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A hierarchical clustering analysis of classroom emotional profiles of Grade-4-to-5 EFL learners: Classroom emotions, motivation, family backgrounds, and proficiency development Lang. Teach. Res. (IF 3.3) Pub Date : 2024-09-19 Art Tsang, Susanna Siu-sze Yeung
Although research into emotions has flourished in second language (L2) / foreign language (FL) learning in recent decades, few attempts have been made to examine learners as clusters based on their emotional profiles. The current study set out to first investigate the nature of 98 Grade-4-to-5 English as a foreign language (EFL) learners’ emotional profiles, as represented by classroom anxiety, boredom
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Correction Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-09-13
Published in International Journal of Bilingual Education and Bilingualism (Ahead of Print, 2024)
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Structural priming facilitates L2 learning of the dative alternation in Mandarin Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2024-09-18 Yanxin (Alice) Zhu, Theres Grüter
This study investigated whether structural priming, as a reflection of error-driven learning mechanisms, could facilitate second language (L2) learning of the dative alternation in Mandarin. We sought evidence of learning from both priming and acceptability judgment data. Participants were 25 native speakers and 41 classroom learners (CLs). After a priming session in which participants predicted and
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Task-generated processes in second language speech production: Exploring the neural correlates of task complexity during silent pauses Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2024-09-18 Andrea Révész, Hyeonjeong Jeong, Shungo Suzuki, Haining Cui, Shunsui Matsuura, Kazuya Saito, Motoaki Sugiura
The last three decades have seen significant development in understanding and describing the effects of task complexity on learner internal processes. However, researchers have primarily employed behavioral methods to investigate task-generated cognitive load. Being the first to adopt neuroimaging to study second language (L2) task effects, we aimed to provide novel insights into the neural correlates
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Order Effects in Second Language Learning Lang. Learn. (IF 3.5) Pub Date : 2024-09-17 Laurence Romain, Petar Milin, Dagmar Divjak
We explore how general principles of learning apply to and combine with usage‐based approaches to language learning and teaching, with a focus on the effects of order of exposure to new information in second language (L2) instruction. Although the effects of input spacing and timing on memory and learning have been previously explored (see Rogers, 2020; Shintani, 2017, for an overview), the effects
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Explicit information and practice type can affect the L2 acquisition of plural marking: Empirical insights from web-based contrastive instruction Stud. Second Lang. Acquis. (IF 4.2) Pub Date : 2024-09-16 Matt Lucas
Previous research has indicated that explicit information (EI) about either the first language (L1) or second language (L2) along with task-essential practice can facilitate L2 learning (e.g., Fernández, 2008; McManus, 2022). However, little research has examined L1–L2 contrastive EI with L1/L2 practice. Targeting plural-marking accuracy, the present study sought to fill this gap by exposing 127 Japanese
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Teaching methods emphasizing phonological forms enhance L2 vocabulary learning Lang. Teach. Res. (IF 3.3) Pub Date : 2024-09-14 Nathalie Dherbey Chapuis, Raphaël Berthele
The present study aims to measure the effects of the teaching of second language (L2) phonological forms on L2 receptive vocabulary learning. Two teaching methods were compared in a pre- and delayed post-test to evaluate their impact on L2 word learning. Participants ( n = 127; mean age = 12;6, i.e. 12 years and 6 months) were randomly divided in two groups that followed either an explicit teaching
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English vocabulary development in the global south context Lang. Teach. Res. (IF 3.3) Pub Date : 2024-09-14 Vildana Dubravac, Amna Brdarević-Čeljo, Senad Bećirović
The aim of the current study was to analyse receptive and productive knowledge development of words belonging to 2000, 3000, and 5000 frequency levels in the Global South setting. The data were collected from 278 first-year university students after they finished both elementary and high school in the English as a foreign language (EFL) context of Bosnia and Herzegovina. The study researched the dependency
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The effects of teacher motivational practice on learner L2 achievement: A self-determination theory perspective using structural equation modeling Lang. Teach. Res. (IF 3.3) Pub Date : 2024-09-14 Fakieh Alrabai, Abdullah Alamer
A central point that has attracted researchers’ attention for several decades is related to establishing the causal relationship between student motivation and second language (L2) achievement. Based on self-determination theory, we investigated the effects of motivational interventions applied by English language teachers on subsequent L2 achievement through the meditating effect of students’ basic
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Bilinguals show evidence of brain maintenance in Alzheimer's disease Biling. Lang. Cognit. (IF 2.5) Pub Date : 2024-09-13 Kristina Coulter, Natalie A. Phillips, the CIMA-Q and COMPASS-ND groups
We examined brain and cognitive reserve related to bilingualism in older adults with, or at-risk for, Alzheimer's disease (AD) from the Canadian Consortium on Neurodegeneration in Aging and the Quebec Consortium for the Early Identification of Alzheimer's Disease. We used surface-based morphometry methods to measure cortical thickness and volume of language-related and AD-related brain regions. We
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Lexical Effects on Second Language Grammar Acquisition: Testing Psycholinguistic and Neurocognitive Predictions Lang. Learn. (IF 3.5) Pub Date : 2024-09-13 Holger Hopp, Jana Reifegerste, Michael T. Ullman
Second language (L2) grammar learning is difficult. Two frameworks—the psycholinguistic lexical bottleneck hypothesis and the neurocognitive declarative/procedural model—predict that faster L2 lexical processing should facilitate L2 incidental grammar learning. We tested these predictions in a pretest–posttest syntactic adaptation study of English relative‐clause attachment preferences. First‐language
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Effects of dominance on language switching: a longitudinal study of Turkish–Dutch children with and without developmental language disorder Biling. Lang. Cognit. (IF 2.5) Pub Date : 2024-09-13 Vera Snijders, Merel van Witteloostuijn, Tessel Boerma, Mona Timmermeister, Elma Blom
Bilinguals frequently switch between languages. The present study examined cued language switching (CLS) longitudinally in bilingual Turkish–Dutch children with (n = 11) and without (n = 30) developmental language disorder (DLD) in a three-wave design with one-year intervals. We studied effects of dominance, indexed by language proficiency and exposure, on overall switching performance and the costs
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“That Was a Good One”: Talking About Irony in Study Abroad Lang. Learn. (IF 3.5) Pub Date : 2024-09-12 Rachel L. Shively
Recent research on second or additional language (L2) pragmatics instruction in study abroad has incorporated the technique of encouraging students to gather data about pragmatics, for example, by asking members of the host country to complete questionnaires, practice using pragmatic features, or answer questions about pragmatics (e.g., Hernández, 2021; Mir, 2021). Such studies have reported positive
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Simulating the Relationship Between Nonword Repetition Performance and Vocabulary Growth in 2‐Year‐Olds: Evidence From the Language 0–5 Project Lang. Learn. (IF 3.5) Pub Date : 2024-09-11 Caroline F. Rowland, Amy Bidgood, Gary Jones, Andrew Jessop, Paula Stinson, Julian M. Pine, Samantha Durrant, Michelle S. Peter
A strong predictor of children's language is performance on non‐word repetition (NWR) tasks. However, the basis of this relationship remains unknown. Some suggest that NWR tasks measure phonological working memory, which then affects language growth. Others argue that children's knowledge of language/language experience affects NWR performance. A complicating factor is that most studies focus on school‐aged
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The impact of task guidance on incidental collocation learning from task-based reading Lang. Teach. Res. (IF 3.3) Pub Date : 2024-09-10 Jookyoung Jung, Chin Lung Yang
This study explored how to promote incidental collocation learning from task-based reading. In this study, 101 Cantonese speakers read three English texts that contained 12 target collocations. Playing a role as an editor of a magazine, participants were asked to determine if the three texts were acceptable to be published in the next issue. While half of the participants (– Guidance, n = 50) were
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Students’ performance and English as a medium of instruction: Do students learn less? Lang. Teach. Res. (IF 3.3) Pub Date : 2024-09-07 Juan García-Álvarez de Perea, Carolina Ramírez-García
The European Higher Education Area (EHEA) is an EU initiative aimed at harmonizing university degrees and attracting international students and staff. Proficiency in the English language is now regarded as a pre-requisite for all business students. By adopting a quasi-experimental design, this article focuses on the effects that teaching Accounting in English as a foreign language (three groups totalling
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‘Mentor, friend, teacher, and learner’: The beauty, opportunities, and challenges of heritage speakers as heritage language educators Appl. Linguist. (IF 3.6) Pub Date : 2024-09-05 Meagan Y Driver, Gabriela DeRobles
The last decade has seen an increased interest in heritage language education (HLE), yet only limited work is guided by in-group scholars and community members who themselves identify as heritage speakers (i.e. individuals with family connections to a non-English language). The present study addresses a lack of in-group representation in the research by investigating current barriers and opportunities
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Disciplinary writing in EMI courses: Faculty beliefs and practices in the Korean higher education context Lang. Teach. Res. (IF 3.3) Pub Date : 2024-08-31 Sung-Yeon Kim, Young-Mee Suh
This study sought to identify the association between English-medium instruction (EMI) teachers’ beliefs and their practices of disciplinary writing (DW) in content courses. Drawing on qualitative research data from interviews with Korean college professors and their course materials, the study found that instructors prioritized content learning over language learning. They also placed relatively more
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Triangulating learner corpus and online experimental data: Evidence from gender agreement and relative clauses in L2 Greek Mod. Lang. J. (IF 4.7) Pub Date : 2024-08-30 Despina Papadopoulou, Nikolaos Amvrazis, Gerakini Douka, Alexandros Tantos
The article introduces triangulation to converge evidence from corpus and experimental data, by means of two case studies in second language (L2) learners of Greek. The first case study investigates the acquisition of gender agreement, while the second probes the development of relative clauses. In both studies, findings from the corpus are tested against online experimentation using eye‐tracking and
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Linguistic landscapes in language and teacher education multilingual teaching and learning inside and beyond the classroom Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-08-28 Tania Rahman
In this review of Sílvia Melo-Pfeifer’s edited book ‘Linguistic Landscapes in Language and Teacher Education Multilingual Teaching and Learning Inside and Beyond the Classroom’ published in 2023, I...
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Mixed‐Effects Modeling with a Multinomial Dependent Variable Lang. Learn. (IF 3.5) Pub Date : 2024-08-26 Aarnes Gudmestad, Thomas A. Metzger
In this Methods Showcase Article, we illustrate mixed‐effects modeling with a multinomial dependent variable as a means of explaining complexities in language. We model data on future‐time reference in second language Spanish, which consists of a nominal dependent variable that has three levels, measured over 73 participants. We offer step‐by‐step procedures for multinomial logistic regression with
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Vietnamese Language, Education and Change in and Outside Vietnam Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-08-26 Norbert Francis, Thi-Nham Le
Published in International Journal of Bilingual Education and Bilingualism (Ahead of Print, 2024)
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Scaffolding for multilingual learners in elementary and secondary schools Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-08-26 Elih Sutisna Yanto
Published in International Journal of Bilingual Education and Bilingualism (Ahead of Print, 2024)
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Languages and social cohesion: a transdisciplinary literature review Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-08-26 Danielle H. Heinrichs
Published in International Journal of Bilingual Education and Bilingualism (Ahead of Print, 2024)
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Plurilingual pedagogy in the Arabian peninsula: transforming and empowering students and teachers Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-08-26 Abdulrahman Nasser Alqefari
Published in International Journal of Bilingual Education and Bilingualism (Ahead of Print, 2024)
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Multilingual education under scrutiny: a critical analysis on CLIL implementation and research on a global scale Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-08-26 Ana Otto
Published in International Journal of Bilingual Education and Bilingualism (Ahead of Print, 2024)
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International perspectives on CLIL Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-08-23 Hengzhi Hu
Published in International Journal of Bilingual Education and Bilingualism (Ahead of Print, 2024)
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Studies in Italian as a heritage language Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-08-23 Francesca La Morgia
Studies in Italian as a Heritage Language represents the first edited volume that brings together a wide range of perspectives on the acquisition of Italian in different socio-linguistic context an...
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Declarative and Automatized Phonological Vocabulary Knowledge: Recognition, Recall, Lexicosemantic Judgment, and Listening‐Focused Employability of Second Language Words Lang. Learn. (IF 3.5) Pub Date : 2024-08-21 Takumi Uchihara, Kazuya Saito, Satsuki Kurokawa, Kotaro Takizawa, Yui Suzukida
This study revisits the roles of different aspects of phonological vocabulary knowledge in second language (L2) listening. Japanese learners of English (n = 114) completed the TOEIC Listening test and three phonological vocabulary tests assessing (a) ability to recognize the meanings of aural forms (meaning recognition), (b) ability to recall the meanings of aural forms (meaning recall), and (c) ability
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Note taking in bilingual students: does using a first or second language influence note-taking quality and memory of newly learnt content? Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-08-20 Amy Canham, Marion Coumel, Juliana Manolova, Angela de Bruin
Bilingual students can take notes in their first language (L1) or their second language (L2). Higher note-taking quality, which might differ between the L1 and L2, has been associated with better m...
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How do L2 English readers approach proper names? Lang. Teach. Res. (IF 3.3) Pub Date : 2024-08-17 Kimberly Klassen
While online lexical analysis tools can help reading teachers determine whether materials are suitable for their students of English as a second language, one aspect of the analysis that teachers may be unsure how to approach is proper names. It is commonly assumed in second language (L2) vocabulary and reading research that proper names are known, though there is little empirical support for this
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Modeling the Effects of Task Repetition in Second Language Writing: Examining Interindividual and Intraindividual Variability Lang. Learn. (IF 3.5) Pub Date : 2024-08-14 Phil Hiver, Ali H. Al‐Hoorie, Akira Murakami
In this paper, we report a longitudinal study of the effects of procedural task repetition on learners’ task performance (i.e., syntactic complexity in relation to lexical complexity). We investigated how task repetition results in differences at the group and individual level across each task interval (T = 7). Intermediate‐level Saudi learners of English (N = 93) performed a written task biweekly
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Students’ self-regulatory processes in content and language integrated learning: a vignette-based microanalytic study Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-08-06 Alfred W. T. Lo
Despite the global adoption of Content and Language Integrated Learning (CLIL) and extensive research on the effectiveness (product-oriented) and classroom interactions (process-oriented) of CLIL, ...
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Back to Basics in Measuring Lexical Diversity: Too Simple to Be True Appl. Linguist. (IF 3.6) Pub Date : 2024-08-07 Yves Bestgen
Measuring lexical diversity in texts that have different lengths is problematic because length has a significant effect on the number of types a text contains, thus hampering any comparison. Treffers-Daller et al. (2018) recommended a simple solution, namely counting the number of types in a section of a given length that was extracted from the middle of each of the texts to be analysed. By applying
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Processing Pronouns of Address in a Job Interview in French and German Appl. Linguist. (IF 3.6) Pub Date : 2024-08-07 Maria den Hartog, Patricia Sánchez Carrasco, Gert-Jan Schoenmakers, Lotte Hogeweg, Helen de Hoop
Does it matter whether applicants are addressed with formal or informal pronouns in online job interviews? This study shows that it does indeed, at least for speakers of French and German. Both French (n = 171) and German (n = 198) participants were more positive about a recruiter who addressed them with formal pronouns. The use of informal pronouns led to negative ratings of that recruiter by French
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Reporting Eye‐Tracking Research in Second Language Acquisition and Bilingualism: A Synthesis and Field‐Specific Guidelines Lang. Learn. (IF 3.5) Pub Date : 2024-08-06 Aline Godfroid, Brittany Finch, Joanne Koh
Eye tracking has taken hold in second language acquisition (SLA) and bilingualism as a valuable technique for researching cognitive processes, yet a comprehensive picture of reporting practices is still lacking. Our systematic review addressed this gap. We synthesized 145 empirical eye‐tracking studies, coding for 58 reporting features and applying a gap analysis to the codings. Although certain aspects
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Emotions and emotion regulation in L2 classroom speaking tasks: A mixed‐methods study combining the idiodynamic and quantitative perspectives Mod. Lang. J. (IF 4.7) Pub Date : 2024-08-05 Jakub Bielak, Anna Mystkowska‐Wiertelak
This study used idiodynamic methodology to investigate the dynamics of second language (L2) learners’ foreign language anxiety (FLA) and foreign language enjoyment (FLE), and the details of emotion regulation (ER) directed at managing these emotions, in pair‐ and group‐work speaking tasks performed by 10 advanced English‐as‐a‐foreign‐language (EFL) learners. L2 classroom tasks were video recorded and
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Is Second Language Attrition Inevitable After Instruction Ends? An Exploratory Longitudinal Study of Advanced Instructed Second Language Users Lang. Learn. (IF 3.5) Pub Date : 2024-08-05 Nicole Tracy‐Ventura, Amanda Huensch, Jonah Katz, Rosamond Mitchell
Most second language acquisition (SLA) research has documented the processes involved in learning second/foreign languages, with few studies focusing on the durability of attained second language (L2) skills once instructed learners/users are no longer receiving formal instruction. The current study examines the effects of continued exposure and peak instructional attainment on the long‐term evolution
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The relationship between receptive vocabulary and word and nonword reading skills in monolingual and language minority bilingual children in Italy across primary school grades Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-08-04 Valentina Persici, Tamara Bastianello, Erika Hoff, Marinella Majorano
The role of children's receptive vocabulary knowledge in word and nonword reading (decoding) in an orthographically transparent language is debated. Moreover, we have little understanding of how th...
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The Role of Cognates and Language Distance in Simultaneous Bilingual Children's Productive Vocabulary Acquisition Lang. Learn. (IF 3.5) Pub Date : 2024-08-03 Elly Koutamanis, Gerrit Jan Kootstra, Ton Dijkstra, Sharon Unsworth
This study examined the influence of cognate status and language distance on simultaneous bilingual children's vocabulary acquisition. It aimed to tease apart effects of word‐level similarities and language‐level similarities, while also exploring the role of individual‐level variation in age, exposure, and nontarget language proficiency. Children simultaneously acquiring two closely related languages
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The effect of task-based peer interaction and pre-task instruction on young EFL learners’ explicit and implicit knowledge of past tense: An intervention study Lang. Teach. Res. (IF 3.3) Pub Date : 2024-08-03 Elisabet Pladevall-Ballester, Eloi Puig-Mayenco, Montserrat Capdevila
The present study explores whether a focused task-based peer interaction pedagogical intervention leads to increased explicit and implicit knowledge of past simple tense among young learners of English as a foreign language (EFL) and whether adding pre-task explicit grammar instruction or explicit interactional instruction or both has any impact on the results. Four groups of 6th grade EFL learners
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The interplay of task repetition and task rehearsal in L2 written production across varied proficiency levels Lang. Teach. Res. (IF 3.3) Pub Date : 2024-08-02 Mahmoud Abdi Tabari, Seyyed Ehsan Golparvar
Task repetition and task rehearsal are often considered synonymous within the task-based language teaching (TBLT) domain. However, they are conceptually different, emphasizing their pivotal role in shaping participants’ awareness of imminent repetitions and influencing second language (L2) task performance. Despite scarce empirical exploration into differentiating task repetition and task rehearsal
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Developing a reading proficiency scale for US college-level CSL courses: A complement to the ACTFL guidelines Lang. Teach. Res. (IF 3.3) Pub Date : 2024-08-02 Jia Lin
The ACTFL proficiency guidelines are instrumental in shaping foreign language teaching and testing at all grade levels in the United States. However, their limitations, such as the absence of theoretical underpinnings, empirical verification, and language-specific descriptors, greatly constrain their application in teaching and testing Chinese as a second language (CSL) reading in US higher education
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Revisiting ‘think aloud’ in language learner strategy research Lang. Teach. Res. (IF 3.3) Pub Date : 2024-08-01 Andrew D. Cohen, Isobel Kai-Hui Wang
This article revisits the use of the term ‘think aloud protocols’ (TAP) as used in second language (L2) research studies as a means for collecting verbal report (VR) data dealing with language learner strategies (LLS). Given that there continue to appear L2 studies that use TAP without differentiating the actual type of VR that is involved, this study investigated the extent to which it makes a difference
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Exploring emotions inlanguage learning: Learners’ self-awareness, personal growth, and transformation on a CLIL course Lang. Teach. Res. (IF 3.3) Pub Date : 2024-08-01 Eduardo Castro, Scott J. Shelton-Strong
Emotions in language learning are increasingly recognized as playing an important role in learner motivation and flourishing in the learning process. In consequence, much of the research published to date has focused on what happens when different emotions are experienced and the various states that these may lead to. However, studies that consider how language learners understand the importance of
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How educators navigate language ideology and pedagogy in refugee education Int. J. Biling. Educ. Biling. (IF 2.5) Pub Date : 2024-08-01 Celia Reddick
There are over 30 million people living as refugees today, nearly half of whom are under 18. For most young people fleeing conflict and persecution, their only option is to pursue education in alre...
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Improving self‐regulated learning of speaking skills in foreign languages Mod. Lang. J. (IF 4.7) Pub Date : 2024-07-31 Esther De Vrind, Fred J. J. M. Janssen, Jan H. Van Driel, Nivja H. De Jong
In foreign language learning, it is important that learners become autonomous and learn how to self‐regulate their learning to continue language development. This article presents a self‐evaluation procedure designed to promote self‐regulation in speaking skills in a foreign language. This self‐evaluation procedure was tested in a quasi‐experimental study among 329 secondary school students in the
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Collocation in the Mind: Investigating Collocational Priming in Second Language Speakers of Italian Lang. Learn. (IF 3.5) Pub Date : 2024-07-31 Irene Fioravanti, Anna Siyanova‐Chanturia, Alessandro Lenci
Collocational priming is a priming effect induced by collocationally related words; it has been taken to explain the cognitive reality of collocation. Collocational priming has largely been observed in first language (L1) speakers, whereas work on the representation of collocation in a second language (L2) is still limited. In the present study, we sought to investigate this phenomenon in L1 and L2
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Implementation of task-based language teaching in a Spanish language program: Instructors’ and students’ perceptions Lang. Teach. Res. (IF 3.3) Pub Date : 2024-07-31 Xavier Gutiérrez
Most research on task-based language teaching (TBLT) has focused on specific factors that play a role in task-based performance and learning, whereas considerably fewer studies have paid attention to how TBLT curricula have been developed and delivered in second language (L2) teaching contexts. However, it has been argued that the latter type of evaluative inquiry is crucial in order to advance the
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Morphological Markedness and the Temporal Dynamics of Gender Agreement Processing in Spanish as a Majority and a Heritage Language Lang. Learn. (IF 3.5) Pub Date : 2024-07-29 Gregory D. Keating
For Spanish nouns, masculine gender is unmarked and feminine is marked. Effects of markedness on gender agreement processing are inconsistent, possibly owing to differences between online methods. This study presents a reanalysis of eye‐tracking data from Keating's (2022) study on the processing of noun‐adjective gender agreement in speakers of Spanish as a majority and a heritage language. Pairwise
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English learners’ beliefs about L2 speaking fluency: Insights from elicited metaphor analysis Mod. Lang. J. (IF 4.7) Pub Date : 2024-07-27 Mohammad Naghavian
Second language (L2) learners hold different learning beliefs that influence their interpretation of classroom experiences and their L2 learning process. Developing a thorough understanding of such beliefs is therefore imperative. This article reports the representations of Iranian English‐as‐a‐foreign‐language (EFL) learners’ beliefs about L2 speaking fluency as revealed by elicited metaphors and
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Spoken word choreographies in additional language learning practices in upper secondary school: Entanglements between languaging‐and‐dancing Mod. Lang. J. (IF 4.7) Pub Date : 2024-07-27 Sofia Jusslin, Lotta Kaarla, Kaisa Korpinen, Niina Lilja
There are calls for developing ways to teach language that can inspire and motivate students to study additional languages. While previous research has pointed toward benefits of arts‐based activities in language learning, combining language and dance has mainly been studied with younger language learners. Contextualized within the course “Dance with language,” this study explores spoken word choreographies—word‐
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Exploring the relations among foreign language enjoyment, ideal L2 self, grit, and growth mindset in EFL learners: A cross-lagged analysis Lang. Teach. Res. (IF 3.3) Pub Date : 2024-07-27 Jalil Fathi, Mirosław Pawlak, Mariusz Kruk, Farnoosh Mohammaddokht
This study leverages positive psychology (PP) to explore the reciprocal relationships among foreign language enjoyment (FLE), ideal L2 self, and grit in English major learners of English as a foreign language (EFL). It further examines the potential for growth mindset to predict these constructs over time. Employing a cross-lagged panel design, the research investigates these relationships among 903
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Shifting perceptions of inclusive practitioner research: Epistemological affordances of exploratory practice Lang. Teach. Res. (IF 3.3) Pub Date : 2024-07-27 Judith Hanks
Over the past two decades, ‘inclusivity’ has become a key issue in research in applied linguistics and language education. However, the inclusion of teachers, teacher educators, and learners as researchers with key insights into their contexts has not yet been fully examined. This thought-piece explores developments in inclusive practitioner research, specifically focusing on exploratory practice (EP)
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Discursive positioning in heritage language learner – second interaction: A case study of the dynamic construction of linguistic expertise Lang. Teach. Res. (IF 3.3) Pub Date : 2024-07-26 Ana Fernández-Dobao
Drawing on positioning and sociocultural theories, this study examines heritage language (HL) and second language (L2) learners’ negotiation of linguistic expertise in mixed interactions. Through a case study of four interactions between the same HL learner and three different L2 classmates, it investigates how learners’ positioning regarding linguistic expertise shifts across interlocutors and time
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Prospective prognostication: An examination of translanguaging in Pakistan’s educational landscape through the lens of teachers’ and students’ perceptions Lang. Teach. Res. (IF 3.3) Pub Date : 2024-07-26 Aqsa Atta
Scholars have recently begun to pay close attention to translanguaging, a cutting-edge pedagogical strategy utilized in bilingual and multilingual environments for teaching second languages. The adoption of translanguaging in classes of English as an additional language (EAL) has not been thoroughly studied from the perspectives of teachers and students. By drawing on theoretical frameworks, this study