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Teachers in automated writing evaluation (AWE) system-supported ESL writing classes: Perception, implementation, and influence System (IF 1.979) Pub Date : 2021-04-07 Zhi Li
Automated writing evaluation (AWE) systems have attracted much attention for their efficiency in feedback provision and automated essay scoring in language classrooms. However, teachers’ roles in this technology-enhanced environment and their potential impact on students’ writing development are still under-investigated. To fill this gap, this classroom-based study examined three English as a second
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Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian? System (IF 1.979) Pub Date : 2021-04-06 Anna Lia Proietti Ergün, Jean-Marc Dewaele
The present quantitative study is part of the new wave of research into the psychology of language teachers and their emotions (Gkonou, Dewaele & King, 2020). It also answers the call for more studies on languages other than English (LOTEs) by considering feedback from 174 Italian as Foreign Language (FL) teachers based in Italy and abroad. The study investigated the relationship between two psychological
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Raising students’ audience awareness for oral presentation through online role-reversal System (IF 1.979) Pub Date : 2021-04-06 Tien-Liang Liu, Yu-Fen Yang, Yi-Chun Hong
This study aimed to investigate how college students, who studied English as a Foreign Language (EFL), enhanced their audience awareness through online role-reversal to improve oral presentation. Twenty-eight college students volunteered to participate in a speaking training class. They underwent four phases of online role-reversal, peer modeling, peer feedback, peer assessment, and reflections on
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Investigating learner engagement in strategy instruction focused on vocabulary for academic writing: A case study System (IF 1.979) Pub Date : 2021-04-06 Isobel Kai-Hui Wang, Andrew D. Cohen
This paper describes a close-up investigation of one advanced language learner’s interaction with strategy instruction (SI) materials specially designed to enhance efforts to fine-tune comprehension of academic writing vocabulary. The learner provided introspective and retrospective verbal report data, log entries, and completed a measure of learning style. The results showed that engaging in eight
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Going against the grain: The classroom underlife in an English language programme in Myanmar (Burma) System (IF 1.979) Pub Date : 2021-04-06 Tan Bee Tin
This paper describes the classroom underlife found in an English language programme in Myanmar (Burma) – an under-investigated peripheral ELT (English language teaching) context. Taking a comparative ethnographic approach, it analyses how the same cohort of students behave in two English language courses taught by two teachers: one from the local non-western context and the other from the western context
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The Development of Temporal-Spatial Meaning in Personal Recounts of Beginning L2 Writers of German System (IF 1.979) Pub Date : 2021-04-12 Cori Crane, Michael Malloy
Personal recounts represent a core narrative genre that novice L2 learners typically encounter when learning about everyday experiences in the target culture. Expressing a “journey of significance” (Rothery & Stenglin, 1997, p. 248) through a succession of well-defined events, recounts are ideal textual environments for beginning learners to practice verb forms and cohesive devices (e.g., Abdel-Malek
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From English as the medium to English as a medium: Perspectives of EMI students in Qatar System (IF 1.979) Pub Date : 2021-04-05 Keith M. Graham, Zohreh R. Eslami, Sara Hillman
This study examined student attitudes toward the use of Arabic in English-medium instruction (EMI) in an international branch campus (IBC) in Qatar. A questionnaire was used to elicit attitudes of 57 engineering students (44 Arabic L1; 13 non-Arabic L1) taking EMI courses. Data were analyzed using descriptive statistics, a one-sample t-test, and a qualitative analytic deduction approach. Overall, findings
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Developing Awareness of Global Englishes: Moving away from ‘native standards’ for Thai university ELT System (IF 1.979) Pub Date : 2021-04-05 Yusop Boonsuk, Eric A. Ambele, Jim McKinley
Despite the continued growth of linguistic diversification and widespread utilization of English by multilingual and multicultural speakers, EFL-oriented pedagogies and native speakerism still profoundly dominate Thailand. To educationally maneuver away from this conceptualization, a new compulsory course called Global Englishes (GEs) was introduced at a Thai university. Using semi-structured interviews
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Effects of ASR-based websites on EFL learners’ vocabulary, speaking anxiety, and language enjoyment System (IF 1.979) Pub Date : 2021-03-27 Muzakki Bashori, Roeland van Hout, Helmer Strik, Catia Cucchiarini
A vocabulary deficit negatively affects students’ language performance. Emotions such as speaking anxiety and language enjoyment in the English as a Foreign Language (EFL) classroom can affect students’ achievements as well. We investigated the effects of two Automatic Speech Recognition (ASR)-based websites, I Love Indonesia (ILI) and NovoLearning (NOVO), on students’ vocabulary knowledge, speaking
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The effect of highly focused versus mid-focused written corrective feedback on EFL learners’ explicit and implicit knowledge development System (IF 1.979) Pub Date : 2021-03-24 Tiefu Zhang
Research shows that written corrective feedback (CF) can facilitate improved grammatical accuracy in second language learners’ new pieces of writing. However, scholars have not yet identified whether accuracy improvement is a result of the development of explicit knowledge, implicit knowledge, or both. This study examines the comparative effects of highly focused and mid-focused metalinguistic CF on
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Multiword sequences in English language learners’ speech: The relationship between trigrams and lexical variety across development System (IF 1.979) Pub Date : 2021-03-28 Mary Lou Vercellotti, Alan Juffs, Ben Naismith
Languages have formulaic multiword sequences (MWSs) which occur repeatedly in speech and writing (e.g., Nattinger & DeCarrico, 1992; Siyanova-Chanturia & Pellicer-Sanchez, 2018). For learners, then, the production of MWSs is an important element in developing spoken language that is complex, accurate, and fluent. Though the use of MWSs is important for achieving spoken proficiency, it is unclear whether
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Exploring engagement of users of Global Englishes in a community of inquiry System (IF 1.979) Pub Date : 2021-01-31 Esther Smidt, Meng Huat Chau, Eric Rinehimer, Patricia Leever
The Community of Inquiry (CoI) framework has been extensively studied. While prior research has investigated the development and validity of the CoI theoretical construct, few studies have focused on the interdependent Cognitive, Social and Teaching Presences of the framework and none have been conducted based on a positive framing of Global Englishes (GE) which directly challenges a monolingual ideology
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Transforming student contributions into subject-specific expression System (IF 1.979) Pub Date : 2021-02-23 Christine M. Jacknick, Derya Duran
Drawing on a corpus of pre-service teacher training classroom interactions in an English-medium instruction university in Turkey, we examine teacher follow-up turns that introduce specialized terms, showing how a teacher transforms student’s responses into pedagogically relevant points using academic language. We argue that teacher third turn following student contributions accomplish several interrelated
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"Alors, on va faire une activité": An SFL perspective on student engagement in contextualized world language instruction System (IF 1.979) Pub Date : 2021-02-14 Francis John Troyan
Contextualized language instruction has been critiqued for lacking a linguistic knowledge base and guidelines for pedagogy. In response, systemic functional linguistics (SFL) and the associated genre theory have been advanced as both a knowledge base for world language teaching and a means for contextualized language instruction; however, little research has examined world language teachers’ enactment
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Epenthesis and deletion as strategies to acquire complex syllabic structures: Strategies in the Interlanguage of Brazilian learners of German as a foreign language System (IF 1.979) Pub Date : 2021-02-10 Rogéria Costa Pereira
This research aimed to discuss strategies to reformulate complex syllabic constituents (initial onsets and final codas) in the Interlanguage of Brazilian learners of German as a foreign language. The comparison of the phonotactics from both languages led to the hypothesis that Brazilian learners have difficulties in producing these constituents and, therefore, develop different strategies to accommodate
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Effects of a xu-argument based iterative continuation task on an EFL learner’s linguistic and affective development: Evidence from errors, self-initiated error corrections, and foreign language learning attitude System (IF 1.979) Pub Date : 2021-02-06 Sumin Zhang, Lawrence Jun Zhang
This longitudinal study investigated the effects of a xu-argument based iterative continuation task (XBICT) on an EFL learner’s processing of different English linguistic items, overall EFL achievement (EFLA), and foreign language learning attitude (FLLA). The treatment material was taken from a novel, divided into 19 parts, which the EFL learner was asked to read and then extend. pre-test and post-test
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Children’s experiences of agency when learning English in the classroom of a collectivist culture System (IF 1.979) Pub Date : 2021-01-31 Eleanore Hargreaves, Dalia Elhawary
This paper explores agency in a collectivist culture to investigate whether, and if so how, school-children experience agency as supportive to learning to speak English in the classroom of a collectivist culture. It draws on Ryan and Deci’s (2019) Self-Determination Theory (SDT) to examine nine primary classrooms in three schools in Alexandria, Arab Republic of Egypt. The research involved 281 pri
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Teaching the concept of Typified Situation to promote foreign language interaction in classroom instruction and study abroad System (IF 1.979) Pub Date : 2021-01-28 Loretta Fernández
This multiple case study reports on how Marie and Yuan, both novice students of Italian, used the concept of the Typified Situation (TS) in target language interactions in a pre-departure classroom course and later during a study abroad trip to Florence, Italy. A TS is a pragmatically motivated interaction that reoccurs with a specific genre and register in a culture. Using concept-based language instruction
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Raising pragmatic awareness: A think-aloud study System (IF 1.979) Pub Date : 2021-01-26 Veronika Timpe-Laughlin, Ashley Green, Saerhim Oh
This paper reports findings from a think-aloud study that explored the effectiveness of Words at Work, a learning platform intended to aid adult English-language learners in becoming (more) aware of pragmatics in the context of the U.S. workplace. Twenty participants engaged with Words at Work in a computer laboratory. They were asked to (a) think aloud while solving pragmatics tasks (pretest), (b)
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The antecedents of boredom in L2 classroom learning System (IF 1.979) Pub Date : 2021-01-28 Sachiko Nakamura, Pornapit Darasawang, Hayo Reinders
This classroom-based study investigated the antecedents of boredom among Thai university students enrolled in an English oral communication course. The primary data collection tool was a whole-class survey (n = 25) eliciting the learners’ boredom experiences in a particular class over the course of seven weeks. Concurrently, focus group interviews (n = 5) were conducted five times to gain in-depth
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Exploring the use of models as a written corrective feedback technique among EFL children System (IF 1.979) Pub Date : 2021-01-29 María Luquin, María del Pilar García Mayo
The language learning potential of models, a form of written feedback consisting of native-like texts that students compare with their original composition, has been under-represented in studies on EFL child SLA. In particular, there is a need to gather data from larger samples of participants and to use delayed post-tests to assess whether potential positive effects of models are sustained over time
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Critical language teacher education: A duoethnography of teacher educators’ identities and agency System (IF 1.979) Pub Date : 2021-01-28 Darío Luis Banegas, David Gerlach
The aim of this paper is to describe the identity and agency of two teacher educators who explored critical language teacher education by following a comprehensive sexuality education (CSE) approach and a gender perspective in their English language teaching methodology modules. The study adopted a duoethnographic approach through which the two teacher educators (based in Argentina and Germany respectively)
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The progression of collaborative argumentation among English learners: A qualitative study System (IF 1.979) Pub Date : 2021-01-25 Yanfang Su, Kanglong Liu, Chun Lai, Tan Jin
Argumentation, the process of making claims and using evidence and reasoning to support those claims, is essential to academic literacy. Collaborative argumentation is the social process of working together to construct arguments, and may benefit the development of students’ argumentation ability. How collaborative argumentation in the L2 context progresses over time is largely unknown. To address
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Metacognitive strategy use in L2 writing assessment System (IF 1.979) Pub Date : 2021-01-25 Cecilia Guanfang Zhao, Linyu Liao
Despite a large body of literature on self-regulated learning and metacognitive strategy use, relatively few empirical studies were situated in authentic assessment settings to explore the types of strategies employed by L2 learners, especially L2 writers, and how such strategy use may affect their assessment performance. Using a post-test metacognitive writing strategies questionnaire, this study
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The impact of Google Translate on L2 writing quality measures: Evidence from Chilean EFL high school learners System (IF 1.979) Pub Date : 2021-01-22 Marco Cancino, Jaime Panes
Over the last 30 years, English as a Foreign Language (EFL) classrooms have been consistently nurtured by technology. An important breakthrough in this respect has been Google Translate (GT), one of the most widely used online translators (OTs). Research suggests that when teachers are aware of the limitations of OTs and provide adequate guidance to use them, they can become effective pedagogical devices
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Iranian EFL teachers’ self-reported and enacted culture teaching techniques: A case study System (IF 1.979) Pub Date : 2021-01-22 Rezvan Rasouli, Shahab Moradkhani
This study sought to explore the degree of convergence between EFL teachers’ self-reported and enacted culture teaching techniques and the reasons for possible incongruities as perceived by them. Data were collected from 10 teachers through a three-stage process of pre-lesson interviews, classroom observations, and post-lesson interviews. Anchored in qualitative content analysis, a compound taxonomy
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Predicting content proficiency through disciplinary-literacy variables in English-medium writing System (IF 1.979) Pub Date : 2021-01-22 María del Mar Sánchez-Pérez
The debate on the roles of language and literacy in the increasingly internationalised university contexts where disciplinary content is taught through the medium of English has been a matter of recent research concerns. Despite the limited focus on language and literacy in English-medium instruction (EMI) programmes, there is currently increasing recognition of the need for explicit awareness of subject-specific
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Autobiography writing instruction: The journey of a teacher participating in a systemic functional linguistics genre pedagogy professional development System (IF 1.979) Pub Date : 2020-12-08 María Estela Brisk, Zhongfeng Tian, Ed Ballard
Teaching writing has evolved from a focus on product to an emphasis on process. More recently, interest in genre pedagogy informed by systemic functional linguistics (SFL) has emerged. This article reports on a narrative analysis of a 3rd grade teacher’s development of writing instruction. This teacher participated for 10 years in a school-university collaboration at a U.S. urban elementary school
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Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers System (IF 1.979) Pub Date : 2021-01-04 Vincent Greenier, Ali Derakhshan, Jalil Fathi
Employing a sequential explanatory mixed-methods approach, this study investigated the role of emotion regulation and psychological well-being (PWB) as predictors of work engagement through using 108 British and 255 Iranian English language teachers as a sample. A multi-group structural equation modelling was performed to identify differences and similarities in the way emotion regulation and PWB could
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Approaches to studying abroad in Brazil and their effects on language learning and intercultural contact System (IF 1.979) Pub Date : 2020-12-22 Gabriela Loires Diniz, Kim Noels
Even though student mobility is increasingly frequent, the predominant direction is mainly from countries considered peripheral to those that have more economic and political representation (Altbach, 2004; OECD, 2015). This study investigated the reasons why students go to Brazil, the composition of their social networks, and their implications for learning Portuguese as a foreign language. This research
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Examining whether learning outcomes are enhanced when L2 learners’ cognitive styles match listening instruction methods System (IF 1.979) Pub Date : 2020-12-10 Michael Yeldham, Yu-Jing Gao
This study explored whether learning outcomes were enhanced when learners’ cognitive styles matched listening instruction methods. The study was grounded in Aptitude-Treatment-Interaction (ATI) theory, which maintains that learners have particular strengths and that learning is enhanced when instruction matches these strengths. In previous research by the first author, two groups of learners had been
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Interactive e-book reading vs. paper-based reading: Comparing the effects of different mediums on middle school students’ reading comprehension System (IF 1.979) Pub Date : 2020-12-10 Jongyun Lim, George E.K. Whitehead, YunDeok Choi
This exploratory study compared the effects of two different mediums of reading—interactive e-book reading and paper-based reading—on learners’ reading comprehension. A specific focus was placed on literal vs. inferential comprehension. Thirty Korean middle school English language learners were randomly assigned to an interactive e-book reading (treatment) group or a paper-based reading (control) group
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Strategy-Instruction and strategy clustering in the development of young learners’ reading skills System (IF 1.979) Pub Date : 2020-12-07 Özge Razı, Michael James Grenfell
Past research has demonstrated the positive outcomes of Strategy-Instruction in reading tasks. However, most of it has been conducted outside of school contexts, for relatively short periods of time, and has predominantly used quantitative methods. There is little SI research extending over a school semester, embedded in regular school hours, and almost none focused on the use of strategy clusters
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Remote teaching during COVID-19: Implications from a national survey of language educators System (IF 1.979) Pub Date : 2020-12-10 Kelly M. Moser, Tianlan Wei, Devon Brenner
To mitigate transmission of COVID-19, rapid changes in instructional delivery moved from in-person to remote instruction. Although literature from before the crisis suggests that online language learners fare at least as well as their face-to-face counterparts, the abrupt shift from face-to-face contexts to remote learning is fundamentally different from planned online learning. Understanding the nature
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Measuring effective teaching: Student perceptions of their modern languages lessons in England System (IF 1.979) Pub Date : 2020-12-18 Laura Molway
Evaluating the quality of classroom teaching is a complex task. Alongside observation tools and value-added student attainment measures, there is growing international interest in the potential of student perception surveys (SPS), which gather data about teaching practices from whole classes of first-hand observers. This paper reports on the refinement and trial of an existing SPS (available from the
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Comparing incidental vocabulary learning from reading-only and reading-while-listening System (IF 1.979) Pub Date : 2020-12-19 Yingzhao Chen
This study compares incidental vocabulary learning in reading-while-listening and reading-only conditions. Using both offline and online outcome measures, I assessed explicit form and meaning knowledge and the lexicalization of new words. I also explored how L2 listening and reading proficiency moderated learning gains in the two treatment conditions. L2 learners first read or read-while-listened to
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Deliberate and contextual learning of L2 idioms: The effect of learning conditions on online processing System (IF 1.979) Pub Date : 2020-12-07 Andrew Obermeier, Irina Elgort
This research compares the outcomes of two computer-assisted second language (L2) idiom learning conditions: deliberate and contextual. Low-intermediate proficiency Japanese learners of English studied 36 idioms online by either using flashcards or reading them in sentences with contextual clues to their meanings over three learning sessions. Posttest results of these two learning conditions were compared
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Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns System (IF 1.979) Pub Date : 2020-12-05 Mark Feng Teng
Interactive whiteboard technology is a helpful tool for learning to write. However, collaborative writing among English language learners using this technology remains underexplored. This study considers the potential effects of collaborative writing supported by interactive whiteboard technology on students’ writing performance. A total of 120 students who learned English as a foreign language (EFL)
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“Muy bien” as a transition token in teacher-student interactions in the Spanish as a foreign language classroom System (IF 1.979) Pub Date : 2020-12-15 Jaume Batlle
In foreign language teaching, teacher discourse plays a fundamental role in managing the actions carried out in class. The teacher generally manages student participation in interactional activities by formulating questions, proposing topics of conversation or directly identifying the next speaker, using a series of verbal and nonverbal actions to direct turn-taking. The study presented here analyses
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Investigating language teachers’ ideals in images and interviews System (IF 1.979) Pub Date : 2020-12-10 Ursula Stickler
Ideals have been linked to identity, motivation and stamina. To investigate language teachers’ ideals in depth, this study employs a novel complex, three-step method, analysing data collected through drawings and one-to-one reflective interviews with a voice centred relational method (VCRM) for analysis. VCRM conserves the interviewees’ personal voice and includes the researcher as part of the process
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MC listening questions vs. integrated listening-to-summarize tasks: What listening abilities do they assess? System (IF 1.979) Pub Date : 2020-12-16 Anchana Rukthong
Integrated listening-to-summarize (LTS) tasks and multiple-choice (MC) questions are two formats frequently used in combination in a language test. However, it remains somewhat unclear what abilities are assessed by these formats and, particularly, to what extent they assess language abilities required in real-life communication. In response to this issue, this study conceptualized language abilities
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Effects of n-grams on the rated L2 writing quality of expository essays: A conceptual replication and extension System (IF 1.979) Pub Date : 2020-12-17 Xiaopeng Zhang, Wenwen Li
This study examined effects of n-gram measures (i.e., range, frequency, and association strength) on the rated L2 writing quality. A corpus of 1643 expository essays were analyzed with a natural language processing tool. Results of separate regression trees showed that spoken bigram range, spoken bigram proportion 10K, academic trigram frequency, and spoken bi- and-trigram association strength (Delta
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Knowing me, knowing you: A comparative study on the effects of anonymous and conference peer feedback on the writing of learners of English as an additional language System (IF 1.979) Pub Date : 2020-10-07 Rafael Zaccaron, Donesca Cristina Puntel Xhafaj
This study compares the effectiveness and perception of anonymous and conference peer feedback on the writing of learners of English as an Additional Language (EAL). The 24 participants attended two classes of EAL at upper-intermediate level in an extension project at a university in Brazil. Both groups were experimental. One engaged with asynchronous peer feedback via email only, and the other also
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Predictors of English Medium Instruction academic success: English proficiency versus first language medium System (IF 1.979) Pub Date : 2020-10-06 Samantha Curle, Dogan Yuksel, Adem Soruç, Mehmet Altay
This article reports a mixed-methods study that examined academic success in an Economics programme at a public university in Turkey. Test score data from English Medium Instruction (EMI) and Turkish Medium Instruction (TMI) courses, and general English proficiency (GEP) scores were collected from fourth-year students (n = 159). Follow-up semi-structured interviews were conducted with 12 students.
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The case for Culturally and Linguistically Relevant Pedagogy: Bilingual Reading to learn for Spanish-Speaking immigrant mothers System (IF 1.979) Pub Date : 2020-10-05 Andrés Ramírez
Michael Halliday’s threefold language learning principle, “learning language, learning through language, and learning about language” (Halliday, 1993), is an important yet underused insight for pedagogy. Equally important are the learning principles of inclusion and social justice advanced by Culturally Relevant Pedagogy (CRP) educators such as Gloria Ladson-Billings (1992; 1995). Based on Halliday
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Role of EFL teachers’ beliefs in speaking practice: The case of a mexican university System (IF 1.979) Pub Date : 2020-10-02 Edgar Emmanuell Garcia-Ponce, Caroline Tagg
In English as a foreign language (EFL) classrooms, learners’ communicative opportunities are maximised when they practise speaking. However, in the context of Mexican teacher education, teachers have been seen to adapt speaking practice in response to contextual factors in a way which limits learners’ speaking competence development. Drawing on evidence which shows that teacher beliefs strongly influence
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Form and rhetorical function of phrase-frames in promotional writing: A corpus- and genre-based analysis System (IF 1.979) Pub Date : 2020-09-30 J. Elliott Casal, Matt Kessler
A recent trend in corpus-based text analysis emphasizes the recurring linguistic features which writers use in the construction of disciplinary genres in terms of the rhetorical aims realized through their use, with a particular emphasis on formulaic sequences and genres associated with the production and dissemination of academic knowledge. The present study extends this trend into research on an
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Learning to write book reviews for publication: A collaborative action research study on student-teachers’ perceptions, motivation, and self-efficacy System (IF 1.979) Pub Date : 2020-09-30 Darío Luis Banegas, María Soledad Loutayf, Susana Company, María José Alemán, Grisel Roberts
The purpose of this collaborative action research-based study was to explore the effects of learning to write book reviews for publication on 57 student-teachers’ experience with academic writing in initial English language teacher education (IELTE) in Argentina. The initiative was embedded in four different modules at three institutions. Data were gathered from March to November 2018 through an online
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Attending to learners’ affective needs: Teachers’ knowledge and practices System (IF 1.979) Pub Date : 2020-09-25 Pariwat Thararuedee, Rosemary Wette
While the importance of both teacher knowledge and affect in successful second language (L2) learning is recognized, relatively little research has explored how teachers draw on their professional knowledge to implement classroom instruction that focuses on learners’ affective needs, particularly with regard to the teaching in English in foreign language (EFL) contexts. This study therefore examined
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Exploring young learners’ engagement with models as a written corrective technique in EFL and CLIL settings System (IF 1.979) Pub Date : 2020-09-24 Yvette Coyle, Julio Roca de Larios
This study explores written corrective feedback processing and uptake with two groups of young learners during a multi-stage writing task using model texts. Eight pairs of 9-to-11-year-olds from different instructional settings in primary education, an EFL class and a CLIL class, were required to write a narrative picture story, compare their drafts with feedback provided in the form of models and
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The effect of a digital game-based learning task on the acquisition of the English Article System System (IF 1.979) Pub Date : 2020-09-24 Chian-Wen Kao
This study investigated whether students’ article accuracy could be improved through a digital game which provides a realistic business task in which a player serves as an employer interviewing potential employees and the English article system is employed for communication during conversational turn taking. Research participants were divided into three groups: the digital game-based learning group
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Productive versus receptive L2 knowledge of polysemous phrasal verbs: A comparison of determining factors System (IF 1.979) Pub Date : 2020-09-20 Suhad Sonbul, Dina Abdel Salam El-Dakhs, Hind Al-Otaibi
This study examines factors that might determine EFL learners’ receptive and productive knowledge of polysemous phrasal verbs. The factors include (1) raw phrasal verb frequency, (2) sense-based phrasal verb frequency, (3) entrenchment or individual word frequency, (4) sense opacity, (5) L2 estimated proficiency, and (6) the amount and type of L2 exposure. Sixty EFL learners (L1 Arabic) in Saudi Arabia
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The potential of translanguaging as a core teaching practice in an EFL context System (IF 1.979) Pub Date : 2020-09-18 Malba Barahona
This article reports on a study that sought to identify a set of core practices for teaching English more effectively in a Chilean EFL context. The findings of the study were generated using a Delphi-based panel of Chilean English language educators who were identified as experts, including classroom teachers, university-based teacher educators and educational researchers. The results generated a framework
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Advising in Language Learning in a new speaker context: Facilitating linguistic shifts System (IF 1.979) Pub Date : 2020-09-17 Deirdre Ní Loingsigh, Marina Mozzon-McPherson
This article explores a specific example of advising for language learning utilized to support new speakers of Irish in the workplace. Advising in language learning (ALL) aims to provide a context that enables learners to achieve goals in a resourceful and fulfilling way and, ultimately, to equip them with the independent learning skills necessary to sustain, and transfer, their experiences in different
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Effects of teacher’s personality traits on EFL learners’ foreign language enjoyment System (IF 1.979) Pub Date : 2020-09-17 Shima Ahmadi-Azad, Hassan Asadollahfam, Masoud Zoghi
Corresponding with the field of positive psychology and broaden-and-build theory, foreign language enjoyment (FLE) refers to the development of positive emotions in English as a foreign language (EFL) classrooms and encouraging EFL learners to utilize their potential to learn English. The present study investigated the role of Big Five personality traits of EFL teachers in developing learners’ FLE
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Local culture and locally produced ELT textbooks: How do teachers bridge the gap? System (IF 1.979) Pub Date : 2020-09-17 Flor Toledo-Sandoval
The Ministries of Education in different countries have established that ELT materials would play an important role to provide learners in state-funded schools access to English language education. Nonetheless, the discussion concerning local culture and ELT materials has not yet reached textbooks designed for children in their first years of English language learning. This study aims to explore whether
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Negotiation of emotions in emerging language teacher identity of graduate instructors System (IF 1.979) Pub Date : 2020-09-16 Kim Jeongyeon, Smith Hye Young
This study investigates the emerging teacher identities of international graduate students teaching Korean as a foreign language (KFL), negotiated through the dynamic work of emotions according to a socio-cultural context. Data were drawn from two rounds of interviews with five international students enrolled in a graduate program at an American university. The qualitative analysis of these interviews
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Relationship between self-efficacy and language proficiency: A meta-analysis System (IF 1.979) Pub Date : 2020-09-16 Chuang Wang, Ting Sun
This study aims to estimate the average effect size of the relationship between self-efficacy and language proficiency and to examine factors that moderate the relationship. A meta-analysis of the 493 effect sizes for the relationship between language learners’ self-efficacy beliefs and their language proficiency from 74 published journal articles, book chapters, and dissertations revealed an average
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The effect of input characteristics and individual differences on L2 comprehension of authentic and modified listening tasks System (IF 1.979) Pub Date : 2020-09-03 Kátia Monteiro, YouJin Kim
Within the task-based language teaching approach, the effect of input characteristics has been more centered on written than on aural texts. Moreover, the interplay of input characteristics and individual differences (IDs) has been insufficiently investigated. The current study sets out to address these gaps by comparing L2 learners’ comprehension of authentic and modified versions of two lectures
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Instanarratives: Stories of foreign language learning on Instagram System (IF 1.979) Pub Date : 2020-09-02 Ronaldo Corrêa Gomes Junior
In a networked society, social media has become central to individuals’ lives. It has enabled people to access information, interact with communities, share experiences, find entertainment, and learn. This paper explores an online community on Instagram where members connect by sharing narratives, stories, memories, and other accounts of foreign language learning. The research seeks to assess the ways
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