Language Teaching Research最新文献

{"title":"Notes on Contributors","authors":"","doi":"10.1177/13621688251313596","DOIUrl":"https://doi.org/10.1177/13621688251313596","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"62 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143371507","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":"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}

{"title":"Lacking bridges and apprehensive tensions: The impact of emotions and contextual factors on German L3 teachers’ perceptions and grammar teaching practices","authors":"Deni Beslagic","doi":"10.1177/13621688251313984","DOIUrl":"https://doi.org/10.1177/13621688251313984","url":null,"abstract":"This article reports the findings of a multiple-case study on four teachers of German as a third language (GL3) at a Swedish lower secondary school (year 7). To gain a better understanding of third language (L3) teachers’ pedagogical perceptions and practices about grammar teaching to young beginners, teacher emotions are used as a theoretical frame. The data consist of individual interviews, lesson observations and immediate post-observational oral reflections that are analysed qualitatively using thematic content analysis with narrative features. The study points out the links between emotions and contextual factors inside and outside the classroom – such as time, workload, colleagues’ teaching practices as well as the motivation and attitudes of the students – and shows how these interrelatedly have an impact on teachers’ thinking, beliefs and instructional decision-making. Also, three narratives about teaching grammar are laid out, where the teachers themselves are passionate but at the same time display apprehensive emotions in the fear of their students not liking it as much. The findings indicate that teacher emotions about grammar – such as the tension between passion and apprehension – exert important influence on L3 teachers’ grammar teaching practices and beliefs. Based on this, it is suggested that bridges are needed between grammar teaching in first language (L1) and L3, since the pedagogical content knowledge and the positive teacher emotions about grammar in teachers of GL3 might be powerful assets that colleagues of other language subjects could also benefit from.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"22 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143192487","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 major change for ESP for nursing: Pivoting towards discourse through a new course design with communicative engagement as a focal concept","authors":"Qing Huang","doi":"10.1177/13621688251313653","DOIUrl":"https://doi.org/10.1177/13621688251313653","url":null,"abstract":"This article describes how a new, discourse-focused course on English for nursing purposes (ENP) was developed from scratch to fill a critical needs gap: competence in what this article calls ‘nurse–patient communicative engagement’. A needs analysis conducted for this study revealed a gap between how experienced nurses and nursing students viewed engagement. This is a key concept that the present study amalgamated from various research sources. The present study newly defines the concept as the strategic communication moves used by experienced nurses to actively elicit patients’ concerns, proactively ensure their full understanding of what is said and done, and continually establish empathy and rapport. Engagement is currently not the focus of ENP courses globally, which instead focus on general language proficiency and rote learning of surface-level features (e.g. medical vocabulary, pronunciation of terms). What nursing students actually need, and ENP courses currently neglect, is training in dialogic communication strategies that promote engagement. A brand-new ENP course was created to scaffold students in acquiring these interactional strategies using custom-written, analytically rich learning materials based on authentic nurse–patient interactions. The new course was piloted and taught in parallel alongside an existing ENP course at the same institution. Through this control versus experimental group design, and using pre-, post-, and delayed post-test instruments, the new course was statistically and qualitatively evaluated. The new course proved successful in producing nursing students who demonstrated significantly improved perceptions and practices of engagement: they felt more positive and confident about engaging with patients, and could frequently and appropriately deploy a wide range of relevant strategies. ENP practitioners worldwide will benefit from examining this new course design, to pivot syllabuses away from piecemeal, surface-level features towards the teaching of the core discourse skill of nurse–patient engagement, a communicative practice that research shows facilitates better health outcomes for patients.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"37 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143072354","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 study of the effect of multimodal input on vocabulary acquisition: Evidence from online Chinese language learners","authors":"Binyu Xing, Haiwei Zhang","doi":"10.1177/13621688241313017","DOIUrl":"https://doi.org/10.1177/13621688241313017","url":null,"abstract":"In response to the growing prevalence of online second language learning and the burgeoning field of international Chinese language education, this study examines the impact of multimodal inputs (MMI) on vocabulary acquisition within online environments among learners of Chinese as a second language (CSL). A teaching intervention was conducted with 90 Mongolian CSL learners, who were grouped into audiovisual, audio, and visual groups. The findings indicate that the audiovisual condition significantly improved vocabulary retention compared to the single-modality conditions in a delayed post-test. Nevertheless, the efficacy of the MMI treatment was observed to vary with learners’ proficiency levels, with beginner-level CSL learners deriving greater benefit from MMI than intermediate-level learners. Furthermore, participants expressed both favorable and critical perspectives regarding the application of MMI in vocabulary instruction. These results highlight the potential of MMI interventions to enhance vocabulary learning in online second-language education, while also underscoring the necessity of considering learners’ target language proficiency and their attitudes when developing MMI-based instructional approaches.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"51 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143026626","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":"Towards exploratory talk in secondary-school CLIL: An empirical study of the cognitive discourse function ‘explore’","authors":"Pilar Gerns, Louisa Mortimore","doi":"10.1177/13621688241310740","DOIUrl":"https://doi.org/10.1177/13621688241310740","url":null,"abstract":"Exploratory talk is increasingly recognized in formal education for its role in enhancing students’ critical thinking and literacy skills, which are crucial for quality education both within and beyond school contexts. However, research shows that students often lack opportunities for inquiry-based learning and rarely receive explicit guidance on using language for reasoning, particularly in second language (L2) learning environments. Understanding how students engage in this complex function and effectively promoting it in L2 subject contexts remains a challenge. This study introduces an operational framework for the function of ‘explore’, based on L2 learning and socio-cultural theories and Dalton-Puffer’s construct of cognitive discourse functions (CDFs). It provides both quantitative and qualitative insights into how secondary-level content and language integrated learning (CLIL) students ( N = 113) from three different types of schools in Spain performed the ‘explore’ function orally, and it examines the role of epistemic modality in this meaning-making process by analysing the following features: (1) modal verbs, (2) modal adverbs and adjectives, (3) epistemic lexical verbs (ELVs), stance-taking forms, (4) discourse markers and the conditional ‘if’. A learner corpus was created for this analysis using Sketch Engine. The findings suggest that the CDF of ‘explore’ involves a combination of epistemic modality markers that serve as reasoning and exploratory discourse indicators. There is, however, a pressing need to raise teachers’ awareness of how language (through CDFs) supports students’ exploratory and deeper learning in L2 content-learning contexts. To this end, the discussion presents pedagogical implications for future research and practice in fostering exploratory reasoning, and where possible, embedding these skills in exploratory talk within CLIL classrooms.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"57 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143026580","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":"Why classroom climate matters: Exploring Japanese university students’ motivational regulation within a classroom ecology","authors":"Yoshiyuki Nakata, Xuesong (Andy) Gao","doi":"10.1177/13621688241310498","DOIUrl":"https://doi.org/10.1177/13621688241310498","url":null,"abstract":"This article reports on a study that explored Japanese university students’ evolving motivational regulation by mapping its changes over one year of their studies in a collaborative project-based learning environment. An autonomy-supportive collaborative intervention was delivered to the 19 participants with varying or no experience of communicative language teaching and study abroad. Our cluster-based analysis of multiple questionnaire responses revealed increased motivation among the participants. Three learners were selected to represent each clustering group based on the unique characteristics of their motivational trajectories over the year, which reflect the mediating impacts of their previous language learning experiences and their learning experience during the pedagogical intervention. The findings indicate that language teachers can enhance learners’ ‘motivational regulation’ by creating a supportive learning environment in the classroom.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"140 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142991130","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":"Content knowledge attainment in English medium instruction: Does academic English literacy matter?","authors":"Ikuya Aizawa, Heath Rose, Gene Thompson, Jim McKinley","doi":"10.1177/13621688241304051","DOIUrl":"https://doi.org/10.1177/13621688241304051","url":null,"abstract":"This study investigates the relationship between students’ English language proficiency, their reported levels of academic English literacy, prior content knowledge and their attainment of content knowledge in English medium instruction (EMI). The study also examines students’ perceptions of difficulties with academic English literacy at different levels of English language proficiency. Pre-course and post-course content tests were administered to 27 EMI students in an introductory Chemistry course at a university in Tokyo, Japan. The test results were triangulated with data from a quantitative measure of reported academic literacy and follow-up interviews to explore perceptions of ease and difficulties for academic language skills (i.e. reading, listening, speaking and writing). The quantitative findings indicated that students’ proficiency statistically significantly predicted post-test scores. Interviews with students corroborated this finding, illustrating the specific difficulties in academic language literacy faced by students with lower proficiency. However, proficiency alone did not determine success as other factors, such as previous exposure to EMI and prior content knowledge, played significant roles. The study found a non-linear relationship between reported difficulties with academic English literacy and test outcomes, indicating that students who reported fewer academic difficulties were not necessarily more successful in gaining content knowledge than those facing significant challenges in academic language tasks. The findings emphasise that academic support in EMI programs should not solely focus on test outcomes but also address the broader challenges students face with academic English literacy. Implications are discussed regarding language support, EMI curriculum planning and future research directions.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"10 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142988712","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":"Moving beyond native-speakerism through identity-based teacher education: The roles of positioning and agency","authors":"Zehui Yang, Karen Forbes","doi":"10.1177/13621688241310403","DOIUrl":"https://doi.org/10.1177/13621688241310403","url":null,"abstract":"In the field of English language teaching, the deeply entrenched dichotomy between ‘native English-speaking teachers’ (NESTs) and ‘non-native English-speaking teachers’ (NNESTs) has forcibly positioned NNESTs as linguistically and pedagogically inferior to their native counterparts. The prevalence of native-speaker ideologies marginalizes NNESTs in professional settings and impedes their agency enactment in claiming identities as competent educators. Therefore, it is crucial to facilitate English teachers (especially NNESTs) to practice agency to (re)negotiate identities to move beyond native-speaker ideologies. Framed by positioning theory, this study investigates how 12 in-service English teachers worldwide exercised agency to (re)negotiate positions throughout an innovative identity-based intervention. The intervention, implemented in three online sessions across six weeks, instigated participants’ identity reflections based on three themes: theories, pedagogy and power. Each session comprised one online seminar and one self-reflective written task. Drawing on data from the intervention and pre- and post-intervention interviews, our findings yielded three distinct identity negotiation patterns, namely active, tentative and reluctant repositioning. Participants of each pattern presented unique combinations of repositioning acts, including resisting inferior positions, selectively engaging with empowering positions, shifting back to initial positions and maintaining existing positions. Agency and positioning were found to be reciprocally informed. While agency was practised to facilitate repositioning, the agentic positions teachers undertook influenced agency enactment as well. Participants’ choices of different repositioning acts were jointly mediated by their evaluation of native-speaker ideologies’ impact on their existing positions and their power to challenge native-speakerism in their own professional settings. At a theoretical level, this article provides a conceptual framework that illustrates the interconnectedness between the intervention, teacher identity and teacher agency. At a practical level, it demonstrates the effectiveness of implementing identity-based intervention in teacher education to foster NNESTs’ repositioning and agency enactment against the backdrop of native-speakerism.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"7 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142988709","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":"Generalizing linguistic patterns through data-driven learning: A study of the dative alternation in Japanese learners of English","authors":"Ryosuke Nakahara, Masatoshi Sugiura","doi":"10.1177/13621688241305787","DOIUrl":"https://doi.org/10.1177/13621688241305787","url":null,"abstract":"This study examines whether learners exposed to specific example sentences through data-driven learning (DDL) can not only identify generalized linguistic patterns but also apply the patterns to other expressions, thereby demonstrating that DDL is a learning method based on a usage-based model. Forty-three Japanese learners of English participated in DDL activities to study the use of six verbs from two verb classes (three from the Throw class and three from the Whisper class) in terms of the dative alternation. Specifically, they studied whether these verbs can be used in the double object (DO) construction or the prepositional dative (PD) construction. The participants underwent pre-, post-, and delayed post-tests, during which they evaluated the grammaticality of sentences containing the studied verbs, as well as unstudied verbs from the same classes and verbs from the control classes (the Send and Mention classes). A cumulative link mixed model (CLMM) was employed to analyse the effects of test timing (pre/post/delayed post), learning (studied/unstudied), and construction (PD/DO) on test scores. The results showed that learners made more correct judgments on the post-test than on the pre-test. This improvement was observed not only for the studied verbs but also for unstudied verbs from the same classes, and even for verbs from the control classes. This indicates that DDL embodies the idea of a usage-based model; that is, learners generalize linguistic patterns through language experience. Furthermore, the learning effects were retained even in the delayed post-test, suggesting that DDL is not merely a tool for referencing word usage but also a learning method that converts input into intake.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"37 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142988710","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}