Tesol Quarterly最新文献_第10页

Understanding Queer Filipino University Teachers' Queering Efforts in the English Classroom 了解菲律宾大学酷儿教师在英语课堂上的酷儿努力

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-08-30 DOI: 10.1002/tesq.3256

V. Tarrayo, Rafaella R. Potestades

{"title":"Understanding Queer Filipino University Teachers' Queering Efforts in the English Classroom","authors":"V. Tarrayo, Rafaella R. Potestades","doi":"10.1002/tesq.3256","DOIUrl":"https://doi.org/10.1002/tesq.3256","url":null,"abstract":"Efforts to promote gender equality/equity in education have received much focus in recent decades. The area of English language teaching (ELT) has contributed to this development by emphasizing gender concerns. However, the views of LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other genders) educators are often undermined in initiatives to engender an inclusive English classroom. Anchored in the notion of queer inquiry, the present study adds to this evolving discussion by focusing on the beliefs of queer Filipino university teachers about queering ELT. Using a qualitative survey of 19 English language teachers from different Philippine universities, the study explores the factors influencing LGBTQIA+ Filipino university teachers' efforts in queering ELT. The facilitating factors include legitimating (i.e., a positive school atmosphere and academic freedom) and favoring aspects (i.e., confidence in one's gender and sexuality literacy and students' acceptance of queer perspectives). On the other hand, the potential impediments cover censoring (i.e., the conservative ideology of relevant key players) and delegitimating factors (i.e., teachers' limited power and capacity to tackle queer perspectives, and lack of school support and sustainability). The findings may have implications in relevant educational situations where the concept of diversity in ELT is explored and promoted.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81796923","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

“They Are our Future”: Professional Pride in Language Teachers across the Globe “他们是我们的未来”:全球语言教师的职业自豪感

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-08-30 DOI: 10.1002/tesq.3259

Astrid Mairitsch, Giulia Sulis, Sarah Mercer, Sun-Yun Shin, Salam Mairi

{"title":"“They Are our Future”: Professional Pride in Language Teachers across the Globe","authors":"Astrid Mairitsch, Giulia Sulis, Sarah Mercer, Sun-Yun Shin, Salam Mairi","doi":"10.1002/tesq.3259","DOIUrl":"https://doi.org/10.1002/tesq.3259","url":null,"abstract":"While the emotion of pride has received increasing attention in general psychology, it has gone largely overlooked in the field of education generally, and language education specifically. This study explores the sources of pride reported by 140 English language teachers from various contexts across the globe. Data were generated through an online survey using a series of open‐ended items addressing various dimensions of participants' professional pride. The results revealed two main orientations in terms of the sources of professional pride experienced by participants, namely, self‐ and other‐oriented. Furthermore, data showed that participants in this study reported only on authentic pride as opposed to hubristic pride. The data indicated how these teachers' sense of pride is socially determined and interconnected with key psychological constructs such as motivation, self‐esteem, sense of meaning, agency, and well‐being. The concluding section of the paper considers how pride can be conceptualized in the domain of language education, how it can potentially be leveraged to boost teacher well‐being, and what pathways this study opens up for further research.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75671558","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

Introduction: Teaching English in a Time of Resurgent Nationalism 引言:民族主义复兴时期的英语教学

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-08-27 DOI: 10.1002/tesq.3255

Kyle McIntosh, Paul Mcpherron

引用次数: 1

Negotiating Polycentric Power Dynamics in China through Digital Multimodal Composing 通过数字多模态组合协商中国的多中心权力动态

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-08-16 DOI: 10.1002/tesq.3252

Ya Zuo, Fangzhi He

{"title":"Negotiating Polycentric Power Dynamics in China through Digital Multimodal Composing","authors":"Ya Zuo, Fangzhi He","doi":"10.1002/tesq.3252","DOIUrl":"https://doi.org/10.1002/tesq.3252","url":null,"abstract":"Digital multimodal composing (DMC) has been receiving increasing attention in the research on English as an additional language (EAL) instruction in higher education. While this approach responds to students' changing writing practices in the digital world, it can create tension with mandated curricula and high‐stakes testing regimes that prioritize print‐based essay writing as in China. However, little research has explored the possibility of negotiating the tension and bridging DMC and print‐based writing through instructional design. This article reports an instrumental case study that investigates a university instructor's pedagogical approach of using DMC in an academic literacy classroom in China. Through qualitative inductive analysis and multimodal analysis, this study identifies five centers of polycentric power relations and explores how and why the instructor designed, implemented, and evaluated the DMC project to leverage students' digital literacy interests, meet the goals of the national English curriculum, and prepare students for the standardized tests. We argue that she served as a digital literacy broker who not only harnessed students' passion for digital communication but also fulfilled the requirements of different centers.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89586847","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 Interplay of Task Characteristics, Linguistic Complexity, and Language Proficiency in High‐Stakes English as a Foreign Language Writing 任务特征、语言复杂性和语言熟练程度在作为外语的高风险英语写作中的相互作用

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-08-10 DOI: 10.1002/tesq.3254

Anja Riemenschneider, Zarah Weiß, Pauline Schröter, Walt Detmar Meurers

{"title":"The Interplay of Task Characteristics, Linguistic Complexity, and Language Proficiency in High‐Stakes English as a Foreign Language Writing","authors":"Anja Riemenschneider, Zarah Weiß, Pauline Schröter, Walt Detmar Meurers","doi":"10.1002/tesq.3254","DOIUrl":"https://doi.org/10.1002/tesq.3254","url":null,"abstract":"The linguistic characteristics of text productions depend on various factors, including individual language proficiency as well as the tasks used to elicit the production. To date, little attention has been paid to whether some writing tasks are more suitable than others to represent and differentiate students' proficiency levels. This issue is especially relevant in the context of high‐stakes language examinations. In this study, we investigated task effects in English as a foreign language (EFL) Abitur examinations, the high‐stakes test qualifying for higher education admission in Germany. Based on texts produced by 362 students, we examined (a) if and how student writings differ in their linguistic complexity and (b) if the EFL Abitur tasks are equally suited to differentiate the students' proficiency levels. We used a broad operationalization of linguistic complexity, including measures from various linguistic domains in the computational analysis of the texts. The results of our mixed‐effects models show that student texts differ in their linguistic complexity primarily by the functional needs of the task types employed (summary, analysis, and argumentation). Furthermore, writing tasks that demand high independence in language performance are best suited to differentiate between proficiency levels, which becomes especially evident in vocabulary choice and usage.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87557971","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

English Language Teaching and Resurgent Nationalism: What is to be Done? 英语教学与民族主义复兴:应如何做?

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-08-09 DOI: 10.1002/tesq.3251

Christian W. Chun

引用次数: 0

“Speak English”: A Comment on English Language Instruction in an Era of Neo‐Nationalism “说英语”:新民族主义时代英语教学述评

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-08-06 DOI: 10.1002/tesq.3250

Maureen A. Eger, Sarah Valdez

{"title":"“Speak English”: A Comment on English Language Instruction in an Era of Neo‐Nationalism","authors":"Maureen A. Eger, Sarah Valdez","doi":"10.1002/tesq.3250","DOIUrl":"https://doi.org/10.1002/tesq.3250","url":null,"abstract":"Previous research on neo‐nationalism has largely focused on the political arena, analyzing voters, parties, and policies. The scholarship featured in this special issue moves beyond the analysis of neo‐nationalism in contemporary politics to show how the ideology is enacted at the micro level. The stage for these dynamic interactions is educational settings related to the teaching of English. In this article, we comment on this new research that illustrates the variety of ways English language instruction can either advance or combat neo‐nationalism. Despite the diversity of roles that English plays across different geographic and national‐level contexts, this corpus of work makes evident the importance of language in maintaining national group boundaries. Inspired by this knowledge, we use data from the International Social Survey Program (ISSP) to explore how attitudes about speaking the national language are related to neo‐nationalist stances cross‐nationally. Our findings, which echo the micro‐level evidence presented in the special issue, show that national languages are inextricably linked to the maintenance of national group boundaries and associated with neo‐nationalist concerns about the erosion of national culture, economy, and political institutions due to perceived foreign threats.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91224479","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

Using Generative Artificial Intelligence for Language Education Research: Insights from Using OpenAI's ChatGPT 使用生成式人工智能进行语言教育研究:使用OpenAI的ChatGPT的见解

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-08-03 DOI: 10.1002/tesq.3253

Austin Pack, J. Maloney

{"title":"Using Generative Artificial Intelligence for Language Education Research: Insights from Using OpenAI's ChatGPT","authors":"Austin Pack, J. Maloney","doi":"10.1002/tesq.3253","DOIUrl":"https://doi.org/10.1002/tesq.3253","url":null,"abstract":"Progress made in Natural Language Processing (NLP) and Artificial Intelligence (AI) in recent years has resulted in these tools becoming more accessible for individuals who lack professional training. Of particular note are large language models, such as OpenAI's GPT‐3.5. Discussions of utilizing AI for language education usually focus on the impact the technology will have on students and teachers. Less frequently the center of attention is how generative AI tools can empower researchers. The purpose of this paper is to raise awareness by demonstrating and discussing examples of how OpenAI's chatbot, ChatGPT, can be leveraged as a tool for language education researchers. After briefly introducing the use of AI generative tools in the field, this paper demonstrates how a researcher, without any understanding of NLP or AI, may use ChatGPT to assist with research through multiple means, including approaches to its use for compiling and summarizing information, and as a research assistant throughout multiple steps of research. This is followed by a discussion of potential ethical concerns of using AI for research in the field. We conclude by issuing a call for further work examining how researchers can harness the potential of this technology in ethical ways.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83520342","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: 1

Repeating the Listening Text: Effects on Listener Performance, Metacognitive Strategy Use, and Anxiety 重复听力文本:对听者表现、元认知策略使用和焦虑的影响

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-08-01 DOI: 10.1002/tesq.3249

F. Holzknecht, L. Harding

引用次数: 0

Evaluating the Application of a Gap‐Fill Exercise on the Learning of Phrasal Verbs: Do Errors Help or Hinder Learning? 评价空白填空练习在动词短语学习中的应用:错误是帮助还是阻碍学习?

IF 3.2 1区文学

Tesol Quarterly Pub Date : 2023-07-19 DOI: 10.1002/tesq.3248

Brian Strong, Paul Leeming

引用次数: 0