Language Teaching Research最新文献_第4页

Pluralism Behind Boredom Coping in Language Learning: Evidence From a Q Methodology Study 语言学习应对无聊背后的多元主义：来自Q方法论研究的证据

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-08-24 DOI: 10.1177/13621688261475046

Mehdi Solhi, Athip Thumvichit, Mirosław Pawlak, Mariusz Kruk

{"title":"Pluralism Behind Boredom Coping in Language Learning: Evidence From a Q Methodology Study","authors":"Mehdi Solhi, Athip Thumvichit, Mirosław Pawlak, Mariusz Kruk","doi":"10.1177/13621688261475046","DOIUrl":"https://doi.org/10.1177/13621688261475046","url":null,"abstract":"The present study investigated how second or foreign language (L2) learners cope with boredom in class, using Q methodology. The participants were 40 undergraduate English majors (12 male, 28 female). By-person factor analysis identified three coping profiles, namely, acceptors , escapers , and strivers . The acceptors viewed coping as a personal responsibility and acknowledged boredom as a natural and temporary emotion. These learners reminded themselves of the value of the lesson, reflected on the causes of boredom, and planned to prepare for future situations, showing a reflective and mindful attitude. The escapers tackled boredom through mental or behavioral disengagement. They tended to distract themselves or share their feelings with peers. While they avoided confronting boredom directly, they neither blamed themselves nor the teacher. The strivers demonstrated persistence and discipline. They coped boredom by staying task-focused, taking notes, highlighting key points, and consciously redirecting attention to maintain engagement. For them, boredom was a signal to work harder and remain committed to learning goals rather than a reason to disengage. Taken together, learners may adopt different reflective, avoidant, or effortful responses to boredom experiences across L2 learning contexts. This study offers both theoretical and practical implications for understanding learner boredom and diverse coping patterns in L2 classrooms.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"50 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148809982","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

Interrupting the Loop: EFL Teacher–Learner (De)motivation During Critical Incidents 中断循环：关键事件中的英语教师-学习者动机

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-08-22 DOI: 10.1177/13621688261476764

Lisa Mynhardt

{"title":"Interrupting the Loop: EFL Teacher–Learner (De)motivation During Critical Incidents","authors":"Lisa Mynhardt","doi":"10.1177/13621688261476764","DOIUrl":"https://doi.org/10.1177/13621688261476764","url":null,"abstract":"Motivation in language classrooms is often treated as an individual trait, yet periods of disruption reveal how strongly it is shaped through interaction. This study examines how learner and teacher (de)motivation was experienced and enacted during the return to offline English as a foreign language instruction following pandemic-related disruption. Using a convergent mixed-methods design, data were collected from learner and teacher questionnaires, regression analyses, Motivational Identity System-informed domain mapping, and teacher observational accounts. Findings indicate that learners maintained interest in English learning while experiencing moderate cognitive–emotional demotivational strain, suggesting vulnerability rather than pervasive demotivation. In contrast, teachers reported cumulative demotivational pressure arising from institutional conditions, classroom interaction, and pandemic-related constraints. Integrating these perspectives reveals a teacher-observed, interactionally mediated (de)motivational loop at the point where internal learner experience and classroom interaction intersect, in which teachers’ interpretations of learner responsiveness shaped instructional responses and subsequent classroom dynamics. Crucially, the trajectory of this loop appears to hinge on teachers’ moment-to-moment interpretive filtering under conditions of uncertainty, indicating a potential point for redirecting motivational movement. By conceptualizing motivation as perceptually mediated and context-dependent, this study highlights how vulnerability, interpretation, and interaction jointly shape (de)motivational experience during critical incidents.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"32 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148768831","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

Stylistic Alignment and Sentiment in L1–L1 and L2–L2 English Task-Based Dialogues L1-L1和L2-L2任务型英语对话的文体一致性和情感

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-08-22 DOI: 10.1177/13621688261477697

Furong Wang, Hesi Wang

{"title":"Stylistic Alignment and Sentiment in L1–L1 and L2–L2 English Task-Based Dialogues","authors":"Furong Wang, Hesi Wang","doi":"10.1177/13621688261477697","DOIUrl":"https://doi.org/10.1177/13621688261477697","url":null,"abstract":"Dialogue constitutes a primary context in which interlocutors coordinate their language use through the interplay of cognitive and social factors. Stylistic alignment refers to the convergence of interlocutors’ language styles during interaction, facilitating communicative coordination and fostering rapport. However, the extent to which cognitive and social factors jointly influence stylistic alignment in naturalistic dialogue remains insufficiently understood. To address this gap, the present study examined how cognitive and social factors are associated with stylistic alignment in L1–L1 and L2–L2 dialogues. Stylistic alignment between interlocutors was assessed using language style matching (LSM) metrics across multiple linguistic features, and a social affective factor, operationalized as text sentiment, was evaluated using a BERT-based sentiment analyzer. Results indicated that both L1 and L2 speakers demonstrated robust stylistic alignment across most linguistic features, with alignment strength varying by feature. In addition, sentiment was associated with stylistic alignment only for a limited number of linguistic features. Specifically, bigram range, trigram association score, and function word dispersion showed correlations exclusively in L2, whereas Delta P was linked to stylistic alignment in both L1 and L2. These findings deepen our understanding of stylistic alignment and suggest potential implications for L2 interaction and pedagogy.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"348 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148768754","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

Effects of xu-Based Continuation Writing on the Longitudinal Development of L2 Productive Vocabulary Knowledge 以徐为基础的接续写作对二语生产性词汇知识纵向发展的影响

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-08-21 DOI: 10.1177/13621688261471712

Wei Gao,Min Wang,Jinyang Li

引用次数: 0

Exploring EFL Learners’ Pre-Class Textbook Use and Web-Based Peer Learning: A Qualitative Case Study 探究英语学习者课前教材使用与网络同伴学习：一个定性的案例研究

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-08-19 DOI: 10.1177/13621688261474293

Xiaodong Zhang

引用次数: 0

Learning to Teach Across Borders: Vietnamese Pre-Service TESOL Teachers in a Transnational Practicum in Thailand 学习跨国界教学：在泰国的越南职前TESOL教师跨国实习

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-08-07 DOI: 10.1177/13621688261472768

Chinh Duc Nguyen, Thi My Hang Nguyen, Dieu Bich Nguyen

引用次数: 0

The Relationship Between Writing Strategies and Writing Performance in Story Continuation Writing Tasks 故事接续写作任务中写作策略与写作表现的关系

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-08-07 DOI: 10.1177/13621688261472122

Peng Bi, Lei Qi, Shipian Ji, Yuting Mao

{"title":"The Relationship Between Writing Strategies and Writing Performance in Story Continuation Writing Tasks","authors":"Peng Bi, Lei Qi, Shipian Ji, Yuting Mao","doi":"10.1177/13621688261472122","DOIUrl":"https://doi.org/10.1177/13621688261472122","url":null,"abstract":"This study examined the components of writing strategies employed in the story continuation writing task (SCWT) and investigated how these strategies related to different aspects of writing performance. Specifically, it adopted factor analyses to validate the strategy subscale of Ye et al.’s (2021) writing performance questionnaire and used structural equation modeling (SEM) to explore the relationship between strategy use and writing performance, as measured by the holistic writing scores and 11 textual indices. The data comprised 330 questionnaire responses and 330 SCWT essays produced by the same group of high school English as a Foreign Language learners selected through convenience sampling. Factor analyses identified three task-specific strategy components: reading_to_select , reading_to_organize , and content_developing . These components represent learners’ alignment with the reading passage at the linguistic, discoursal, and situational levels and correspond to the processes of imitation, extension, and creation as conceptualized in the xu -argument. SEM results indicated that content_developing was the only strategy that exerted a significant positive effect on writing scores and enhanced semantic alignment. These findings suggest that the SCWT entails the skill of alignment, particularly with respect to learners’ ability to creatively extend the storyline presented in the reading passage. The pedagogical implications of these findings are discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"17 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148709571","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

On the Effects of Spaced Versus Massed Practice on Deliberate Learning of English Idioms across L2 Proficiency Levels 间隔练习与密集练习对二语水平英语习语刻意学习的影响

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-08-05 DOI: 10.1177/13621688261468902

Kamal Heidari, Anna Siyanova-Chanturia, Irina Elgort

{"title":"On the Effects of Spaced Versus Massed Practice on Deliberate Learning of English Idioms across L2 Proficiency Levels","authors":"Kamal Heidari, Anna Siyanova-Chanturia, Irina Elgort","doi":"10.1177/13621688261468902","DOIUrl":"https://doi.org/10.1177/13621688261468902","url":null,"abstract":"This study investigated the effects of spaced versus massed practice on the deliberate learning of English opaque idioms across different second language (L2) proficiency levels. A total of 199 Iranian EFL learners at different proficiency levels were taught 40 opaque idioms under either spaced (distributed over 5 days) or massed (concentrated in two sessions) conditions. Learning outcomes were measured through immediate, short-delayed (12 days), and long-delayed (100 days) cued-form and meaning-recall posttests. Results showed that while massed practice led to better immediate recall for the low-proficiency learners, spaced practice resulted in superior long-term retention for mid- and high-proficiency learners. These findings underscore proficiency as a critical boundary condition of the spacing effect within a memory-scheduling framework, suggesting that while massed practice supports initial encoding for learners with limited L2 resources, spaced practice facilitates durable retention for those with established proficiency. The study findings extend spacing effect to multiword expressions and offer pedagogical insights into adaptive vocabulary instruction tailored to learner proficiency.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"71 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148693473","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

Notes on Contributors 投稿人说明

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-08-05 DOI: 10.1177/13621688261473342

引用次数: 0

Correlation, Mediation, and Causation: Methodological Reflections on Current L2 Research 相关性、中介和因果关系：对当前第二语言研究的方法论反思

IF 4.2 1区文学

Language Teaching Research Pub Date : 2026-08-05 DOI: 10.1177/13621688261473331

Hossein Nassaji

引用次数: 0