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Funds of knowledge and identity in language learning and teaching Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-03-15 Julie Waddington, Moisès Esteban-Guitart
Funds of knowledge and identity approaches emerged to combat deficit perspectives and address the achievement gap and exclusion of underrepresented students in border contexts in the late 1980s. Th...
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Language learning playware: a ‘playful learning’ approach to ELT materials development Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-03-12 Mohammad Ali Heidari-Shahreza
This article opens a window on ‘playful learning’ as a philosophy of (language) education and a suite of diverse tools, techniques and tactics. The paper’s innovation and contribution lie in the no...
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Effectiveness of augmented reality on EFL learner’s language gains: a meta-analysis Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-03-10 Panpan Yang, Wenlan Zhang
Augmented reality (AR) is an immersive, interactive, and engaging advanced information technology and it is widely used in language learning. Although several studies have evaluated the effectivene...
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Combining study abroad and the on-campus experience to enhance language and cultural learning Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-03-08 Jeff Michno, Angélica Lozano-Alonso
This course collaboration connected a study-abroad group (n = 17) in Madrid, Spain and an at-home student group (n = 6) in Greenville, South Carolina, USA to increase linguistic and cultural learni...
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Exploring students’ perceptions and affordances of Google docs-supported collaborative writing Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-03-06 Asma Alsahil
Despite substantial research on students’ perceptions of collaborative writing, only a few studies have provided a deep understanding of their perceptions and attitudes toward computer-supported co...
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English learning behaviors in computer-mediated communication during COVID-19 in Thailand’s Deep South Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-02-25 Jaruwat Songmuang, Yusop Boonsuk, Muhammadafeefee Assalihee
COVID-19 has transformed how teaching is organized, with computer-mediated communication (CMC) implemented to overcome physical constraints from social distancing. This study explored behaviors and...
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Melding language and image: Kaytetye Indigemoji as a language learning project Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-02-25 Bridey Lea, Myfany Turpin, Joel Liddle Perrurle
In recent years, digital projects have created tools for learning languages, such as mobile applications (apps). In contexts where the language has low prestige, innovative digital learning tools c...
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Improving pre-service English teachers’ native cultural knowledge and English language knowledge of native culture in a PBL classroom Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-02-21 Danyang Zhang, Junjie Gavin Wu, Zhuxia Fu
Purpose: Globalization underscores the importance of developing language learners' intercultural communication competence (ICC). English language teacher education nowadays thus necessitates pedago...
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ESL teachers’ experiences in engaging with published research findings: an interpretative phenomenological analysis Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-02-20 Kevin W. H. Tai, Edsoulla Chung
Despite the growing interest in the applicability and value of educational research for improving educational policy and practice, few studies have demonstrated how English-as-a-second-language (ES...
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The Arts as the content-subject for content and language integrated learning (CLIL): how the signature pedagogies of arts education align to CLIL aims Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-02-19 Judith Dinham
Content and language integrated learning (CLIL) involves teaching an additional language through the study of a subject, and teaching the subject through the medium of the new language. CLIL approa...
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The language of submission: a four-way duoethnography exploring translanguaging pedagogy with carceral students’ funds of knowledge and funds of identity Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-02-16 Tatiana Harrison, Karla Ledezma, Malachi Morgan, JonAvionn Morgan
Our purpose is to demonstrate that duoethnography can be both a collaborative research methodology and a pedagogical strategy for robust learning practices in secondary carceral settings. These set...
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I Can Speak: improving English pronunciation through automatic speech recognition-based language learning systems Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-02-09 Muzakki Bashori, Roeland van Hout, Helmer Strik, Catia Cucchiarini
Practicing pronunciation through language learning systems incorporating Automatic Speech Recognition (ASR) technology has been effective in helping improve foreign language pronunciation. One of t...
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Promoting second language writing through technology-driven multimodal text feedback Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-02-09 Weimei Li, Xiuwen Chen, Lihe Huang
Despite the increasing use of technology-driven multimodal pedagogies in second-language writing education, there is a dearth of studies investigating the value and design of multimodal text feedba...
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Tracking motivational changes in self-initiated professional development in ELT: a single-case analysis Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-02-07 Mehmet Sak
While motivation has been recognized as a key catalyst for the uptake of self-initiated professional development (PD), motivational changes that occur in the course of self-initiated PD practices r...
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Constructive peer-feedback to improve language and communication skills in medical education Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-02-06 Fatemeh Janesarvatan, Maryam Asoodar
Medical students need to become fluent in the native language of the country they will be working in before entering their work environment at the hospital. For this purpose, third-year students in...
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Psychological and emotional impact of COVID-19 on TESOL: learning to teach EFL in a VUCA environment Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-02-08 Juan de Dios Martínez Agudo
Since a thorough understanding of the impact of the COVID-19 crisis on the teaching profession in general and on TESOL teacher education in particular will take some time, this paper sheds some lig...
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Peer review in early academic writing: impact vs. students’ beliefs Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-02-02 Mari Mar Boillos
Peer review is one teaching activity that is gaining ground in academic writing training. Studies have addressed the variety of benefits involved and students are able to identify peer review's pos...
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Revolutionizing L2 speaking proficiency, willingness to communicate, and perceptions through artificial intelligence: a case of Speeko application Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-01-30 Hanieh Shafiee Rad
The emergence of artificial intelligence (AI) and AI-based applications has become increasingly significant due to its transformative potential in various fields including language learning. These ...
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Global CLIL: critical, ethnographic and language policy perspectives Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-01-30 Hengzhi Hu
Published in Innovation in Language Learning and Teaching (Ahead of Print, 2024)
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Teaching English as a Foreign Language in Higher Education using flipped learning/flipped classrooms: a literature review Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-01-17 Rosemary Fisher, Quyen Tran, Elena Verezub
Purpose: We systematically reviewed the empirical literature that reports research in the specific context of teaching EFL to identify what is known about the efficacy of using flipped learning to ...
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‘When I see them - I think it’s me:’ multilingual teaching staff’s agency enactment in a linguistically and culturally diverse classroom Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-01-11 Mila Schwartz, Orit Dror
This study aimed to explore why and how the teachers' personal funds of knowledge and identity are connected to their classroom beliefs, knowledge, and practices.The study lasted one academic year ...
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The effect of empowerment on English language teachers’ commitment to schools: the mediation of teachers’ attitudes towards curriculum reform Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-01-09 Azzeddine Boudouaia, Khalil Miqdad, Abdo Hasan AL-Qadri, Nadia Saraa, Souheila Belmamoune, Timothy Bariu Ntorukiri, Yang Xingfang, Mohammed Oda Abunamous, Mokhtar Mouissi
The current study aimed to examine the effect of empowerment on English language teachers’ commitment to schools and attitudes towards curriculum reform and the mediation effect of teachers’ attitu...
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New direction in technology for writing instruction Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2024-01-02 Hassan Mohebbi, Sara Falahi
Published in Innovation in Language Learning and Teaching (Ahead of Print, 2024)
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Programme-level English enhancement strategy in civil engineering undergraduate education: an application of innovative strategy Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-12-28 Barbara Wing Yee Siu, Chu Nok Yi, Muhammad Afzaal
This paper documents the use of ‘assessment intervention' to better align language teaching and the teaching of disciplinary knowledge through English Across the Curriculum (EAC) strategies within ...
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Intra-linguistic mediation within the context of Model United Nations Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-12-24 Samuel Nfor
This study highlighted a shift from teacher-centred to action-oriented pedagogies and investigated Model United Nations (Model UN) as a platform for Japanese students to collaborate with students f...
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Successful language learning out of the classroom: a case study of Iranian learners’ activities Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-12-21 Zia Tajeddin, Azadeh Hassani, Negar Bakhshandeh
Among various factors contributing to autonomous language learners’ success, the beneficial role of out-of-classroom activities (OCAs) has been largely neglected. The present case study sought to e...
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Establishing an online community of practice for undergraduate English language education student researchers Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-11-30 Scott Aubrey, Vivaldi Chung
Conducting classroom-based research is a powerful route for student teachers’ professional development and a requirement for many pre-service teachers in undergraduate language education programs. ...
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‘Flatbread and lollipops:’ social funds of identity in the trilingual journey of a refugee-background student Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-11-19 Eleni Oikonomidoy, Fares Karam
The purpose of this paper was to examine the role of social Funds of Identity (FoI), as expressed in significant others, in the promotion of language learning for a young refugee-background child. ...
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Digital funds of identity: understanding a young child’s plurilingual development through mediagrams Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-11-08 Sabine Little, Kexin Cheng
Purpose. The study explored how Feifei, a 3-year-old trilingual girl living in England, uses touchscreens across her multiple languages (English, Mandarin, and Bahasa Indonesia), exploring how her ...
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Nature journaling in English language teaching: an introduction for practitioners Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-09-10 Hannah Mueller, Luis Javier Pentón Herrera
ABSTRACT In this innovative practice article, we introduce nature journaling in the context of English language teaching (ELT) – an approach and conceptualization that remain mostly unexplored in the field. As educators concerned with our environments, the natural world, and students’ social-emotional literacy and well-being, we make a case for the need to reimagine ELT classrooms as places where nature
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Multimodal digital storytelling presentations in EFL contexts: learning outcomes, positive/negative affects, and perception between high-/low-achieving learners Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-09-08 Hsieh-Jun Chen
Despite the acknowledged benefits of digital storytelling in fostering language development, investigations into its cognitive and affective dimensions in English-as-a-Foreign-Language (EFL) educat...
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The mediating role of self-disclosure in the relationship between masculine gender role stress and foreign language classroom anxiety Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-08-18 Muhammed Kök, Adem Kantar
The excessive anxiety male EFL (English as a Foreign Language) students feel in their foreign language classrooms may have considerable drawbacks on their verbal and productive performances. This s...
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Higher order thinking skills in the language classroom: A concise guide Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-08-18 Mostafa Azari Noughabi
Published in Innovation in Language Learning and Teaching (Vol. 18, No. 2, 2024)
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The impact of emotional scaffolding on online teaching and learning in Palestinian English language classrooms during COVID-19 Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-08-09 Tina Jaber Rafidi, Beverly Wagner
The sudden global shift to online teaching during the COVID-19 pandemic required teachers to place more emphasis on strategies that increased student engagement and supported their online learning....
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Facilitating EFL learners’ willingness to communicate amidst the pandemic: a digital storytelling-based online flipped learning approach Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-08-07 Lin Luan, Yanqing Yi, Gwo-Jen Hwang, Yan Dong, Bowen Jing, Jinjin Liu
This mixed-methods study proposed a digital-storytelling-based (DST-based) online flipped learning approach during the pandemic, and investigated its impact on EFL learners’ willingness to communic...
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Technology in Second Language Writing: Advances in Composing, Translation, Writing Pedagogy and Data-Driven Learning Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-07-29 Huafeng Wang
Published in Innovation in Language Learning and Teaching (Vol. 18, No. 2, 2024)
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Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-07-26 Guangxiang Liu, Chaojun Ma
This study aims to generate empirical insights into the extent to which ChatGPT, a highly capable AI chatbot building on OpenAI's GPT family, is perceived and leveraged by EFL learners beyond the c...
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Multimedia glosses and their impact on second language vocabulary acquisition: insights from a meta-analysis and document co-citation analysis Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-07-24 Mohammed Ali Mohsen, Hassan Saleh Mahdi, Reem Alkhammash
Multimedia glosses have been examined extensively by researchers for over three decades to determine their possible effects in second language (L2) vocabulary acquisition. Many meta-analytic studie...
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Foundational principles of task-based language teaching Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-07-07 Rusiru Hettimullage
Published in Innovation in Language Learning and Teaching (Vol. 18, No. 1, 2024)
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A review of research on AR-supported language learning Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-07-04 Rustam Shadiev, Qiwei Liang
Augmented Reality (AR) has gained significant attention in the field of language learning. This study conducted a systematic review of research on AR-supported language learning published between 2...
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Team teaching in languages: a scoping review of approaches and practices in higher education Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-07-04 Inma Álvarez, Mara Fuertes Gutiérrez, Matilde Gallardo Barbarroja
This paper aims at understanding the extent to which languages are taught collaboratively in higher education (HE), which team teaching (TT) models have been implemented, and what lessons were lear...
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EFL learners’ perceptions and their association with the effectiveness of model texts as a feedback tool Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-06-21 Eun Young Kang
This quasi-experimental study investigated the effect of using model texts as a written corrective feedback (WCF) strategy on second language learners’ writing, in both rewritten drafts and new dra...
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The Routledge Handbook of Second Language Acquisition and Speaking Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-06-13 Yani Xu, Xiangmei Yang, Ni Li
Published in Innovation in Language Learning and Teaching (Vol. 18, No. 1, 2024)
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L2 skill-specific anxiety and communication apprehension: the role of extramural English in the Turkish context Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-05-30 Mehmet Sercan Uztosun, Muhammed Kök
The present study has three objectives: (1) to explore whether there are statistically significant relationships between Extramural English (EE) engagement, second/additional language (L2) anxiety ...
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Automated speech scoring of dialogue response by Japanese learners of English as a foreign language Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-05-28 Yuko Hayashi, Yusuke Kondo, Yutaka Ishii
Purpose: This study builds a new system for automatically assessing learners’ speech elicited from an oral discourse completion task (DCT), and evaluates the prediction capability of the system wit...
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Verb argument construction complexity indices and L2 written production: effects of task complexity and task repetition Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-05-15 Mahmoud Abdi Tabari, Sima Khezrlou, Yu Tian
This study examines the extent to which verb argument construction (VAC) based indices of syntactic complexity could predict four different writing task conditions: a simple task with no repetition...
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The spatiality of pre-service language teachers’ funds of professional identity Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-05-10 Darío Luis Banegas
ABSTRACT Purpose The aim of this study was to interrogate pre-service language teachers' professional identity formation in relation to their funds of identity (FoI) and the agentive influence of space. Design The study was conducted with 20 pre-service language teachers in Argentina in 2022. As part of a core module's coursework, the participants were asked to complete tasks that would enable them
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OASIS: one resource to widen the reach of research in language studies Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-05-06 Inge Alferink, Emma Marsden
ABSTRACT Language teachers report having limited direct contact with research and research findings despite generally positive perceptions of research (Borg 2009; Marsden and Kasprowicz 2017; Nassaji 2012). Key reasons teachers give are 1) practical - a lack of time and access, and 2) conceptual - academic papers can be difficult to read (Plavén-Sigray et al. 2017). In turn, researchers worry their
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Learner corpus research meets second language acquisition Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-04-13 Yu Kyoung Shin
Published in Innovation in Language Learning and Teaching (Vol. 17, No. 5, 2023)
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Perspectives and good practices in English language teacher training Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-03-30 Ivor Timmis
Published in Innovation in Language Learning and Teaching (Vol. 17, No. 5, 2023)
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A systematic review of potential opportunities and challenges to the use of portfolios in Vietnam as an assessment tool Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-03-28 Trang Tam Nguyen, Tony Richardson, Anh Ngoc Nguyen, Tung Ngoc Vu, Thao Thi Huong Dang
ABSTRACT Purpose The aim of this paper is to elaborate on the opportunities and challenges to the application of portfolios as an assessment tool in English as a Foreign Language (EFL) classrooms at different educational levels in Vietnam, as explicitly and implicitly reported in the literature. Design This study is a combination of a narrative review, synthesising educational documents during 2014–2021
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Gender Diversity and Sexuality in English Language Education: New Transnational Voices Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-03-11 Veronico N. Tarrayo
Published in Innovation in Language Learning and Teaching (Vol. 17, No. 5, 2023)
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Preliminary development and validation of basic psychological needs fulfillment for ESP teachers in online instruction Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-03-08 Yudhi Arifani, Jumadi Jumadi, Agus Wardhono, Syaadiah Arifin, Hidayat Ma’ruf
ABSTRACT The transition of traditional classroom teaching to online teaching platforms in English as a foreign or second language context has caused the shift of teachers’ motivational factors. The present study aimed to develop a new motivational teaching instrument and provide indication for the scale’s validity and reliability of English for Specific Purposes (ESP) teachers’ basic psychological
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A dynamic systems theory perspective on L2 writing development Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-02-14 Huafeng Wang, Chencen Cai
Published in Innovation in Language Learning and Teaching (Vol. 17, No. 4, 2023)
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Anxiety and enjoyment among young teenagers learning English as a foreign language outdoors: a mixed-methods study Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-02-12 Tone Stuler Myhre, Jean-Marc Dewaele, Tove Anita Fiskum, Anna Marie Holand
ABSTRACT Purpose The aim of this study is to explore how outdoor education can influence foreign language anxiety (FLA) and foreign language enjoyment (FLE) when young teenagers are learning a foreign language (FL). We applied a dynamic perspective to investigate if using English in an outdoor context would reduce FLA and boost FLE, leading to a stronger willingness to communicate (WTC) in the FL.
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Revisiting Saudi EFL learners’ autonomy: a quantitative study Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-01-18 Md Mahmudul Haque, Hasan M. Jaashan, Md Zobaer Hasan
ABSTRACT Purpose The purpose of this study is to examine Saudi EFL learners’ autonomy beliefs, the relation between their autonomy beliefs and autonomy practices, and the major obstacles against their autonomy. Design/methodology/approach In this quantitative study, a survey questionnaire was administered to 350 (N=350) students in the English Language Center of a public university in Saudi Arabia
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Including diversity through cinema-based affective literacy practices: A case study with EFL/ESL pre-service teachers Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2023-01-18 Elena Dominguez Romero, Jelena Bobkina
ABSTRACT This article shares an innovative pedagogical experience that approaches diversity through cinema-based affective literacy practices in the EFL/ESL classroom. Following a social justice approach to education, we designed and implemented a workshop to develop affective literacy practices targeted at 49 pre-service teachers from the Master’s programme in EFL/ESL Teacher Training at the Complutense
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Effectiveness of metacognitive interventions in tertiary EFL contexts: evidence from a systematic review and meta-analysis Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2022-11-15 Meechai Wongdaeng, Steve Higgins
ABSTRACT Purpose Despite numerous studies reporting beneficial effects of metacognition for improving learning or developing self-regulated learners, the evidence from tertiary English as a Foreign Language (EFL) settings is still unclear as synthesis studies in this field remain rare. To address the gap, this study sought to identify, examine and synthesise relevant studies on the effectiveness of
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Implementing digital multimodal composing in L2 writing instruction: a focus on developing L2 student writers Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2022-10-26 Emily Di Zhang, Shulin Yu
ABSTRACT This article introduced a teaching innovation practice, i.e., digital multimodal composing, in College English course in mainland China. The purpose of this practice is to respond to the developing L2 student writers’ difficulty of lacking linguistic resources to express their creative ideas, and empower them to leverage multiple modes other than the language mode to make their meaning, and
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The effectiveness of multimedia input on vocabulary learning and retention Innovation in Language Learning and Teaching (IF 2.241) Pub Date : 2022-10-26 Mark Feng Teng
ABSTRACT Multimedia input can enhance vocabulary learning in the context of learning English as a foreign language (EFL). Drawing upon a mixed method, this study explores the potential of multimedia input in vocabulary learning. EFL vocabulary learning was assessed under four input conditions (definition + word information + video, definition + word information + audio, definition + word information