Language Teaching Research最新文献

{"title":"Enhancing EFL Oral Proficiency through Video-Based Tasks Implemented in a Flipped Classroom","authors":"Sophia Binnendyk, Mansye Sekewael, Hedyan Putra","doi":"10.1177/13621688261465078","DOIUrl":"https://doi.org/10.1177/13621688261465078","url":null,"abstract":"This study investigates patterns associated with the integration of video-based tasks within a flipped classroom model grounded in task-based language teaching (TBLT) in relation to English as a foreign language (EFL) learners’ speaking fluency, accuracy, and engagement. TBLT emphasizes meaning-focused, real-world tasks that encourage authentic communication and learner autonomy. The study involved 50 Indonesian university students enrolled in an advanced speaking course. Over 6 weeks, participants engaged with TED Talk videos outside the classroom and completed structured in-class speaking tasks aligned with TBLT principles. Quantitative findings showed observable differences between pre- and post-participation assessments, with gains in fluency (+1.56) and accuracy (+1.36) based on CEFR-aligned assessments and paired-sample <jats:italic toggle=\"yes\">t</jats:italic> -tests ( <jats:italic toggle=\"yes\">p</jats:italic> &lt; .001). Given the one-group pre-test/post-test design, these differences are interpreted as observed patterns following participation rather than evidence of direct instructional effects. Emotional engagement, defined as learners’ interest, motivation, and confidence, showed a stronger observed association with speaking performance ( <jats:italic toggle=\"yes\">r</jats:italic> = 0.81) than behavioral engagement. Qualitative data from classroom observations and student reflections frequently referred to greater confidence, more spontaneous interaction, and evidence of self-monitoring during speaking activities. Spontaneity was reflected in reduced reliance on memorized scripts, more natural pausing, and context-responsive speech during task performance. Overall, participation in video-integrated flipped TBLT was associated with observable differences in speaking performance and learner engagement over time. Given the one-group pre-test/post-test design, these findings are interpreted as participation-related patterns rather than evidence of direct instructional effects in EFL contexts.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"40 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148650562","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":"Engagement and Efficiency: A Study of Metadiscourse in Tibetan EFL Classrooms","authors":"Shouxian Guan, Xiao Chen","doi":"10.1177/13621688261466614","DOIUrl":"https://doi.org/10.1177/13621688261466614","url":null,"abstract":"This study investigates the use of metadiscourse in Tibetan English as a foreign language (EFL) classrooms, drawing on Activity Theory to examine the sociocultural and institutional factors shaping teachers’ discourse. Using a mixed-methods approach, it combines quantitative analysis of metadiscourse patterns with qualitative insights from interviews and classroom observations. Findings reveal an overall low frequency of metadiscourse, with a dominant use of interactional metadiscourse and meta-talk, particularly topic-shifting, student-inclusive pronouns, self-mention, and attitude markers. In contrast, interactive metadiscourse, particularly expert, paraphrase, and example markers, was notably scarce, suggesting limited scaffolding for textual coherence or deeper meaning negotiation. This pattern reflects a teacher talk style prioritizing efficiency, authority, and engagement, shaped by policy pressures, exam-oriented objectives, limited instructional time, and routinized pedagogical practices. Interpreted through Activity Theory, the findings highlight how teachers’ metadiscursive choices are influenced by tensions between curricular ideals and systematic constraints. While teachers demonstrated professional dedication and adapted their talk to meet student needs, their practices remained constrained by structural limitations – dual teaching responsibilities, reduced assessment weight for English, and rigid initiation–response–feedback (IRF) cycles – ultimately narrowing opportunities for dialogic interaction and cognitive development in the multilingual EFL context. Theoretically, this research extends metadiscourse studies beyond writing and tertiary contexts, foregrounding its role in mediating power, control, and lesson flow in multilingual, border classrooms. Practically, it also underscores the importance of addressing both pedagogical practices and structural limitations to support meaningful classroom communication in border regions.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"25 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148612510","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":"Effects of Experience and Foreign-Accented Input on L1 Ecuadorian Spanish Speakers’ Production of English Vowels","authors":"Alejandra Pesantez, Ronaldo Lima, Esteban Heras","doi":"10.1177/13621688261452959","DOIUrl":"https://doi.org/10.1177/13621688261452959","url":null,"abstract":"This study examined the impact of experience and foreign-accented input on the production of second language (L2) English vowels by Spanish-speaking adult learners in a formal instructional language environment. The participants were first language (L1) Ecuadorian-Spanish speakers enrolled in an English program at a state university in Ecuador. Twenty-four third-level and 22 eighth-level learners completed a monosyllabic isolated word production task in English with the following vowels: /i ɪ ɛ æ ʊ u ɑ ʌ/. The same procedure was also conducted with their Ecuadorian English teachers. The tokens were acoustically analyzed, and the Mahalanobis distances between the pairs /i ɪ/, /ɛ æ/, /u ʊ/, and /ɑ ʌ/ were calculated using F1, F2, and duration values. The results were not uniform for all pairs of vowels, with the high pairs /i ɪ/ and /u ʊ/ displaying significant distances for the teachers, but not for the learners, and the /ɑ ʌ/ being significantly distant only for one group of teachers. The low-front pair /ɛ æ/ was the only one with significant distances for all groups. Interestingly, the inclusion of one bilingual teacher with near-native pronunciation increased the distinctiveness of some contrasts, suggesting that even limited exposure to more target-like input can influence classroom pronunciation patterns. These findings highlight the importance of teachers’ input in supporting accurate vowel learning among L2 English learners.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"182 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148612511","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":"Culturally Adaptive Teaching in One-to-One Live Online Chinese Language Instruction: A Cross-Cultural Study of Learner Engagement and Learning Outcomes","authors":"Di Huang, Shuya Che, Yixiao Cui","doi":"10.1177/13621688261469678","DOIUrl":"https://doi.org/10.1177/13621688261469678","url":null,"abstract":"This study investigates whether culturally adaptive teaching strategies (CATS) enhance instructional effectiveness in one-to-one online Chinese language teaching. Drawing on a controlled experimental design, 177 learners from South Korea ( <jats:italic toggle=\"yes\">n</jats:italic> = 42), Japan ( <jats:italic toggle=\"yes\">n</jats:italic> = 38), Vietnam ( <jats:italic toggle=\"yes\">n</jats:italic> = 32), the United States ( <jats:italic toggle=\"yes\">n</jats:italic> = 28), and several European countries ( <jats:italic toggle=\"yes\">n</jats:italic> = 37) were randomly assigned into either an experimental or a control group. The experimental group received eight culture-specific interaction protocols embedded within one-to-one teacher–learner interactions, while the control group followed the platform’s standard instructional script. Instructional effectiveness was assessed through both classroom interaction and learning outcomes. Classroom interaction was analysed through systematic coding of lesson recordings, focusing on learners’ production of unsolicited questions, follow-up probes, and uptake of structured feedback. Learning outcomes were assessed using pre- and post-course proficiency tests. Results showed that across all countries, learners exposed to CATS demonstrated significantly higher levels of real-time engagement, producing more unsolicited questions and follow-up probes, and demonstrating greater uptake of structured feedback, compared with those in the control group. In addition, their composite proficiency gains exceeded those of the control group by 15.9%. Cross-national analyses revealed divergent interactional preferences: learners from South Korea, Japan and Vietnam benefited more from teacher-scaffolded exchanges, whereas learners from the United States and Europe responded more positively to self-directed interaction opportunities. These findings provide controlled evidence that aligning interactional design with learners’ cultural expectations can enhance both engagement and learning outcomes in synchronous online Chinese instruction. The study contributes to second language acquisition research by extending culturally responsive pedagogy into fully synchronous, one-to-one digital environments and offers practitioners a replicable framework for differentiating interactional practices in culturally diverse online classrooms.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"451 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148595529","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 Use of Indirect Positive Evidence in Second Language Morphological Learning by Different First Language Learners","authors":"Ying Li","doi":"10.1177/13621688261466530","DOIUrl":"https://doi.org/10.1177/13621688261466530","url":null,"abstract":"This study investigates the impact of learners’ first language on their detection of indirect positive evidence presented in their second language while learning the plural morphology of an additional foreign language. The goal is to explore an alternative approach to learning foreign language grammars. The participants were 43 native Thai-speaking and 42 native Spanish-speaking learners of Mandarin who had advanced proficiency in second language English. They were divided into experimental and control groups and learned 12 Mandarin nouns in their singular form over 2 consecutive days. Only the experimental group was exposed to indirect positive evidence that provided evidence of the unmarked plural feature in Mandarin. After the learning phase, participants’ knowledge of the learned words was tested using singular and plural prompts. Follow-up questions were asked to investigate the basis of participants’ responses. The results showed that six Thai and three Spanish participants detected and used the indirect positive evidence. This finding suggests that language learners differ in their ability to adopt and use indirect positive evidence as a function of their first language background.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"9 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148595524","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 the Relationship Between Online Learning and Face-to-Face Communicative Competence: A Case of English-as-a-Foreign-Language Students in Vietnam","authors":"Nguyen Thi Hoang Bau, Nguyen Thi Phuong Lan","doi":"10.1177/13621688261464740","DOIUrl":"https://doi.org/10.1177/13621688261464740","url":null,"abstract":"This study investigates the relationship between online learning and face-to-face communicative competence among students of English as a foreign language in Vietnam. Drawing on the Community of Inquiry framework and Spitzberg and Cupach’s Model of Interpersonal Communication Competence, the study employed a mixed-methods design to examine students’ perceptions of online learning and the relationship between online learning frequency and speaking performance. Quantitative data were collected from 161 English-major students through a questionnaire measuring online learning exposure and engagement and a performance-based speaking test assessing face-to-face communicative competence. Correlation analyses were conducted to examine the relationship between online learning frequency and speaking performance, followed by semi-structured interviews to further explore students’ learning experiences. The findings indicate that students generally reported positive perceptions of online learning, particularly regarding accessibility, flexibility, and learning convenience. However, a high frequency of online learning was associated with poorer students’ speaking performance. Qualitative findings revealed that students often experienced fewer spontaneous exchanges, reduced non-verbal communication, and difficulties maintaining attention in online classes, which may partly explain their challenges in face-to-face interaction. Overall, this exploratory study contributes to discussions in English-as-a-foreign-language education by offering initial insights into the relationship between online learning experiences and face-to-face communicative competence in the Vietnamese higher education context.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"299 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148595530","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":"Classroom Relationship Profiles: Links with English-as-a-Foreign-Language Students’ Academic and Social Goals and Self-Regulated Learning Strategy Use","authors":"Qingyao Dan, Barry Bai, Xuan Zang","doi":"10.1177/13621688261465637","DOIUrl":"https://doi.org/10.1177/13621688261465637","url":null,"abstract":"Classroom relationships represent a complex and dynamic system, in which students’ relationships with teachers and peers are intertwined with each other. A person-centered approach was used to investigate how multiple characteristics of a good-quality relationship (i.e., validation, caring, and instrumental guidance) with teachers and peers combined to form English-as-a-foreign-language primary school students’ classroom relationships profiles. Four distinct profiles of classroom relationships were identified: Supportive, Teacher-oriented, Moderate, and Isolated. Whether students’ gender and English proficiency level significntly predicted their likelihood of belonging to each profile was tested. The profiles were analyzed to see if there was a link to academic and social achievement goals and self-regulated learning in English language learning. The results indicated that the students in the Supportive and Teacher-oriented profiles were more likely to have a higher English proficiency who adopted achievement goals and used self-regulated learning strategies more frequently than those in the Moderate and Isolated profiles in English learning.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"26 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148587182","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 Effectiveness of Multilingual Versus Monolingual Approaches to L2 Teaching and Learning: A Meta-Analysis of Learning Outcomes","authors":"Meixiu Zhang, Amanda Brown","doi":"10.1177/13621688261455050","DOIUrl":"https://doi.org/10.1177/13621688261455050","url":null,"abstract":"The debate on multilingual (codeswitching) versus monolingual (immersive, target-language only) approaches to second language (L2) teaching has received renewed attention in recent decades. Both approaches are employed in L2 teaching and learning, supported by competing philosophies regarding the need for maximal L2 input and the facilitative potential of first language (L1) inclusion. Given a growth in experimental research comparing the effectiveness in terms of learning outcomes of the two approaches in L2 classrooms, this meta-analysis study investigates the effects of multilingual versus monolingual approaches on outcomes as measured by language assessments and examines the variables (age, proficiency, learning context, target skill area, and procedure for learning) that moderate such effects. We conducted a comprehensive search for empirical investigations of the topic, resulting in 24 studies comprising 30 samples with a total of 2,138 learners after the application of inclusion and exclusion criteria. Through aggregating the effect sizes from this sample, analyses revealed that compared with a monolingual approach, a multilingual approach better facilitated L2 learning with a weighted between-group effect size of <jats:italic toggle=\"yes\">d</jats:italic> = .49 and a within-group effect size of <jats:italic toggle=\"yes\">d</jats:italic> = 1.63. The analyses of moderator variables revealed that the positive effects on the learning of skills and language content areas of a multilingual approach appear to hold across all ages and proficiencies, especially for beginning-level learners and in conditions where both teachers and students employed their L1 in L2 teaching and learning. Also, a multilingual approach showed a larger effect in studies where speaking was the target skill area, or where the treatment was longer, was conducted in foreign language settings, was conducted in intact classrooms, or was administered by a teacher or teacher-researcher. Our findings contribute evidence supporting the effectiveness in terms of learning outcomes of a multilingual (codeswitching, translanguaging) over a monolingual (immersive, L2-only) approach and provide insights into the nuances involved. These include the skill areas and proficiency levels benefiting the most, and the importance of involving teachers as agents of research in their classrooms.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"58 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148587177","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":"When Teacher Enthusiasm Meets Student Engagement: The Reciprocal Role of Perceived Learning Value in the Second Language Classroom","authors":"Hoi Vo, Hang Ho, Dung Mai, Clarence Ng","doi":"10.1177/13621688261468872","DOIUrl":"https://doi.org/10.1177/13621688261468872","url":null,"abstract":"Second language (L2) classroom is a dynamic and evolving space shaped by ongoing interactions between teachers and students. Understanding how these dynamic interactions unfold from a psychological perspective is critical for advancing L2 learning and teaching. This study contributes to this endeavour by examining the reciprocal relationship between teacher enthusiasm and L2 student classroom engagement as well as the mediating role of perceived learning value in this reciprocal relationship. Data were collected from 317 English as a foreign language learners in Vietnam at three time points across an academic semester and analysed by means of random-intercept cross-lagged panel modelling. Results revealed that teacher enthusiasm and L2 student engagement were reciprocally related over time, and this reciprocity was mediated by students’ perceived value of L2 learning tasks. These mediated reciprocal relations remained robust even after controlling for prior levels of each construct. The findings highlight the co-regulated and cyclical nature of L2 classroom affective-motivational climate and offer practical implications for L2 pedagogy.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"7 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148587179","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 Activity Design Typology: A Practitioner-Centered Approach to Understanding Task Structure","authors":"Lara Bryfonski, Caitlyn Pineault","doi":"10.1177/13621688261459671","DOIUrl":"https://doi.org/10.1177/13621688261459671","url":null,"abstract":"As the central construct in task-based language teaching (TBLT), “task” has been defined in a myriad of ways. Though popular criterion-based definitions offer a tantalizingly straightforward description of the construct, they have, at times, proved difficult to apply in practitioner contexts. With over 17 definitions identified in the literature, prominent scholars have advocated for efforts that offer a more unified understanding of “task” that may be better able to support task-based language teaching in implementation initiatives. This exploratory, qualitative study examines how two cohorts of K–16 U.S.-based world language teachers ( <jats:italic toggle=\"yes\">n</jats:italic> = 35) approached task design in a task-based teacher education program from a materials development perspective. An analysis of the 114 activities teachers created revealed that although submissions had task characteristics, the intricacies of their designs were not adequately captured by traditional task criterion. Subsequent analysis following a directed content approach identified five distinct categories of activity design. Advancing previous interest in expanding the binary distinction of “task” versus “non-task,” we drew on these categories to develop the Activity Design Typology. The typology serves as a resource for understanding, explaining, and evaluating instructional tools for their pedagogic and empirical value. Use cases for the task typology are discussed in relation to initiatives aimed to further instructed second language acquisition research agendas and support TBLT implementation efforts.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"14 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148587181","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}