Applied Linguistics最新文献

{"title":"A construct validation study of time-sensitive word-knowledge measures","authors":"Bronson Hui, Aline Godfroid, Irina Elgort","doi":"10.1093/applin/amaf037","DOIUrl":"https://doi.org/10.1093/applin/amaf037","url":null,"abstract":"Researchers increasingly use response time tasks, along with untimed, accuracy-based tasks, to measure lexical knowledge. While these tasks are set up differently and are inherently time-sensitive, there is currently no empirical evidence on whether they also tap into qualitatively different dimensions of vocabulary knowledge. In this article, we report a validation study involving five timed and untimed measures for assessing 40, 2K–5K frequency English words. One hundred and forty-five learners took (1) an untimed meaning recognition test, (2) an untimed form recall test, (3) a Yes–No response time (RT) test (affording both accuracy and RT measures), and (4) a masked repetition priming task. Confirmatory factor analysis suggests that these measures can be placed on one or two psychometric dimensions, whereby the one-factor solution (suggesting the tests measure one construct) is preferred for parsimony. However, the two-factor model had a marginally stronger predictive validity for explaining self-reported proficiency. Our results highlight the value of incorporating response time measures in vocabulary research although the jury is still out on the theorization of vocabulary knowledge as a one- or two-dimensional construct.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"13 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144622197","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":"Generative AI and English essay writing: exploring the role of ChatGPT in enhancing learners’ task engagement","authors":"Javad Zare, Fatemeh Ranjbaran Madiseh, Ali Derakhshan","doi":"10.1093/applin/amaf045","DOIUrl":"https://doi.org/10.1093/applin/amaf045","url":null,"abstract":"Despite the growing use of artificial intelligence (AI) in L2 education, limited research has explored its impact on learners’ task engagement, specifically in writing tasks. This study explored the role of using generative AI-based tools, namely ChatGPT, in influencing 60 undergraduate learners’ engagement in English argumentative essay writing within an English as a Foreign Language (EFL) context over a 2-month instructional period. Using a mixed-methods experimental design, the study analyzed quantitative data from control and experimental groups alongside qualitative insights from participant interviews. Findings revealed that learners using ChatGPT demonstrated significantly higher engagement levels during English essay writing tasks. Qualitative analysis pointed to several themes, including increased motivation, reduced anxiety, enhanced interest, partnership, personalized feedback, and perceived competence. Overall, the findings suggest that ChatGPT can be an effective instructional tool for enhancing learners’ engagement in writing English essays. While ChatGPT fosters engagement, the study underscores the need for balanced AI integration to support independent critical thinking. These findings offer insights for L2 educators, curriculum designers, and policymakers.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"26 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603065","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":"Do Examiners and Test-takers imitate each other? Dialogic resonance in second language testing","authors":"Vittorio Tantucci, Raffaella Bottini, Aiqing Wang","doi":"10.1093/applin/amaf044","DOIUrl":"https://doi.org/10.1093/applin/amaf044","url":null,"abstract":"Do Test-takers imitate Examiners’ language use? What about the other way around? This paper is centred on the impact of verbal imitation in spoken L2 English language tests. We assessed this by measuring Test-takers’ and Examiners’ degrees of dialogic resonance (Du Bois, J. (2014) ‘Towards a dialogic syntax’, Cognitive Linguistics, 25: 359–410. doi: 10.1515/cog-2014-0024; Tantucci, V. (2023) ‘Resonance and recombinant creativity: Why they are important for research in Cognitive Linguistics and Pragmatics’, Intercultural Pragmatics, 20: 347–76. doi: 10.1515/ip-2023-4001), a key mechanism for learning and engagement. Resonance involves speakers’ ability to re-use words and expressions uttered by their interlocutors during an interaction. It is often creative and can be reliably measured as a continuous variable on a large scale (Tantucci, V., and Wang, A. (2021) ‘Resonance and engagement through (dis-) agreement: Evidence of persistent constructional priming from Mandarin naturalistic interaction’, Journal of Pragmatics, 175: 94–111. doi: 10.1016/j.pragma.2021.01.002; Tantucci, V., and Wang, A. (2022a) ‘Resonance as an applied predictor of cross-cultural interaction: Constructional priming in Mandarin and American English interaction’, Applied Linguistics, 43: 115–46. doi: 10.1093/applin/amab012; Tantucci, V., and Wang, A. (2024) ‘British Conversation is Changing: Resonance and Engagement in the BNC1994 and the BNC2014’, Applied Linguistics, amae040; Tantucci, V., and Lepadat, C. (2024) ‘Verbal engagement in doctor–patient interaction: Resonance in Western and Traditional Chinese Medicine’, Journal of Pragmatics, 230: 126–41. doi: 10.1016/j.pragma.2024.07.002). We retrieved 2,564 turns from the Spoken Dialogues of the International Corpus Network of Asian Learners of English. We fitted a multifactorial mixed-effects linear regression of resonance between Examiners and Test-takers and found that verbal imitation plays different roles in language testing. First, resonance values are persistently high both in Test-takers and Examiners. Second, learners’ imitation is key in L2 pragmatic competence and proficiency: the more proficient learners are, the higher the resonance with their interlocutors. Most decisively, Examiners’ resonance improves Test-takers’ performance: the more an Examiner resonates with a Test-taker, the longer the Test-takers’ utterance in the following turn. We discuss implications for second language learning and language testing, and practical applications for Examiners’ training and language teaching materials development.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"109 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144603067","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":"Automatized phonological vocabulary knowledge as L2 cognitive fluency: Testing the declarative–automatized integrative model in L2 speech production","authors":"Kotaro Takizawa, Kazuya Saito, Yui Suzukida, Satsuki Kurokawa, Takumi Uchihara","doi":"10.1093/applin/amaf042","DOIUrl":"https://doi.org/10.1093/applin/amaf042","url":null,"abstract":"Prior studies developed a lexicosemantic judgment task (LJT) to assess automatized phonological vocabulary knowledge, which reflects the accurate, prompt, and stable access to L2 phonological vocabulary knowledge in contexts. Automatized vocabulary knowledge has been shown to strongly predict general listening ability. Shifting the focus on automaticity in speech production, the current study explored the role of automatized vocabulary knowledge as a measure of L2 cognitive fluency predicting L2 utterance fluency (UF) in spontaneous speech. A total of 210 university students took a multiple-choice vocabulary test and the LJT to assess the declarative and automatized aspects of phonological vocabulary knowledge, respectively. UF was measured as articulation rate and mid/end-clause silent pause ratio, elicited through picture narrative and personal opinion tasks, each presenting differential lexical demands. Memory-based cognitive aptitude was also considered. Mixed-effects regression analyses revealed that automatized vocabulary knowledge, rather than the declarative counterpart, underlies fluent speech performance free of undue pauses. Task effects were identified, indicating that automatized vocabulary knowledge is sensitive to the lexical demands of speech tasks.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"72 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144577890","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":"Regulatory focus and fit effects on task engagement: An experimental study","authors":"Mostafa Papi, Yiran Zhang, Yang Zhou, Claudia J Kim, Mahshid Mahbodi, Mijin Eom, Chen Jiang","doi":"10.1093/applin/amaf035","DOIUrl":"https://doi.org/10.1093/applin/amaf035","url":null,"abstract":"This study examined the effects of learners’ regulatory focus, task type, and the match/mismatch between the two on task engagement. Eighty-five learners of English as a second language at a US-American university completed a regulatory focus questionnaire, an English proficiency self-assessment, one task with a promotion focus (requiring creativity and imagination), one task with a prevention focus (requiring attention to detail and accuracy), and finally a post-task engagement questionnaire. Results showed that (1) the promotion task resulted in significantly higher levels of task enjoyment, whereas the prevention task led to higher cognitive engagement; (2) learners’ prevention focus positively predicted task anxiety in both tasks and negatively predicted task enjoyment in the promotion task, whereas the promotion focus positively predicted task enjoyment in the promotion task; and finally, (3) prevention-focused learners experienced greater enjoyment in the prevention task (matching) than in the promotion (mismatching) task, whereas promotion-focused learners experienced more enjoyment in the promotion (matching) task than in the prevention task (mismatching) supporting regulatory fit predictions. The results highlight the importance of regulatory focus and fit in task engagement.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"19 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534092","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":"Spanish–English cognates and false cognates in academic spoken vocabulary: Lexical coverage, orthographic, and phonological transparency, and frequency","authors":"Thi Ngoc Yen Dang, Marijana Macis, Mireya Aguilera-Munizaga","doi":"10.1093/applin/amaf041","DOIUrl":"https://doi.org/10.1093/applin/amaf041","url":null,"abstract":"Despite the positive effect of cognate knowledge for L2 vocabulary acquisition and the importance of comprehending academic spoken English for academic success, little is known about the nature of cognates in academic spoken English. This study identified Spanish–English cognates among academic spoken English words, represented by Dang, Coxhead, and Webb’s (2017 “The academic spoken word list,” Language Learning, 67: 959–97. doi: 10.1111/lang.12253) Academic Spoken Word List (ASWL). Results showed that half of these words were Spanish–English cognates, more than 49 per cent were non-cognates, and less than 1 per cent were false cognates. Cognates and false cognates covered 10.53 per cent and 0.002 per cent of the academic spoken corpus, respectively. The ASWL cognates were more transparent in spelling than pronunciation. There was a close relationship between orthographic and phonological transparency. Words that have high frequency in English but low frequency in Spanish, words that have high frequency in Spanish regardless of their frequency in English, and words that have low frequency in both languages accounted for 61.85 per cent, 35.29 per cent, and 2.85 per cent of the ASWL cognates, respectively. The study offers further insights into the value of recognizing cognates and each kind of cognate for academic vocabulary acquisition and provides useful implications for vocabulary assessment and pedagogy.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"27 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513186","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":"“It’s very well written!”: Revisiting praise in teacher written feedback from the perspective of feedback literacy","authors":"Shulin Yu, Peisha Wu, Chenggang Liang","doi":"10.1093/applin/amaf033","DOIUrl":"https://doi.org/10.1093/applin/amaf033","url":null,"abstract":"Informed by the conceptual framework of teacher feedback literacy and drawing upon multiple sources of data, including teacher feedback samples, semi-structured interviews, and stimulated recalls, this case study examined how L2 writing teachers praise students in written feedback and their feedback literacy in giving praise in a Chinese English-as-a-foreign-language (EFL) university context. The findings revealed that although praise was commonly used, suggestion and criticism still accounted for a larger percentage of all feedback given. The teachers favored independent praise and performance-oriented praise (i.e. text quality) over concomitant praise, effort-oriented, and ability-oriented praise, and praise was found to facilitate teacher-student dialogic feedback and encourage student autonomy and reciprocity in engaging with teacher feedback. The study identified two profiles of praise-giving practice: “active praise givers,” who communicated with student writers by providing feedback, and “sparse praise givers,” who focused more on working on student texts. Based on the findings, an L2 writing teacher feedback literacy framework in written praise was proposed to delineate the required knowledge, goals, values, and skills for giving written praise to improve student writing.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"46 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513231","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":"Exploring a Sociolinguistics of Islam","authors":"Ibrar Bhatt, Othman Z Barnawi, Rizwan Ahmad","doi":"10.1093/applin/amaf043","DOIUrl":"https://doi.org/10.1093/applin/amaf043","url":null,"abstract":"The ‘sociolinguistics of Islam’ refers to the exploration of how language and society intersect within contexts where the Islamic faith is the defining worldview shaping language, literacy, and other processes of semiosis. This article proposes a heuristic that extends sociolinguistic scholarship by advancing a research agenda focussed on Islamic sociolinguistic ecologies. We demonstrate how Islam’s rather stable textual historicity is in constant dialogue with local language ecologies, resulting in a plethora of contemporary and localized variations in spoken and written discourses and auditory cultures. A sociolinguistics of Islam not only traverses various subfields of applied linguistics, but necessitates the incorporation of theology, multilingualism, and historicity into its analytic inquiry. We argue that this framework confers us with greater theoretical and methodological purchase on how various languages adapt—or resist—the influence of Islam in autochthonous discourses, particularly in contexts where Muslim populations expand, leading to diverse forms of religious vernacularisation. This article sets the foundations for inquiry into how Islam influences language policy, learning, religious expression, and sociolinguistic phenomena within Muslim communities worldwide.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"18 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513297","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":"Teachers as influencers and personal brands on Instagram: double-tapping language ideologies in the attention economy","authors":"Ali Fuad Selvi","doi":"10.1093/applin/amaf039","DOIUrl":"https://doi.org/10.1093/applin/amaf039","url":null,"abstract":"Informed by the platformization and (micro)celebrification of language teachers as social media influencers, this study examines the underexplored nexus of influencer culture, language ideology, and entrepreneurial self-branding in ELT. It analyzes the self-positioning of 48 Instagram edu-influencers creating English language content for Turkish-speaking audiences. Using the Discourse Historical Approach within Critical Discourse Analysis, the study explores their self-positioning and dissemination of language ideologies through metadata (handles, bio statements, and profile pictures) and video content (the 10 most-viewed reels, n = 480). Findings reveal that edu-influencers position themselves as dynamic entrepreneurial intermediaries—relatable learners, authentic users, and expert teachers—bridging learners with commodified native speakerist ideals. They contribute to Instagram's success as a platform while leveraging platform-specific affordances and multimodal content to promote their professional brands, blending linguistic, economic, and social dimensions into performative acts that reinforce linguistic hierarchies. Contributing to discussions on platform logic and teacher identities, this study positions edu-influencers as key actors in ‘the platformized ELT ecosystem’, raising critical questions about embodying, performing, reifying, and disseminating language ideologies.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"23 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144304817","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":"Testing experimental-based models on the influence of teacher emotional support on students’ basic psychological needs, emotions, and emotional engagement","authors":"Fakieh Alrabai, Wala Algazzaz","doi":"10.1093/applin/amaf036","DOIUrl":"https://doi.org/10.1093/applin/amaf036","url":null,"abstract":"Informed by self-determination theory, this study tested experiment-based models incorporating teacher emotional support (TES) and students’ basic psychological needs (BPNs) satisfaction, frustration, emotions of anxiety and enjoyment, emotional disengagement, and emotional engagement as learning outcomes over three time points. An experimental group (n = 63) received a 10-week quasi-experimental intervention that targeted the three dimensions of TES: positive climate, teacher sensitivity, and regard for students’ perspectives. Questionnaires and classroom observation data was processed using ANOVA, ANCOVA, and PLS-SEM analyses. The findings revealed significant positive changes in students’ BPNs, emotions, and emotional engagement, peaking toward the end of the experiment. The PLS-SEM analysis indicated that the experimentally driven models showed acceptable goodness of fit to the data, explaining 91 and 94% of the variance in learners’ emotional engagement at T2 and T3, respectively. While TES did not account for a significant direct effect on the outcome variable for any of the phases, this effect was largely mediated by learners’ BPNs satisfaction and enjoyment. These findings provide empirical evidence of the advantages of TES approach for L2 learners.","PeriodicalId":48234,"journal":{"name":"Applied Linguistics","volume":"230 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144296111","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}