Applied Linguistics最新文献

Revealing the complex system of self-regulation strategies, achievement emotions, and L2 grit in online English learning 揭示在线英语学习中自我调节策略、成就情绪和二语磨砺的复杂系统

IF 3.6 1区文学

Applied Linguistics Pub Date : 2026-03-20 DOI: 10.1093/applin/amag017

Lin Sophie Teng, Guofang Zeng

{"title":"Revealing the complex system of self-regulation strategies, achievement emotions, and L2 grit in online English learning","authors":"Lin Sophie Teng, Guofang Zeng","doi":"10.1093/applin/amag017","DOIUrl":"https://doi.org/10.1093/applin/amag017","url":null,"abstract":"This study advances our understanding of the complex interplay of self-regulated learning (SRL) strategies, achievement emotions, and second language (L2) grit in online English learning from a complex systems perspective. A cohort of 263 Chinese non-English majors completed self-report questionnaires once they finished a 16-week online English course. Using psychological network analysis (PNA), a novel method for exploring psycho-emotional traits within a unified network, this study mapped the interrelationships among cognitive (SRL strategies), affective (achievement emotions), and personality (L2 grit) factors across different proficiency levels. The PNA results confirmed complex interrelationships among these individual factors and revealed SRL strategies emerging as the most central variables interacting with achievement emotions (hope, hopelessness, enjoyment, and boredom) and L2 grit. Furthermore, network comparison tests identified significant differences between the high and low proficiency groups in three interrelationships: motivational regulation strategies-hopelessness, cognitive strategies-L2 grit, and enjoyment-L2 grit. These findings extend SRL theory by unveiling the interconnectedness of strategies, emotions, and personality in online environments and issue a call for humanistic, learner-centered L2 education.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"270 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147489491","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

Considering extramural English in class: Exploring teachers’ activity ideas in secondary school classrooms in four countries 考虑课堂上的课外英语：四个国家中学教师课堂活动理念的探索

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-11-26 DOI: 10.1093/applin/amaf078

Alexandra Schurz, Pia Sundqvist

{"title":"Considering extramural English in class: Exploring teachers’ activity ideas in secondary school classrooms in four countries","authors":"Alexandra Schurz, Pia Sundqvist","doi":"10.1093/applin/amaf078","DOIUrl":"https://doi.org/10.1093/applin/amaf078","url":null,"abstract":"Extramural English (EE), referring to English-mediated leisure activities, has become a core part of English learning in many contexts. This prompts the need to explore how informal learning can best interact with English language teaching (ELT). To investigate possible ways of linking EE and ELT, we asked secondary school teachers in Austria, Finland, France, and Sweden in a survey to illustrate an activity they would do with students making extensive use of EE. We recruited teachers through convenience sampling and received responses from 239 teachers. Swedish teachers most frequently illustrated activities, followed by Austrian, Finnish, and French teachers. Austrian and French teachers mostly referred to activities based on authentic (i.e. non-pedagogic) material. Contrarily, Finnish and Swedish teachers more often illustrated activities raising learners’ awareness of register differences. The findings point to possible contextual variation in how EE is considered in instruction, potentially influenced by political and sociocultural factors, such as learners’ average EE use and dominant instructional priorities. The findings can inform stakeholders seeking to support teachers in effectively connecting classroom instruction with learners’ EE.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"16 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145599238","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

What makes listening comprehension difficult?: A feature-based machine learning approach to understanding item difficulty 是什么让听力理解变得困难？：一种基于特征的机器学习方法来理解项目难度

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-11-24 DOI: 10.1093/applin/amaf079

Huiying Cai, Xun Yan, Ping-Lin Chuang, Yulin Pan, Mingyue Huo

{"title":"What makes listening comprehension difficult?: A feature-based machine learning approach to understanding item difficulty","authors":"Huiying Cai, Xun Yan, Ping-Lin Chuang, Yulin Pan, Mingyue Huo","doi":"10.1093/applin/amaf079","DOIUrl":"https://doi.org/10.1093/applin/amaf079","url":null,"abstract":"Understanding what makes second language (L2) listening comprehension difficult is crucial for advancing language learning and assessment. In L2 listening assessment, a key challenge is developing items with targeted difficulty levels. This difficulty can be influenced by textual and acoustic features from different item segments (i.e. stimuli, stems, and options) embedded in a multi-layered structure, along with task-related features. This study explores a feature-based machine learning (ML) approach to predicting difficulty of multiple-choice listening items on a local language proficiency test. We extracted construct-relevant textual and acoustic features from item segments across five dimensions: lexical complexity, syntactic complexity, fluency, pronunciation, and similarities among item segments. Incorporating these features, we compared traditional and mixed-effects ML models for predictive accuracy and interpretability. The best-performing model—a mixed-effects Ridge model with twenty-three features—achieved high accuracy (R2 = 0.860) and showed meaningful feature-difficulty relationships. This study presents methodological innovations for item difficulty modeling and offers practical implications for human- and machine-mediated item development. It also demonstrates potential of incorporating computational linguistics and ML in enhancing L2 listening assessment.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"84 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145583217","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

The development and trends of complex dynamic systems theory in applied linguistics: A bibliometric analysis from 1997 to 2023 应用语言学复杂动态系统理论的发展与趋势：1997 - 2023年文献计量学分析

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-11-20 DOI: 10.1093/applin/amaf076

Jihua Dong, Ye Liu, Louisa Buckingham

{"title":"The development and trends of complex dynamic systems theory in applied linguistics: A bibliometric analysis from 1997 to 2023","authors":"Jihua Dong, Ye Liu, Louisa Buckingham","doi":"10.1093/applin/amaf076","DOIUrl":"https://doi.org/10.1093/applin/amaf076","url":null,"abstract":"This study investigates the evolutionary trajectory of complex dynamic systems theory (CDST) in applied linguistics from a bibliometric perspective. Drawing on a dataset comprising 290 citing papers sourced from the Web of Science Core Collection and Scopus (1997–2023), Citespace was employed to examine the major themes, seminal works, developmental phases, citation trajectories, academic venues, and transformative publications. Underpinned by Shneider’s (2009) evolutionary model, eight major clusters were identified, which map onto three developmental stages based on the timeline visualization of co-citation, namely the conceptualizing stage (1992-around 2005), the maturing stage (around 2005-around 2015), and the expansion stage (around 2015-now). The analysis indicates that CDST studies have a tendency to employ innovative research methodologies to address both well-researched topics and emerging challenges in applied linguistics across a variety of contexts. This study demonstrates the interdisciplinary nature of CDST in applied linguistics by incorporating topics and methods from psychology, education, and social sciences. The findings also provide theoretical, methodological, and practical insights that can inform future research endeavors in applied linguistics and CDST.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"7 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145553555","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

Acoustic analysis and perception ratings of first and second language speakers’ Italian lexical stress 第一和第二语言使用者意大利语词汇重音的声学分析和感知评分

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-11-13 DOI: 10.1093/applin/amaf075

Seth Wiener, Adam A Bramlett, Bianca Brown, Jocelyn Dueck

{"title":"Acoustic analysis and perception ratings of first and second language speakers’ Italian lexical stress","authors":"Seth Wiener, Adam A Bramlett, Bianca Brown, Jocelyn Dueck","doi":"10.1093/applin/amaf075","DOIUrl":"https://doi.org/10.1093/applin/amaf075","url":null,"abstract":"This study examines the acquisition of Italian lexical stress by adult L2 learners. L1 Italian speakers and beginner L2 Italian speakers were recorded reading aloud trisyllabic Italian words, e.g. COdice with antepenultimate syllable stress (“code”), moMENto with penultimate syllable stress (“moment”). We analyzed four acoustic-phonetic cues: duration, fundamental frequency (pitch is the perceptual correlate), amplitude, and spectral tilt (a measure of energy change over frequencies). We corroborated previous findings: L1 speakers used all four cues to differentiate between antepenultimate (strong-weak-weak) and penultimate (weak-strong-weak) stressed words. We found evidence of L2 speakers producing inconsistent patterns for all four cues. We then played these L1 and L2 recordings for L1 Italian speakers (N = 50) and asked them to rate the utterances using a visual analog scale (VAS). As expected, the L1 speech was rated higher (more fluent stress) than the L2 speech (less fluent stress). We modeled how the acoustic cues predicted VAS responses. Our findings highlight the roles of duration and pitch for L2 learners. We conclude with implications for learners and teachers of Italian.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"155 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145498241","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

Examining English language learners’ longitudinal development of syntactic complexity across five CEFR levels with a robust measurement design: A mixed-methods approach 用稳健的测量设计考察英语学习者在五个CEFR水平上句法复杂性的纵向发展：一种混合方法的方法

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-11-09 DOI: 10.1093/applin/amaf074

Taichi Yamashita

{"title":"Examining English language learners’ longitudinal development of syntactic complexity across five CEFR levels with a robust measurement design: A mixed-methods approach","authors":"Taichi Yamashita","doi":"10.1093/applin/amaf074","DOIUrl":"https://doi.org/10.1093/applin/amaf074","url":null,"abstract":"This study investigated 104 English language learners’ longitudinal development of syntactic complexity across the A1 to C1 levels on the Common European Framework of Reference for Languages (CEFR) scale. Using a derivative corpus of the EFCAMDAT, the study analyzed changes in judiciously selected measures—mean length of clause (MLC), coordinate phrases per clause (CP/C), dependent clauses per clause (DC/C), and complex nominals per clause (CN/C)—via negative binomial regression. The study also qualitatively analyzed essays whose syntactic complexity measures were not well predicted by the regression models. Results suggested that MLC divided the CEFR levels into two bands (i.e. A1/A2/B1 and B2/C1), while DC/C and CN/C distinguished adjacent CEFR levels. CP/C exhibited non-linear growth, potentially reflecting its construct ambiguity. Learners’ unanticipated performance was characterized as the absence of dependent clauses at the B2 to C1 levels. Two case studies indicated that such unanticipated performance was potentially caused by learners’ ongoing transition from subordination to phrasal complexity, different communicative needs demanded by different tasks, and the computational tool’s limited capability to analyze learner language.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"98 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145472911","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

Hype and the manufacture of impact in REF submissions 在REF提交中炒作和制造影响

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-10-15 DOI: 10.1093/applin/amaf065

Ken Hyland, Feng (Kevin) Jiang

{"title":"Hype and the manufacture of impact in REF submissions","authors":"Ken Hyland, Feng (Kevin) Jiang","doi":"10.1093/applin/amaf065","DOIUrl":"https://doi.org/10.1093/applin/amaf065","url":null,"abstract":"This paper examines the use of hyperbolic and promotional language, or ‘hype’, in the impact case studies submitted to the 2021 Research Excellence Framework (REF), a major research evaluation exercise for UK higher education institutions. With substantial funding and institutional reputations at stake, REF submissions are high-stakes texts that may incentivize rhetorical embellishment to demonstrate research impact. We conducted a corpus-based analysis of 6,361 case studies, focusing on the extent and nature of hype across different academic fields and impact types. The findings reveal a pervasive use of hyping language, with significantly higher frequencies compared to typical academic genres. Disciplines oriented towards ‘pure knowledge’ exhibited the highest levels of hype, especially in attempts to assert certainty and contribution. Cultural and technological impact types were particularly characterized by claims of novelty and potential. The results highlight how the competitive pressures of research assessment foster exaggerated representations of impact, which may compromise the integrity of research communication. We argue for a more measured approach to promoting research impact to preserve the objectivity of assessment processes. This study contributes to the understanding of academic communication under high-stakes evaluation conditions and provides insights for policymakers, assessment panels, and researchers.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"94 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145295585","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

Rethinking translanguaging: (Trans)bordering, spatiality, and academic discourse socialization in a graduate TESOL classroom 再思考译语：跨界、空间性与研究生TESOL课堂的学术话语社会化

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-10-03 DOI: 10.1093/applin/amaf062

Gengqi Xiao

{"title":"Rethinking translanguaging: (Trans)bordering, spatiality, and academic discourse socialization in a graduate TESOL classroom","authors":"Gengqi Xiao","doi":"10.1093/applin/amaf062","DOIUrl":"https://doi.org/10.1093/applin/amaf062","url":null,"abstract":"This study examines how an applied linguistics graduate course instructor socializes students into academic concepts and norms in a graduate TESOL class in the U.S. through (trans)bordering, a semiotic process in which individuals create, negotiate, and contest boundaries that define acceptable academic practices, identities, and modes of communication. While translanguaging as a political act seeks to deconstruct linguistic borders, this article argues that bordering remains necessary for individuals to make sense of the world. This multimodal conversation analysis (CA) study draws data from a larger linguistic ethnography examining international students’ communicative practices in a U.S. university. Findings reveal that spatiality, the dynamic use of physical and imagined space to shape communication and meaning-making, is crucial in (trans)bordering. By examining how a graduate course instructor leverages existing and imagined space with other semiotic resources, we learn that (trans)bordering functions as a holistic process that socializes students into academic concepts and norms and provides a flexible framework that instructors use to mediate understanding of academic discourse.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"7 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145246404","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

Claims of teacher learning and retrospective tracing of claimed events in video-mediated transnational virtual exchange interactions 在视频媒介的跨国虚拟交换互动中，教师学习的主张和主张事件的回顾性追踪

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-10-01 DOI: 10.1093/applin/amaf055

Gülşah Uyar, Ufuk Balaman

{"title":"Claims of teacher learning and retrospective tracing of claimed events in video-mediated transnational virtual exchange interactions","authors":"Gülşah Uyar, Ufuk Balaman","doi":"10.1093/applin/amaf055","DOIUrl":"https://doi.org/10.1093/applin/amaf055","url":null,"abstract":"Teachers are increasingly being recognized as active agents whose in situ pedagogical decisions are socially manifested. Relatedly, teacher education cycles, including collaborative pedagogical design work and reflective conversations on the pedagogical outcomes of design decisions, gained momentum in preservice language teacher education to explore the affordances of these decisions for teacher learning in talk-in-interaction across multiple pedagogical events. Using multimodal conversation analysis, this study describes how transnational groups of preservice language teachers, within the scope of a Virtual Exchange project, reflect on their experiences of teacher education activities such as collaborative task design, teacher educator feedback, and critically analyzing the implementation of their designs by actual L2 learners. A close examination of the video-mediated interactions of preservice teachers (PSTs) shows that small-group reflective conversations create opportunities to identify the interactional practices and teacher education activities that lead to claims of teacher learning. We present a collection of cases that include the PSTs’ claims of teacher learning (e.g. I learned X) as a learning-relevant discursive construction and retrospectively trace the moments of claimed teacher learning across earlier teacher education events.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"86 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145254514","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

Exploring artificial intelligence appraisal: Appraisal patterns in GPT-generated and human-authored book reviews 探索人工智能评估：gpt生成和人类撰写的书评中的评估模式

IF 3.6 1区文学

Applied Linguistics Pub Date : 2025-09-30 DOI: 10.1093/applin/amaf064

Guangyuan Yao, Zhaoxia Liu

引用次数: 0