. Relative to widely reported EAP benchmarks, the Arabic instructional materials examined exhibit slower delivery and narrower F0 spans, a pattern that risks limited ecological validity and potential under-preparation for authentic input. The findings refine bottom-up/top-down accounts and cognitive-load explanations by demonstrating that prosodic chunking – via tempo and temporal segmentation – mediates processing even at advanced proficiency. Pedagogically, the study motivates staged exposure to authentic-speed Arabic, explicit prosody-for-listening instruction (e.g. guided shadowing, cue tracking, and pause-aware transcription), and CEFR-aligned assessment targeting prosodic inference. Acoustic and statistical patterns jointly foreground speed and pausing as high-impact levers for instruction and materials design in Arabic second language (L2) listening.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"9 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147454642","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":"Language mixing as a pedagogical tool for language learning: a methods development guide","authors":"Mandy Wigdorowitz, Chrysoula Vassiliu, Margreet Vogelzang, Ianthi M Tsimpli","doi":"10.1177/13621688261417934","DOIUrl":"https://doi.org/10.1177/13621688261417934","url":null,"abstract":"This article introduces the novel mixed language input paradigm (MiLIP), which utilizes language mixing as a pedagogical tool for language learning, and describes the methodology to conduct a longitudinal study using this paradigm. We illustrate the paradigm using the example of intrasententially mixed Greek (target language) with English (familiar language), combined with multimodal input (audio, images, videos, subtitles) over three learning phases. Participants are presented with increasingly complex Greek input as the phases progress: nouns in Phase 1, noun phrases (NPs) in Phase 2, and NPs + verbs in Phase 3. Learning in the proposed paradigm is evaluated through picture selection and grammaticality forced-choice tasks at different stages, and an expressive vocabulary task at the end point of learning. This allows for an assessment of whether learners can arrive at some knowledge of words and grammar in the target language through a scaffolding model of ordered input. Researchers and educators can apply this methodology to investigate language learning utilizing individuals’ existing language knowledge.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"15 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147393291","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 error correction to strategy support: AI-powered metacognitive scaffolding in assessing EFL writing performance and self-regulatory engagement","authors":"Maroua Rogti, Ouafa Ouarniki","doi":"10.1177/13621688261420086","DOIUrl":"https://doi.org/10.1177/13621688261420086","url":null,"abstract":"The lack of individualized feedback may lead foreign language educators to think about giving feedback using a variety of artificial intelligence powered (AI-powered) tools, increasing access to automated assessment systems. Furthermore, metacognitive scaffolding guides students in planning, reflecting, monitoring, and assessing their language progress which can be adaptive through AI-driven tools like grammarly and write &amp; improve that alter feedback. The purpose of this study is to investigate how AI-enhanced adaptive scaffolding delivered through automated feedback prompts and reflective questions can improve English as a foreign language (EFL) learners’ writing performance and self-regulatory engagement. Along with a self-report questionnaire, the study used a quantitative approach with experimental design. The study sample consisted of 120 EFL students. Participants were enrolled in a 6-week English writing course; they were randomly assigned to two groups: 60 students in the control group receiving conventional teacher feedback and 60 students in the experimental group receiving AI-assisted scaffolding via grammarly and write &amp; improve. Data were collected through a self-report questionnaire on self-regulated learning strategies and writing tasks and analysed using ANCOVA to assess group differences. The findings show that students’ reflective practices, self-regulation, and personalized feedback were all strengthened by AI adaptive scaffolding. They suggest that AI-powered, adaptive, and metacognitively oriented feedback can extend the role of automated feedback from error correction to supporting learners’ strategic engagement with writing tasks. Implications are discussed for integrating AI-driven scaffolding into mainstream EFL pedagogy to enhance both assessment and self-regulated learning.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"82 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147393721","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":"Maze tasks for L2 morphosyntactic skill acquisition","authors":"Jonathan Serfaty","doi":"10.1177/13621688261422857","DOIUrl":"https://doi.org/10.1177/13621688261422857","url":null,"abstract":"The maze task is an online activity in which participants continually select between two words to form grammatical sentences. This study investigated whether the maze task facilitates production and perception accuracy in English for Cambodian secondary-school learners. Participants ( <jats:italic toggle=\"yes\">N</jats:italic> = 101) practiced target sentences in the maze task with either morphological or syntactic choices, whereas a control group practiced unrelated sentences. Learning within the task was assessed via error rates, response times, and the coefficient of variation across 10 rounds. Transfer was evaluated with time-pressured oral translation and grammaticality judgment tests (GJTs). Results showed evidence of proceduralization and automatization for the maze task itself, and all participants improved in both the oral tests and in perceiving morphological errors in the GJTs. However, there was no evidence that this improvement was due to the maze training, since the control group improved to the same extent as the other groups. Exploratory analyses suggested that the tests themselves resulted in learning, with the probability of morphological error perception increasing with each successive trial of the two GJTs. The findings highlight the skill specificity of procedural knowledge, as posited in skill acquisition theory, and the pedagogical potential for GJTs.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"7 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147393290","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}