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‘Tu connais le answer?’: Multilingual children's attempts to navigate monolingual English Medium classrooms in Cameroon System (IF 4.518) Pub Date : 2024-03-11 Kuchah Kuchah, Lizzi O. Milligan
This paper explores the ways that multilingual children attempt to access the English medium curriculum in Cameroonian primary education. We focus on Francophone Yaoundé where there has been a sharp rise in the number of children from predominantly Francophone multilingual homes attending English medium schools. The paper draws from a child-centred case study and data generated through classroom observations
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J.GeraldSteenSlowing Metaphor Down: Elaborating Deliberate Metaphor Theory2023John BenjaminsAmsterdam/Philadelphia355US$150.00 (hardback), ISBN 9789027213853 System (IF 4.518) Pub Date : 2024-03-02 Chaojun Yang, Lin Yu
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Exploring English for academic purposes instructors’ perceptions of speech fluency through developing and piloting a rating scale for a paired conversational task System (IF 4.518) Pub Date : 2024-02-27 Kent Williams
Much research has explored how perceptions of speech fluency are influenced by a variety of temporal speech features (e.g. speech rate). However, less is known about the influence of non-temporal and conversational speech characteristics on fluency perceptions. To address this gap, this study explored English for Academic Purposes (EAP) instructors' perceptions of speech fluency through developing
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English medium instruction in emerging contexts: An editorial introduction to the special issue System (IF 4.518) Pub Date : 2024-02-22 Samantha Curle, Heath Rose, Dogan Yuksel
The burgeoning field of English Medium Instruction (EMI) has witnessed a significant increase in empirical studies yet remains largely insular and under-theorised. This special issue aims to address these gaps by spotlighting EMI in emerging contexts and interrogating its theoretical underpinnings. Comprising 10 empirical studies across diverse geographical and educational settings, this special issue
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The impact of Global Englishes classroom-based innovation on school-aged language learners' perceptions of English: An exercise in practitioner and researcher partnership System (IF 4.518) Pub Date : 2024-02-21 Natalie da Costa, Heath Rose
This paper outlines a collaborative research project established via a research partnership within a Global Englishes (GE) theoretical framework. The aim of the quasi-experimental classroom-based study was to examine the effect of a GE curriculum intervention embedded within a general English course in a commercial language school. The study adopted a longitudinal mixed methods design, collecting data
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Development of morphological diversity in second language Korean: An NLP analysis using the Korean Morphological Richness Analyzer 1.0 System (IF 4.518) Pub Date : 2024-02-19 Haerim Hwang
This study proposes a new tool to measure morphological complexity in Korean production data and investigates whether it can explain second language (L2) development. Most of the existing linguistic complexity indices are limited to syntactic and lexical measures. Yet morphological complexity should not be neglected, particularly for agglutinative languages like Korean, in which important syntactico-semantic
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Aggregating the evidence of automatic speech recognition research claims in CALL System (IF 4.518) Pub Date : 2024-02-18 Dan Nickolai, Emma Schaefer, Paula Figueroa
This review provides an overview and analysis of ASR (automatic speech recognition) research claims identified in CALL (computer-assisted language learning) studies from the past decade. When taken separately, few conclusions can be drawn and little extrapolation is possible from any one isolated investigation. Empirical studies on ASR vary tremendously in size, scope, and research questions posited
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Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions System (IF 4.518) Pub Date : 2024-02-10 Jalil Fathi, Masoud Rahimi, Ali Derakhshan
It is widely acknowledged that technology, particularly artificial intelligence (AI), presents innovative opportunities for improving English language learning skills. However, little is known about the impact of AI-mediated activities on learners' speaking skills. This study, therefore, aimed to examine the impact of an artificial intelligence platform on English as a foreign language (EFL) learners'
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Learner engagement in collaborative writing: The effects of SCMC mode, interlocutor familiarity, L2 proficiency, and task repetition System (IF 4.518) Pub Date : 2024-02-08 Yoon Namkung, YouJin Kim
The current study investigated the effects of synchronous computer-mediated communication (SCMC) mode (video vs. audio), interlocutor familiarity, second language (L2) proficiency, and task repetition on learners' task engagement as well as the quality of written task outcome. Specifically, learners' cognitive, behavioral, emotional, and social engagement during the performance of collaborative blog
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How implementing an AI chatbot impacts Korean as a foreign language learners’ willingness to communicate in Korean System (IF 4.518) Pub Date : 2024-02-07 Arum Kim, Yuzhu Su
This study examined the influence of artificial intelligence (AI) chatbots on the willingness to communicate (WTC) of Korean as a foreign language learners. In total, 65 students participated in a semester-long study. Classes were randomly assigned to an experimental group (n = 20) or a control group (n = 45). As part of their language learning, the experimental group engaged in communicative activities
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Leaving the comfort zone: Towards closer partnership between scholars and practitioners System (IF 4.518) Pub Date : 2024-02-06 Mairin Hennebry-Leung, Idoia Elola, Gary Harfitt
Abstract not available
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Fifty years of System research and projections for the future System (IF 4.518) Pub Date : 2024-02-03 Jim McKinley, Lawrence Jun Zhang, Idoia Elola, Mairin Hennebry-Leung, Yongyan Zheng, Vincent Greenier, Nathan Thomas, Pascal Matzler
Abstract not available
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Translanguaging in Sweden: A critical review from an international perspective System (IF 4.518) Pub Date : 2024-02-02 Carles Fuster, Camilla Bardel
‘Translanguaging’ is nowadays an umbrella term referring to either the framework of ‘spontaneous translanguaging’ from the United States or that of ‘pedagogical translanguaging’ from the Basque Country. Both these frameworks propose ways of integrating languages in school, but they adopt very different perspectives on multilingualism, language education and minority languages. This article starts out
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Anchoring in the meso-level: Departmental preparation for the adoption of blended learning in tertiary education System (IF 4.518) Pub Date : 2024-01-28 Handong Li, Sook Jhee Yoon
The adoption of blended learning has rapidly grown in tertiary education, however, the literature has not extensively addressed how academic departments can implement such pedagogical innovation. The role of academic departments that serve as a link between institutions and teaching staff has long been downplayed. Employed a layered approach and based on the four considerations in blended language
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Disentangling the contributions of shorter vs. longer lexical bundles to L2 oral fluency System (IF 4.518) Pub Date : 2024-01-29 Dan Hougham, Jon Clenton, Takumi Uchihara
Shorter lexical bundles (LBs) have been the central point of focus in L2 oral fluency studies, with longer LBs often being neglected. The current study examined the extent to which longer LBs vs. shorter LBs relate to aspects of oral fluency. Data were collected from 50 undergraduate L2 English learners performing three speaking tasks. We analyzed speaking performances in terms of speed, breakdown
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Exploring Vietnamese primary school EFL teachers’ identities from a micropolitical perspective System (IF 4.518) Pub Date : 2024-01-30 Vu Tran-Thanh
Teacher identity is an important concept that serves as a gateway to various aspects of teacher professionalism. A growing body of research in language education delves into the complexities of teacher identity. However, when viewed through a micropolitical lens, this crucial topic has received surprisingly little attention. This limitation hinders a deeper understanding of teachers' contextual satisfaction
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Differential effects of EFL proficiency and mode on noun phrase use System (IF 4.518) Pub Date : 2024-01-30 Gui Bao
This study extends the existing research on phrasal elaboration by investigating the independent and interactive effects of English as a foreign language (EFL) proficiency and mode (speaking and writing) on the overall and individual use of five distinct types of noun phrase modifiers. These modifiers include premodifiers, prepositional phrases, non-finite verb phrases, relative clauses, and nominal
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Social and cognitive presence in a community of inquiry: An epistemic network analysis of CALL students’ interactions via nowcomment System (IF 4.518) Pub Date : 2024-01-25 Somayeh Fathali
Simply placing learners in computer-supported collaborative learning environments cannot result in successful collaborative learning. To investigate how collaborative learning happens through online communication, studying learners' interactions is of crucial importance. Accordingly, the present quantitative ethnographic study used an epistemic network analysis (ENA) approach to investigate social
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From identity unbecoming to becoming: Duoethnography of multilingual and multicultural English language teacher identities System (IF 4.518) Pub Date : 2024-01-28 Ziyue Guo, Sandeep Sidhu
Language teacher identity (LTI) has become essential in educational research. The discourse is progressively moving away from the deficit-based label of non-native-English-speaking teachers towards the asset-based appreciation of their multilingualism and multiculturalism. This paper explores two multilingual and multicultural English teachers’ (MMETs) LTI shift from unbecoming (experiencing negative
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New Englishes, New Methods, Guyanne Wilson, Michael Westphal (Eds.), John Benjamins (2023), vii + 276 System (IF 4.518) Pub Date : 2024-01-28 Foluke Olayinka Unuabonah
Abstract not available
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Modeling writing self-efficacy over time and across tasks in an EFL context System (IF 4.518) Pub Date : 2024-01-26 Wei Ye, Ying Xu
Despite efforts for ensuring measurement accuracy of writing self-efficacy (WSE), researchers paid scant attention to the issue of its measurement proximity, i.e. measuring WSE and writing achievements in close proximity of time as suggested by Pajares (2003). This study aimed to contribute to the self-efficacy research by revealing how WSE would change over time and across tasks. We adopted a trait-state
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Reflexively Speaking: Metadiscourse in English as a Lingua Franca, Anna Mauranen, De Gruyter, Berlin (2023), ISBN: 978-3-11-028677-9 (pbk), ISBN: 978-3-11-029549-8 (ebk). xii+236 pp System (IF 4.518) Pub Date : 2024-01-25 Man Zhang, Jiawei Zhang
Abstract not available
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Bite-sized language teaching in the digital wild: Relational pedagogy and micro-celebrity English teachers on Instagram System (IF 4.518) Pub Date : 2024-01-23 Erhan Aslan
While ‘social media influencers’ have predominantly been studied in marketing and advertising, there has been an increase in language teachers' engagement in content creation on social media platforms. Informed by the principles of relational pedagogy (Kern, 2015, 2018), the present study explores how a group of Turkish teachers of English (n = 10) each with over 100,000 followers on Instagram navigate
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Language learning beyond the classrooms: Experiences of Vietnamese English major and non-English major students System (IF 4.518) Pub Date : 2024-01-23 Ha-Anh Thi Nguyen, Alice Chik, Stuart Woodcock, John Ehrich
Research increasingly shows that the rapid growth of digital technology has added unprecedented affordances for many English as a foreign language (EFL) learners to advance their English proficiency beyond the classrooms. However, it is not yet well understood if Vietnamese English major (EMajor) students (who have English as their discipline), and non-English major (NEMajor) students (who have English
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Mode of production and (referential) cohesion: An L2 English corpus-based study of syntactic coordination System (IF 4.518) Pub Date : 2024-01-23 Ana Díaz-Negrillo, Mª Carmen Espinola Rosillo
This study investigates mode of production effects on narrative discourse configuration and referring expression (RE) selection in contexts of reference maintenance in syntactic coordination. It looks at 3rd person singular grammatical subjects across intermediate and advanced L1 Spanish-L2 English, in contrast with L1 English. The data are written and spoken narratives from the COREFL corpus produced
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Academic communication with AI-powered language tools in higher education: From a post-humanist perspective System (IF 4.518) Pub Date : 2024-01-12 Amy Wanyu Ou, Christian Stöhr, Hans Malmström
AI-powered language tools (AILTs) are commonly used by university students, yet there is a limited understanding of how students utilise and perceive these tools in everyday academic communication practice. Employing a post-humanist lens and based on over 1700 open-ended comments from a nationwide student survey, this qualitative study examined students' lived AILT experiences to explicate the impact
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A comparative analysis of multiword units in the reading and listening input of English textbooks System (IF 4.518) Pub Date : 2024-01-09 Hien Hoang, Peter Crosthwaite
This study examines the occurrence and function of multiword units (MWUs) found in reading and listening input within EFL textbooks commonly used at a Vietnamese university. Lists of MWUs were automatically extracted from this input based on frequency, range, and mutual information score criteria, followed by manual evaluation via a classification framework developed by Simpson-Vlach and Ellis (2010)
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System's 50th anniversary special issue: In conversation with Sarah Mercer System (IF 4.518) Pub Date : 2024-01-05 Sarah Mercer
Abstract not available
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Linguistic complexity measures of short narrative writings for modeling overall Chinese proficiency System (IF 4.518) Pub Date : 2024-01-05 Qin Xu, Yasuyo Sawaki, Yu Zhu
This study investigates whether linguistic complexity measures of short narrative writings can model overall proficiency in Chinese as a second language. A sample of native Japanese undergraduate students with intermediate (n = 34) and advanced (n = 43) levels of Chinese proficiency, and a sample of native speakers of Chinese (n = 43) altogether provided 240 short narrative essays in Chinese, with
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Enactment of English medium instruction in under-resourced educational contexts: A case of multilingual public secondary schools in Nepal System (IF 4.518) Pub Date : 2024-01-04 Tae-Hee Choi, Prem Prasad Poudel
English as a medium of instruction (EMI) policy has shown substantial growth in all levels of education, driven by diverse aspirations such as raising individuals’ global competitiveness and internationalization of education. Such a growth of EMI has been questioned from equity perspective. However, they largely draw on perception-based evidence, and do not capture exactly why and how the EMI has arisen
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Reflecting on the conceptual core and developing a short version of international posture System (IF 4.518) Pub Date : 2024-01-02 Tomoko Yashima, Rieko Nishida
International posture (IP) is a construct postulated by Yashima (2002) to capture attitudes toward international communities, including readiness to approach and communicate with intercultural partners, interest in international affairs, and willingness to go overseas to stay and work, which are believed to relate to L2 learning motivation. A recent comprehensive review of 66 studies by Botes et al
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Teacher agency and ICT affordances in classroom-based language assessment: The return to face-to-face classes after online teaching System (IF 4.518) Pub Date : 2024-01-01 Seongyong Lee, Jaeho Jeon
Recent research on classroom-based assessment (CBA) during the COVID-19 pandemic has examined language teachers’ strategic responses to challenges in online teaching. However, there is still a paucity of empirical research on their CBA practices supported by information and communication technology (ICT) during the return to face-to-face (f2f) classes. Moreover, most studies on CBA during and after
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Review of L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process, Martínez-Flor, Sánchez-Hernández, Barón (2023) System (IF 4.518) Pub Date : 2023-12-27 Maria Kostromitina
Abstract not available
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Engagement patterns in research article introductions: A cross-disciplinary study System (IF 4.518) Pub Date : 2023-12-27 Liming Deng, Yanfan Cheng, Xiaoping Gao
This study attempts to explore the ways in which academics from four different disciplinary backgrounds (applied linguistics, education, electrical engineering, biology) engage with their discourse community when writing their research article (RA) introductions. To this end, 200 RA introductions were selected and examined in detail along with the Engagement System of the Appraisal Framework. It adopts
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Predicting functional adequacy from complexity, accuracy, and fluency of second-language picture-prompted speaking System (IF 4.518) Pub Date : 2023-12-26 Rie Koizumi, Yo In'nami
Functional adequacy (FA) is a construct of task achievement in communicative settings and focuses on the extent to which task requirements are satisfied by effectively conveying intended messages. Recent studies in second-language speaking and writing have emphasized the importance of FA in addition to complexity, accuracy, and fluency (CAF); FA and CAF are combined into the acronym CAFFA. This study
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Exploring the effect of EFL students’ self-made digital stories on their vocabulary learning System (IF 4.518) Pub Date : 2023-12-23 Fatemeh Nami, Fatemeh Asadnia
In spite of the growing interest in digital storytelling (DST) in the English as a foreign language (EFL) context, there is a lacuna in research on the role it plays in learning vocabulary. This sequential explanatory mixed-methods study explored the potential of collaborative learner-generated digital stories (DSs) for vocabulary knowledge development and students’ attitudes towards DST-based vocabulary
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ChatGPT: The catalyst for teacher-student rapport and grit development in L2 class System (IF 4.518) Pub Date : 2023-12-21 Mohammad Ghafouri
Language education as a dynamic field of study requires constant innovations to meet the L2 needs in the classroom milieu. Additionally, the surge of technological advancements warns us about the significance of studying the possible beneficial roles of artificial intelligence in language teaching and learning about which the field is in its infancy stage. In this vein, the present study examined the
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Reading short stories in a foreign language: Is it as pleasurable as in the L1? Absorption and appreciation of short stories in Dutch secondary school students learning German as a foreign language System (IF 4.518) Pub Date : 2023-12-19 Stefanie T.M.R. Ramachers, Roel M. Willems
Against the background of a decreasing interest in reading among Dutch adolescents, we investigated whether reading short stories in a foreign language other than English (i.e., German) in an educational context, as opposed to reading in the first language leads to less absorbing reading experiences and, related to that, lower appreciation of stories. We collected absorption and appreciation data from
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Rescoping language assessment literacy: An expanded perspective System (IF 4.518) Pub Date : 2023-12-12 Shahid Abrar-ul-Hassan, Hossein Nassaji
Abstract not available
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Transcending the boundaries of mode in online language teaching: A translanguaging perspective on English as a second language teachers’ synchronous small group online tutorials System (IF 4.518) Pub Date : 2023-12-12 Kevin W.H. Tai
The employment of virtual conferences tools has created new possibilities for language teaching and learning. Amid the suspension of face-to-face classes at every level of education in most countries globally due to the COVID-19 pandemic, the majority of teachers and students have to make the transition from classroom-based teaching to synchronous online teaching. The virtual environment is significantly
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Q methodology in applied linguistics: A systematic research synthesis System (IF 4.518) Pub Date : 2023-12-10 Nicola Morea, Hessameddin Ghanbar
Q methodology (Q) is a mixed-methods research methodology used to systematically explore people's subjectivity. Despite an increasing number of theoretical and empirical studies in applied linguistics (AL) adopting this methodology, we found a lack of systematic research syntheses examining how Q has so far served the field, especially considering the complexity of Q in relation to instrument creation
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The impact of captioning and playback speed on listening comprehension of multilingual English learners at varying proficiency levels System (IF 4.518) Pub Date : 2023-12-07 Laura Mahalingappa, Jiaxuan Zong, Nihat Polat
Despite the widespread use of internet-based platforms by multilingual English learners (MELs), research on the intersection of listening comprehension and the ability to manipulate technological features is under-studied. This study explores how the use of captions affects MELs' listening comprehension of easier versus harder questions at three different playback speed levels (0.75, 1, 1.25). It also
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Low proficiency level learners' translingual and transmodal practices in teletandem: Challenging the separation of languages principle System (IF 4.518) Pub Date : 2023-12-06 Müge Satar, Solange Aranha, Suzi Marques Spatti Cavalari, Wala Almijiwl
Teletandem is a model of virtual exchange in which two speakers of different languages meet over videoconferencing tools so that they can learn each other's language and culture. Research and practice on teletandem draw on the principles of autonomy (each participant should make decisions about their own learning), reciprocity (each participant should assist their partner's learning), and separation
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Does modality matter? A meta-analysis of the effect of video input in L2 listening assessment System (IF 4.518) Pub Date : 2023-12-01 Tingting Liu, Vahid Aryadoust
Over the past two decades, there has been a growing research interest in examining the effects of video-based second language (L2) listening tests. However, these studies have shown inconsistency in their findings, prompting the need for a comprehensive analysis. This study aims to address this issue by conducting a meta-analysis to synthesize the quantitative research in this field. Our primary objective
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A longitudinal study of the effects of model texts on EFL children's written production System (IF 4.518) Pub Date : 2023-12-04 María Luquin, María del Pilar García Mayo
As written corrective feedback tools, it has been claimed that model texts improve language learners' subsequent production, but almost exclusively in terms of lexical gains. However, little research has been carried out with EFL children, an underrepresented population in the literature, and much less from a longitudinal perspective. The main aim of this study was to determine the extent to which
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Think-aloud protocols in second language writing: A mixed-methods study of their reactivity and veridicality, Chengsong Yang, Lawrence Jun Zhang. Springer, Cham (2023). XXII+217. System (IF 4.518) Pub Date : 2023-11-20 Yu Huang, Ting Wen
Abstract not available
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The roles of suprasegmental features in assessing paired speaking tasks in high-stakes language assessment System (IF 4.518) Pub Date : 2023-11-15 Sungeun Choi, Okim Kang
In the realm of language assessment, the speaking abilities of second language (L2) speakers in communicative contexts have garnered increasing attention, as English serves as a lingua franca in our globalized world. In oral communication, suprasegmental features play a crucial role in shaping interactions. However, our comprehension of how proficient L2 speakers employ these suprasegmentals, particularly
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A life with poetry: The development of poetic literacy, Joan Peskin, David I. Hanauer, John Benjamins, Amsterdam (2023), p. 194, Hardbound: $149 System (IF 4.518) Pub Date : 2023-11-16 Shizhou Yang, Piangtawan Putta
Abstract not available
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Native speakerism as a source of agency-related critical incidents: Implications for non-native English teachers’ professional identity construction System (IF 4.518) Pub Date : 2023-11-16 Fatemeh Ershadi, Mostafa Nazari, Milad Salimi Chegenie
Despite the developments on the contributions of native speakerism (NS) for the professionalism of non-native English-speaking teachers (NNESTs), little is known about how NS influences NNESTs' agency and identity construction. The present study draws on an ecological-poststructural lens and explores such a contribution through critical incidents that happened to 15 Iranian NNESTs. Data were collected
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Impact of goal-tracking on engagement in language use in an online TBLT module for Thai university students System (IF 4.518) Pub Date : 2023-11-15 Watcharaphong Soongpankhao, Scott Aubrey, Craig Lambert
This study investigates the impact of using a criterion-referenced goal-tracking system on task engagement. The study was conducted during a fully-online TBLT program that consisted of 24 task performances of an interactive task type, Giving Directions, sequenced from less to more complex. Seventy-eight first-year English for International Communication majors at a university in Thailand completed
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A discourse dynamics analysis of academic voice construction: Disciplinary variation, trajectories, and dynamic interaction patterns System (IF 4.518) Pub Date : 2023-11-11 Jihua Dong, Ye Liu, Xiaofei Lu
The discourse dynamics approach is a novel approach proposed within Complex Dynamic Systems Theory to explore the developmental and interactional characteristics of a complex system as manifested in discourse over time. This approach has been attested to be advantageous for identifying the evolutionary dynamics of language practices and social events. The current study adopts this approach to investigate
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Language teacher wellbeing across the career span, G. Sulis, S. Mercer, S. Babic, A. Mairitsch, Multilingual Matters (2023), ix + 248 System (IF 4.518) Pub Date : 2023-11-06 Ian Moodie
Abstract not available
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Can L2 motivation be modelled as a self-system? A critical assessment System (IF 4.518) Pub Date : 2023-10-31 Alastair Henry, Meng Liu
Some two decades ago, Dörnyei (2005) proposed that motivation for L2 learning could be modelled as a self-system. Despite the profound influence of Dörnyei's scholarship and impact of the L2 Motivational Self System (L2MSS) model, the fundamental premise that motivation for L2 learning can constitute a self-system has escaped critical scrutiny. Highlighting how the self-system constitutes a framework
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Investigating the ecological validity of second language writing assessment tasks System (IF 4.518) Pub Date : 2023-10-31 Kerry Pusey, Yuko Goto Butler
Nowadays, writing in academic settings is mediated by digital technology in essential ways, yet many writing test tasks deny access to the digital resources common to everyday practice (e.g., spell-check, electronic dictionaries). This discrepancy potentially threatens the ecological validity of such tasks and raises questions about construct (under) representation. Informed by an ecological perspective
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Assessment of sentence sophistication in L2 spoken production: Expansion of verbs and argument structure constructions System (IF 4.518) Pub Date : 2023-10-25 Hyunwoo Kim, Eunseok Ro
Despite the vast body of literature concerning automatic analyses of L2 production, there is limited research on L2 spoken production. Furthermore, investigations into L2 sentence production abilities have predominantly been centered around sentence length. To provide more sophisticated descriptions of L2 syntactic sophistication, this study examines the validity of using the expansion of verbs and
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Rapport in research interviews: An interdiscursive perspective System (IF 4.518) Pub Date : 2023-10-21 Naseh Nasrollahi Shahri
The study responds to calls for more systematic and reflexive attention to rapport in qualitative research (Prior, 2018; Zoebel, 2021). Specifically, it argues for and adopts an interdiscursive perspective on rapport in a longitudinal study involving an interviewer and an interviewee. Based on the analysis of five excerpts from three interviews about academic writing in English with the participant
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Nudging students' interest in learning a new language: An experimental proof of concept for an online informational-nudge System (IF 4.518) Pub Date : 2023-10-20 Luke K. Fryer, H. Nicholas Bovee, Neil Witkin, Paul Matthews
Motivating students to persist in learning they did not choose is one of the most challenging parts of being an educator. Psychological, classroom-based interventions have been popularized, but less research has explored online support outside the classroom. An experimental test of the efficacy of a programme of informational nudge videos for the support of students' interest in learning a new language