Language Teaching Research最新文献

{"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}

{"title":"Doing Digital Multimodal Composing with Generative Artificial Intelligence: Towards an Integrated Critical Digital Literacies Model","authors":"Christoph A. Hafner, Wing Yee Jenifer Ho","doi":"10.1177/13621688261459662","DOIUrl":"https://doi.org/10.1177/13621688261459662","url":null,"abstract":"The widespread availability of generative artificial intelligence tools has had a dramatic effect on language education, transforming how we think about and go about writing. This includes ‘multimodal composing’, which combines moving image, soundtrack, speech, and on-screen writing in digital communication. In this article, we focus on the potentials and pitfalls of generative artificial intelligence in a pedagogy of digital multimodal composing. The article aims to explore how the affordances and constraints of generative artificial intelligence tools powerfully shape the multimodal composing process in a way that enables or constrains individual agency, creativity, and criticality; and conceptualize a model of best practice for the use of generative artificial intelligence in digital multimodal composing. As language and literacy educators, we report the findings of a practitioner inquiry study into our own pedagogically motivated digital multimodal composing practices, using generative artificial intelligence tools to collaboratively complete a digital multimodal composing project (a digital video scientific documentary) designed for second language learners of English for science. We recorded this process by keeping copies of input and output as well as maintaining regular research journals. The analysis identified five themes relevant to agency, creativity and criticality in digital multimodal composing, namely: (a) feelings; (b) relating to generative artificial intelligence: the iterative, collaborative loop; (c) ideological positioning; (d) modal interactions: process and product; and (e) voice and authenticity. We suggest an integrated critical digital literacies model to inform digital multimodal composing pedagogy that engages with generative artificial intelligence at three key levels, extending previous work by highlighting the role of affect: a macro level focusing on feelings, materialities, and ideology; a meso level focused on the design of a collaborative, iterative loop in generative artificial intelligence digital multimodal composing workflow; and a micro level focused on interaction with generative artificial intelligence.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"207 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148342047","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":"10.1177/13621688261461605","DOIUrl":"https://doi.org/10.1177/13621688261461605","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"51 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148342020","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":"Phrasal Verb Use and Development Among Japanese Learners of English","authors":"Brian Strong, Elif Buyukerol, Mohammad Reza Montazeri","doi":"10.1177/13621688261459668","DOIUrl":"https://doi.org/10.1177/13621688261459668","url":null,"abstract":"Phrasal verbs are a frequent and essential feature of English vocabulary. However, they pose persistent challenges for second language (L2) learners, particularly those from verb-framed languages like Japanese, due to structural and semantic differences. While their difficulty is well established, little is known about how phrasal verb usage develops across different proficiency levels in authentic learner writing. This corpus-based study examines how Japanese learners of English use phrasal verbs across different proficiency levels, focusing on overall frequency, semantic category distribution, and the frequency of phrasal verb sense usage. Drawing on the International Corpus Network of Asian Learners of English (ICNALE) Written Essays subcorpus, we analyzed 400 learner essays and compared phrasal verb usage to that of native speakers. Phrasal verbs were classified by semantic type (literal, aspectual, idiomatic) and by sense frequency, based on the Phrasal Verb Pedagogical (PHaVE) List. Proficiency had only a modest impact on phrasal verb usage patterns. Learners at higher levels used a slightly broader range of phrasal verbs, but overall usage remained well below native speaker levels, with limited shifts in semantic category or use of lower-frequency senses. The findings suggest that typological differences between Japanese and English may continue to shape phrasal verb usage patterns, with proficiency alone insufficient to drive native-like development. The study highlights the need for instruction that explicitly targets phrasal verb semantics, polysemy of phrasal verbs, and contextually appropriate usage of phrasal verbs to support L2 production that more closely resembles that of native speakers.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"35 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148355591","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":"Development and Validation of the Second or Foreign Language Boredom Coping Strategies Scale","authors":"Mehdi Solhi, Mariusz Kruk, Majid Elahi Shirvan, Mirosław Pawlak, Tahereh Taherian","doi":"10.1177/13621688261456524","DOIUrl":"https://doi.org/10.1177/13621688261456524","url":null,"abstract":"In the present study, we developed and tested the psychometric properties of the Second or Foreign Language Boredom Coping Strategies Scale, an instrument for measuring language learners’ coping strategies in response to the experience of boredom. The research is based on a four-dimensional model of coping mechanisms, which includes the behavioral approach, cognitive approach, behavioral avoidance, and cognitive avoidance. Each factor comprises three subcomponents, which delineate the diverse strategies learners adopt to mitigate boredom in language learning contexts. The scale was tested using a sample of 363 learners of English as a foreign language at the tertiary level. The factorial structure was analyzed through confirmatory factor analysis and exploratory structural equation modeling to verify the construct validity of the measurement model and to evaluate the associations between latent variables. The findings demonstrated that the Second or Foreign Language Boredom Coping Strategies Scale effectively captures distinct ways of coping with boredom, offering valuable insights into how students respond to this emotion in language learning contexts. The Second or Foreign Language Boredom Coping Strategies Scale also demonstrated various significant associations with positive and negative language learning emotions (i.e., anxiety, boredom, and enjoyment), grit, and language achievement. The analysis also confirmed measurement invariance across gender and showed no evidence of differential item functioning across self-reported language proficiency levels, providing further support for the psychometric robustness of the Second or Foreign Language Boredom Coping Strategies Scale.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"21 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148321811","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":"Vocabulary Acquisition Among Arabic-Speaking EFL Kindergarten Learners: Multisensory vs. Traditional Approach","authors":"Lamees Kamel Mahmoud, Abdel Rahman Mitib Altakhaineh, Nisreen Al-Khawaldeh","doi":"10.1177/13621688261457246","DOIUrl":"https://doi.org/10.1177/13621688261457246","url":null,"abstract":"This study investigates the effectiveness of multisensory learning (MSL) compared to traditional (TRD) teaching methods in enhancing English vocabulary acquisition among English as a foreign language (EFL) kindergarten-aged learners in Amman, Jordan. A total of 49 children were divided equally into two groups: one receiving traditional instruction and the other exposed to multisensory techniques, including visual aids, auditory input, specific activities, and experiences. Pre- and post-tests were used to assess vocabulary retrieval through two tasks. Descriptive statistics revealed that the MSL group outperformed the TRD group in both tasks, with higher mean scores and reduced variability, indicating more consistent learning outcomes. An independent sample <jats:italic toggle=\"yes\">t</jats:italic> -test confirmed that these differences were statistically significant. The findings indicate that multisensory instruction not only enhances vocabulary acquisition but also promotes enthusiasm in learning among young EFL learners. In light of Paivio’s Dual Coding Theory (DCT), learning is enhanced when information is presented in both verbal and non-verbal forms, activating the brain’s dual cognitive subsystems through visual aids, physical activities, and tactile experiences. The study highlights the value of incorporating multisensory approaches in early EFL education to facilitate equitable vocabulary development. The study concludes with pedagogical implications and recommendations for further research.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"33 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148321815","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":"Digital Literacy and Language Teaching: Toward Converging Concepts and Agendas in the Age of Ubiquitous AI","authors":"Csilla Weninger","doi":"10.1177/13621688261459669","DOIUrl":"https://doi.org/10.1177/13621688261459669","url":null,"abstract":"The rapid development of artificial intelligence (AI) technology and the resulting array of ever-powerful consumer-facing generative AI (GenAI) applications have simultaneously wowed, stunned, scared and energized language teachers and researchers over the past few years. Understandably so, since these new technologies challenge foundational assumptions in our field: When writing can be largely automated, beautiful multimodal content generated from a few prompts, and when we can appear in videos speaking fluently in a language that we do not know, what becomes of the role of language teachers/teaching? This article engages these questions by critically examining four core areas of second language (L2) education: the language curriculum, the relationship between technology and language learning, the language learner and the ideological nature of teaching practice. Within each area, key tensions are identified between longstanding concepts in our field and the dynamic and highly situated literacies required for meaningful interaction in AI-mediated communicative environments. Specifically, I argue that the continued dominance of the four-skills curriculum should give way to curricula that prioritize contextual awareness; that technology must be understood not merely as a tool but as a communicative context in itself; that educational systems should de-center the individual learner as the sole source of intelligence; and that language teaching must confront the ideological dimensions embedded in both AI technologies as well as our responses to them. Ultimately, the article advocates digital literacy not as a supplemental concern but as vital framework for reconceptualizing language teaching and learning in the age of AI.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"194 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148321814","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":"Student Perceptions of a Speaking Course Enhanced by Extensive Reading within a Self-Determination Theory Framework","authors":"Akira Iwata","doi":"10.1177/13621688261457494","DOIUrl":"https://doi.org/10.1177/13621688261457494","url":null,"abstract":"This study examines a potential tension in the application of self-determination theory to an extensive reading-enhanced speaking course in an English-as-a-foreign-language context. Although extensive reading is widely assumed to foster autonomous motivation by satisfying learners’ basic psychological needs for autonomy, competence, and relatedness, its implementation within formal instructional settings often involves mandatory reading quotas and graded components that may introduce controlling pressures. Drawing on data from 142 Japanese university English majors enrolled in a year-long extensive reading-integrated speaking course, this study investigated changes in motivational regulation and basic psychological needs satisfaction using Bayesian analyses. Results revealed strong evidence for increases in all three basic psychological needs, suggesting that the course provided a need-supportive learning environment. However, these gains were not accompanied by corresponding increases in autonomous motivation. Intrinsic motivation remained stable, whereas identified regulation showed strong evidence of a decrease. External and introjected regulations showed no meaningful change. Correlational analyses further indicated that increases in basic psychological needs satisfaction were not positively associated with increases in autonomous motivation, suggesting a potential discontinuity in the internalization process. These findings suggest conditions under which self-determination theory-based explanations may not fully apply in classroom-based language learning. Even when psychological needs are satisfied, contextual constraints embedded in a structured speaking course, such as grading requirements and mandatory reading targets, may offset the expected shift toward more self-determined forms of motivation. Implications for extensive reading implementation within integrated English-as-a-foreign-language speaking courses and self-determination theory-based motivational theory in structured educational contexts are discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"52 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148321813","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 Diachronic Investigation of Individual Differences and Writing Quality in Data-Driven Learning","authors":"Yanan Zhao, Siqi Cao, Jihua Dong","doi":"10.1177/13621688261449333","DOIUrl":"https://doi.org/10.1177/13621688261449333","url":null,"abstract":"This study examined variation in learners’ individual differences in data-driven learning, including foreign language enjoyment and anxiety, engagement, and autonomy, as well as learners’ writing quality and the impact of these individual differences on writing quality. Using a longitudinal mixed-methods design, this study tracked changes in the individual differences and writing quality of 15 English-major English-as-a-foreign-language undergraduates across 3 time points. Quantitative data were analyzed using linear mixed-effects models and post-hoc pairwise comparisons, while qualitative data were examined through thematic analysis. The results showed that the data-driven-learning approach contributed to a significant increase in learning autonomy and writing quality. Furthermore, learners’ foreign language enjoyment, behavioral engagement, and autonomy were found to be significant predictors of their writing quality in the data-driven-learning instruction. Findings in this study could enrich the understanding of how individual differences function in a data-driven-learning context, enabling teachers to develop more tailored data-driven-learning instructional strategies.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"251 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148321819","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":"Teacher Perspectives on Ability Grouping in Israeli ESL Classrooms: Ethical Dilemmas and Alternative Strategies","authors":"Idan Saban, Yariv Feniger","doi":"10.1177/13621688261455466","DOIUrl":"https://doi.org/10.1177/13621688261455466","url":null,"abstract":"Ability grouping in English as a second language (ESL) education remains contested, situated between instructional efficiency and educational equity. While existing research has largely focused on student outcomes and system-level effects, less attention has been paid to how teachers interpret and enact grouping arrangements in everyday ESL classrooms. This interpretivist comparative case study draws on semi-structured interviews with junior high school ESL teachers ( <jats:italic toggle=\"yes\">N</jats:italic> = 10) in two Israeli schools operating under contrasting organizational models: between-class ability grouping and mixed-ability instruction. A focused analysis of instructional artifacts complemented interview data. Findings suggest that ability grouping affords curricular alignment and clarity in pacing, but intensifies concerns about labeling and restricted mobility. Mixed-ability instruction promotes inclusion and peer interaction yet redistributes substantial cognitive and emotional labor onto teachers. Across contexts, teachers described recurring strategic practices (flexible regrouping, adaptive task design, and differentiated enactment of materials) that they used to navigate structural constraints. We conceptualize grouping as enacted professional mediation and show how teachers’ strategy repertoires illuminate the ways organizational arrangements are taken up and negotiated in equity-relevant classroom practice.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"35 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148321816","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}