Language Teaching Research最新文献

{"title":"‘That was crazy’: Confronting monolingual ideologies and courting translanguaging in international telecollaboration","authors":"John Turnbull, Bedrettin Yazan, Baburhan Uzum, Sedat Akayoglu","doi":"10.1177/13621688251349519","DOIUrl":"https://doi.org/10.1177/13621688251349519","url":null,"abstract":"In a telecollaboration (or ‘virtual exchange’) between teacher candidates (TCs) from Türkiye and the United States (U.S.), U.S. TCs experience various elements of translingual practice as potential challenge to their monolingual backgrounds. The challenges occur as TCs from the U.S. context work to fulfill, with Turkish assistance, collaborative final projects: a K-6 learning resource in the form of ‘kamishibai’, digital story, or translanguaging children’s book. Analysis in the article draws on various data sources, including the final projects, recorded video interactions between U.S. and Turkish TCs, and written reflections by U.S. TCs. The analysis aims to answer the following research questions: (1) How have the U.S. TCs’ monoglossic orientations been challenged during their translingual collaborations with TCs from Türkiye? (2) How do the U.S. TCs interpret and define translanguaging through their experience in this telecollaborative contact zone? In the absence of clear modeling or detailed theoretical exegesis of translanguaging as pedagogy and social-justice orientation, the U.S. TCs vary in their explications of translanguaging, describing the phenomenon as the existence of multiple languages in one discourse or the use, or non-use, of translation to aid understanding. In video-recorded interactions with TCs from Türkiye, the U.S. TCs engage in a ‘contact zone’ of translingualism. They participate in and negotiate their way through language mixing and translation, interculturality, diverse linguistic and literacy practices, and misunderstandings. There is little evidence, however, of U.S. TCs adopting a translanguaging stance: for instance, there are no ‘breakthrough’ or ‘aha’ moments in the U.S. cohort that helped them connect the multilingual negotiations with Turkish students with what they might one day face in their language classrooms. But walls between monoglossic ideations and real-world languaging were fractured, helping U.S. TCs to access gesture, and become parties to bilingualism, collaboration, mediation, and vernacular expression.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"38 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144515500","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":"‘This is something beyond their capacity’: Teacher educators’ cognition of L2 pragmatics and challenges of its integration into EFL teacher education: An exploratory study in Vietnam","authors":"Anh T. Ton-Nu, Jonathan Newton","doi":"10.1177/13621688251344894","DOIUrl":"https://doi.org/10.1177/13621688251344894","url":null,"abstract":"Language teacher cognition concerning second language (L2) pragmatics is an under-researched sub-field in language teacher cognition research. L2 pragmatics is also overlooked in many L2 teacher education programs. To address these gaps, this study adopted a within-site case study design to investigate the knowledge, beliefs and teaching practices of 14 Vietnamese teacher educators of English about how to teach L2 pragmatics and their actual teacher education practices. Data was collected through a questionnaire, semi-structured interviews, and classroom observations. Thematic analysis of the data revealed that the teacher educators fell into two broad and equally sized groups differentiated by the extent to which they were able to articulate what L2 pragmatics is, why it is of value, and how they addressed it in their teacher education. The findings offer insight into how to improve the quality of English as a foreign language (EFL) teacher education in Vietnam and similar contexts regarding L2 pragmatics and teacher training.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"45 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144371281","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":"Exploring L2 postgraduate students’ engagement with supervisor feedback in academic writing","authors":"Xiaolong Cheng, Lawrence Jun Zhang, Timothy JE Neufeld","doi":"10.1177/13621688251343987","DOIUrl":"https://doi.org/10.1177/13621688251343987","url":null,"abstract":"While studies on student engagement with teacher feedback have proliferated, these investigations have mainly focused on undergraduate students in non-academic writing contexts with limited participants. Consequently, little is known about how second language (L2) postgraduate students engaged with their supervisors’ feedback in academic writing. To fill this important gap, we employed a mixed-methods approach to examine how L2 postgraduates engaged with supervisor feedback affectively, behaviorally, and cognitively in academic writing. In our study, we collected data from multiple sources including questionnaires, students’ first and revised writing samples, supervisors’ feedback, semi-structured interviews, and stimulated recalls. The analyses of quantitative and qualitative data showed that the participants generally engaged with their supervisors’ feedback and related activities actively and profoundly in affective, behavioral, and cognitive dimensions. We conclude our study with a discussion on the important pedagogical implications these findings can offer.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"6 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144328659","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":"Exploring instruction on variable future-time expression in L2 Spanish","authors":"Silvia Pisabarro Sarrió, Matthew Kanwit","doi":"10.1177/13621688251333091","DOIUrl":"https://doi.org/10.1177/13621688251333091","url":null,"abstract":"Future-time expression provides an interesting test-case for the acquisition of variation in Spanish, since several forms convey the future, including morphological future (e.g. <jats:italic>iré</jats:italic> ‘I will go’), periphrastic future (e.g. <jats:italic>voy a ir</jats:italic> ‘I am going to go’), and present indicative (e.g. <jats:italic>voy</jats:italic> ‘I go’). Research has considered to what extent learners select these forms in variable contexts, but investigations have not included pedagogical interventions, despite calls for instruction informed by variation. This study investigates the effects of an explicit classroom intervention in which 54 participants received either the university curriculum’s standard instruction on morphological future formation; deductive instruction regarding general usage rates for future-time forms and the effects of independent variables from previous research (i.e. formality, temporal distance, presence of temporal adverbials); or guided induction plus three 20-minute review activities. Instruction in all groups was given during one 50-minute period. Participants completed a contextualized preference task four times throughout one semester. The deductive instruction group and the guided induction plus review group maintained more target-like rates of selection and sensitivity to contextual factors compared to the control group. This study provides a necessary first step in observing the effects of instruction on variation after a brief pedagogical intervention.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"29 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144290185","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":"Notes on contributors","authors":"","doi":"10.1177/13621688251343760","DOIUrl":"https://doi.org/10.1177/13621688251343760","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"40 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144237376","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":"Learner attitudes to English instruction in Germany, Norway, and Poland: Insights from the ELT Survey","authors":"Theresa Summer, Jakub Przybył, Arild Høie Henriksen","doi":"10.1177/13621688251333092","DOIUrl":"https://doi.org/10.1177/13621688251333092","url":null,"abstract":"Language learner attitudes have been linked to motivation, willingness to communicate, and attainment in second language (L2) learning research. Yet, explorations of learner attitudes remain scarce, especially concerning learners’ perspectives on the language instruction they receive in schools. To contribute to a more complete picture of L2 English instruction, we gathered data from 2,721 adolescent learners of English in German, Norwegian, and Polish schools through the English Language Teaching (ELT) Survey. Our measures of attitudes included summarized ratings of classes, semantic differentials, and responses to a reflective scale, all of which we subjected to inferential analyses. To explore the reasons behind learners’ attitudes towards L2 English instruction, we supplemented quantitative data with qualitative insights and interpreted attitudinal differences in the three countries. Although the evaluations of English lessons appeared relatively positive, participants’ perceptions of their L2 English instruction were largely unfavourable. English lessons were most often labelled monotonous by students learning in German and Polish schools. This remains in stark contrast to earlier findings on learners’ attitudes to English as a school subject from various countries. At the same time, our analyses revealed statistically significant differences across the three countries, with students in Norwegian schools being the most enthusiastic about their L2 English classes, and students in Polish schools being the most critical. These differences were largely parallel to the variation in participants’ self-assessment of attainment in English and, to some extent, their most recent marks in English. In the process of a reflexive thematic analysis, we identified five main themes illustrating explicit criticism related to a narrow scope of teaching methodologies, limited opportunities for communication, lack of real-life relevance, teacher-related challenges, and little emotional-motivational support. These qualitative insights allowed us to explain reasons behind learners’ generally negative attitudes. Our findings highlight the need to consider learners’ voices in research on attitudes to L2 instruction.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"19 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143910550","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":"‘This is a Chinese vegetable’: Language socialization in dinner table conversations of Chinese immigrant families in the U.S.","authors":"Hao Wu, Endale Tadesse, Sabika Khalid, Chunhai Gao","doi":"10.1177/13621688251326213","DOIUrl":"https://doi.org/10.1177/13621688251326213","url":null,"abstract":"This study explored the role of dinner table conversations in language socialization within three Chinese immigrant families in the U.S., examining how these interactions shape linguistic competence and cultural transmission. Analysis of audio recordings revealed that children in these families actively participated in language socialization, with older children playing a key role in socializing younger siblings, particularly in heritage language maintenance. The findings highlighted that older children, often more proficient in the family’s heritage language, acted as both recipients and agents of linguistic and cultural knowledge. Moreover, the study highlighted that birth order significantly influenced language socialization patterns, with older children frequently assuming the role of experts. The research also demonstrated that family routines and traditions were pivotal in strengthening children’s cultural identity and enhancing their connection to their heritage language. These findings underscore the importance of familial interactions in maintaining cultural values and supporting multilingual competence, particularly in multicultural and multilingual societies. This study contributes to understanding how everyday family interactions facilitate both language development and the preservation of cultural traditions among immigrant children.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"70 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143898249","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 motivation, behaviors, and boredom in L2 learning: Variable-centered and person-centered approaches","authors":"Dawei Wei, Ping Wang","doi":"10.1177/13621688251324693","DOIUrl":"https://doi.org/10.1177/13621688251324693","url":null,"abstract":"Language learning behaviors, such as procrastination and engagement, are concrete actions closely linked to learning outcomes, but our understanding of them, especially procrastination, is limited. Boredom is a ubiquitous negative emotion among second language (L2) learners. In researching learning behaviors and boredom, previous L2 studies have rarely considered all the core motivational variables (cost, in particular), so a full account of motivational dynamics in L2 learning is still lacking. Additionally, current knowledge on how multiple motivational constructs function together at the individual level in shaping learning behaviors and boredom remains limited. The present study aims to address these gaps by using both variable-centered and person-centered approaches. Participants were 784 university students as L2 English learners. Hierarchical multiple regression analyses revealed self-efficacy and task values predicted behaviors and boredom. Notably, cost stood out as a unique predictor of procrastination and boredom. Latent profile analyses identified four motivational profiles (highly motivated, moderately motivated, less motivated, and demotivated) which were statistically different in students’ behaviors and boredom. These findings provide theoretical and pedagogical implications.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"137 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143851019","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":"Reducing language anxiety by increasing language achievement: A new experimental study","authors":"Abdullah Alamer, Fakieh Alrabai, Richard Sparks","doi":"10.1177/13621688251322840","DOIUrl":"https://doi.org/10.1177/13621688251322840","url":null,"abstract":"While researchers in the second language (L2) field often consider that L2 anxiety determines subsequent L2 achievement, an emerging line of research suggests that language skills better predict L2 anxiety. This viewpoint has yet to be experimentally evaluated, and thus it motivated the present study. Two groups of university language students enrolled in the Department of English as an L2 were followed over one semester at three time points while taking a general university course unrelated to language learning. The experimental group received extra instruction (course unrelated) designed to expand their L2 vocabulary knowledge, including strategies for learning and using new vocabulary in real-life contexts over the whole semester. A typical teaching method was delivered to the control group. The conditional dual-domain latent growth curve modeling (LGCM) with grouping variable as a covariate was used to study the possible effect of the intervention on the trajectory of language anxiety and vocabulary knowledge. Results indicated that teaching vocabulary knowledge to the experimental group led to an increase in their L2 vocabulary achievement. In turn, the increase in L2 vocabulary significantly reduced students’ L2 anxiety. Notably, this reduction in anxiety was attributed solely to the improvement in vocabulary achievement, as teachers did not employ any anxiety-controlling strategies. In contrast, the control group showed no significant changes in L2 vocabulary knowledge or L2 anxiety, which aligns with typical observations in standard learning settings. Findings from the present experimental study support the idea that increasing students’ L2 achievement (e.g. vocabulary) through providing practical resources, strategies, and opportunities for using the language (even with minor errors) can reduce their L2 anxiety. According to our findings, using language-enhancing strategies, rather than anxiety-reducing ones, can more effectively help reduce L2 anxiety.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"108 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143836628","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":"Methodological innovations in language teaching research","authors":"Hossein Nassaji","doi":"10.1177/13621688251333605","DOIUrl":"https://doi.org/10.1177/13621688251333605","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"139 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822655","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}