Language Teaching Research最新文献_第2页

Pre-service English language teachers’ perceptions and motivation towards technology use in online education

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

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-03-04 DOI: 10.1177/13621688251321310

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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

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

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Mapping professional identities of teachers of English as an additional language from Sri Lanka and Australia: Identifying commonalities across contexts

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

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?

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

Is intonation learnable in the classroom? Evidence from Turkish learners of English

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-02-08 DOI: 10.1177/13621688241312502

Sinem Sonsaat-Hegelheimer, John Levis

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Notes on Contributors

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-02-08 DOI: 10.1177/13621688251313596

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An ecological exploration of the intersection between English language teachers’ agency and social justice instruction

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-02-06 DOI: 10.1177/13621688251314484

Sedigheh Karimpour, Peter I. De Costa, Mohammadali Ranjbar, Mostafa Nazari

{"title":"An ecological exploration of the intersection between English language teachers’ agency and social justice instruction","authors":"Sedigheh Karimpour, Peter I. De Costa, Mohammadali Ranjbar, Mostafa Nazari","doi":"10.1177/13621688251314484","DOIUrl":"https://doi.org/10.1177/13621688251314484","url":null,"abstract":"Although recent research on both agency and social justice has paid attention to the role of these constructs in teachers’ professionalism, the scope of research on how language teachers’ agency and social justice intersect is limited. Drawing on an ecological perspective that captured teachers’ temporal and spatial perceptions, and how structural forces shape teacher agency, we explored agency and social justice among Iranian English language teachers. Data were collected from open-ended questionnaires, narrative frames, and semi-structured interviews. The analysis of the data revealed that teachers used their personal histories and experiences, present sense-making processes, and future-oriented perspectives as agentive tools to promote social justice in their educational practices. The findings also showed that teachers used the affordances of their educational setting as a tool for fostering students’ criticality and activism. The study concludes with a discussion of implications for teacher educators in how to build on agency in teacher education courses to develop understandings of social justice.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"62 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143258422","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