Language Teaching Research最新文献

{"title":"Embarking on Virtual Exchange for English as a Multilingua Franca Context: Comparing Virtual Reality and Non-Virtual Reality Approaches to Enhance Second Language Speaking Fluency","authors":"Van Huynh Ha Le, Denchai Prabjandee, Punwalai Kewara","doi":"10.1177/13621688261457582","DOIUrl":"https://doi.org/10.1177/13621688261457582","url":null,"abstract":"Many learners of English as a foreign language struggle to develop second language speaking fluency because of limited opportunities for authentic communication with linguistically diverse English users in English as a multilingua franca context. This study aims to address this problem by investigating the effects of communication strategy instruction, an approach believed to facilitate communication in English as a multilingua franca contexts. This study compared two approaches of communication strategy instruction, explicit and implicit, combined with low-immersion virtual reality. Over 11 weeks, 159 Vietnamese undergraduates were randomly assigned to one of three instructional conditions: Explicit + virtual reality, Explicit + non-virtual reality, and virtual reality Implicit. Data sources were video recordings of pre-, post-, and delayed speaking tests, as well as learners’ reflections. The data were analyzed using the ELSA Speech Analyzer to measure second language speaking fluency and qualitative content analysis to explore learners’ perceived affordances and challenges of virtual reality implementation. Results showed that the Explicit + virtual reality group achieved the greatest gains in second language speaking fluency, whereas both virtual reality groups (explicit and implicit) outperformed the non-virtual reality group in confidence, perceived language skills, and transcultural competence. On the delayed test, although no significant difference was found between the two virtual reality groups, all three groups showed improved second language speaking fluency, with both virtual reality groups still outperforming the non-virtual reality group. The study introduces Emergent-Dialogue Virtual Exchange, a new pedagogical model grounded in unscripted, spontaneous communication via virtual reality. Emergent-Dialogue Virtual Exchange positions low-immersion virtual reality as a scalable, contextually responsive space for English as a multilingua franca communication. These findings underscore the pedagogical potential of combining communication strategy instruction with virtual reality to support fluency, adaptability, and intercultural competence in the English as a multilingua franca context, bridging the gap between the classroom and the complex realities of global English use.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"158 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148408951","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":"Outcome-Based Language Teaching in EMI Listening: Balancing Accountability With Ungraded Supports for Low-Proficiency Learners","authors":"Camik Wanhassan","doi":"10.1177/13621688261457415","DOIUrl":"https://doi.org/10.1177/13621688261457415","url":null,"abstract":"Listening plays a critical yet undertheorized role in English-medium instruction (EMI), where subject courses are taught through English rather than learners’ first language, and access to disciplinary knowledge relies heavily on real-time comprehension of lectures and academic tasks not designed for language development. For low-proficiency students enrolled in science, technology, engineering, and mathematics (STEM) programmes, this creates a high-stakes learning condition in which assessment-driven accountability can intensify cognitive and affective pressure. While outcome-based education (OBE) offers curricular structure and transparency, it is frequently criticized for privileging measurable outcomes over sustained engagement and long-term skill development. This study examines how accountability in EMI listening courses can be structurally balanced with ungraded pedagogical supports to foster engagement and learning sustainability. Drawing on a three-year longitudinal reform of a compulsory elective EMI listening course, the study analyses how a design approach integrating graded accountability with collaborative learning, voluntary practice, and reflective work reshaped learners’ engagement and learning trajectories. Using a mixed-methods design combining descriptive and inferential quantitative analyses with thematic analysis of learner reflections, integrated through triangulation, the analysis synthesizes performance data, engagement logs, and learner reflections collected from 533 low-proficiency STEM learners across three cohorts. Findings indicate that assessment-driven designs alone were insufficient to support learning progression in EMI listening. When graded accountability was complemented by ungraded, low-risk supports, learners demonstrated reduced failure risk, sustained voluntary engagement, and heightened reflective awareness of listening strategies and goals. Listening was increasingly construed not as a short-term course requirement, but as a transferable academic skill. The study contributes to EMI and language teaching research by theorizing EMI listening as a pedagogically constrained condition and by illustrating how OBE can be enacted as a supportive, rather than compliance-oriented, design. The findings offer transferable design principles for balancing accountability with ungraded pedagogical supports in EMI listening courses beyond the immediate institutional context.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"22 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148408958","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":"Instructional Practices for Signed Literacy: Observations of 38 Deaf Education Classrooms","authors":"Leala Holcomb, Leah Oakes","doi":"10.1177/13621688261459327","DOIUrl":"https://doi.org/10.1177/13621688261459327","url":null,"abstract":"This mixed-methods study examined how signed literacy instruction is currently taught in United States deaf education classrooms (PreK-3) and to what extent that instruction reflects evidence-based composing instruction. Signed literacy instruction means teaching students to view, analyze, and compose texts in a signed language. A composing-forward approach treats students’ production of signed texts as the central instructional activity, with language skills taught in service of that composition. This approach is the core of Strategic and Interactive Signing Instruction (SISI), a pedagogical framework for signed literacy. Participants were 38 teachers across 11 deaf education programs. Each teacher completed a survey on their instructional practices and was observed teaching lessons selected to demonstrate support for deaf children’s signing skills. Survey and observation data were analyzed separately, then compared for agreement, complementarity, and divergence. Nine of 38 teachers included signed composition in their observed instruction. Of those 9, only 6 (16% of the full sample) met the evidence-based composing instruction threshold. These 6 teachers consistently treated signed language as the instructional target and embedded strategy, interactive, and language instruction within a composing cycle. The remaining teachers taught isolated grammatical features in signed language or used signed language to scaffold print literacy. Findings suggest that signed composition appears in a minority of classrooms, and that even when it appears, it is not consistently taught with the instructional features evidence suggests it requires.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"260 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148408919","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 Chinese English-as-a-Foreign-Language Learners’ Self-Regulated Learning: Insights from Q Methodology","authors":"Ziqian Lin, Zhijie Wang, Bin Shen","doi":"10.1177/13621688261451636","DOIUrl":"https://doi.org/10.1177/13621688261451636","url":null,"abstract":"From a social cognitive perspective, self-regulated learning is essentially and increasingly recognized as a complex and dynamic experience. The use of self-regulated learning strategies is also inherently subjective, shaped by individuals’ experiences, beliefs, learning styles, and environmental influences. Although existing research has explored self-regulated learning via a complex dynamic system theory lens, relevant studies that depart from a learner’s point of view and elucidate complexity and subjectivity in their understanding of self-regulated learning strategy use remain limited. Researching the complexity of self-regulated learning in second language acquisition aids in fostering a supportive and inclusive language learning environment. Hence, this study aimed to identify, depict, and compare divergent opinions regarding self-regulated learning strategy use among Chinese English-as-a-foreign-language learners using Q methodology and semi-structured interviews. Thirty learners of English as a foreign language participated in Q-sorting, ranking 50 self-regulated learning-related statements on a grid from “-4” (strongly disagree) to “+4” (strongly agree). The data were analyzed using principal component analysis and varimax rotation in KenQ Analysis Desktop Edition to identify self-regulated learning patterns. Interviews provided additional insights. The study identified five distinct self-regulated learning patterns in English-as-a-foreign-language learning: (F1) introspective self-regulated learning; (F2) proactive self-regulated learning; (F3) insecure self-regulated learning; (F4) flexible self-regulated learning; and (F5) dysfunctional self-regulated learning. The study also explored internal factors (e.g., self-efficacy, mindsets, proficiency) and external factors (e.g., prior experiences, learning environments) underlying these emerging patterns. The findings proffer both theoretical and practical implications for understanding and supporting diverse self-regulated learners in English-as-a-foreign-language contexts.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"38 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148379713","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 Role of Autonomy-Supportive Teaching in Academic Achievement and Learning Anxiety: Evidence From Teaching Turkish as a Foreign Language","authors":"Yavuz Ercan Gül, Ahmet Taş","doi":"10.1177/13621688261455589","DOIUrl":"https://doi.org/10.1177/13621688261455589","url":null,"abstract":"This study aims to examine the effect of instructors’ behaviors supporting learner autonomy on students’ academic achievement and anxiety levels related to reading, listening, writing, and speaking skills in teaching Turkish as a foreign language. The study was conducted during the 2023–24 academic year with two sample groups, consisting of 1,002 students learning Turkish and 115 instructors working at the School of Foreign Languages of a state university. Participants were selected using simple random sampling within the accessible population. Reliability and validity analyses of the scales were conducted, and the adequacy of the measurement models was confirmed through confirmatory factor analysis (CFA) and the Heterotrait–Monotrait Ratio (HTMT). According to the results of multiple group analysis and canonical correlation analysis, the necessity (β = 0.114, <jats:italic toggle=\"yes\">p</jats:italic> &lt; 0.001) and display (β = 0.020, <jats:italic toggle=\"yes\">p</jats:italic> = 0.001) dimensions of learner autonomy support behaviors had a positive and significant effect on academic achievement. However, the effect of foreign language learning anxiety on academic achievement was not statistically significant (β = −0.031, <jats:italic toggle=\"yes\">p</jats:italic> &gt; 0.05). The canonical correlation analysis revealed a 40% shared variance between the Learner Autonomy Support Scale (LASS) and Turkish Language Learner Anxiety Scale (TFLAS) data sets, with speaking anxiety contributing most strongly to the first canonical variable, while learning process support emerged as the most influential autonomy-support dimension. The findings indicate that instructors’ autonomy-supportive behaviors positively influence the academic achievement of learners of Turkish as a foreign language. Although anxiety negatively affects academic achievement, this effect is not statistically significant. Overall, the results are consistent with the literature, highlighting that supporting learner autonomy enhances motivation and may reduce anxiety in language learning. These findings emphasize the importance of learner-centered approaches and autonomy-supportive instructional strategies in teaching Turkish as a foreign language and offer practical guidance for instructors seeking to promote active student participation in the learning process.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"65 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148379807","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":"Gamified Language Learning: The Impact of Role-Playing Games on Beginner Japanese Acquisition","authors":"Yi-Fan Wang, Mei-Hua Hsu, Max Yue-Feng Wang","doi":"10.1177/13621688261457895","DOIUrl":"https://doi.org/10.1177/13621688261457895","url":null,"abstract":"This study examined the effectiveness of Nihongo Quest, a theory-driven role-playing game (RPG) developed for beginner learners of Japanese. Sixty undergraduate students participated in an eight-week quasi-experimental study comparing a game-based learning (GBL) condition with a traditional textbook-based condition. Results indicated that participants in the GBL group demonstrated significantly greater gains in vocabulary ( <jats:italic toggle=\"yes\">d</jats:italic> = 1.45) and grammar ( <jats:italic toggle=\"yes\">d</jats:italic> = 1.05) than those in the textbook group. In addition, the GBL group reported higher levels of intrinsic motivation ( <jats:italic toggle=\"yes\">η</jats:italic> ² = .25) and lower levels of language learning anxiety ( <jats:italic toggle=\"yes\">η</jats:italic> ² = .16). These outcomes are attributed to the game’s systematic alignment with core second language acquisition (SLA) frameworks, including the input–interaction–output (IIO), self-determination theory (SDT), willingness to communicate (WTC), and sociocultural theory (SCT). Through the integration of multimodal literacy tasks, interactive dialogues, and culturally situated scenarios, Nihongo Quest reduced cognitive load while supporting both linguistic and pragmatic development. The findings suggest that theory-informed RPG-based instruction can effectively enhance beginner-level Japanese language acquisition and offer a transferable instructional design model for other complex-script languages, such as Chinese and Korean.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"36 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148355611","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":"Strategically Informed Machine Translation Post-Editing: Enhancing Translation Performance among Intermediate Chinese EFL Learners","authors":"Zhiying Li","doi":"10.1177/13621688261453596","DOIUrl":"https://doi.org/10.1177/13621688261453596","url":null,"abstract":"Machine translation (MT) errors may be seen as a limitation, but it is precisely these imperfections that provide learners with valuable opportunities for error-driven practice through post-editing (PE), thus developing their language proficiency and, in turn, supporting translation performance. However, little is known about how machine translation post-editing (MTPE) benefits intermediate learners of English as a foreign language (EFL). This empirical study explores the role of strategically informed MTPE practices in supporting intermediate Chinese EFL learners’ linguistic and translation development. Participants completed human translation and MTPE tasks guided by PE strategies, followed by reflection on their edits. Text complexity analysis using Eng-Editor revealed that post-edited texts exhibited higher overall textual, lexical, and syntactic complexity than human translations, with correct revisions marginally exceeding errors, suggesting that intermediate learners still struggle with error detection and correction. These findings underscore the need for clearer strategic support in PE tasks. Sentiment analysis of learner reflections based on SnowNLP with contextual adjustments showed a neutral-to-negative attitude toward PE, highlighting challenges related to syntactic proficiency and technical support. This study contributes empirical evidence on pedagogical MTPE use with intermediate learners, leading to refined PE guidelines and a multi-task design that emphasizes both selection competence and linguistic development to enhance translation performance.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"34 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148355590","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 Feedback Mechanisms in Technology-Enhanced Language Learning: Examining Learner Engagement and Second Language Writing Outcomes","authors":"Li Sun, Chris Jordan","doi":"10.1177/13621688261451408","DOIUrl":"https://doi.org/10.1177/13621688261451408","url":null,"abstract":"This 8-week randomized controlled experiment tested the different effects of adaptive artificial intelligence-based feedback versus static rule-based feedback on learner engagement and the acquisition of second language writing in 216 undergraduate students of English as a foreign language. The respondents were randomly divided into a control group that used standard automated feedback and an artificial intelligence-adaptive feedback group in which the responses were customized according to individual proficiency levels and error patterns. Validated analytical rubrics (intraclass correlation coefficient = 0.89) were used to evaluate the writing quality, and the involvement was assessed through self-reports and system logs weekly. The multilevel analysis of the growth curve revealed that there were high treatment effects, in that the artificial intelligence-adaptive group was more responsive to writing improvements ( <jats:italic toggle=\"yes\">b</jats:italic> = 0.42, <jats:italic toggle=\"yes\">p</jats:italic> &lt; .001), and maintained a high level of engagement in the study. The connection between the type of feedback and writing gains was partially mediated by cognitive and behavioral engagement, with 34% of the overall effect. The strength of the findings was ensured by using propensity score matching after removing baseline differences. The results indicate that more dynamic adaptive artificial intelligence feedback systems that dynamically adjust to the requirements of the learner are more interesting and bring deeper development in writing than non-adaptive automated systems do. The technological implications of language teaching and the future of intelligent tutoring systems for language teaching writing in languages other than English are discussed in this paper.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"75 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148342021","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":"L2 English Pronunciation Motivation among Spanish Young Learners: A Focus on CLIL and Gender","authors":"Pedro Humánez-Berral, Francisco Gallardo-del-Puerto","doi":"10.1177/13621688261459654","DOIUrl":"https://doi.org/10.1177/13621688261459654","url":null,"abstract":"Research on young learners’ motivation in second language (L2) acquisition has expanded considerably, yet pronunciation-specific motivation remains largely overlooked, particularly in Content and Language Integrated Learning (CLIL) contexts. At the same time, gender has frequently been claimed as a source of variation in L2 motivation and pronunciation attainment, although recent evidence from primary-school CLIL settings suggests that such differences may be far less pronounced than traditionally assumed. This study compares English pronunciation motivation across CLIL and non-CLIL programs in Spanish primary education learners and between boys and girls within each type of instruction. A total of 337 pupils in Grades 3 and 4 from five semiurban schools in a monolingual region of northern Spain (3 CLIL, 2 non-CLIL) completed a 38-item questionnaire designed to capture a broad range of motivational dispositions relevant to pronunciation learning. An exploratory factor analysis identified a reliable 36-item, 7-factor structure consisting of intrinsic motivation, extrinsic motivation, ideal L2 self, ought-to L2 self, learning experience, informal engagement, and self-efficacy. Nonparametric tests were used for between-sample comparisons and for inspecting intragroup motivational hierarchies. Results showed high pronunciation motivation across the sample and no statistically robust differences between CLIL and non-CLIL learners or between boys and girls in any motivational factor. Across all subsamples, extrinsic motivation and self-related future aspirations were the highest scored components, whereas self-efficacy and informal engagement were consistently the weakest. These findings suggest that, in this context, pronunciation motivation is predominantly externally oriented and does not appear to differ substantially by moderate-intensity CLIL exposure or gender. The study argues that the low curricular visibility of pronunciation may limit opportunities for instructional models or individual differences to exert an effect, highlighting the need for more explicit and engaging pronunciation pedagogy in both CLIL and non-CLIL classrooms.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"14 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148342045","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":"Reframing Engagement, Emotion, and Interaction in Contemporary L2 Learning Research","authors":"María del Pilar García Mayo","doi":"10.1177/13621688261461361","DOIUrl":"https://doi.org/10.1177/13621688261461361","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"56 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148342046","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}