TESOL Journal最新文献

{"title":"THEORY AND PRACTICE IN SECOND LANGUAGE TEACHERIDENTITY: RESEARCHING, THEORISINGAND ENACTINGKarimSadeghi and FarahGhaderiSpringer. ISBN 978–30311–3160‐8 (hardcover; price USD 109.99), 978–30311–3163‐9 (paperback; price USD 92.47), 978–30311–3161‐5 (e‐book). 312 + xvii pages","authors":"Shanshan Wang","doi":"10.1002/tesj.783","DOIUrl":"https://doi.org/10.1002/tesj.783","url":null,"abstract":"","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"67 3","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139252422","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}

{"title":"Using the power of story to enhance vocabulary acquisition for English language learners in higher education","authors":"Mara M. Marino","doi":"10.1002/tesj.777","DOIUrl":"https://doi.org/10.1002/tesj.777","url":null,"abstract":"","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139274032","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}

{"title":"Why understanding and responding to search engine bias matters to language educators","authors":"Charles Allen Brown","doi":"10.1002/tesj.779","DOIUrl":"https://doi.org/10.1002/tesj.779","url":null,"abstract":"<h2>1 INTRODUCTION</h2>\u0000<p>Computer science research has increasingly documented social group bias in artificial intelligence (AI). Examples include bias against African Americans in software used by courts to determine bail and sentencing decisions (Angwin et al., <span>2016</span>), facial recognition systems performing better on people with lighter skin (Buolamwini &amp; Gebru, <span>2018</span>), and a hiring algorithm penalizing graduates of women's colleges (Silberg &amp; Manyika, <span>2019</span>). Sources for AI bias are complex. They include bias in the initial data used by the AI along with the role of AI algorithms themselves in “amplifying” such initial biases (Ntoutsi et al., <span>2020</span>). Effects of AI bias are commonly seen in search engine results that an AI application many use on a daily basis (Noble, <span>2018</span>).</p>","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"265 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138542125","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}

{"title":"Exploratory practice for teacher professional development in Indonesia","authors":"Junjun Muhamad Ramdani, Xuesong (Andy) Gao","doi":"10.1002/tesj.775","DOIUrl":"https://doi.org/10.1002/tesj.775","url":null,"abstract":"This research brief reports on emerging findings from a larger project examining Indonesian university English language teachers' professional development in implementing technology-enhanced task-based language teaching (TBLT) through exploratory practice (EP). Many studies have focused on the effectiveness of TBLT in promoting students' language development through pedagogical intervention (East, 2019). In Indonesia, relevant research has examined the issue of materials development for TBLT (Widodo, 2015) and the use of technology (digital storytelling) to develop university students' writing (Azis & Husnawadi, 2020). However, few studies to date have focused on the role of language teachers' professional development in TBLT, which should receive more attention due to the critical role teachers play in implementing TBLT (Van den Branden, 2016). To address this gap, our study explored English language teachers' professional development in designing and implementing technology-enhanced TBLT in Indonesian universities. To develop professional capacity in implementing technology-enhanced TBLT (TETBLT), language teachers may undertake a variety of activities, such as participating in in-service teacher training, attending conferences and seminars, and conducting practitioner research (Van den Branden, 2016; Ziegler, 2016). This study focused on language teachers' participation in a particular form of practitioner research, namely exploratory practice (Allwright & Hanks, 2009). What motivated English language teachers to join EP for designing and implementing TETBLT? We conducted this qualitative study to examine Indonesian university teachers' motivation to participate in EP during the pandemic. Ten English language teachers (two male and eight female) from three Indonesian universities participated in the study. The participants' teaching experiences varied, from 2 to more than 20 years of teaching. They also taught different courses: ESP-related courses, Grammar in Written discourse, Academic Writing, and Public Speaking courses. In this report, we use pseudonyms to anonymize the participants. During the study, the participants were provided with a series of professional development activities (EP workshop series). In the activities, they were introduced to the concept of EP and its principles as well as how to undertake collaborative inquiries with students with the help of potentially exploitable pedagogic activities (PEPAs). These PEPAs aimed to help the participants in achieving shared understandings with their students. The participants were encouraged to use various PEPAs to collect data and explore significant issues in language teaching; these include, but are not limited to, discussion, student–teacher conference, reflective journals, and diaries. Data were gathered through semi-structured interviews from the participants on an online platform (i.e., Zoom). We collected two semi-structured interviews (40 minutes up to an hour) for each par","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":" 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242690","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}

{"title":"Observations of teaching and learning with corpora","authors":"Cathryn Bennett","doi":"10.1002/tesj.774","DOIUrl":"https://doi.org/10.1002/tesj.774","url":null,"abstract":"The benefits of using corpora for language teaching have been well researched—namely, bringing authentic language into the classroom, correcting teacher intuition, and promoting autonomous learning, to name a few (O'Keeffe et al., 2007). However, the use of corpora in mainstream teaching practice remains low (Poole, 2020). Poole (2020) suggests that this is because few ready-made corpus materials exist for teachers to use in the classroom, noting that most corpus resources are not intuitive to users. This article presents an exploration of Charles's (2015) work in teaching doctoral students to use corpora, wherein she outlines how students can create their own “DIY corpora” to investigate discipline-specific academic writing. For corpora to move from theory to practice, researchers have called on language teachers to teach with corpora and report on their experiences in their classrooms (Callies, 2019). Using corpora, teachers can deepen their own language knowledge and awareness, expand their understanding of language use in different contexts, and gain insights into learners' language needs and common errors, thus enabling them to make more informed instructional decisions and design effective language teaching materials. Provided here for novice corpus teachers to demystify the process are observations I made with my students when learning to use a corpus in the classroom. Charles (2015) trained students to build their own discipline-specific corpora to promote language autonomy and awareness. I followed her design but adapted it by showing students how to build their small corpora in Sketch Engine instead of AntConc. The non–credit bearing module was offered at an Irish university and aimed to help English language learners improve their academic writing in their master's programmes. Students in this module understood academic terms such as hedging, linking devices, and transitions, but still struggled as second language writers. They enrolled in this module to help them write their master's dissertations. Most students' native language was Chinese. Charles (2015) recommends introducing students to different corpora with active and reflective tasks. As materials for this module, the tasks I adapted came from an online corpus course through the University of Sheffield. The module was carried out over 12 weeks, with each class being approximately 90 minutes. Table 1 provides the syllabus for the module. Throughout the module, we concluded three main observations: 1) acknowledge the challenges and persevere; 2) less is more; and 3) specificity is key. Learning to use a corpus can be challenging for both the teacher and the students mainly due to the amount of data (or words) in the corpus. However, we learned that corpus websites like Sketch Engine allowed us to choose how many sentences to download beforehand, which for teachers means that you can show fewer examples to students. For students, it means they can control how many samples they wan","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"98 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135539601","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}

{"title":"ENGLISH AS A FOREIGN LANGUAGE FOR DEAF AND HARD OF HEARING LEARNERS: TEACHING STRATEGIES AND INTERVENTIONSEdited by EwaDomagała‐Zyś, NuzhaMoritz, and AnnaPodlewskaRoutledge. <scp>ISBN</scp> 978–1–003‐16217‐9, price <scp>GBP</scp> 13.59 (Ebook); <scp>ISBN</scp> 978–0–367‐75354‐2, price <scp>GBP</scp> 39.19 (hardcover); <scp>ISBN</scp> 978–0–367‐75356‐6, price <scp>GBP</scp> 13.59 (paperback). 156 pages","authors":"Yunda Lestari, Amumpuni Rengganis Siwi, Mustakim Sagita, None Samsudin","doi":"10.1002/tesj.776","DOIUrl":"https://doi.org/10.1002/tesj.776","url":null,"abstract":"TESOL JournalEarly View e776 MEDIA REVIEW ENGLISH AS A FOREIGN LANGUAGE FOR DEAF AND HARD OF HEARING LEARNERS: TEACHING STRATEGIES AND INTERVENTIONSEdited by Ewa Domagała-Zyś, Nuzha Moritz, and Anna PodlewskaRoutledge. ISBN 978–1–003-16217-9, price GBP 13.59 (Ebook); ISBN 978–0–367-75354-2, price GBP 39.19 (hardcover); ISBN 978–0–367-75356-6, price GBP 13.59 (paperback). 156 pages Yunda Lestari, Yunda Lestari [email protected] Universitas Negeri SemarangSearch for more papers by this authorAmumpuni Rengganis Siwi, Amumpuni Rengganis Siwi [email protected] Universitas Negeri SemarangSearch for more papers by this authorMustakim Sagita, Corresponding Author Mustakim Sagita [email protected] Universitas Negeri SemarangSearch for more papers by this author Samsudin, Samsudin [email protected] Universitas Teknologi SumbawaSearch for more papers by this author Yunda Lestari, Yunda Lestari [email protected] Universitas Negeri SemarangSearch for more papers by this authorAmumpuni Rengganis Siwi, Amumpuni Rengganis Siwi [email protected] Universitas Negeri SemarangSearch for more papers by this authorMustakim Sagita, Corresponding Author Mustakim Sagita [email protected] Universitas Negeri SemarangSearch for more papers by this author Samsudin, Samsudin [email protected] Universitas Teknologi SumbawaSearch for more papers by this author First published: 06 November 2023 https://doi.org/10.1002/tesj.776Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. REFERENCES Domagała-Zyśk, E., & Podlewska, A. (2019). Strategies of oral communication of deaf and hard-of-hearing (D/HH) non-native English users. European Journal of Special Needs Education, 34(2), 156–171. https://doi.org/10.1080/08856257.2019.1581399 Krashen, S. (1987). Principles and practice in second language acquisition. Hemel Hempstead, England: Prentice-Hall International. Krashen, S. (2011). The compelling (not just interesting) input hypothesis. The English Connection (KOTESOL), 15(3), 1. https://koreatesol.org/content/english-connection-article-series Krashen, S., & Terrel, T. (1983). The natural approach: Language acquisition in the classroom. Oxford, England: Pergamon Press. Leybaert, J. (1993). Reading in the deaf: The roles of phonological codes. In M. Marschark & M. D. Clark (Eds.), Psychological perspectives on deafness (Volume 1, pp. 269–310). Mahwah, NJ: Lawrence Erlbaum. Early ViewOnline Version of Record before inclusion in an issuee776 ReferencesRelatedInformation","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"461 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135637123","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}

{"title":"TRANSLINGUAL DISCRIMINATIONBy SenderDovchinCambridge University Press. <scp>ISBN</scp> 978‐10092‐0974‐8. Price <scp>USD</scp> 22.00 (paperback). 92 pages.","authors":"Eman Barri","doi":"10.1002/tesj.773","DOIUrl":"https://doi.org/10.1002/tesj.773","url":null,"abstract":"TESOL JournalEarly View e773 MEDIA REVIEW TRANSLINGUAL DISCRIMINATIONBy Sender DovchinCambridge University Press. ISBN 978-10092-0974-8. Price USD 22.00 (paperback). 92 pages. Eman Barri, Corresponding Author Eman Barri [email protected] orcid.org/0000-0002-3060-6519 University of Central Florida Correspondence Email: [email protected]Search for more papers by this author Eman Barri, Corresponding Author Eman Barri [email protected] orcid.org/0000-0002-3060-6519 University of Central Florida Correspondence Email: [email protected]Search for more papers by this author First published: 30 October 2023 https://doi.org/10.1002/tesj.773Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat REFERENCES Baugh, J. (2016). Linguistic profiling and discrimination. In O. García, N. Flores, & M. Spotti (Eds.), The Oxford handbook of language and society (pp. 349–368). London, England: Oxford University Press. Canagarajah, S. (2012). Translingual practice: Global Englishes and cosmopolitan relations. New York, NY: Routledge. García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley Blackwell. Zhao, X., & Biernat, M. (2017). “Welcome to the U.S.” but “change your name”? Adopting Anglo names and discrimination. Journal of Experimental Social Psychology, 70, 59–68. https://doi.org/10.1016/j.jesp.2016.12.008 Early ViewOnline Version of Record before inclusion in an issuee773 ReferencesRelatedInformation","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"1 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068695","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}

{"title":"Intercultural teaching practices in the <scp>EFL</scp> classroom: The case of non‐elite communities","authors":"Anamaria Sagre, Leonardo Pacheco Machado, Yurisan Tordecilla Zumaquè","doi":"10.1002/tesj.768","DOIUrl":"https://doi.org/10.1002/tesj.768","url":null,"abstract":"Abstract Significant research has delved into the methodologies and practices teachers use to foster interculturality in the high school and college foreign language curriculum. Yet, little is known about the intercultural teaching practices teachers use in non‐elite communities where inequity, lack of access, and inclusion have prevailed, especially during COVID‐19. This case study describes how three teachers in three Colombian state schools, where economic divides are notorious, teach for interculturality in distance and virtual learning educational environments during the outbreak of COVID‐19. Findings indicate that teachers' approach to interculturality could be categorized into four intercultural teaching practices: 1) moving from the known to the unknown, 2) going beyond factual information, 3) challenging existing sources, and 4) contextualizing through authenticity. These practices offer guidance and instructional moves about how to teach for interculturality locally and worldwide.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135512943","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}

{"title":"“It helped me grow and develop”: Video‐enhanced reflection and feedback in a Swedish teacher education context","authors":"Olcay Sert","doi":"10.1002/tesj.771","DOIUrl":"https://doi.org/10.1002/tesj.771","url":null,"abstract":"In this video the researcher presents preliminary findings from a research and development project (Gynne et al., 2022; Sert et al., 2020) that integrated a digital video tagging tool into the teacher practicum in Sweden. The project involved recording of lessons with the VEO app (Miller and Haines 2021; Sert 2019, 2021), and the use of the recordings in post-observation reflection sessions by student-teachers and mentors. This study presents preliminary findings from the final stage of the project: namely, the analyses of student-teachers' and school-based mentors' perspectives on the use of the method in English language teacher development. The analysis of the interviews with a subset of 6 preservice teachers of English and three mentors working in upper secondary schools showed that this data-led reflective framework promotes (visual) evidence-based reflection and feedback, enriches reflections through repeated (re)view, contributes to teacher leadership, fosters change and development, and encourages future Continuous Professional Development activities. The participants, however, emphasized the need for supervised and continuous use of the tool as well as some practical and technical constraints. Olcay Sert is a professor of English language education at Mälardalen University, Sweden. His book Social Interaction and L2 Classroom Discourse was shortlisted for the BAAL Book Prize in 2016 and became a finalist for the AAAL first book award in 2017. His research deals with classroom discourse, TESOL, and language teacher education. The project was funded by Mälardalens kompetenscentrum för lärande (Mälardalen Competence Center for Learning), and the author was the principal investigator. The data from the interviews with the English language teachers and mentors are part of a broader data set that involves teachers and mentors in mathematics and Swedish as a second language. I thank my colleagues Annaliina Gynne and Maria Larsson who have been my collaborators in the project. I also would like to extend my gratitude to the learners, teachers, and mentors for their support. Video S1 Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135779267","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}

{"title":"Teaching elevator pitch presentations through a multimodal lens: Insights from <scp>ESP</scp> students' experiences","authors":"Vicent Beltrán‐Palanques","doi":"10.1002/tesj.769","DOIUrl":"https://doi.org/10.1002/tesj.769","url":null,"abstract":"Abstract Professional and academic communication is changing rapidly due to the evolution of new technologies. In the context of language teaching, this scenario offers possibilities for genre innovation (Hafner &amp; Miller, 2018) while also encouraging teachers' reflection on how to best prepare students for effective communication. To this end, it has been suggested that the development of students' multimodal literacy becomes essential (Lim &amp; Tan‐Chia, 2022). This study presents the design and implementation of a genre‐based approach to enhance students' multimodal literacy through elevator pitch presentations. This approach was intended to involve students in the creation and production of a professionally oriented presentation while raising their awareness towards the expression of ideational, textual, and interpersonal meanings. In addition, we report on the students' experience during the pedagogical practice. Overall, the findings show that students were generally satisfied with the process of designing and delivering an elevator pitch presentation. Nevertheless, some students faced challenges during both the design and delivery process, primarily attributed to the demands of this particular genre.","PeriodicalId":51742,"journal":{"name":"TESOL Journal","volume":"173 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033518","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}