Language Teaching Research最新文献

{"title":"Investigating the Emotional Experiences in Shadow Language Education: A Mixed-Methods Study of Secondary School Students’ Enjoyment and Boredom","authors":"Anas Hajar,Mehmet Karakus","doi":"10.1177/13621688261484527","DOIUrl":"https://doi.org/10.1177/13621688261484527","url":null,"abstract":"English private tutoring (EPT) has expanded rapidly across post-Soviet contexts, but students’ emotional experiences within this sector remain underexplored. Drawing on Control-Value Theory and positive psychology in second language acquisition, this mixed-methods study examines enjoyment, boredom and behavioural engagement among Grade 11 students attending EPT in Kazakhstan. Quantitative data were collected from 640 students across 8 tutorial centres using validated measures of emotions, engagement, learner attitudes and tutor-related practices, complemented by focus group interviews with 32 students. Results reveal that students generally reported high enjoyment, moderate engagement and low boredom. Enjoyment was associated with engagement, positive attitudes towards English, perceived competence, and tutor enthusiasm and friendliness, whereas boredom was negatively associated with engagement and with less favourable attitudes towards English and the learning environment. Tutor type also mattered, with non-Kazakhstani and highly qualified tutors associated with higher enjoyment. Qualitative findings indicate that enjoyment stemmed from supportive relationships, meaningful use of English and future-oriented goals, while boredom emerged from repetitive, exam-driven practices. The study suggests that EPT functions as an affectively significant learning environment rather than a purely instrumental service, extending research on shadow language education and highlighting implications for student well-being, sector regulation and formal schooling improvement.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"6 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148933962","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 Sociocultural Perspective for Tracing the Development of Formative Assessment Teacher Cognition: Making a Case for Transformative L2 Teacher Education","authors":"Dilara Somuncu, Nuray Alagözlü","doi":"10.1177/13621688261480291","DOIUrl":"https://doi.org/10.1177/13621688261480291","url":null,"abstract":"Grounded in sociocultural theory, this study examines how the formative assessment teacher cognition (FATC) of a pre-service English as a foreign language teacher developed within a teacher education context. Adopting a longitudinal single-case design, the study traces the trajectory of one focal participant, Ela, across a 10-month teaching practicum. Multiple qualitative data sources were triangulated, including interviews, reflective journals, lesson plans, classroom observations, and pre- and post-observation conferences. Data were analyzed through a hybrid approach combining reflexive thematic analysis and sociocultural discourse analysis to capture both the content and interactional dynamics of cognition-in-action. Findings indicate that Ela’s FATC evolved through two key shifts: (a) reconceptualizing corrective feedback from an evaluative and affectively risky practice to a formative tool that scaffolds learner understanding and (b) developing more explicit instructional practices that clarify learning intentions and guide student performance. These shifts reflect an emerging understanding of feedback and instruction as meaning-making processes central to formative assessment (FA). The analysis further highlights the mediating role of prior language learning experiences and teacher education coursework in shaping how Ela interpreted and enacted FA principles. Her development was characterized by cognitive-emotional dissonances, responsive mediation, and the transformation of everyday concepts into more systematic, academically grounded understandings. Overall, the study demonstrates how reflective and dialogic spaces support the integration of affective experiences with theoretical knowledge, facilitating the internalization of FA within pedagogical reasoning. It contributes to language teacher cognition research by illuminating the micro-processes of teacher learning as socially mediated and emotionally inflected and offers implications for designing socioculturally informed teacher education that fosters responsive, evidence-based assessment practices.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"1 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148898897","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 Local Roots and Global Goals: Expert Teachers’ Insights on ELT Curriculum Design and Policy in Nepal’s Higher Education","authors":"Pitambar Paudel","doi":"10.1177/13621688261478930","DOIUrl":"https://doi.org/10.1177/13621688261478930","url":null,"abstract":"The quest for inclusive and contextually relevant English Language Teaching (ELT) curricula is a priority for higher education globally. This phenomenological study examines the lived experiences of expert teachers involved in ELT curriculum design and implementation policies in Nepal. Through unstructured interviews, participants revealed dissatisfaction with top-down curriculum processes, insufficient teacher involvement, and unclear guidelines. The study underscores challenges such as curricula heavily focused on global competitiveness, limited integration of local cultures and extracurricular activities, and inadequate support for technology driven courses. Key issues include balancing cultural relevance with global competency, resource constraints, and outdated infrastructure. Findings highlight the necessity of a context driven approach, involving educators in decision-making, comprehensive needs analyses, and innovative teaching and evaluation methods. These reforms are critical for transforming ELT curricula to address local needs while preparing students for global challenges. Insights from this study offer implications for similar EFL contexts worldwide seeking culturally rooted, globally adaptable educational policies.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"9 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148877265","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":"Understanding Speaking Demotivation in Iranian EFL Contexts: A Self-Determination Theory Analysis of Learner and Teacher Perspectives","authors":"Maedeh Davari, Arash Javadinejad","doi":"10.1177/13621688261472368","DOIUrl":"https://doi.org/10.1177/13621688261472368","url":null,"abstract":"This study investigates how speaking demotivation is experienced and interpreted by Iranian English as a Foreign Language learners and teachers through the lens of Self-Determination Theory (SDT), with particular attention to autonomy, competence, and relatedness. Thirty participants (15 learners and 15 teachers) from two private language institutes in Iran took part in semi-structured interviews. Data were analysed using theory-informed thematic analysis. The findings indicate that speaking demotivation emerges as a contextually mediated process shaped by the interaction between learners’ psychological experiences and instructional conditions. Learners primarily emphasised affective and relational factors, including lack of social support, negative classroom climate, and limited agency, whereas teachers foregrounded structural constraints such as proficiency gaps, exam-oriented practices, and limited opportunities for authentic language use. Notable divergences between teacher and learner perspectives suggest misalignment in how demotivating experiences are recognised and addressed in classroom practice. The study contributes to the literature by providing a theoretically grounded account of speaking demotivation that connects psychological needs with classroom conditions. It also highlights the importance of designing need-supportive speaking environments and increasing teacher awareness of the affective and agentic dimensions of learner engagement.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"271 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148858792","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 Corrective Preferences to Corrective Practice: A Critical Review of Attitudinal Studies on Oral Corrective Feedback","authors":"Sajjad Sepehrinia","doi":"10.1177/13621688261476299","DOIUrl":"https://doi.org/10.1177/13621688261476299","url":null,"abstract":"Studies on oral corrective feedback (OCF) have been lately tilted toward examining preferences for correction motivated by the belief that they are connected to emotional comfort, learning motivation and outcomes. Some have compared teachers’ preferences with learners’ expectations to find the mismatches between the two. Others have compared teachers’ beliefs with their practice to see how beliefs are reflected in practice. Despite the numerous studies, there seem to exist considerable gaps in the literature that merit consideration. Given the significance of studying OCF preferences, the present study presents a critical systematic review of the studies on corrective preferences to uncover the gaps. For this purpose, scientific databases, including Google Scholar, Scopus, Web of Science, ScienceDirect and JSTOR with 16 related journals, were searched to identify the related studies in the date range of 1995 to 2025. This was to ensure inclusion of the most relevant and high-quality research studies published in well-established scientific databases and journals. After screening the identified studies based on the inclusion criteria, they were subjected to MMAT quality appraisal analysis; 34 studies were finally selected and subjected to thematic analysis to identify the major trend of the studies and their conceptual and methodological limitations. Methodologically, the results pointed to heterogeneous definitions and interchangeable use of different terms and a need to present unified definitions. The results also highlighted the need for a more dynamic approach to examining preferences and their reflection in practice. Conceptually, the findings revealed a lack of conclusive evidence for the value (to be) assigned by teachers to learners’ preferences and under-investigated misconceptions/unawareness about learners’ preferences. The results also point to the need for building a connection between research and practice to help develop more refined corrective beliefs and, consequently, practice. Implications for language teaching practitioners, researchers and teacher education programs are finally discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"32 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148853352","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":"Developing and Validating a University Language Teacher Belief Scale for AI-Assisted Instruction","authors":"Xiaochen Wang, Yang Gao, Barry Lee Reynolds","doi":"10.1177/13621688261478927","DOIUrl":"https://doi.org/10.1177/13621688261478927","url":null,"abstract":"Teachers’ beliefs play a critical role in shaping how AI tools are interpreted and used in instruction, yet these beliefs have rarely been systematically assessed in university language teaching. This study aims to develop and validate a measurement instrument for assessing teachers’ beliefs about AI-assisted instruction, grounded in the Intelligent-Technological Pedagogical and Content Knowledge framework. A sequential, two-wave quantitative design was employed, with data from 508 teachers used for exploratory factor analysis (EFA), followed by confirmatory validation using an independent sample of 487 teachers. Data analyses were conducted using SPSS for EFA, AMOS for confirmatory factor analysis and Mplus for measurement invariance testing. The results supported a reliable five-factor belief structure: AI knowledge beliefs, AI content beliefs, AI pedagogy beliefs, AI integration beliefs and AI ethics beliefs. The scale demonstrated satisfactory reliability, construct validity and stability. Additionally, measurement invariance results indicated that the scale functioned equivalently across gender, teaching experience and educational background. This study provides a psychometrically robust tool for future empirical inquiry and enhances understanding of language teacher beliefs in AI-assisted instruction.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"349 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148853351","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":"Enhancing Metacognitive Listening and Learner Autonomy Through an Artificial Intelligence-Mediated Metacognitive Listening Textbook: A Quasi-Experimental Mixed-Methods Study","authors":"Esti Swatika Sari, Bima Mhd Ghaluh, Kastam Syamsi, Ella Wulandari","doi":"10.1177/13621688261477200","DOIUrl":"https://doi.org/10.1177/13621688261477200","url":null,"abstract":"Listening instruction in language education often remains product-oriented, focusing on comprehension accuracy rather than awareness of cognitive processes and learner self-regulation. Grounded in metacognitive and self-regulated learning frameworks, this study examined the effectiveness of an artificial intelligence (AI)-mediated metacognitive listening textbook designed to promote metacognitive awareness and learner autonomy through guided reflection and adaptive feedback. The textbook implemented a four-phase metacognitive cycle (planning, monitoring, evaluating, reflecting) supported by AI feedback that helped learners diagnose comprehension challenges, plan strategies, and monitor progress. A 12-week quasi-experimental mixed-methods design was conducted with 500 upper-secondary learners divided into experimental ( <jats:italic toggle=\"yes\">n</jats:italic> = 250) and control ( <jats:italic toggle=\"yes\">n</jats:italic> = 250) groups. The intervention comprised 24 classroom sessions featuring culturally situated informational-listening tasks aligned with learners’ communicative experiences. Pre- and post-intervention measures included a standardized listening comprehension test, the Metacognitive Awareness Listening Questionnaire (MALQ), the Self-Regulated Learning Questionnaire (SRLQ), and the Learner Autonomy Scale (LAS), complemented by reflective journals and semi-structured interviews. Analysis of covariance showed that the experimental group outperformed the control in listening ( <jats:italic toggle=\"yes\">p</jats:italic> &lt; .001, <jats:italic toggle=\"yes\">d</jats:italic> = 0.91), with higher descriptive gain (+12.4 vs. +4.5) and a greater share scoring ⩾80% (52% → 84% vs. 51% → 65%). Questionnaire results favored the experimental group (MALQ Δadj = 0.38, SRLQ Δadj = 0.41, LAS Δadj = 0.22; all <jats:italic toggle=\"yes\">p</jats:italic> &lt; .001), with the strongest subscale gains in planning/evaluation, problem-solving, forethought, and strategic time management. Qualitative analyses of 2,250 journals and 36 interviews revealed purposeful planning, real-time monitoring, and reflective repair supported by culturally familiar contexts that enhanced authenticity and motivation. The study proposes a pedagogical model integrating metacognitive instruction, AI-supported reflection, and cultural contextualization as a practical pathway for embedding AI within textbook design, guiding listening pedagogy toward a more strategic, self-regulated, and meaningful learning process.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"27 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148821090","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 Interplay of Task Type and Repetition in L2 Oral Performance and Attention Orientation: A Mixed-Methods Investigation","authors":"Hamdollah Ravand,Maryam Kazemifard","doi":"10.1177/13621688261471791","DOIUrl":"https://doi.org/10.1177/13621688261471791","url":null,"abstract":"This mixed-methods study investigates how task type—independent versus integrated—and task repetition may influence the complexity, accuracy, and fluency (CAF) of second language oral performance and learners’ underlying attention orientation. Fifty-six ...","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"3 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148810013","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":"Configurational Effects of Grit, Mindset, and Engagement on Language Achievement: Insights from fsQCA Approach","authors":"Xuan Zhou, Mingce Huang, Patricia Nora Riget, Ung T’chiang Chow","doi":"10.1177/13621688261474823","DOIUrl":"https://doi.org/10.1177/13621688261474823","url":null,"abstract":"Second language acquisition is a lengthy and complex process fraught with numerous obstacles and barriers. It requires learners to possess robust grit, adaptive mindsets, and active engagement to overcome the challenges encountered during the learning process. However, limited antecedent research has integrated the three factors into one framework and examined the configured joint effects on language achievement outcomes. Adopting a fuzzy-set qualitative comparative analysis (fsQCA), 431 tertiary-level university students were recruited to complete grit, engagement, and mindset questionnaires, and their language achievement was assessed through the grades they attained on the College English Test Band 4. The results from the direct path analysis and fsQCA analysis led to two major findings. First, perseverance of effort and behavioral engagement positively, albeit weakly, predicted L2 achievement, while fixed mindset negatively predicted achievement. Second, grit, mindset, and engagement can be configured in distinct ways that collectively contribute to high L2 achievement. The study replenished the traditional linear method and offered new pedagogical guidance to educators who seek to enhance students’ L2 achievements.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"12 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148809983","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":"Dynamic Changes in Pre-Service Language Teacher Well-Being in Practicum: An Ecological Approach","authors":"Ramazan Yetkin, Reyhan Aslan","doi":"10.1177/13621688261471854","DOIUrl":"https://doi.org/10.1177/13621688261471854","url":null,"abstract":"Responding to calls for more complex dynamic systems theory (CDST)-oriented and ecological studies on teacher well-being, this study investigates the role of practicum in the well-being of pre-service English language teachers (PELTs) in a Turkish English-as-a-foreign-language context. Designed as a case study and grounded in CDST and ecological systems theory, it examines how well-being unfolded within the Turkish practicum setting. Data were collected from two PELTs through self-ratings at 5-min intervals over three teaching sessions, supplemented by semi-structured interviews and reflective journals. Findings underscore the dynamic nature of well-being within the practicum ecology: it fluctuated positively in response to student engagement, successful task completion, and clear communication, and negatively due to challenging tasks, comprehension difficulties, and time pressure. Moreover, analysis of systemic factors across micro, meso, exo, macro, and chrono levels revealed a range of ecological influences on well-being, including the ecologies of interactions, (mis)alignment, educational institutions, societal expectations, and teacher career trajectories. This study contributes to the growing but still limited research on ecological well-being from a CDST perspective by offering a context-sensitive account from a Turkish, non-WEIRD educational setting. The findings may further inform future comparative research examining how teacher well-being unfolds across diverse educational and cultural contexts.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"6 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148809997","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}