Language Teaching Research最新文献_第9页

Foreign language anxiety and self-disclosure in online university French classes 大学法语网络课程中的外语焦虑和自我披露

IF 4.2 1区文学

Language Teaching Research Pub Date : 2024-01-29 DOI: 10.1177/13621688231221392

Mark Tutton, Doron L. Cohen

{"title":"Foreign language anxiety and self-disclosure in online university French classes","authors":"Mark Tutton, Doron L. Cohen","doi":"10.1177/13621688231221392","DOIUrl":"https://doi.org/10.1177/13621688231221392","url":null,"abstract":"This article presents a small-scale study of students with medium to high levels of foreign language anxiety (FLA) enrolled in synchronous, online French classes at an Australian university. We conducted in-depth, semistructured interviews with 10 such students, focusing specifically on their experience with speaking activities and their perceptions of questions requiring self-disclosure that are routinely asked in foreign language classes. Thematic analysis was used to analyse the data. The findings reveal that students overwhelmingly prefer the physical classroom to the online environment, and that this is largely due to increased possibilities for easier interaction with fellow students. In addition, these students were all at ease with disclosing low-level personal information in class. This suggests that the social nature of language learning is a key feature of a positive second language (L2) learning experience. Second, all students had strategies in place to mitigate the negative effects of their FLA. These included not only preparation strategies (e.g. anticipating questions and preparing responses in advance) but also the use of technology (e.g. Google Translate and other online resources). We therefore suggest that low-level self-disclosure does not negatively impact students with moderate to high levels of FLA, and that technological tools provide useful scaffolds to support their learning and mitigate the negative effects of their FLA.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"30 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139939044","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}

引用次数: 0

Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom 通过整合视听信息加强 L2 声音学习：课堂中的语音训练

IF 4.2 1区文学

Language Teaching Research Pub Date : 2024-01-03 DOI: 10.1177/13621688231219773

Ying Li

引用次数: 0

Exploring learner engagement with languages (LX) within and beyond the English classroom 探索英语课堂内外的学习者语言参与（LX）

IF 4.2 1区文学

Language Teaching Research Pub Date : 2023-12-19 DOI: 10.1177/13621688231216869

Giulia Sulis

{"title":"Exploring learner engagement with languages (LX) within and beyond the English classroom","authors":"Giulia Sulis","doi":"10.1177/13621688231216869","DOIUrl":"https://doi.org/10.1177/13621688231216869","url":null,"abstract":"Given the complex language repertoire of a large number of students within Austrian schools, particularly in lower secondary schools, it would be critically important to understand their practices, attitudes, and beliefs towards the multiple languages they encounter in their different areas of life. In this study I redefine and expand on the construct of engagement with language to incorporate an investigation of the different languages (hereafter LX) that learners come into contact with in and outside of school. I propose the construct of ‘engagement with LX’ to depict how learners utilize, reflect on, and relate to the LX in their repertoires in all contexts of their lives, including English as a language of formal foreign language instruction. Participants in this study were nine learners from the same English class in an Austrian middle school. Data for this study were collected using a biodata questionnaire, classroom observations, video-audio recordings of the lesson, and semi-structured interviews. Findings revealed the complexity of learners’ multilingual lives within and beyond the classroom, as well as the interconnections between these domains. Findings have also shed light on the ways learners’ engagement with LX beyond the classroom can support their learning in the English classroom, and the kind of affordances for language learning they perceive across their multiple contexts. The study also offers practical implications in terms of how teachers can engage with learners’ whole LX repertoire to support their learning process.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":" 37","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138960641","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}

引用次数: 0

Perceived teachers’ enthusiasm and willingness to communicate in the online class: The mediating role of learning enjoyment and group interaction for Chinese as a second language 网络课堂中教师的热情和交流意愿：汉语作为第二语言的学习乐趣和小组互动的中介作用

IF 4.2 1区文学

Language Teaching Research Pub Date : 2023-12-18 DOI: 10.1177/13621688231216199

Haijing Zhang, Fangwei Huang

{"title":"Perceived teachers’ enthusiasm and willingness to communicate in the online class: The mediating role of learning enjoyment and group interaction for Chinese as a second language","authors":"Haijing Zhang, Fangwei Huang","doi":"10.1177/13621688231216199","DOIUrl":"https://doi.org/10.1177/13621688231216199","url":null,"abstract":"Few previous studies have focused on the effect of online environment factors (teachers’ enthusiasm, group interaction, etc.) on learners’ willingness to communicate in the context of learning Chinese as a second language (CSL). To fill this gap, this study investigated 471 CSL learners (1) to explore the mediating role of online learning enjoyment and perceived group interaction on the perception of teachers’ enthusiasm and willingness to communicate in L2 in online CSL classes; and (2) to clarify whether gender, weekly self-online learning time and learning achievement moderate those relations. A moderated mediation structural equation model with good fitness revealed that both perceived group interaction and online learning enjoyment fully mediated the relationship between perceived teachers’ enthusiasm and willingness to communicate in L2, with perceived group interaction being a more vital mediator than learning enjoyment. The results illustrated that the structural mediating relationships significantly differ across genders, weekly self-learning times, and learners with different learning achievements. The findings advance the understanding of the pyramid model of willingness to communicate in online L2 learning and provide significant pedagogical implications.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":" 24","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138994970","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}

引用次数: 0

Teachers’ voices on multimodal input for second or foreign language learning 教师对第二语言或外语学习多模态输入的看法

IF 4.2 1区文学

Language Teaching Research Pub Date : 2023-12-15 DOI: 10.1177/13621688231216044

M. Cárdenas-Claros, T. Sydorenko, E. Huntley, Maribel Montero Perez

{"title":"Teachers’ voices on multimodal input for second or foreign language learning","authors":"M. Cárdenas-Claros, T. Sydorenko, E. Huntley, Maribel Montero Perez","doi":"10.1177/13621688231216044","DOIUrl":"https://doi.org/10.1177/13621688231216044","url":null,"abstract":"Multimodal input – which combines written, auditory, and/or visual modalities – is pervasive in everyday life and could serve as a source of rich input in language teaching. In recent years, research has determined that vocabulary learning is one of the clear benefits of being exposed to such input. Regrettably, only a handful of studies have investigated whether and how second language (L2) teachers approach multimodal input in teaching. To further contribute to the research–practice dialogue, we examined factors that influence L2 teachers’ use of multimodal input in L2 teaching. This qualitative case study presents an in-depth analysis of interview data derived from 21 practitioners in various L2 teaching contexts globally. Following three rounds of data analysis, 24 factors were identified and are presented in four themes. The results indicate that teachers: (1) paid close attention to their students’ needs and goals; (2) drew on their own learning and teaching experiences and training supported by research-based practices; (3) relied on sound pedagogical principles; and (4) faced a number of contextual challenges relevant to their curricula and teaching contexts.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"17 4","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138999915","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}

引用次数: 0

Motivational profiles of EFL learners: A person-centered approach to uncovering gender differences 英语语言学习者的动机特征：以人为本，发现性别差异

IF 4.2 1区文学

Language Teaching Research Pub Date : 2023-12-14 DOI: 10.1177/13621688231213030

Jiajing Li, Ronnel B. King, Chuang Wang

{"title":"Motivational profiles of EFL learners: A person-centered approach to uncovering gender differences","authors":"Jiajing Li, Ronnel B. King, Chuang Wang","doi":"10.1177/13621688231213030","DOIUrl":"https://doi.org/10.1177/13621688231213030","url":null,"abstract":"Past studies have shown gender differences among English as a foreign language (EFL) learners. However, most of these studies have focused on mean-level differences using variable-centered analyses. Studies have seldom explored similarities and differences in motivational profiles using person-centered approaches. To bridge this gap, we examined the motivational profiles of boys and girls and explored how these profiles were associated with basic psychological needs support, and academic achievement. A total of 582 Chinese EFL learners participated in the study. Profiles were created based on students’ scores on autonomous and controlled motivation. Results indicated that four distinct profiles emerged for both boys and girls: ‘low quantity motivation’ (low autonomous and controlled motivation), ‘poor quality motivation’ (low autonomous but high controlled motivation), ‘moderate motivation’ (moderate autonomous and controlled motivation), and ‘high quantity motivation’ (high autonomous and controlled motivation) EFL learners. Specifically, the ‘moderate motivation’ group had different levels of autonomous and controlled motivation, with boys exhibiting a higher controlled motivation and girls scoring higher in autonomous motivation. There was also a higher prevalence of ‘poor quality’ motivation among boys. Predictors of profile membership varied across genders. Competence was a stronger predictor of profile membership for boys but autonomy and relatedness were stronger predictors for girls. Theoretical and practical implications are discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"2014 29","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139001793","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}

引用次数: 0

Control-value appraisals, academic emotions, and student engagement: A case of Chinese EFL undergraduates 控制价值评价、学术情绪和学生参与：以中国 EFL 本科生为例

IF 4.2 1区文学

Language Teaching Research Pub Date : 2023-12-14 DOI: 10.1177/13621688231215276

Jinfen Xu, Jiaqi Yang, Dengke He

{"title":"Control-value appraisals, academic emotions, and student engagement: A case of Chinese EFL undergraduates","authors":"Jinfen Xu, Jiaqi Yang, Dengke He","doi":"10.1177/13621688231215276","DOIUrl":"https://doi.org/10.1177/13621688231215276","url":null,"abstract":"Student engagement has long been recognized as a vital predictor of academic success, but how it associates with control-value appraisals and academic emotions of Chinese undergraduates of English as a foreign language (EFL) is underexplored. This article hence invoked the control-value theory and investigated the general profile of Chinese undergraduates’ control-value appraisals, academic emotions and student engagement in English learning, and the interrelationships between the three constructs. Descriptive statistics of the questionnaire data revealed that the 323 undergraduate participants generally showed a moderate level of control-value appraisals and engagement in English learning; furthermore, they experienced a variety of academic emotions, with positive emotions as more frequently experienced than negative ones. Correlation and regression analyses uncovered the significant predictive effect of control-value appraisals on academic emotions, and their profound impact on student engagement. Additionally, the influence of English control-value appraisals on student engagement was found to be mediated by academic emotions, with positive ones positively mediating and negative ones negatively mediating between the two. This study fills the research gap on related topics, and provides relevant pedagogical implications for EFL teaching at the tertiary level.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"23 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138972398","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}

引用次数: 0

Greater coverage vs. deeper processing? Comparing individual and collaborative processing of teacher feedback 更广泛的覆盖面与更深入的处理？教师反馈意见的个人处理与合作处理的比较

IF 4.2 1区文学

Language Teaching Research Pub Date : 2023-12-09 DOI: 10.1177/13621688231214910

Carrie Xin Peng, N. Storch, Ute Knoch

{"title":"Greater coverage vs. deeper processing? Comparing individual and collaborative processing of teacher feedback","authors":"Carrie Xin Peng, N. Storch, Ute Knoch","doi":"10.1177/13621688231214910","DOIUrl":"https://doi.org/10.1177/13621688231214910","url":null,"abstract":"Despite the proliferation of research on how second language (L2) learners engage with feedback on L2 writing in recent years, little is known about how young and low-proficiency L2 learners process teacher feedback. The present study investigated how Chinese lower-secondary school learners of English as a foreign language (EFL) cognitively and behaviourally engaged with teacher feedback in two conditions: individual written languaging and collaborative oral languaging. Eighty-one students (aged 13–14 years, A1–A2 English proficiency) from two classes and two English teachers at a public lower-secondary school in China participated in this study. Comprehensive teacher feedback (focusing on language errors, content, and organization) was provided to students on three writing tasks completed over six weeks. Findings showed that collaborative processing of teacher feedback elicited students’ deeper cognitive processing, drew their attention to issues beyond linguistic errors and encouraged learner autonomy. On the other hand, individual written languaging promoted students’ noticing of teacher feedback in their languaging process, although with a primary focus on grammar and mechanics. Written languaging also enabled students to act on more teacher feedback points in their revisions than the collaborative processing condition. Pedagogical implications from the comparison of the two feedback processing conditions are discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"11 4","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138585719","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}

引用次数: 0

Identity tensions of in-service teacher educators: A narrative inquiry 在职教师教育者的身份紧张：叙事调查

IF 4.2 1区文学

Language Teaching Research Pub Date : 2023-12-09 DOI: 10.1177/13621688231216816

Rukiye Eryılmaz, Kenan Dikilitaş

引用次数: 0

Reading ability and challenges in a project-based academic report writing course: A test of the threshold hypothesis 基于项目的学术报告写作课程中的阅读能力与挑战：门槛假设检验

IF 4.2 1区文学

Language Teaching Research Pub Date : 2023-12-08 DOI: 10.1177/13621688231212118

Chunyan Wang, Xiaoqiong You, Jiawei Lu

{"title":"Reading ability and challenges in a project-based academic report writing course: A test of the threshold hypothesis","authors":"Chunyan Wang, Xiaoqiong You, Jiawei Lu","doi":"10.1177/13621688231212118","DOIUrl":"https://doi.org/10.1177/13621688231212118","url":null,"abstract":"Interest in the use of project-based academic report writing (PBARW) has continued unabated for the past 10 years in Asian countries, especially in China. However, cognitive challenges faced by second language (L2) learners – most notably the challenge of reading authentic academic literature – are often reported by practitioners. This article explores the relationship between Chinese college students’ English reading comprehension ability and the challenges they encountered in a project-based academic report writing course. A total of 274 students in Shanghai were surveyed on the challenges they met when implementing PBARW tasks. Their English reading abilities were also collected. With ANOVA and piecewise regression analyses, the study revealed a clearly discernible reading comprehension ability threshold: below the threshold, English reading ability had a direct counteractive effect on the challenges of studying a PBARW course; the higher the reading ability, the lower the challenges perceived. Beyond that threshold, English reading ability stopped mitigating challenges directly. English reading abilities divided by the threshold moderated the effects of writing topic knowledge and writing strategies on student difficulties: only the good readers were able to overcome challenges they encountered effectively by drawing on the topic knowledge possessed and writing strategies adopted. In the future, researchers may observe the reading abilities required in different disciplines and PBARW tasks. Pedagogical implications for the findings of the research are discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"34 21","pages":""},"PeriodicalIF":4.2,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138588786","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}

引用次数: 0