Language Teaching Research最新文献

Instructional task modality and teacher effects on L2 vocabulary learning: Evidence from adolescent learners 教学任务模式和教师对 L2 词汇学习的影响：来自青少年学习者的证据

Language Teaching Research Pub Date : 2024-06-07 DOI: 10.1177/13621688241253617

Hye Won Shin

引用次数: 0

Public primary school teachers’ perceptions and assessment of young learners’ engagement 公立小学教师对青少年学生参与的看法和评估

Language Teaching Research Pub Date : 2024-06-07 DOI: 10.1177/13621688241253546

Phung Dao, Trang Le Diem Bui, M. Nguyen

{"title":"Public primary school teachers’ perceptions and assessment of young learners’ engagement","authors":"Phung Dao, Trang Le Diem Bui, M. Nguyen","doi":"10.1177/13621688241253546","DOIUrl":"https://doi.org/10.1177/13621688241253546","url":null,"abstract":"This exploratory study investigated second language (L2) teachers’ perceptions and assessment of young learners’ (aged 8–10 years) engagement, particularly focusing on the definition of engagement, its indicators, the teachers’ assessment of engagement during live task performances in intact classes, and their use of engagement-promoting strategies. The participants included 12 experienced L2 teachers recruited from various primary schools in Vietnam. Their perceptions regarding young learner engagement, its indicators, live engagement assessments, and engagement-promoting strategies were elicited using multiple tools, including semi-structured interviews, classroom observations, field notes, stimulated recalls, and reflective frames. The results revealed that teachers perceived young learner engagement as demonstrated by active participation and focus during task performance. They emphasized the behavioural and emotional aspects of engagement as key dimensions in assessing young learners’ engagement levels during task performance and thus tending to design tasks that largely foster these dimensions. The teachers also shared a variety of engagement-promoting strategies that were tailored to the characteristics of young learners. The overall results suggest the need to raise teachers’ awareness of a more comprehensive view of young learner engagement as well as reconsider task designs that could promote various aspects of engagement, rather than primarily or solely focusing on the aspect of ‘fun’ or emotional engagement.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141373590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Getting puzzled about puzzling: Doing my first exploratory practice on self-directed English language learning 为困惑而困惑：我的第一次英语自主学习探索实践

Language Teaching Research Pub Date : 2024-06-06 DOI: 10.1177/13621688241254991

Özgehan Uştuk

引用次数: 0

Student-teachers’ professional agency development through ADDIE model of CALL teacher preparation 通过 ADDIE 模式的 CALL 师资培训促进学生教师的专业机构发展

Language Teaching Research Pub Date : 2024-06-06 DOI: 10.1177/13621688241254907

Hussein Meihami, Ali Malmir

{"title":"Student-teachers’ professional agency development through ADDIE model of CALL teacher preparation","authors":"Hussein Meihami, Ali Malmir","doi":"10.1177/13621688241254907","DOIUrl":"https://doi.org/10.1177/13621688241254907","url":null,"abstract":"Developing teachers’ professional agency through standard models of instructional designs is critical in helping them deal with the barriers in designing and implementing online learning environments. Therefore, the purpose of this study was to explore the role of an ADDIE (Analysis–Design–Development–Implementation–Evaluation) model of the computer-assisted language learning (CALL) teacher preparation program (TPP) in developing TEFL (teaching English as a foreign language) student-teachers’ professional agency (PA). We conducted an instrumental (exploratory) case study to explore the PA development of 18 TEFL student-teachers who took a CALL course that was designed based on ADDIE. The deductive thematic analysis of student-teachers’ autobiographical narratives, unstructured interviews, and course projects showed that each stage of ADDIE contributed to developing the dimensions of the PA. We concluded that the constructive role of the ADDIE model of CALL TPP in developing TEFL student-teachers’ PA might be due to ADDIE’s capability to construct a context for developing student-teachers’ dynamic capacity to tackle educational concerns and provide a context of playing different professional roles. The study bears implications for TEFL teacher educators to consider the action-based nature of PA when the ADDIE model is implemented.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"77 s331","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141376626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge 口头和书面纠正反馈对学习者显性和隐性知识的不同影响

Language Teaching Research Pub Date : 2024-05-17 DOI: 10.1177/13621688241248440

Maria-Lourdes Lira-Gonzales, Hossein Nassaji, Martha L. De Tejeda, Dora Vasquez, Kiara Saenz

引用次数: 0

Task repetition versus task rehearsal: Understanding effects of task-readiness factors and elemental genres on L2 writing task performance 任务重复与任务演练：了解任务准备因素和要素体裁对 L2 写作任务表现的影响

Language Teaching Research Pub Date : 2024-05-17 DOI: 10.1177/13621688241249689

Mahmoud Abdi Tabari, Sima Khezrlou, H. Ghanbar

{"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, H. 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":508028,"journal":{"name":"Language Teaching Research","volume":"38 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140966262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effect of positive emotion on foreign language teacher engagement and well-being: A cross-cultural comparison 积极情绪对外语教师参与度和幸福感的影响：跨文化比较

Language Teaching Research Pub Date : 2024-05-16 DOI: 10.1177/13621688241250364

Mostafa Azari Noughabi, Shanshan Yang, E. Botes, Jean–Marc Dewaele

{"title":"The effect of positive emotion on foreign language teacher engagement and well-being: A cross-cultural comparison","authors":"Mostafa Azari Noughabi, Shanshan Yang, E. Botes, Jean–Marc Dewaele","doi":"10.1177/13621688241250364","DOIUrl":"https://doi.org/10.1177/13621688241250364","url":null,"abstract":"Foreign language teaching enjoyment (FLTE) has recently been introduced as a broad positive emotion experienced by foreign language (FL) teachers, despite obstacles embedded in FL teaching. However, identifying its psychological outcomes – and the cultural specificity of these outcomes – has received scant research attention across different contexts. The present cross-cultural study aims to investigate whether teachers’ FLTE can predict and influence engagement and well-being in the English as a foreign language (EFL) context of Iran and China. A series of structural equation models (SEMs) indicated that EFL teachers’ FLTE affected their work engagement and well-being in both Iranian and Chinese samples, with structural invariance tests confirming the group-level differences between Iranian and Chinese EFL teachers in the light of FLTE outcomes. The study provides insight into the positive outcomes of positive emotions in FL teaching as framed by the lens of positive psychology. In addition, a rare non-Western cross-cultural comparison contributes to the ongoing discussions in literature regarding the influence of cultural contexts on the experience and outcome manifestation of positive emotions.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140969541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The associations between individual differences in language aptitude and working memory, and the effectiveness of input and output based instruction 语言能力和工作记忆的个体差异与基于输入和输出的教学效果之间的联系

Language Teaching Research Pub Date : 2024-05-16 DOI: 10.1177/13621688241248734

Yan Liang, Lawrence Jun Zhang

{"title":"The associations between individual differences in language aptitude and working memory, and the effectiveness of input and output based instruction","authors":"Yan Liang, Lawrence Jun Zhang","doi":"10.1177/13621688241248734","DOIUrl":"https://doi.org/10.1177/13621688241248734","url":null,"abstract":"Despite previous research having demonstrated the comparative effects of processing instruction and output-based instruction, further investigation is required to examine the relationships between individual differences in cognitive abilities and these instructional types. This study investigated the associations among three instructional approaches and learners’ language aptitude and working memory in acquiring four Chinese classifiers. Eighty-six second language (L2) Chinese learners from one Chinese university were divided into three experimental groups – processing instruction (PI), meaning-based output instruction (MOI), combined instruction (CI) – and a control group. Tests measuring treatment effects included an untimed grammatical judgment test and an oral elicited imitation test. The LLAMA test and a counting span task were employed to assess learners’ language aptitude and working memory respectively. Multiple regression analysis suggested that phonetic coding ability was significantly predictive of the effects of PI and CI groups. Language analytic ability and working memory were not predictive of the effects of any experimental groups. The findings suggest that providing metalinguistic explanations followed by output-based language activities may mitigate learners’ cognitive differences in language analytic ability and working memory.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"22 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140968475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring English learning motivation among Chinese older adults 探索中国老年人的英语学习动机

Language Teaching Research Pub Date : 2024-05-05 DOI: 10.1177/13621688241242175

Rining Wei, Rong Wang, Jing Wang

{"title":"Exploring English learning motivation among Chinese older adults","authors":"Rining Wei, Rong Wang, Jing Wang","doi":"10.1177/13621688241242175","DOIUrl":"https://doi.org/10.1177/13621688241242175","url":null,"abstract":"With increasing attention paid to the effects of learning a foreign language (FL) on older adults in the currently ageing world, psychological individual difference (ID) variables (e.g. learning motivation) remain much under-investigated, compared with cognitive IDs. This exploratory study examined older adults’ English learning motivation in the Chinese context of English as a foreign language (EFL) by conducting a web-based survey ( n = 510) and semi-structured interviews ( n = 21). Results showed that (1) the selected sociobiographical variables influenced older adults’ English learning motivation to different degrees, among which education, use frequency of English and socioeconomic status (SES) emerged as very important predictors; and (2) four motivators for English learning by older adults emerged as traveling or visiting relatives abroad, keeping the brain in shape, supporting inter-generational communication, and having general interest in the target FL. As one of the first systematic attempts to explore English learning motivation among Chinese older adults, the present study (1) contributes to a further understanding of English learning motivation among older adults in the Chinese EFL context, and (2) provides pedagogical and policy implications for English language teaching targeting older adults.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"331 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141012171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effects of two methods of on-line planning on L2 task-based speaking performance and strategy use 两种在线计划方法对基于任务的语言学习口语表现和策略使用的影响

Language Teaching Research Pub Date : 2024-03-30 DOI: 10.1177/13621688241239460

Qianqian Gu, Kris Van den Branden

{"title":"The effects of two methods of on-line planning on L2 task-based speaking performance and strategy use","authors":"Qianqian Gu, Kris Van den Branden","doi":"10.1177/13621688241239460","DOIUrl":"https://doi.org/10.1177/13621688241239460","url":null,"abstract":"Studies on on-line planning have been based upon the same definition in the past few decades, and they have operationalized on-line planning in similar ways. Drawing upon theories in cognitive psychology, the present study sets out to propose a revised definition of on-line planning that aims at capturing a greater variety of on-line planning behaviors. Two methods of eliciting on-line planning were implemented: providing students with listener’s feedback between two consecutive rounds of task performance, and providing them with criteria for successful task performance. Their effects on second language (L2) narrative task performance and the use of planning strategies were investigated with 90 Chinese learners of English as a foreign language (EFL) who were first-year English majors. To assess the quality of task performance, complexity, accuracy and fluency (CAF) measures and a measure of story completeness were employed. Post-task interviews were conducted to explore planning strategies. Results from the quantitative and the qualitative analyses suggest that utilizing listeners’ feedback successfully elicited an increased number of on-line planning activities. Participants under this on-line planning condition also produced significantly more complex and accurate output than the non-intervention group.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"37 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140362042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0