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Teaching English Pronunciation for a Global World Robin Walker and Gemma ArcherOxford: Oxford University Press. 2024. pp. viii+100. ISBN 9780194088985 Tesol Q. (IF 3.41) Pub Date : 2024-03-13 Jingna Li
CONFLICT OF INTEREST The author reports no conflict of interest regarding this review.
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Decolonizing English in Higher Education: Global Englishes and TESOL as Opportunities or Barriers (SI on Global Englishes and TESOL) Tesol Q. (IF 3.41) Pub Date : 2024-03-01 Will Baker, Sonia Morán Panero, José Aldemar Álvarez Valencia, Sami Alhasnawi, Yusop Boonsuk, Phuong Le Hoang Ngo, Maritza M. Martínez‐Sánchez, Norbella Miranda, Gloria J. Ronzón‐Montiel
English is core to HE (higher education) globally, with both HE and English seen as pathways to success for students. Yet, access to English is unequal and colonial ideologies associate English with Anglophone settings. Much of the research on English in HE has focused on elite institutions and students, while the majority of the world's HE students remain comparatively under‐researched. This paper
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Correction to “Decolonizing Academic Writing Pedagogies for Multilingual Students” Tesol Q. (IF 3.41) Pub Date : 2024-02-29
Canagarajah S. Decolonizing Academic Writing Pedagogies for Multilingual Students. TESOL J. 2024; 58: 280–306. https://doi.org/10.1002/tesq.3231 In the above article, in-text citations ‘Souza Santos (2016)’ and ‘De Souza Santos’ should have been ‘De Sousa Santos (2016)’ and ‘De Sousa Santos’, respectively. The reference should have been: De Sousa Santos, B. (2016). Epistemologies of the south. New
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Let's Hear it from Them: An Interview-Based Exploration of Male Teachers' Perceptions of Gender Imbalance in the English Language Teaching Profession Tesol Q. (IF 3.41) Pub Date : 2024-02-21 Natalia Wright
The presence of gender disparities, marked by a shortage of male teachers, has been a longstanding concern within the TESOL profession. Drawing on the concept of human flourishing, which advocates for equality and respect beyond gender and social standing, this research seeks to challenge gender stereotyping in foreign language teaching. Guided by personal observations and the stories of three male
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English Language Teachers' Emotional Vulnerability in the Era of Self-Branding on Social Media Tesol Q. (IF 3.41) Pub Date : 2024-02-21 Hassan Nejadghanbar, Juyoung Song, Guangwei Hu
This study aimed to explore English language teachers' vulnerability and identity negotiation in relation to self-branding on social media. It focused on 15 Iranian teachers' experiences in teaching and self-promotion on Instagram through narrative frames and follow-up interviews. The analysis of the teacher narratives demonstrated that the new online context that valorizes visibility by demanding
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Teaching English through a Second Language to Linguistic Minority Students in EFL Contexts: Identifying “Double Subtractive” Education Tesol Q. (IF 3.41) Pub Date : 2024-02-25 Trang Thi Thuy Nguyen
Although English education is a topic of huge concern in TESOL research, the issue of teaching English through a second language to linguistic minority students in EFL contexts is often overlooked. The teaching of English in such a circumstance can be labeled as a form of double subtractive education. This article explores and provides illustrations of double subtractive education in Vietnam. Data
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Unleashing the Potential of Big Ideas in Language Education: What and How? Tesol Q. (IF 3.41) Pub Date : 2024-02-25 Rui Yuan, Tiefu Zhang, Qiang Wang
While the concept of big ideas has been widely promoted in different subject areas such as history and STEM, its pedagogical power has received little attention in second language education. In view of this gap, this paper seeks to conceptualize and practicalize this notion by addressing two fundamental questions regarding the “what” and “how” of big ideas in English‐as‐a‐foreign‐language (EFL) classrooms
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Gender and Diversity in EFL Textbook Dialogues: Interactional Structure and Pedagogical Implications Tesol Q. (IF 3.41) Pub Date : 2024-02-16 Shin-Ying Huang
Focusing on English-as-a-foreign-language (EFL) textbook dialogues, this study explores both gender equality and diverse identities from the perspective of interactional competence. The purpose of this study is twofold: first, to examine gender differences in textbook dialogues concerning interactional patterns, and second, to derive pedagogical implications for gender equality and diverse identities
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ELF Communication Strategies: A Pedagogical Intervention Pilot Study Tesol Q. (IF 3.41) Pub Date : 2024-02-07 Marcella Caprario
This study investigated the feasibility and effectiveness of ELF communication strategy instruction for university students’ communicative competence. Conceptual studies on ELF-informed pedagogy stress the importance of teaching strategies, which promote mutual understanding and positive relationships, but few empirical pedagogical studies exist. This gap seriously hinders efforts to develop more inclusive
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Open science: Considerations and issues for TESOL research Tesol Q. (IF 3.41) Pub Date : 2024-01-19 Ali H. Al-Hoorie, Carlo Cinaglia, Phil Hiver, Amanda Huensch, Daniel R. Isbell, Constant Leung, Ekaterina Sudina
1 INTRODUCTION Open science (OS; also known as “open research” and “open scholarship”) refers to various practices to make scientific knowledge openly available, accessible, and reusable. The core purpose of such practices is to open the process of scientific knowledge creation, evaluation, and communication to societal actors within and beyond the traditional scientific community (UNESCO, 2021). Looking
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Learners' Perceived Development of Spoken Grammar Awareness after Corpus-Informed Instruction: An Exploration of Learner Diaries Tesol Q. (IF 3.41) Pub Date : 2024-01-17 Christian Jones, David Oakey
Developing spoken grammar awareness is a crucial first step in fostering noticing habits (Schmidt, 1990) in second language learners. Classroom instruction using corpus-informed materials is an ideal way to assist this development, given that these materials are based on research which informs us about the most frequent forms and uses of spoken grammar and thus materials can help us to make frequent
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Enhancing Pre-Service Teachers' Global Englishes Awareness with Technology: A Focus on AI Chatbots in 3D Metaverse Environments Tesol Q. (IF 3.41) Pub Date : 2024-01-12 Seongyong Lee, Jaeho Jeon, Hohsung Choe
Although Global Englishes (GE) research continues to grow in English language teaching (ELT), the role of technology in enhancing GE awareness remains underexplored. Addressing this gap, the study investigates the potential of English as a lingua franca (ELF) interactions with artificial intelligence (AI) chatbots in raising GE awareness. Using a quasi-experimental design, 97 South Korean pre-service
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Diversifying “English” at the Decolonial Turn Tesol Q. (IF 3.41) Pub Date : 2024-01-12 Suresh Canagarajah
In this brief forum article, I draw from the disciplinary orientation of linguistic anthropology to discuss how a collection of linguistic and semiotic resources gets enregistered as the “language” for specific communicative activities. Enregisterment is an ongoing social and ideological process whereby a semiotic corpus gets identified as conventional for an activity or identity (see Agha, 2005).
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“The Most Important Thing Is to Make Them Aware”: A Case Study of Teacher Metalanguage Knowledge and Explicit L2 Pronunciation Instruction Tesol Q. (IF 3.41) Pub Date : 2024-01-09 Joshua Gordon, Roger Segura Arias
Although explicit instruction is effective in helping second language (L2) learners develop intelligible pronunciation, it is necessary to understand why and how L2 teachers implement such explicit pronunciation instruction systematically in class. Because of its key role in enhancing learners’ pronunciation skills, understanding the rationale behind the implementation of explicit instruction by teachers
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Walking the Walk? (Mis)alignment of EFL Teachers' Self-Reported Corpus Literacy Skills and Their Competence in Planning and Implementing Corpus-Based Language Pedagogy Tesol Q. (IF 3.41) Pub Date : 2024-01-05 Tieu Thuy Chung, Peter Crosthwaite, Cam Thi Hong Cao, Carolina Tavares de Carvalho
Data-driven learning (DDL) is an increasingly popular area of research for language teaching and is gradually being incorporated into teacher education programs globally. However, assessing teacher trainees' (self-reported) corpus literacy, and its impact on eventually (and successfully) incorporating corpora into language teaching, is an ongoing issue. This paper explores the experiences of in-service
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A National Survey of Collaborative Practices for Secondary Multilingual Learners Designated as English Learners Tesol Q. (IF 3.41) Pub Date : 2023-12-28 Amanda K. Kibler, Virginia Lesser, Martha Castellón Palacios, Martha Sandstead, Sara Wiger, Karrie S. Woodruff, Jaclyn B. Bovee
Collaborative teaching models serving secondary multilingual learners designated as English Learners (ELs) have become increasingly prominent but remain understudied. This study draws upon an ecological framework and uses quantitative and qualitative survey findings from a national sample of school districts in the United States to investigate the prevalence and use of collaborative practices. The
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Effects of the Type of Audio-visual Input and Listenability on Young L2 Learners' Listening Comprehension Tesol Q. (IF 3.41) Pub Date : 2023-12-26 Sun-Young Shin, Senyung Lee
Numerous studies have compared the effect of input mode (video-based vs. audio-only) on the listening comprehension of adult second language (L2) learners. However, there is a notable absence of research regarding how various types of audio-visual input in a listening test affect young learners' listening comprehension. To address this gap, this study examined the effects of audio-visual input type
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Learner Corpora in Corpus-Informed Instruction: Moving Toward an Asset- and Genre-Based Model Tesol Q. (IF 3.41) Pub Date : 2023-12-26 Shelley Staples, Anh Dang, Hui Wang
Learner corpora have been used extensively in corpus research to identify gaps and errors within learner writing but have rarely been directly used in corpus-informed instruction (CII). Importantly, scholars in CII have pointed out that “it is as important to see what learners can do as well as what they can't” when using learner corpora (Boulton & Thomas, 2012; p. 13). Learner corpora can also offer
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What's in the Syllabus? Deconstructing Global Englishes Course Syllabi Tesol Q. (IF 3.41) Pub Date : 2023-12-25 Ali Fuad Selvi
Despite the recent proliferation of Global Englishes courses both quantitatively (in terms of the number of programs offered worldwide) and qualitatively (in various sizes, forms, modes, and modalities), large-scale systematic investigations across various contexts are conspicuously underrepresented within the existing body of literature. Departing from this foundational premise, the current study
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“It's Just a Feeling!”: Emotions and Intersectionality in Language Teacher Narratives Tesol Q. (IF 3.41) Pub Date : 2023-12-25 Gergana Vitanova
Language teacher identities and emotions are deeply sociocultural phenomena. Although intersectionality has asserted itself as a powerful framework in other fields, it is just beginning to emerge in language teacher education. This article argues that intersectionality provides a powerful conceptual lens for analyzing the complex and varied connections between language teacher identity and emotions
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“Good for me to Leave it for Good”: A Longitudinal Study on How Emotion Labor in Teaching Contributes to a Beginning EFL Teacher's Resignation Tesol Q. (IF 3.41) Pub Date : 2023-12-25 Yujie Zhang, Lawrence Jun Zhang
Seldom have studies linked the early-career teacher attrition problem to teachers' emotion labor, especially with a longitudinal design. Grounded in the poststructural approach, we designed a longitudinal study to investigate qualitatively how a second-year English-as-a-foreign-language (EFL) teacher's emotion labor triggered by implicit feeling rules contributed to her resignation. We interviewed
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Addressing Anti-Black Racism in English Language Teaching: Experiences from Duoethnography Research Tesol Q. (IF 3.41) Pub Date : 2023-12-22 Wales Wong, Yecid Ortega
Anti-Black racism can be difficult to discuss in English language teaching because teachers often feel unprepared. This article describes our experiences as researchers and educators from a duoethnographic self-study to understanding the possibilities of addressing social justice issues in an adult English as a second language (ESL) classroom. Using the concepts of anti-racism and solidarity, we explored
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Feminist Pedagogy in the EFL Classroom in Japan: Evaluating a One-Shot Intervention Approach Tesol Q. (IF 3.41) Pub Date : 2023-12-21 Yuzuko Nagashima, Luke Lawrence
At the turn of the century, bell hooks described the overarching lay view of feminism as a negative, man-hating ideology. Despite the enormous societal overhauls that have occurred in the decades since, it appears that in Japan little has changed. The marginalized position that women occupy in Japanese society is starkly illustrated by Japan's continually low ranking on the Global Gender Gap Index
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The Role of Task Types and Reading Proficiency on Young English as a Foreign Language Learners' Writing Performances Tesol Q. (IF 3.41) Pub Date : 2023-12-20 Ching-Ni Hsieh
This study examined the role of writing task types and L2 reading proficiency on young English as a foreign language (EFL) learners' writing performances. The participants were 185 students (Grades 7 and 8) from Denmark, Finland, and the Netherlands. The students responded to a descriptive and an email writing tasks that assessed their writing ability. The written responses were scored holistically
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“This Is Your Safe Space”: The Intersections of Rurality, Ethnicity, and LGBTQIA+ Language Educator Identity in the Southeastern U.S. Tesol Q. (IF 3.41) Pub Date : 2023-12-20 James Coda, Kelly M. Moser
In the contexts of the Southeastern U.S. and globally, the ascendance of parental rights bills has sought to limit what can be discussed in the classroom related to gender and sexuality as well as limiting access to healthcare for transgender, gender non-conforming, and non-binary individuals (HRC, 2023). In language education, scholastic and pedagogical pursuits related to the lived experiences of
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Situating Reflection Within ELF Awareness: A Practical and Evaluative Orientation Tesol Q. (IF 3.41) Pub Date : 2023-12-09 Nicos Sifakis, Stefania Kordia
INTRODUCTION Critical reflection is, without doubt, the single most important component of the ELF (English as a lingua franca) awareness framework. ELF awareness has been proposed (Sifakis, 2019; Sifakis & Bayyurt, 2018) as a comprehensive way of incorporating ELF-related issues and concerns in different English language teaching contexts. As these contexts are vastly diverse, and as ELF itself is
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Midwestern In-service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For? Tesol Q. (IF 3.41) Pub Date : 2023-11-20 Kim H. Song, Lyndsie Marie Schultz, Gregory Child, Sujin Kim, Lisa Dorner
This mixed methods study examined how a National Professional Development Grant project's first cohort (2018–2020) in the Midwest impacted mostly White and monolingual inservice teachers who work with emergent bilingual learners (EBLs). Two research questions (RQs) guided this study: RQ1: What were the inservice teachers English language ideologies and their confidence in teaching EBLs after they completed
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Individualized Language Plans: Promises and Pitfalls Tesol Q. (IF 3.41) Pub Date : 2023-11-20 Sara E. N. Kangas, María Cioè-Peña
In the United States, individualized language plans (ILPs) have gained traction across K–12 schools. Much like the Individualized Education Programs (IEPs) used in special education, ILPs outline individualized goals, accommodations, and services for multilingual learners for their language development; however, unlike IEPs, ILPs are developed at the local level with no federal oversight or guidance
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Corpora in English Language Teacher Education: Research, Integration, and Resources Tesol Q. (IF 3.41) Pub Date : 2023-11-20 Fiona Farr, Agnieszka Leńko-Szymańska
For some time, arguments have been made that for the increased successful use of corpus linguistics (CL), in the form of Data-Driven Learning (DDL; Johns, 1991) in the second language classroom, teacher education programs must play a central role by providing the necessary instruction and triggers. Three means of integrating corpora into teacher education have been identified (Leńko-Szymańska, 2022):
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Sociocultural Theory and Corpus-Based English Language Teaching Tesol Q. (IF 3.41) Pub Date : 2023-11-20 Matthew E. Poehner, Xiaofei Lu
1 INTRODUCTION Although Sociocultural Theory (henceforth, SCT) originated nearly a century ago in the writings of Russian psychologist L. S. Vygotsky, historical circumstances meant that the theory began to influence international research communities only in the 1980s. Since its introduction to the second language (L2) field (e.g., Frawley & Lantolf, 1985), central concepts such as mediation, internalization
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“My Book Ideas were Spinning in my Head”: Arts-Rich Bookmaking Experiences to Create and Sustain Multilingual Children's Meaning Making Flows and Authorial Voices Tesol Q. (IF 3.41) Pub Date : 2023-11-15 Julie Choi, Rafaela Cleeve Gerkens, Mary Tomsic
Important theoretical developments in TESOL education challenge the monolingual mindset, instead valuing and leveraging students' complex linguistic repertoires alongside their funds of knowledge and identity through translanguaging practices to foster literacy development. Through a case study of an arts-rich book making experience facilitated by community organization, Kids' Own Publishing, this
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Benefits and Challenges of Using Do-it-yourself Corpora for Academic Writing Development Tesol Q. (IF 3.41) Pub Date : 2023-11-15 Maggie Charles
CONFLICT OF INTEREST The author declares none.
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Understanding the Emotional Labor of English Language Teaching while Black in the United States Tesol Q. (IF 3.41) Pub Date : 2023-11-15 Malik Stevenson
There is a robust literature examining emotional labor as it is experienced by English language teachers and how it is prompted by the emotional rules of their employers. However, it has not been sufficiently inclusive of native English-speaking Black English language teachers (BELTs). Using the method of autoethnography I examine my experiences with emotional labor as I struggle to manage feelings
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Usage-Based Approaches to Second Language Acquisition Vis-à-Vis Data-Driven Learning Tesol Q. (IF 3.41) Pub Date : 2023-11-10 Ute Römer
CONFLICT OF INTEREST None.
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Corpora, Locally Sourced: An Approach to Addressing the Specific Needs of ESL Writing Programs Tesol Q. (IF 3.41) Pub Date : 2023-11-12 Joseph J. Lee
This paper discusses the development and implementation of a locally-sourced corpus to address the specific needs of an ESL writing program. The paper begins with a description of the motivation and development of the Corpus of Ohio Learner and Teacher English (COLTE), a large in-house corpus consisting of assessed ESL student writing and teacher feedback from first-year writing courses. The paper
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Effects of Pre-Reading Study and Reading Exposure on the Learning and Processing of Collocations Tesol Q. (IF 3.41) Pub Date : 2023-11-09 Abdulaziz Altamimi, Kathy Conklin
Little is known about the effect of pre-reading exposure on collocational learning. This study used eye-tracking and offline measures (form recall and recognition) to explore the effectiveness of pre-reading study and reading exposure on the processing and learning of novel collocations. Three learning conditions were evaluated: reading-only (target items were simply embedded in sentences), study-only
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Expanding Methodological Approaches in DDL Research Tesol Q. (IF 3.41) Pub Date : 2023-11-09 Alex Boulton, Nina Vyatkina
This paper analyses the methodologies in 148 empirical data-driven learning studies for L2 English in prestige journals to examine best practice. Manual coding and corpus analysis of key words and n-grams from the past 5 years (2018–2022) explore the field as a whole and how methodologies have evolved, suggesting improvements and future avenues for research.
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Genre-Based Instruction and Corpora Tesol Q. (IF 3.41) Pub Date : 2023-11-07 Ken Hyland
1 INTRODUCTION TO GENRE Genre, understood most simply, is a term for grouping texts together, representing broad rhetorical templates that writers draw on to respond to recurring situations: what users see as effective ways of getting things done using language. The importance of genre in second language writing instruction is that it allows teachers to understand and make explicit to students, the
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Understanding Gender Stereotypes in the Context of Foreign Language Learning through the Lens of Social Cognitive Theory Tesol Q. (IF 3.41) Pub Date : 2023-11-07 Gulsah Kutuk
Using Bandura’s (1986) social cognitive theory as a theoretical framework, this study explores the relationships between gender stereotypes and language learning experiences, particularly in the context of learning English as a foreign language (EFL). It aims to provide a better understanding of the role of gender stereotypes in the language learning process focusing on how they both influence and
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Critical Feminist Pedagogy in English Language Education: An Action Research Project on the Implementation of Feminist Views in a German Secondary School Tesol Q. (IF 3.41) Pub Date : 2023-11-06 Kimberly Granger, David Gerlach
Based on an action research project, this paper provides innovative teaching approaches for ELT to ensure gender equality through critical pedagogy. The qualitative study focuses on the reconstruction of students' perceptions through the analysis of group/peer talk allowing for the display of changing viewpoints after having dealt with feminist issues in class. Given the still limited representation
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Reclassification and Multilingual Learners' Science Achievement Tesol Q. (IF 3.41) Pub Date : 2023-11-06 Mark B. Pacheco, F. Chris Curran, Lelydeyvis Boza, Amber W. Deig, Katharine T. Harris, Tiffany S. Tan
This study contributes to a growing body of scholarship at the intersection of bilingual education and education policy and examines reclassification, or the transition out of formal English language services in schools, as one potential lever in accelerating or decelerating multilingual learners’ science learning. More specifically, it traces multilingual learners’ science academic achievement vis-à-vis
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Metacognition and Data-Driven Learning Tesol Q. (IF 3.41) Pub Date : 2023-11-06 Masatoshi Sato
CONFLICT OF INTEREST The author declares no conflicts of interest.
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Living in Anti-Intellectual Times: Addressing Transgender Inclusion in Second Language Teaching and Teacher Education Tesol Q. (IF 3.41) Pub Date : 2023-10-21 John Gray
At a time of acrimonious debates globally about gender identity and expression, students who identify as transgender (including those who are nonbinary, genderqueer, and gender fluid) are particularly affected. Although erased from the curriculum, they (and the ontological challenge trans people pose to the cisheteropatriarchal gender order in general) are omnipresent in political and media discourse
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Genre Explained: Frequently Asked Questions and Answers about Genre-Based Instruction Christine M. Tardy, Nigel A. Caplan, and Ann M. Johns. University of Michigan Press, 2023. Pp. xiii + 136. Tesol Q. (IF 3.41) Pub Date : 2023-10-21 Sachiko Yasuda
CONFLICT OF INTEREST The author confirms that there is no conflict of interest in the book review reported here.
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One Morning at a Public Elementary School in Mexico: A Decolonial/Critical Perspective of ELT Tesol Q. (IF 3.41) Pub Date : 2023-10-11 Mario E. López-Gopar, Darita Isabel Pérez Nava
CONFLICT OF INTEREST No conflict of interest.
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Child L2 Writers: A Room of Their Own. Lázaro-Ibarrola, A. John Benjamins Publishing Company, 2023. Tesol Q. (IF 3.41) Pub Date : 2023-10-04 Andrea Gjorevski, Mimi Li
CONFLICT OF INTEREST There are no known conflicts of interest associated with this publication.
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In Pursuit of Queer Inquiry with Turkish EFL Preservice Teachers Tesol Q. (IF 3.41) Pub Date : 2023-09-23 Özge Güney
Based on queer critical literacies framework, this study describes an intervention that aimed to help preservice teachers identify and deconstruct heteronormative discourse in Turkish social and educational contexts. Through a local documentary that narrates the experiences of a Turkish transgender individual, preservice teachers critique the normal/abnormal binary as conditioned by social practices
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Why TESOL Textbooks Are the Way they Are: The Constraints of Writing for a Global Audience Tesol Q. (IF 3.41) Pub Date : 2023-09-20 Abdullah Yıldız, Nigel Harwood
Materials development in TESOL has been gaining popularity as a field of study for the last few decades. TESOL materials research as an area of inquiry includes studies focusing on textbook content (e.g., grammar, cultural representation, and authenticity), consumption (use/adaptation of materials by learners and teachers), and production (design and publication) of materials (Harwood, 2014a,b). Materials
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The Poster Carousel in the ESL Classroom: What Happens to Learners' L2 Fluency During Same and Parallel-Task Repetition? Tesol Q. (IF 3.41) Pub Date : 2023-09-14 Ann-Marie Hunter
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Multilingual Learners' Access to College: Students, School Counselors, and Institutional Doxa and Hysteresis Tesol Q. (IF 3.41) Pub Date : 2023-09-06 Lei Jiang, Linda Harklau
Despite the substantive scholarship on secondary language education with multilingual learners (MLs) and growing body of work on MLs' postsecondary access, relatively few studies have examined the influence of educators other than classroom teachers such as high school counselors on MLs' academic outcomes. We report on a qualitative study comparing and contrasting college access beliefs and experiences
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Bridging Theory to Practice: Exploring the Role of an Educative Translingual Curriculum to Support Linguistically Diverse Classroom Practices Tesol Q. (IF 3.41) Pub Date : 2023-08-31 Holland White, Emily Phillips Galloway, Robert T. Jiménez
This study investigates how five teachers of multilingual learners (MLLs), working in an officially English-centric school district, make sense of a reading curriculum based in translingual pedagogies, or instruction that builds on language and languaging practices (e.g., language brokering, translation, and codemeshing) familiar to multilingual youth. Participating teachers, describing themselves
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“They Are our Future”: Professional Pride in Language Teachers across the Globe Tesol Q. (IF 3.41) Pub Date : 2023-08-30 Astrid Mairitsch, Giulia Sulis, Sarah Mercer, Sun Shin, Salam Mairi
While the emotion of pride has received increasing attention in general psychology, it has gone largely overlooked in the field of education generally, and language education specifically. This study explores the sources of pride reported by 140 English language teachers from various contexts across the globe. Data were generated through an online survey using a series of open-ended items addressing
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Understanding Queer Filipino University Teachers' Queering Efforts in the English Classroom Tesol Q. (IF 3.41) Pub Date : 2023-08-30 Veronico N. Tarrayo, Rafaella R. Potestades
Efforts to promote gender equality/equity in education have received much focus in recent decades. The area of English language teaching (ELT) has contributed to this development by emphasizing gender concerns. However, the views of LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other genders) educators are often undermined in initiatives to engender an inclusive English
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Introduction: Teaching English in a Time of Resurgent Nationalism Tesol Q. (IF 3.41) Pub Date : 2023-08-27 Kyle McIntosh, Paul McPherron
This special issue focuses on how neo-nationalist movements are affecting the teaching of English to speakers of other languages in several countries where English functions as the dominant language, an official language, a lingua franca, and/or a required subject in schools. In this introduction, we offer background on neo-nationalism and the teaching of English, as well as preview key themes and
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The Interplay of Task Characteristics, Linguistic Complexity, and Language Proficiency in High-Stakes English as a Foreign Language Writing Tesol Q. (IF 3.41) Pub Date : 2023-08-10 Anja Riemenschneider, Zarah Weiss, Pauline Schröter, Detmar Meurers
The linguistic characteristics of text productions depend on various factors, including individual language proficiency as well as the tasks used to elicit the production. To date, little attention has been paid to whether some writing tasks are more suitable than others to represent and differentiate students' proficiency levels. This issue is especially relevant in the context of high-stakes language
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“Speak English”: A Comment on English Language Instruction in an Era of Neo-Nationalism Tesol Q. (IF 3.41) Pub Date : 2023-08-06 Maureen A. Eger, Sarah Valdez
Previous research on neo-nationalism has largely focused on the political arena, analyzing voters, parties, and policies. The scholarship featured in this special issue moves beyond the analysis of neo-nationalism in contemporary politics to show how the ideology is enacted at the micro level. The stage for these dynamic interactions is educational settings related to the teaching of English. In this
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Using Generative Artificial Intelligence for Language Education Research: Insights from Using OpenAI's ChatGPT Tesol Q. (IF 3.41) Pub Date : 2023-08-03 Austin Pack, Jeffrey Maloney
Progress made in Natural Language Processing (NLP) and Artificial Intelligence (AI) in recent years has resulted in these tools becoming more accessible for individuals who lack professional training. Of particular note are large language models, such as OpenAI's GPT-3.5. Discussions of utilizing AI for language education usually focus on the impact the technology will have on students and teachers
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Repeating the Listening Text: Effects on Listener Performance, Metacognitive Strategy Use, and Anxiety Tesol Q. (IF 3.41) Pub Date : 2023-08-01 Franz Holzknecht, Luke Harding
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Evaluating the Application of a Gap-Fill Exercise on the Learning of Phrasal Verbs: Do Errors Help or Hinder Learning? Tesol Q. (IF 3.41) Pub Date : 2023-07-19 Brian Strong, Paul Leeming
In recent years, there has been considerable interest in how to maximize learners' retention of multiword expressions. One technique that has been shown to be highly effective is the use of exercises such as those found in mainstream English as a second language textbooks. In the present study, we investigated how the execution of a gap-fill exercise impacts the learning of phrasal verbs with 118 learners
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Research Methods for Digital Discourse Analysis, Camilla Vasquez (ed). Bloomsbury, 2022. Pp. vii + 333. Tesol Q. (IF 3.41) Pub Date : 2023-07-19 Kristen Urada, Nicole Ziegler
CONFLICTS OF INTEREST There are no conflict of interests.