Language Teaching Research最新文献_第2页

Navigating AI writing tools in medical education: A SWOT analysis of L2 academic writing perspectives 在医学教育中导航AI写作工具：第二语言学术写作视角的SWOT分析

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-03-26 DOI: 10.1177/13621688251322953

Farhad Pakdel, Laleh Khojasteh, Reza Kafipour, Zahra Shahsavar

{"title":"Navigating AI writing tools in medical education: A SWOT analysis of L2 academic writing perspectives","authors":"Farhad Pakdel, Laleh Khojasteh, Reza Kafipour, Zahra Shahsavar","doi":"10.1177/13621688251322953","DOIUrl":"https://doi.org/10.1177/13621688251322953","url":null,"abstract":"The integration of artificial intelligence (AI) writing tools in second language (L2) academic writing presents both opportunities and challenges for medical education. This study employed a SWOT (strengths–weaknesses–opportunities–threats) analysis to examine medical students’ perspectives on using AI writing tools in their academic writing practice. Forty-two medical students from a major Iranian university participated in the study, providing weekly reflections and a final SWOT analysis over a 15-week academic writing course. Thematic analysis revealed that AI writing tools offer significant strengths in linguistic skill development, particularly in academic vocabulary enhancement, sentence improvement, and grammar and proofreading. However, weaknesses such as over-reliance on AI, lack of contextual understanding, and occasional inaccuracies in suggestions were identified. Opportunities included creative writing enhancement and immediate language refinement, while threats encompassed challenges in human–computer interaction, including the potential for misinformation and academic dishonesty. The study highlights the need for a balanced approach in integrating AI writing tools into L2 writing instruction, emphasizing their role as supplementary aids rather than primary writing resources. Implications for pedagogy include developing curricula that teach critical evaluation of AI-generated content and implementing writing tasks that require higher-order thinking skills. This study contributes to the growing body of literature on AI in education and provides valuable insights for educators and policymakers in navigating the evolving landscape of AI-assisted writing in medical education.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"4 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143702745","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 activity theory perspective on foreign language teaching enjoyment 活动理论视角下的外语教学享受

IF 4.2 1区文学

Language Teaching Research Pub Date : 2025-03-20 DOI: 10.1177/13621688251320738

Ali Derakhshan, Mostafa Azari Noughabi, Ameneh Ghasemi

{"title":"An activity theory perspective on foreign language teaching enjoyment","authors":"Ali Derakhshan, Mostafa Azari Noughabi, Ameneh Ghasemi","doi":"10.1177/13621688251320738","DOIUrl":"https://doi.org/10.1177/13621688251320738","url":null,"abstract":"Foreign language teaching enjoyment (FLTE), a recently conceptualized notion of language teachers’ positive emotion, has received a burgeoning interest in positive psychology studies and in the field of second language teaching research. However, due to the pure novelty of the concept of FLTE and the excessive reliance on quantitative research methods in capturing its correlates, the way FLTE can be influenced by contextual work-related factors remains far from being comprehensively understood. There are a multitude of challenges jeopardizing positive emotions in the workplace for teachers of English as a foreign language (EFL). Accordingly, being enlightened by an activity theory perspective, our qualitative study, aimed to unravel the factors that boost/diminish FLTE among 10 EFL teachers. The data were collected through narrative frames and semi-structured interviews and were analysed via MAXQDA 2020. Thematic analysis revealed nine major themes regarding the sources of developing FLTE. In addition, eight major factors reduced FLTE levels among Iranian EFL teachers. The study concluded that an activity system with a supportive work environment could help EFL teachers enjoy their profession despite the work-related hurdles. The findings demonstrated that learners, colleagues, institutional principals, parents, rules and regulations, teaching materials, division of labor, and objects define EFL teachers’ perceived FLTE. The study implies that teacher education initiatives should explicitly focus on creating a supportive, positive work environment.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"92 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143661166","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

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