Language Teaching Research最新文献

{"title":"Pronunciation Instruction as Pedagogical Decision Making in Multilingual European EFL Classrooms","authors":"Martin Lehrer","doi":"10.1177/13621688261453671","DOIUrl":"https://doi.org/10.1177/13621688261453671","url":null,"abstract":"This study examines how English as a foreign language (EFL) teachers working across diverse European contexts understand and enact pronunciation instruction within increasingly multilingual classrooms. Drawing on an exploratory mixed-methods design, the study analyzes survey responses from 43 teachers across 22 European countries and follow-up interviews with 8 participants. Survey data identify patterns in teacher preparation, instructional techniques, and perceived challenges, while qualitative analysis provides deeper insight into teachers’ beliefs, experiences, and instructional decision-making processes. Findings indicate that most teachers received limited practical preparation in pronunciation pedagogy and relied on self-directed learning to address gaps in their training. Teachers identified negative first-language transfer, insufficient curriculum support, and limited instructional time as primary constraints shaping their practice. Multilingual classrooms further intensified instructional complexity, although some teachers noted pedagogical benefits linked to learners’ heightened metalinguistic awareness. Conceptually, the study frames pronunciation instruction as a form of pedagogical decision making under multilingual constraint, shaped by the interaction of teacher cognition, institutional conditions, and linguistic diversity. Implications are discussed for teacher education, curriculum design, and professional development related to pronunciation instruction in multilingual EFL settings.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"74 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148321818","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":"Boundary Conditions of Retrieval-Enhanced Learning: Evidence from Contextual Learning and Retention of Second Language Multi-Word Expressions","authors":"Mojtaba Tadayonifar, Mahnaz Entezari","doi":"10.1177/13621688261452314","DOIUrl":"https://doi.org/10.1177/13621688261452314","url":null,"abstract":"Previous research has demonstrated that retrieval practice and contextual inference are equally effective in learning and retention of first language words from reading, but their effectiveness for contextual learning of second language words has yet to be established. This study extends this line of inquiry, investigating the comparative effects of retrieval and contextual inference on contextual learning and retention of second language multi-word expressions. Eighty-five Iranian learners of English as a foreign language were randomly assigned to retrieval and contextual inference groups. The retrieval group read 28 neutral texts and were required to retrieve and write the target items while the contextual inference group read the informative texts which triggered contextual inference. Learning was measured by immediate and delayed form and meaning recall post-tests. Results of the mixed-effects regression analysis showed that contextual inference was significantly more effective than retrieval in both post-tests, suggesting potential boundary conditions of retrieval-enhanced learning from reading.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"32 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148321817","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":"Pronunciation for Less Commonly Taught Languages: Teaching Beliefs and Practices","authors":"Amanda Huensch, Minjin Kim, Dustin Crowther","doi":"10.1177/13621688261451407","DOIUrl":"https://doi.org/10.1177/13621688261451407","url":null,"abstract":"Evidence has mounted for the effectiveness of second language pronunciation instruction. Given the critical role instructors play in implementing effective instruction, one line of inquiry has been to better understand instructors’ beliefs and practices as they relate to second language pronunciation teaching and learning. A critical gap, however, is that such research has focused primarily on English, with only limited focus on languages other than English. Amongst languages other than English, there remains next to no emphasis on less commonly taught languages. Such languages should be of interest given a well-documented dearth of quality instructional materials. This study investigated less commonly taught language instructors’ perspectives on and incorporation of pronunciation instruction in the language classroom. A total of 169 less commonly taught language instructors of Arabic ( <jats:italic toggle=\"yes\">n</jats:italic> = 30), Japanese ( <jats:italic toggle=\"yes\">n</jats:italic> = 54), Korean ( <jats:italic toggle=\"yes\">n</jats:italic> = 38), and Russian ( <jats:italic toggle=\"yes\">n</jats:italic> = 47) from medium to large public universities in the United States completed an online survey during spring and fall 2024. The survey featured four primary sections: classroom practices, teaching beliefs, pronunciation acquisition/learning beliefs, and participant background. Findings indicated that less commonly taught language instructors were highly qualified and experienced, more so than previously reported findings for those who teach French, German, or Spanish. Although instructors believed pronunciation could indeed improve, they showed ambivalence regarding the effects of instruction. Additionally, instructors reported that on average 19% of class time was spent teaching pronunciation, despite limited pre-existing materials and a lack of confidence in developing their own. Although slightly nuanced differences were identified, major trends were generally stable across less commonly taught languages.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"27 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148321820","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 the Flipping Content and Language Integrated Learning Approach on Low-Achieving Learners in Tertiary Education: A Quasi-Experimental Pilot Study","authors":"Jia-Ying Lee, Daniel Yu-Sheng Chang","doi":"10.1177/13621688261454409","DOIUrl":"https://doi.org/10.1177/13621688261454409","url":null,"abstract":"Although research on flipped learning continues to explore ways to enhance its effectiveness, little attention has been paid to its combinations with other instructional approaches to improve alignment with diverse educational and learner needs. This study investigated the effects of the proposed Flipping Content and Language Integrated Learning approach in Asian tertiary education contexts. A quasi-experimental pilot study involved a group of low-achieving university students who learned with the Flipping Content and Language Integrated Learning approach over an academic term (i.e., a 26-week treatment period). Employing a repeated measures design, the study collected data through learning performance tests (examining both course content and language skills), a questionnaire on learning motivation and self-efficacy, and semi-structured focus-group interviews. The quantitative results demonstrate significant improvements in the participants’ subject knowledge, grammar, and writing skills, as well as in their motivation and self-efficacy. Moreover, retention effects in participants’ learning gains were observed. The qualitative accounts reveal that the participants collectively endorsed this approach, highlighting its interactive and supportive learning spaces in class and online, the value of challenging but rewarding learning tasks, and the role of the instructor. Empirically contributing to the literature, this study concludes by discussing the effectiveness of the Flipping Content and Language Integrated Learning approach for this specific cohort of low-achieving university learners and by outlining its implications for its future implementation. Its limitations and avenues for further research are also suggested.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"25 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148289624","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":"Language Education as a Complex System: Insights from Current Research","authors":"Hossein Nassaji","doi":"10.1177/13621688261451578","DOIUrl":"https://doi.org/10.1177/13621688261451578","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"56 1","pages":"2291-2295"},"PeriodicalIF":4.2,"publicationDate":"2026-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285906","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":"10.1177/13621688261451579","DOIUrl":"https://doi.org/10.1177/13621688261451579","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"28 1","pages":"2296-2300"},"PeriodicalIF":4.2,"publicationDate":"2026-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285909","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":"From Class Crowds to Virtual Clouds: How does Cloud-Mediated Collaboration Resonate with EFL Learners’ Macro- and Micro-Writing Skills and Motivation?","authors":"Marwa F. Hafour","doi":"10.1177/13621688261449892","DOIUrl":"https://doi.org/10.1177/13621688261449892","url":null,"abstract":"Transferring collaborative writing (CW) activities from in-class paper-based to online cloud-mediated collaboration, this study examined the comparative effects of these two CW contexts on English as a foreign language (EFL) learners’ macro- and micro-writing skills and motivation. For this purpose, a cohort ( <jats:italic toggle=\"yes\">N</jats:italic> = 54) of senior EFL college students was selected (using criterion-based purposive sampling) and then randomly assigned to two groups: paper-based collaboration (PC, <jats:italic toggle=\"yes\">n</jats:italic> = 27) and cloud-based collaboration (CC, <jats:italic toggle=\"yes\">n</jats:italic> = 27). Using a mixed-method design, the study employed both quantitative (expository and argumentative writing tests, and a motivation questionnaire) and qualitative (group and self-evaluation forms and reflection sheets) methods for data collection and analysis. Consequently, one-way multivariate analysis of variance (MANOVA) was used to compare students’ writing scores on both the macro-writing (content, organization, and style) and micro-writing (conventions and diction) skills. While cloud-mediated collaboration afforded surface micro-level accuracy and structural coherence, traditional paper-based group demonstrated equal and even superior capacity to foster deeper and higher-order cognitive processes of content development and stylistic expression. Similarly, face-to-face collaboration demonstrated equal intrinsic and extrinsic motivational drives compared to cloud collaboration which showed superior capacity in only self-efficacy and effort subscales. As such, the findings re-examine the long-held assumption that technology-enhanced CW uniformly outperforms traditional approaches in all writing constructs. This study proposes a diagnostic model that can assist EFL writing instructors, leading to more informed pedagogical decision-making processes: using cloud tools for streamlining linguistic accuracy and saving face-to-face interaction for augmenting higher-order cognitive processes needed for content development, organization, and stylistic nuances.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"70 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285943","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 Effects of Prediction Training on the Real-Time Processing, Offline Comprehension, and Oral Production of case in L2 German","authors":"Heather Marsden, Emma Marsden, Holger Hopp, Carrie Neal Jackson, Thomas Jochum-Critchley, Vivienne Rogers","doi":"10.1177/13621688261444298","DOIUrl":"https://doi.org/10.1177/13621688261444298","url":null,"abstract":"This study investigates whether classroom training on prediction can facilitate development of predictive processing using case information in second language (L2) German and increased accuracy in case production. We compared a group of intermediate-level German learners that received training ( <jats:italic toggle=\"yes\">N</jats:italic> = 28) with another that did not ( <jats:italic toggle=\"yes\">N</jats:italic> = 13). The training comprised explicit instruction on German subject and object case followed by structured input activities with subject–verb–object (SVO) and object–verb–subject (OVS) sentences, in which case-marking on the sentence-initial definite article ( <jats:italic toggle=\"yes\">der</jats:italic> : nominative; <jats:italic toggle=\"yes\">den</jats:italic> : accusative) provided a cue to its function (subject or object), and hence to the upcoming word order and sentence meaning. The effects of training were measured through a visual-world eye-tracking experiment, an aural comprehension task, and an oral production task. In the eye-tracking experiment, participants listened to SVO and OVS sentences while viewing two pictures differentiated by the reversal of the subject and object (e.g., a cook calling a waiter and a waiter calling a cook). If the case-marking on the first article is processed, this can facilitate looks towards the target picture even before hearing the second noun. Pretest results showed that the two groups were similar, with no evidence of case-driven eye movements, and low accuracy in comprehension and production of case in OVS sentences. In posttests, the training group made gains in all measures, which were maintained at a delayed posttest. The posttraining eye gaze data showed increased looks to the target picture during audio presentation of the second noun, though not before this point: thus, case-driven prediction was not established, but earlier processing of case-marking was. The comparison group made relatively smaller gains in comprehension and production, and showed no evidence of real-time processing of case. These findings suggest that targeted grammar comprehension training instigated a change in real-time processing and production behavior.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"27 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285944","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":"Beyond Correction: The Role of Direct and Indirect Written Corrective Feedback in Shaping EFL Students’ Emotions and Revision Behavior","authors":"Feifei Ni, Wei Xu","doi":"10.1177/13621688261447967","DOIUrl":"https://doi.org/10.1177/13621688261447967","url":null,"abstract":"Although previous studies have examined the effects of context on students’ emotional responses to second language (L2) feedback, very few have explored how teachers can proactively intervene in these emotions through different feedback types. This quantitative study examines English as a foreign language (EFL) learners’ emotional responses to direct and indirect written corrective feedback (WCF) in L2 writing, and whether the feedback context influences the link between these emotional responses and the subsequent revision behavior. The results indicated that direct WCF made students more contented and less anxious than indirect WCF. Under the direct WCF condition, emotions seemed to exert a marginal influence on students’ revision rates, whereas under the indirect WCF condition, contentment led to higher revision rates. This distinct pattern across contexts showed that the link between emotions and revision behavior varied depending on whether feedback was provided directly or indirectly. These findings revealed that contextual factors, such as feedback types, could affect students’ emotional responses and the relationship between emotions and revision. Therefore, it is suggested that future studies in the field of instructed second language acquisition continue to explore the interplay among feedback context, emotional responses, and learning, to enable teachers to manage students’ emotions more productively.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"121 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285913","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":"Photovoice as a Participatory Learning Method in Improving Iranian Intermediate EFL Learners’ Writing Skills","authors":"Somayeh Pournia, Azizeh Chalak, Hossein Heidari Tabrizi","doi":"10.1177/13621688261448929","DOIUrl":"https://doi.org/10.1177/13621688261448929","url":null,"abstract":"Writing has long been seen as a challenging skill that language learners need to learn. In addition, by guaranteeing participant engagement in significant communication processes, visual methods such as photovoice can be utilized in language instruction to enhance language learning. Thus, the present study attempted to examine the effects of utilizing Photovoice as an innovative instructional method on Iranian intermediate English as a foreign language (EFL) learners’ writing skills. The study also examined the participants’ attitudes toward the implementation of photovoice in language learning. The research followed a mixed-methods design to collect and process the data. Sixty female intermediate learners from a private English language institute in Isfahan, Iran, were selected through convenience sampling and then randomly assigned into two equal groups: an experimental group and a control group. The Preliminary English Test was run to ensure the participants were homogeneous in terms of their level of proficiency in English. The experimental group received a photovoice method, while the control group received routine English language instruction. Triangulation was achieved through administering a pretest and posttest of writing, distributing an attitude questionnaire, and conducting an interview. The results of the paired-sample <jats:italic toggle=\"yes\">t</jats:italic> -test and one-way ANCOVA revealed the outperformance of the experimental group over the control group. The results indicated that photovoice had a significant effect on enhancing writing skills, and learners had positive attitudes toward using photovoice in their writing classes. The findings could benefit language learners, educators, researchers, and curriculum designers by incorporating the photovoice method into English writing classes.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"12 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148285945","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}