Language Teaching Research最新文献

{"title":"Notes on contributors","authors":"","doi":"10.1177/13621688241256436","DOIUrl":"https://doi.org/10.1177/13621688241256436","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"7 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141182490","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":"Inclusivity and sustainability in language practitioner researcher development: A sociocultural ecological framework","authors":"Emily Edwards, Anne Burns","doi":"10.1177/13621688241250363","DOIUrl":"https://doi.org/10.1177/13621688241250363","url":null,"abstract":"Transformative practitioner research enables teachers to create or contribute to their own knowledge base. Recently, this research field has flourished, with numerous studies exploring how practitioner researchers develop knowledge, agency and identities, particularly through action research (AR) and exploratory practice (EP). Despite important work on the content or outcomes of language practitioner researcher development (LPRD), there is less conceptualization of how LPRD is manifested in relation to environments where language practitioners work. In this contribution to the special issue on inclusive practitioner research, we draw on sociocultural and ecological systems theories to present a framework for understanding what enables LPRD to flourish in terms of sustainability and inclusivity. Our framework considers how sustainability through inclusion can be achieved within micro, meso and macro ecological systems, and how these systems interrelate. We exemplify our framework using illustrations of individual teachers and their interactions with a specific AR program and their institutions. While we focus on AR, this framework may apply to EP and other forms of practitioner research which strive for inclusive LPRD. We conclude with practical implications for teacher educators and professional development coordinators about fostering inclusive LPRD within institutional environments.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"98 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141177313","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":"An ecological inquiry into the identity formation of a novice TESOL research mentor: Critical autoethnographic narratives in focus","authors":"Jaber Kamali","doi":"10.1177/13621688241251953","DOIUrl":"https://doi.org/10.1177/13621688241251953","url":null,"abstract":"This study reports on the identity formation of the author as a novice research mentor of an independent research course for TESOL teachers over six months (from the course design to the first research submission). The data is collected from four critical autoethnographic narratives written by the author before, during, and after this period. The narratives were analysed thematically with an eye on the theoretical underpinning of the study, i.e. ecological perspective, in three ecological layers namely micro-, meso-, and macrosystem. The results revealed that the author’s identity construction was influenced by different factors such as ‘autonomy in mentoring’, ‘mediating mentorship’, or ‘academic recognition’ in three levels of educational ecology. The results of this study can motivate research mentors and teacher educators, specifically novice ones, to find some similarities with the ideas discussed in this research and to record their lived experiences as a tool for reflection.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"41 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141079220","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":"Task repetition versus task rehearsal: Understanding effects of task-readiness factors and elemental genres on L2 writing task performance","authors":"Mahmoud Abdi Tabari, Sima Khezrlou, Hessameddin Ghanbar","doi":"10.1177/13621688241249689","DOIUrl":"https://doi.org/10.1177/13621688241249689","url":null,"abstract":"In the literature on task-based language teaching (TBLT), task repetition and task rehearsal have frequently been used interchangeably. However, this distinction, identified as potentially significant (Ellis, 2019), is noteworthy due to the potential impact of participants’ awareness of future repetitions on second language (L2) task performance. Given the lack of empirical exploration regarding task repetition and task rehearsal distinction in the context of L2 writing, this study investigates how task rehearsal and task repetition affect the narrative and argumentative writing performances of 120 students of English as a second language (ESL) from a U.S. university. They were randomly assigned to four groups. Groups 1 and 3 wrote the narrative text initially, repeated the same task, and then proceeded to write the argumentative text, which was also repeated. The intervals between these performances were one week apart. However, Group 3 knew in advance that they were going to repeat the task, whereas Group 1 lacked this knowledge. Conversely, Groups 2 and 4 began by writing the argumentative text, repeated that task, and then proceeded to complete the narrative text, which was also repeated within the same time intervals. Group 4 had forewarning of their future performance, while Group 2 did not. We analysed the essays using the complexity, accuracy, lexis, and fluency (CALF) measures. The results indicated that time significantly influenced almost all CALF measures in narrative and argumentative writing, irrespective of the forewarning condition. Additionally, task readiness and essay order had a significant impact on most CALF measures, particularly in narrative writing. Specifically, task readiness positively affected the majority of CALF measures in narratives, whereas essay order exhibited sporadic influence.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"46 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140961549","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 differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge","authors":"Maria-Lourdes Lira-Gonzales, Hossein Nassaji, Martha L. De Tejeda, Dora Vasquez, Kiara Saenz","doi":"10.1177/13621688241248440","DOIUrl":"https://doi.org/10.1177/13621688241248440","url":null,"abstract":"This study seeks to address a gap in our understanding of how corrective feedback (CF) influences second language (L2) learning by examining the specific impacts of oral and written CF on acquiring the third person singular -s in the simple present tense. The study examines these effects on both explicit and implicit knowledge. The research was conducted in five intermediate adult English as a second language classrooms in Peru ( N = 101), using a pretest–posttest design with one control group ( n = 24) and four experimental groups: oral recast ( n = 21) oral metalinguistic CF ( n = 18) written direct CF ( n = 16) and written metalinguistic CF ( n = 22). The results revealed no significant difference between oral and written CF; however, differences were observed based on measurement types and CF subtypes used. This study’s findings carry theoretical and pedagogical implications, contributing valuable insights to both second language writing research and pedagogy.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"32 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140961561","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 contribution of written corrective feedback and its association with working memory on the development of EFL learners’ English plurals","authors":"Ornuma Chingchit","doi":"10.1177/13621688241246134","DOIUrl":"https://doi.org/10.1177/13621688241246134","url":null,"abstract":"Although numerous studies have attested to the effectiveness of written corrective feedback (WCF) in promoting second language (L2) accuracy, the extent to which WCF contributes to acquisition is still debatable. This study thus aimed to investigate the effects of WCF on the development of Thai EFL (English as a foreign language) learners’ implicit and explicit knowledge of English plurals, and the extent to which learner differences in working memory capacity (WMC) moderated the efficacy of WCF. This experimental study adopted a pre–post–delayed-posttest design and was carried out over the course of a 9-month period. Seventy-five low intermediate learners were randomly assigned to the direct focused, direct unfocused and the control group. All groups completed a metalinguistic knowledge, untimed grammatical judgement, timed writing, timed oral elicited imitation, and two working memory tests. Questionnaires and interviews were also administered to explore potential variables that may moderate the effect of WCF. During treatment, participants wrote a timed essay and received feedback. After the 6-week treatment period, the immediate posttest was completed and the delayed posttest was administered three months after the posttest. The results revealed that WCF was effective in assisting learners’ plural acquisition, suggesting that WCF is beneficial especially to the development of linguistic features influenced by learners’ first language (L1). However, WMC was not found to moderate the efficacy of WCF. The explicitness of WCF, instructional context and proficiency level may have contributed to the absence of working memory effect.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"16 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140808562","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":"Multimodality in third turn repetitions: Evaluation, mitigation, and the pursuit of responses in a Korean-as-foreign-language classroom","authors":"Eunhae Cho, Hee Jin Lee Park, Stephen Daniel Looney","doi":"10.1177/13621688241241037","DOIUrl":"https://doi.org/10.1177/13621688241241037","url":null,"abstract":"This conversation analysis (CA) study extends our understanding of the complexity of three turn instructional sequences by investigating the multimodal turn design of a teacher’s third turn repetitions (TTRs) and the actions accomplished in the third turn position as well as subsequent post-expansions. The videorecorded data are from an undergraduate Korean as a foreign language classroom at a large US university. The analysis reveals how a teacher coordinates resources such as language, prosody, gaze, gesture, body movements, and objects during and immediately following TTRs to mitigate negative evaluation, direct student attention to trouble sources, and intimate answers. The findings show that actions accomplished by talk, i.e. negative evaluation, and actions accomplished by multimodal resources like gaze, i.e. directing attention, may be undertaken simultaneously. The article contributes to understandings of teaching as complex and contingent interactional work by unpacking in fine-grained detail the moment-by-moment multimodal unfolding of pedagogical practice. We conclude by discussing implications for teacher preparation, namely the central role microanalysis of videorecorded classroom interaction should play.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"7 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140651860","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":"Variable effects of speakers’ visual cues and accent on L2 listening comprehension: A mixed-methods approach","authors":"Mashael Algana, Debra M. Hardison","doi":"10.1177/13621688241246106","DOIUrl":"https://doi.org/10.1177/13621688241246106","url":null,"abstract":"Few studies have explored the influence of a speaker’s accent and visual (facial and gestural) cues on second-language (L2) listening comprehension. The current mixed-methods between-groups design investigated: (1) the effects of accent and visual cues on Arab students’ comprehension of recorded lectures delivered by two speakers: first language (L1) American English and second language (L2) English (strong Vietnamese accent), (2) students’ assessments of the comprehensibility and English nativelikeness of the accents, and (3) students’ perceptions of and preferences for visual cues in communication. A total of 120 Arab university students were distributed across three stimulus conditions: auditory-visual (AV)-gesture-face, AV-face, and A-only within two accent conditions (L1, L2 English). Materials included: a listening comprehension task, 9-point rating scales for comprehensibility and nativelikeness of accent, and a speaker’s accent and visual cues (SAVC) questionnaire. ANCOVAs were conducted on listening comprehension scores and the ratings, with students’ listening proficiency as the covariate. Students with higher listening proficiency received higher comprehension scores and tended to recognize the L1 English accent as nativelike; however, proficiency was not significantly related to their comprehensibility ratings of either accent. The L1 English speaker’s gestures were associated with higher comprehensibility ratings; the L2 English speaker’s gestures were associated with a stronger nonnativelike accent, which students found frustrating to comprehend. Although SAVC responses revealed a general preference for facial cues and gestures in daily communication, the L2 English speaker’s gestures in the study were not considered helpful. Thematic analysis of interviews emphasized: (1) the variable effectiveness of visual cues, (2) the important role of topic and accent familiarity, (3) the relationship between listening proficiency and interlocutor/instructor preference, and (4) strategies to deal with unfamiliar accents. Pedagogical implications include increased awareness of variability in visual cues across speakers and the need to build familiarity with various accents and gesture patterns.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"130 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140643232","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 virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill","authors":"Mohammad Ghafouri, Jaleh Hassaskhah, Amir Mahdavi-Zafarghandi","doi":"10.1177/13621688241239764","DOIUrl":"https://doi.org/10.1177/13621688241239764","url":null,"abstract":"Language teaching is a highly emotional profession that can affect the teachers’ well-being and learners’ achievement. However, studies have yet to explore the potential of positive psychology interventions and artificial intelligence (AI) tools to promote the psycho-emotional aspects of second language (L2) teachers and learners. Further, studies regarding the effectiveness of AI in promoting the learners’ language skills could have been expansive. Responding to these gaps, researchers chose ChatGPT, an AI-powered chatbot capable of generating natural and coherent texts, as a potential tool to foster positive emotions and interactions between Iranian English language teachers ( n = 12) and learners ( n = 48) in the L2 writing context. We operationalized ChatGPT in a three-phased writing instruction protocol (CGWIP): (1) a planning phase, where teachers used ChatGPT to brainstorm ideas and generate outlines for each session; (2) an instruction phase, where teachers used ChatGPT to engage the learners in writing process, analyse and reflect on their drafts, and (3) an assessment phase, where teachers used ChatGPT to simulate IELTS writing exam and provided detailed and constructive feedback to the learners. We further tested the effectiveness of CGWIP on teachers’ self-efficacy and learners’ writing skills before and after a 10-week instruction program. The Independent Samples t-test results showed that CGWIP significantly enhanced teachers’ self-efficacy compared to the control group. Also, the results of One Way ANCOVA revealed that CGWIP significantly improved learners’ writing skills and that these effects persisted over time. The study implied that the protocol can nurture teachers’ efficiency by helping them in various aspects of L2 writing instruction, including brainstorming, revising, providing feedback, and assessment, which in turn, improves learners’ writing skills.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"262 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140534127","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":"Recasts, foreign language anxiety and L2 development during online mobile-mediated interaction","authors":"Ehsan Rassaei","doi":"10.1177/13621688241238045","DOIUrl":"https://doi.org/10.1177/13621688241238045","url":null,"abstract":"Despite the wealth of studies on corrective feedback (CF) and its relationship with individual learner factors, little is known about how foreign language (FL) anxiety moderates the effectiveness of recasts during mobile-mediated audio interactions. The present study thus examined the association between learners’ FL anxiety, the effectiveness of recasts, and learners’ responses to recasts during synchronous mobile-mediated interactions via audio call. Two intact classes of EFL (English as a Foreign Language) learners were assigned into a control group and an experimental condition. After taking pre-tests, the participants of the experimental condition participated in four sessions of mobile-mediated oral interaction with an interlocutor via WhatsApp and received recasts for their definite and indefinite article errors. The participants of the control group also participated in the mobile-mediated interactions but received no recasts for their errors. Learners’ improvement was measured on two occasions following the fourth treatment session. The participants’ anxiety was also measured as a continuous variable using a 5-point Likert scale. Mixed between-within group ANCOVA results and regression analysis provided evidence for the efficacy of recasts delivered during mobile-mediated interactions, as well as the significant role of learners’ anxiety as a predictor of the effectiveness of recasts. The results also indicated that learners with low anxiety were significantly more successful in modifying their incorrect forms following recasts compared to learners with higher anxiety during the mobile-mediated interactions.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"68 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533240","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}