The present study aims to understand how English learners make sense of themselves in relation to English and how they view the impact of English on their future lives. Grounded on the notion of imagined identity and communities (Pavlenko & Norton, 2007), the study explores how 46 Korean undergraduates marshal various non-arbitrary signs to depict their past/current and imagined English-speaker identities

We propose a novel methodology for analyzing language teacher narrative inquiry: recurrent restorying, teachers engaging in narrative analysis and re-storying of their own previously storied learning-to-teach experiences, concepts, and self-understandings as unbounded by time and place. In recurrent restorying, language teacher narrative inquiry is a tool-and-result activity (Vygotsky, 1978) in that

Methodological and theoretical innovations in second language (L2) narrative research have yielded helpful insights into L2 learning and teaching over the past four decades. However, with the creation of this vibrant line of inquiry, new ethical dilemmas have correspondingly emerged. These dilemmas threaten to violate the core ethical principles of (1) respect for persons, (2) yielding optimal benefits

Foreign language anxiety (FLA) is a negative emotional reaction that many migrant English as a foreign language (EFL) learners encounter when learning or using English in a host society. Using Linguistic Ethnography (LE), we investigate how four migrant adult EFL learners in Australia (1) experience the negative emotional reactions of FLA such as “forgetfulness”, “feelings of isolation”, and “self-avoidance”

Literacy development in English as a foreign language (EFL) involves teaching and learning meanings that are experiential, interpersonal and textual in nature yet curriculum guidelines and course-books foreground experiential ones over the other two. The interpersonal meanings most visibly taught are concerned with the semantics of speech functions and modality. Those related to the vast area of attitude

Skillful use of figurative phrases is often a benchmark for advanced or “native-like” English. Despite being highly prevalent, non-compositional phrases present a disproportionate challenge for L2 English users (Barfield & Gyllstad, 2009; Carrol & Conklin, 2017); this asymmetrical challenge appears to decrease with increased exposure and linguistic proficiency (Beck & Weber, 2016; Macias & Schmitt

The present study sought to explore the effect of collaborative listening to podcasts on intermediate learners' listening comprehension and vocabulary learning. It also aimed to elicit learners’ attitudes towards the treatment through a questionnaire. To these ends, 48 Iranian learners of English were randomly divided into two experimental groups (an individual and a peer-peer) and a control group

Conceptualizing skills for creating language assessments as an important component of language assessment literacy (LAL), this study investigates the activities of essay prompt writing by pre-service teachers for a post-admissions English placement test (EPT) at a large US university, as an effort to explore the potential of collaborative assessment practices in promoting LAL development. Five pre-service

The skill of argumentation in the second language (L2) is problematic for secondary school students who are deficient in expressing structurally and qualitatively appropriate arguments. Debate has been widely acclaimed as an effective pedagogical tool that can improve L2 argumentation skills of students. However, the existing evidence is anecdotal. This intervention study, which employed a pretest-posttest

As part of a larger study on teacher professional learning in pronunciation pedagogy, this qualitative study investigates how Vietnamese EFL teachers implement communicative pronunciation teaching in their English classes and how the teachers and students perceive the value of this teaching approach to student learning. Data were collected through classroom observations, individual semi-structured

This paper presents a research study which investigates the ways in which school-based language learners perceive the classroom. Concerned with the ‘ecology’ of the classroom, the aim of the study is to take language learners' own perceptions as a basis to understand more about the extent and types of learner engagement in the pedagogical dimension of the classroom. The study uses the repertory grid

Despite the growing body of research on boredom in traditional, in-person English classes, little is known about how this silent, aversive emotion is experienced by students learning English in online classes prompted by the current COVID-19 health crisis. To fill this gap, the present study explores causes of and solutions to boredom as well as the time of class deemed more/less boring by 208 English

The present study investigated the training benefits of segmental vs. suprasegmental aspects for the intelligibility and comprehensibility of spoken English as a Foreign Language (EFL). Five groups of lower intermediate EFL learners were formed by random assignment. A pretest of the speaking skills, intelligibility, and comprehensibility of the learners’ speech confirmed that the five groups were homogeneous

Though much scholarship has investigated the nexus of language teachers' identities and classroom pedagogies, such studies often have focused on novice teachers in training or experienced practitioners who are working within university IEP or EAP program contexts. Crucially, little scholarship has examined contexts involving content-based instruction (CBI), where many times, instructors are not linguistically

L2 (second/foreign language) motivation research in Finland has been scarce. Furthermore, international motivational research has focused more on ideal and ought-to selves, leaving the current L2 self-concept in the background. In the present study, we attempted to address this gap, exploring what shapes L1 (mother tongue) Finnish students' understanding of themselves as users and learners of L2s.

Addressing meta-research is contemporaneous with a nascent call in the field of applied linguistics and L2 studies for methodological awareness. Adhering to synthetic techniques and bibliometric analysis, we manually examined and coded the methodological orientations and scientific collaboration of 3,992 applied linguistics articles published in 18 leading journals from 2009 to 2018 and analyzed their

This study investigated variation in the rhetorical and phraseological features of research article introductions among five social science disciplines. Our dataset consisted of the introduction sections of 500 published research articles from Anthropology, Applied Linguistics, Political Science, Psychology, and Sociology. All texts in the dataset were manually annotated for rhetorical moves and steps

In this review of System's scholarship on the learning and teaching of languages other than English (LOTEs), we focus on 12 articles on language pedagogy and language learners, selected from a total of 208 relevant articles published in the journal (until 2020). The review affirms the journal's commitment to the dissemination of scholarship for language teachers to address ‘all languages’. It identifies

Technology-enhanced character instruction has been frequently promoted in the past two decades but has been sparingly implemented. With emergency remote teaching as a catalyst for online instruction, Chinese language instructors may be more ready to adopt online technology and resources in character instruction in the future. In this mixed-methods study, we surveyed 133 Chinese language instructors

This study investigates differences in the writing performance of L1-Korean learners of English as a foreign language (EFL) in response to tasks requiring different genres of writing. Utilizing data controlled for L1 and proficiency level from the Gachon Learner Corpus, the study partially replicates a study by Yoon and Polio (2017), and examines genre effects by comparing descriptive and argumentative

Mobile-assisted language learning (MALL) is a novel approach to language learning and teaching. The present study aims to review the methodological quality of quantitative MALL research by focusing on the applications of statistical techniques and instrument reliability and validity. A total of 174 papers within 41 journals identified using the Scopus database were screened and coded. Of these, 77

Recent years have witnessed a rapidly growing trend of incorporating synchronous online teaching tools into language teaching, yet the interaction patterns that unfold in online environment and its effectiveness on young learners remain underexplored. The present study narrows this research gap through closely examining the multi-modal exchanges between a veteran primary teacher and his EFL Grade 6

With the growth of English as a global language, there is a need for change in English Language Teaching (ELT) practices that should reflect the use of English for global communication (Cameron & Galloway, 2019). Prior to implementing such change in ELT informed by the perspective of Global Englishes (GE) it is important to conduct research on attitudes towards English which offers insights into the

Second language comprehensibility and accentedness are highly complex phenomena, and numerous studies have been conducted to better understand these constructs. However, research has seldom addressed L2 comprehensibility and accentedness in relation to speakers' proficiency in the target language. This study explores L2 English comprehensibility and accentedness across three proficiency levels. The

Obituaries do not have abstracts, but since it is a required field for submission, here is what I can paste: Michael H. Long (or Mike, as he liked to be called) died from pancreatic cancer on February 21, 2021. He had kept his sudden and fast illness private. Once the news of his passing was made public, friends, colleagues, and former and present students poured stories of gratitude and admiration

While second language (L2) writing processes have received increased attention in recent years, few studies have considered writing processes in non-alphabetic languages. To help fill this gap, this study examined the online revision behaviours and associated cognitive processes of L2 writers of Chinese from a multi-dimensional and temporal perspective. Thirty-two L2 Chinese writers performed four

This study examines the secluded nature of the foreign language classroom and the contrived nature of foreign language classroom discourse. A critically-inclined ecological framework positions the foreign language classroom as a complex and dynamic site, embedded in multiple social systems. Anchored in literature that situates student relationships with the foreign language as simultaneously divorced

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

Research on public and high school French Immersion in Canada dates back to the 1970s while for higher education, it is still in its infancy. This article focuses on the French Immersion Stream (FIS) introduced in 2006 at the University of Ottawa which enables students to consolidate their knowledge of their second official language by completing 40% of their undergraduate studies in French. Drawing

Despite its obvious importance to learning and assessment across the academy, the undergraduate classroom presentation has received less research attention than other academic genres, and little is known about how multiple modes of communication are deployed within it. To explore how the use of different modes varied between sections, and how these actions affected the speech of presenters, this research

The present study aims to investigate Japanese language learners' motivation and their future Japanese self-images from the perspective of dialogical theory (Bakhtin, 1981, 1986). Bakhtin assumes that any use of language is dialogue between self and other, or mind and world, and that it is through the acquisition of speech genres of a language historically shared in society that various types of self

The pandemic-induced global shift to remote learning revealed that key elements of face-to-face learning fail to translate satisfactorily to the online environment. Among them, group interactions in videoconferencing language learning imply two parallel challenges for learners that must be acknowledged and supported by teachers: a shift from the usual unmediated communication to a mediated one, and

We examined the relationship between C-test and criterion-test scores to better understand the C-test construct. We meta-analyzed Pearson's r coefficients and computed summary effects for subgroups, where criterion construct was the subgrouping variable. We summarized the evidence from 239 C-test studies, published in English. Any correlational study about foreign-language education was eligible. If

This article investigates the contribution of vocabulary size and depth to second language (L2) speaking proficiency as well as its two dimensions of fluency and lexical resource. To this end, 46 English as a Foreign Language (EFL) learners took the Word Associates Test (WAT), Vocabulary Levels Test (VLT), Lex30, and the speaking tasks of International English Language Testing System (IELTS). Results

Previous research on the effect of task complexity on L2 writing performance has been mostly concerned with independent writing, and there is a paucity of empirical findings on integrated writing tasks in this regard. Thus, the present research investigated the impact of multiple-document integration on source-based writing. Two groups, with comparable general language proficiency, independent writing

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

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

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

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

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

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

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

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

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

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

Abstract Reading in a second language (L2) consists of lower-level linguistic processing and higher-level meaning integration. The lower-level processing has posed great challenges for beginning readers whose L1 (alphabetic language) is drastically different from their L2 (morphosyllabary Chinese). Diagnostic assessment is designed to identify readers’ weaknesses in lower-level processing and allows

Abstract 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

Abstract 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

Abstract 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

Abstract 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

Abstract 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

Abstract 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

Abstract 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

Abstract 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

Abstract 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

Abstract 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)

Abstract 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

Abstract 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

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

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