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Enhancing dual language learners’ language learning through parent–teacher partnerships Lang. Teach. Res. (IF 3.401) Pub Date : 2024-03-16 Xiaoyue Zhang, Lianjiang Jiang
Families of dual language learners (DLLs) and their linguistic resources play a crucial role in fostering children’s language development. However, there is still a dearth of empirical studies investigating whether bilingual teachers view the families of DLLs and their language resources as assets, and how they implement family engagement practices to leverage these language assets in teaching DLLs
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Arabic speech intelligibility: Perception of spoken Arabic by native and non-native speakers Lang. Teach. Res. (IF 3.401) Pub Date : 2024-03-04 Asmaa Shehata
Previous studies have shown that native language backgrounds of both talkers and listeners affect speech intelligibility. This study investigated the interlanguage speech intelligibility benefit (ISIB) that is also known as the advantage in understanding second language (L2) speech that non-native listeners have over native listeners when both groups listen to speakers with the same first language
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Idealizing nativeness vs. embracing nonnativeness: A case study on L2 pronunciation teachers’ identity Lang. Teach. Res. (IF 3.401) Pub Date : 2024-03-04 Joshua Gordon, Lena Barrantes-Elizondo
One aspect in second language (L2) pronunciation that has not been explored in depth in contexts of English as a foreign language (EFL) is language teacher identity of pronunciation teachers, particularly of nonnative-speaking (NNS) teachers. Examining the factors that underlie their professional identity is of particular relevance to pronunciation instruction. Using a case study design that included
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Affective factors, intercultural sensitivity, and willingness to communicate orally outside class: A study with EFL secondary school learners in Poland and Spain Lang. Teach. Res. (IF 3.401) Pub Date : 2024-03-04 Elvira Barrios, Marta Napiórkowska
This study examined out-of-school oral willingness to communicate (WTC) in two modes of communication – face-to-face (FtF) and digital – among secondary school students of English as a foreign language (EFL) in Poland and Spain. It also examined the associations between affective factors and intercultural sensitivity with WTC in both settings. A total of 1,480 students from 17 schools in Poland and
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Students’ display of willingness to participate in an extensive reading book club Lang. Teach. Res. (IF 3.401) Pub Date : 2024-03-04 Eunseok Ro
This study examines interactions in an extensive reading (ER) book club intended to provide opportunities for students to practice English as their second language (L2). Utilizing multimodal conversation analysis, the study shows how students display willingness to participate (WTP) when they are free to initiate or avoid communication. The analysis of seven and a half hours of videorecordings of meetings
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Fluency issues in L2 academy presentations: Linguistic, cognitive and psychological influences on pausing behaviour Lang. Teach. Res. (IF 3.401) Pub Date : 2024-02-26 Heejin Chang, Scott Windeatt
Fluency is usually defined in relation to temporal features such as speed of delivery and pauses, and such features are generally the focus of research on fluency. The reasons why pauses occur, however, have received much less attention. This study first explores the distribution and location of pauses in short academic presentations given by students as part of an English for academic purposes (EAP)
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Implications of dispositions for foreign language writing: The case of the Arabic–English learner Lang. Teach. Res. (IF 3.401) Pub Date : 2024-02-22 Maura A. E. Pilotti, Huda Al-Mulhem, Khadija El Alaoui, Arifi N. Waked
Individual differences matter in foreign language writing. Yet, little information exists on female students in Saudi Arabia, a patriarchal society that is being re-engineered to foster gender equity. This study asked whether particular psychological dispositions can account for the performance in English composition of STEM (science, technology, engineering, and mathematics) and non-STEM Saudi female
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Teachers’ cognition and classroom implementation of tasks in task-supported language teaching (TSLT) Lang. Teach. Res. (IF 3.401) Pub Date : 2024-02-21 Zia Tajeddin, Abbas Mansouri
Research into language teacher cognition has expanded over the past two decades. This line of inquiry has contributed to our understanding of teachers’ pedagogical beliefs and classroom behaviors. Whereas prior studies have investigated teachers’ cognition of tasks in task-based language teaching (TBLT), to date exploring their cognition in task-supported language teaching (TSLT), particularly in the
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Empowering EFL learners through cognitive apprenticeship: A pathway to success in IELTS speaking proficiency Lang. Teach. Res. (IF 3.401) Pub Date : 2024-02-14 Seyyed Ali Ostovar-Namaghi, Mostafa Morady Moghaddam, Kosar Veysmorady
This study investigates the impact of cognitive apprenticeship on the speaking proficiency of English as a foreign language (EFL) learners. The study follows a randomized pre-test–post-test control group design, with an experimental group receiving instruction based on cognitive apprenticeship principles and a control group receiving conventional instruction. Sixty intermediate Iranian EFL learners
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Visibilizing invisible engagement behind students’ no-revision operation to written feedback Lang. Teach. Res. (IF 3.401) Pub Date : 2024-02-09 Xiaoqiu Fu, Chenyu Yang, Ting Zhang
Student engagement with written feedback (WF) in English as a second language (ESL) / English as a foreign language (EFL) learning has been widely researched from cognitive, affective, and behavioural dimensions. Students’ textual change is taken as the only indication of their behavioural engagement with feedback. Students’ no-revision operation or their unaction is usually considered as their disengagement
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Exploring factors affecting foreign language achievement: The role of growth mindset, self-efficacy, and L2 grit Lang. Teach. Res. (IF 3.401) Pub Date : 2024-02-08 Jalil Fathi, Mirosław Pawlak, Sam Saeedian, Ata Ghaderi
This study investigated the effects of growth mindset and self-efficacy on foreign language achievement (FLA) in a sample of 379 intermediate learners of English as a foreign language (EFL) while also incorporating the mediation of second language (L2) grit in a structural model. The measurement model was examined using confirmatory factor analysis, and mediation analysis was conducted following Baron
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Examining EFL learners’ comprehension of derivational forms: The role of overlap with base word knowledge, word frequency, and contextual support Lang. Teach. Res. (IF 3.401) Pub Date : 2024-01-31 Brett Milliner, Kriss Lange, Joshua Matthews, Riko Umeki
This study examines the degree to which low and high proficiency English as a foreign language (EFL) learners’ knowledge of base words (e.g. develop) overlaps with knowledge of their derivational forms (e.g. developer, redevelop) when reading. Low and high proficiency learners’ comprehension of derivational forms is also explored in relation to the frequency of occurrence of derivational forms and
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Does vocalization enhance L2 formulaic sequence learning? Lang. Teach. Res. (IF 3.401) Pub Date : 2024-01-31 Ryotaro Hashizaki
In foreign or second language (L2) classrooms, learners often vocalize when learning new words. Indeed, previous studies have demonstrated that vocalization is effective for memorization and this is called the production effect (PE). Furthermore, PE has been observed in the learning of L2 word meanings as well. However, whether this can be applied to larger language items is unknown. Thus, the present
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Foreign language anxiety and self-disclosure in online university French classes Lang. Teach. Res. (IF 3.401) Pub Date : 2024-01-29 Mark Tutton, Doron L. Cohen
This article presents a small-scale study of students with medium to high levels of foreign language anxiety (FLA) enrolled in synchronous, online French classes at an Australian university. We conducted in-depth, semistructured interviews with 10 such students, focusing specifically on their experience with speaking activities and their perceptions of questions requiring self-disclosure that are routinely
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Writing and publishing for inclusive practitioner research: Local practices and wider issues Lang. Teach. Res. (IF 3.401) Pub Date : 2024-01-22 Andrew Barfield, Tim Ashwell, Alison Stewart
We are three members of a Special Interest Group (SIG) of teachers in Japan that has long been committed to writing and publishing for inclusive practitioner research about learner development. In the last several years, we have worked together with others on initiating, promoting, and sustaining the Learner Development Journal (LDJ), a new journal of practitioner research (PR) that explores different
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Pre-service language teachers’ perceptions of sustainability and its implementation in language teaching Lang. Teach. Res. (IF 3.401) Pub Date : 2023-05-13 Minna Maijala, Leena Maria Heikkola, Salla-Riikka Kuusalu, Päivi Laine, Maarit Mutta, Katja Mäntylä
In both the school environment and teacher education, sustainable development is usually linked to the natural and social sciences and is rarely incorporated into language education or encouraged a...
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Extensive viewing as additional input for foreign language vocabulary learning: A longitudinal study in secondary school Lang. Teach. Res. (IF 3.401) Pub Date : 2023-05-10 Ferran Gesa, Imma Miralpeix
This study presents a teaching intervention to maximize the learning of a set of target words (TW) in learners of English as a foreign language (EFL) in a secondary school by means of intentional v...
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Potential influence of extensive reading on controlled productive vocabulary Lang. Teach. Res. (IF 3.401) Pub Date : 2023-05-02 Nobuko Sakurai
This study explored a possible impact of extensive reading (ER) on vocabulary learning. Participants were 62 English majors who entered a private university in Japan in April 2019 and experienced E...
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Content-specific vocabulary in CLIL: Exploring L2 learning outcomes in a primary education programme in Catalonia Lang. Teach. Res. (IF 3.401) Pub Date : 2023-04-27 Alexandra Vraciu, Anna Marsol
The present study seeks to explore the effects of participating in a content and language integrated learning (CLIL) programme in terms of second language (L2) content-specific vocabulary learning ...
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Comparing different L3s and factors that affect motivation to learn LOTEs Lang. Teach. Res. (IF 3.401) Pub Date : 2023-04-26 Hsuan-Yau (Tony) Lai
In the field of L2 (second language) learning motivation, most studies have focused on English since it is one of the most important international languages in the world, while few have explored st...
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Designing for diversity in Aotearoa / New Zealand Chinese language classrooms Lang. Teach. Res. (IF 3.401) Pub Date : 2023-04-18 Grace Y. Qi, Susan Y. H. Sun, Lucila Carvalho
There has been an increased interest in teaching and learning Chinese language across many schools in Aotearoa / New Zealand (NZ). Chinese language teachers, particularly those new to the Aotearoa/...
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Meta-analysis to estimate the relative effectiveness of TBLT programs: Are we there yet? Lang. Teach. Res. (IF 3.401) Pub Date : 2023-04-18 Frank Boers, Farahnaz Faez
Bryfonski and McKay published a meta-analytic review of reports on the effectiveness of task-based programs relative to other types of programs. The aggregated effect in support of task-based progr...
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Language learning strategies used by EFL students: Does their digital fluency matter? Lang. Teach. Res. (IF 3.401) Pub Date : 2023-04-18 Jia-Ying Lee
Major advances have been made in understanding language learning strategies (LLS). However, rapid changes in human interaction induced by the internet and web 2.0 warrant a re-assessment of LLS in ...
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Flipping EFL low-proficiency students’ learning: An empirical study Lang. Teach. Res. (IF 3.401) Pub Date : 2023-04-01 Daniel Yu-Sheng Chang
While the flipped learning approach has been widely implemented in science-relevant subjects, little empirical research has been conducted in language learning, particularly among low-proficiency l...
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Improving EFL students’ stance-taking in academic writing with SFL-based instruction: A qualitative inquiry Lang. Teach. Res. (IF 3.401) Pub Date : 2023-04-01 Lu Zhang, Lawrence Jun Zhang
Students of English as a foreign language (EFL) are often found to have weak control over authorial stance for constructing persuasive argumentation in academic writing. However, little interventio...
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Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices Lang. Teach. Res. (IF 3.401) Pub Date : 2023-04-01 Trang Le Diem Bui, Phung Dao
Peer interaction (PI) research to date has primarily focused on documenting the benefits and issues of PI among adult learners, with little research examining teachers’ perceptions and practices of...
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Cues facilitate foreign language vocabulary learning from instructional videos: Behavioral and neural evidence Lang. Teach. Res. (IF 3.401) Pub Date : 2023-03-31 Zhongling Pi, Caixia Liu, Luchun Wang, Jiumin Yang, Xiying Li
Vocabulary learning is basic for mastering a foreign language. Many students learn foreign language (FL) vocabulary via instructional videos outside of traditional classrooms, as there is no limit ...
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Design and evaluation of non-digital gamification to support collaborative morphological analysis Lang. Teach. Res. (IF 3.401) Pub Date : 2023-03-28 Shen Qiao, Susanna Siu-sze Yeung, Samuel Kai Wah Chu
Limited vocabulary leads to decreased performance and motivation in reading comprehension among students who learn English as a foreign language (EFL). Morphological analysis provides an effective ...
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Dynamic engagement: A longitudinal dual-process, reciprocal-effects model of teacher motivational practice and L2 student engagement Lang. Teach. Res. (IF 3.401) Pub Date : 2023-03-21 Shiyao Ashlee Zhou, Phil Hiver, Ali H. Al-Hoorie
In this study, we investigated two core understandings related to the nature of second language (L2) student engagement from a self-determination theory framework: (1) that there is a dual process ...
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The foreign-accentedness, comprehensibility, and intelligibility of L2 Arabic speech Lang. Teach. Res. (IF 3.401) Pub Date : 2023-03-17 Mahmoud M.E. Ali
This study investigated foreign-accentedness, comprehensibility, and intelligibility in second language (L2) Arabic speech. More specifically, it was designed to 1) measure how foreign-accented, co...
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Debate pedagogy as a conducive environment for L2 argumentative essay writing Lang. Teach. Res. (IF 3.401) Pub Date : 2023-03-16 Abid el Majidi, Rick de Graaff, Daniel Janssen
Debate pedagogy may hold great potential for improving second language (L2) writing skills. This study investigates this potential by examining the effects of a debate intervention on the quality o...
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Effect of L2 exposure, length of study, and L2 proficiency on EFL learners’ receptive knowledge of form–meaning connection and collocations of high-frequency words Lang. Teach. Res. (IF 3.401) Pub Date : 2023-03-14 Cailing Lu, Thi Ngoc Yen Dang
High-frequency words are single-words at the first three 1,000-word frequency levels. No studies have explored the impact of current second language (L2) exposure, length of study, and L2 proficien...
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Implementation of an integrated intercultural literary pedagogy intervention in Spanish-as-a-foreign-language classrooms in the Netherlands: An effect study at the secondary level Lang. Teach. Res. (IF 3.401) Pub Date : 2023-03-10 Esther Schat, Ewout van der Knaap, Rick de Graaff
In today’s globalized world, teaching intercultural competence in educational contexts is of great importance. The potential of foreign language literary texts has been emphasized repeatedly. The p...
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The impact of a critical fiction analysis based on using augmented reality technology on developing students’ critical thinking and critical writing at Tabuk University Lang. Teach. Res. (IF 3.401) Pub Date : 2023-03-09 Azza A.M. Abdelrahim
Critical thinking and second language (L2) critical writing are very important for students at the tertiary level. However, applied linguistics and L2 acquisition research has mostly focused on lin...
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L2 vocabulary learning in a mixed-proficiency community-engaged program: Designing vocabulary instruction for college students Lang. Teach. Res. (IF 3.401) Pub Date : 2023-03-07 Nausica Marcos Miguel, Lucía Osa-Melero, Carmen Alicia Martínez
Although extensive research exists on the personal, social, and academic outcomes of community-engaged programs (CEPs), limited research exists on vocabulary learning and students’ perceptions of t...
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The Effect of Input Flooding and Explicit Instruction on L2 Acquisition of English Inverse Scope Lang. Teach. Res. (IF 3.401) Pub Date : 2023-02-28 Mien-Jen Wu, Tania Ionin
This article investigates how different types of input and instruction can affect L1-Mandarin L2-English learners’ acquisition of English inverse scope. English quantifier–negation sentences such a...
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Multiple perspectives of stakeholders towards young learners’ language assessment in an international school in Malaysia Lang. Teach. Res. (IF 3.401) Pub Date : 2023-02-28 Vahid Nimehchisalem, Mona Hosseini, Martin Cortazzi, Lixian Jin
The issue of assessment in Malaysian international schools has rarely been explored. This qualitative study focuses on the views of three groups of stakeholders regarding the English language asses...
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Effects of participation in an online intercultural exchange on drivers of L2 learning motivation Lang. Teach. Res. (IF 3.401) Pub Date : 2023-02-27 Matthew Skidmore
While computer-mediated communication and online exchanges between students in second language (L2) pedagogy and research has long been established, recent technological advances have seen a growth...
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Embodied enactment of a hypothetical scenario in an English medium instruction secondary mathematics classroom: A translanguaging approach Lang. Teach. Res. (IF 3.401) Pub Date : 2023-02-25 Kevin W. H. Tai, Li Wei
Adopting a language other than the first as the medium of instruction in teaching mathematics can create significant problems for students’ mathematical learning. However, there is little research ...
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Online writing instruction: Understanding university EFL instructors’ beliefs and practices as a complex system Lang. Teach. Res. (IF 3.401) Pub Date : 2023-02-25 Safaa M. Abdelhalim
With ongoing debates about the nature and constituents of effective online writing instruction, little is known about the beliefs and practices of online writing instructors. Most studies conducted...
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Incidental collocation learning from reading-while-listening and captioned TV viewing and predictors of learning gains Lang. Teach. Res. (IF 3.401) Pub Date : 2023-02-22 Duy Van Vu, Ann-Sophie Noreillie, Elke Peters
Although a number of previous studies have shown that TV viewing can lead to incidental vocabulary learning, most of them focused on single words. Little research has examined the effect of caption...
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Emotional intelligence and second/foreign language achievement: A meta-analytic review Lang. Teach. Res. (IF 3.401) Pub Date : 2023-02-22 Yabing Wang, Fangsong Liu
A growing body of literature examined the role of emotional intelligence (EI) in second/foreign language learning (L2) achievement. Though positive relationships have been reported, negative or non...
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Investigating fixed and growth teaching mindsets and self-efficacy as predictors of language teachers’ burnout and professional identity Lang. Teach. Res. (IF 3.401) Pub Date : 2023-02-12 Nourollah Zarrinabadi, Behrouz Jamalvandi, Mohsen Rezazadeh
Learning about the factors that play a positive or negative role in language teachers’ dissatisfaction, stress and exhaustion, and challenge their identity as a teacher might provide teaching progr...
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Effectiveness of written corrective feedback in developing L2 accuracy: A Bayesian meta-analysis Lang. Teach. Res. (IF 3.401) Pub Date : 2023-02-11 Dan Brown, Qiandi Liu, Reza Norouzian
Corrective feedback on second language (L2) writing has remained one of the most heavily studied areas in applied linguistics, yet clear guidance for practitioners about how to provide it most effe...
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The impact of altruism on the emotions and English summary writing skills of L2 learners: An intervention study in light of positive psychology Lang. Teach. Res. (IF 3.401) Pub Date : 2023-02-10 Javad Zare, Khadijeh Aqajani Delavar, Ali Derakhshan
According to positive psychology (PP), positive emotions contribute to language learning by helping learners recognize their strengths and overcome obstacles. One form of PP is altruism (altruistic...
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Practicing to sing in chorus: Challenges and opportunities of collaborative inquiry-based learning in an Iranian EFL secondary school context Lang. Teach. Res. (IF 3.401) Pub Date : 2023-02-05 Seyyedeh Fahimeh Parsaiyan, Haniyeh Gholami
Not dissimilar to many other English as a foreign language (EFL) contexts, inquiry-based approaches to teaching and learning English appear to be both under-implemented and under-researched in Iran...
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Self-efficacy and professional development of Chinese language teachers in North Carolina secondary schools Lang. Teach. Res. (IF 3.401) Pub Date : 2023-02-05 Lini Ge Polin
Previous research has identified positive impact of professional development (PD) on teachers’ self-efficacy. Yet, there is scant research into the potential relationships between second language (...
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Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom Lang. Teach. Res. (IF 3.401) Pub Date : 2023-02-03 Muna Hussain Muqaibal, Rowena Kasprowicz, Cathy Tissot
This study investigated the influence of practice distribution (i.e. spacing between practice sessions) on successful vocabulary learning by examining two different time distributions, i.e. 1-day s...
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Whose English should be talked and taught? Views from international English teachers in Thai higher education Lang. Teach. Res. (IF 3.401) Pub Date : 2023-02-01 Yusop Boonsuk, Fa-ezah Wasoh, Bordin Waelateh
This qualitative study aimed to explore the perceptions of 12 international English teachers (from the UK, the USA, Australia, Indonesia, and the Philippines at four universities in Thailand) towar...
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The pedagogical and socio-affective dimensions of identity tensions and teacher agency: Case studies of university English teachers teaching online Lang. Teach. Res. (IF 3.401) Pub Date : 2023-02-01 Yueting Xu, Jian Tao
The unprecedented switch to online education during the Covid-19 pandemic has posed many challenges for language teachers, such as conducting authentic language interactions with reduced modalities...
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The auditory picture vocabulary test for English L2: A spoken receptive meaning-recognition test intended for Dutch-speaking L2 learners of English Lang. Teach. Res. (IF 3.401) Pub Date : 2023-02-01 Vanessa De Wilde
When students start learning English as a foreign language (EFL), they often already know many words because they have had many opportunities to engage with the English language outside the classro...
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Achievement goals, emotions and willingness to communicate in EFL learning: Combining variable- and person-centered approaches Lang. Teach. Res. (IF 3.401) Pub Date : 2023-02-01 Enhao Feng, Yi Wang, Ronnel Bornasal King
Willingness to communicate (WTC) plays a key role in foreign language learning. However, little research has been devoted to the role of achievement goals and achievement emotions in understanding ...
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What do second language speakers really need for real-world interaction? A needs analysis of L2 Chinese interactional competence Lang. Teach. Res. (IF 3.401) Pub Date : 2023-01-31 David Wei Dai
A primary undertaking in communicative language teaching is to ensure second language (L2) speakers develop the ability to interact in real-world communicative events, a skill known as interactiona...
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An activity theory perspective on Vietnamese preservice English teachers’ identity construction in relation to tensions, emotion and agency Lang. Teach. Res. (IF 3.401) Pub Date : 2023-01-26 Minh Hue Nguyen, Xuan Minh Ngo
This study examined the professional becoming activities of three final-year Vietnamese preservice teachers (PSTs) of English across the past, present and (imagined) future in different contexts. T...
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How do attention-shift and foreign language anxiety interact with objective and subjective measures of fluency? Lang. Teach. Res. (IF 3.401) Pub Date : 2023-01-26 Daphnée Simard, Michael Zuniga, Florian Hameau
The present study investigated whether a distinct link exists between attention-shift, foreign language anxiety (FLA) and both a subjective and an objective measure of oral fluency. Participants we...
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Investigating the potential of changing the smartphone system language to L2 for facilitating vocabulary learning and motivation Lang. Teach. Res. (IF 3.401) Pub Date : 2023-01-26 Shelly Xueting Ye, Jia Shi
Few mobile-assisted vocabulary learning approaches fully correspond to the authenticity principle of the situated learning theory (SLT). A novel practice of changing the smartphone system language ...
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K-12 content teachers designing language tasks: A follow-up to Erlam, 2016 Lang. Teach. Res. (IF 3.401) Pub Date : 2023-01-24 Magda Tigchelaar, Virginia David, Amira Eldemerdash, Selena Protacio, Susan Piazza
This study, a follow-up to the research reported by Erlam, investigated K-12 content teachers’ ability to design tasks for content instruction in U.S. schools. Thirty-nine K-12 teachers who were en...
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Emotion, motivation and willingness to communicate in the language learning experience: A comparative case study of two adult ESOL learners Lang. Teach. Res. (IF 3.401) Pub Date : 2023-01-21 Liana Maria Pavelescu
The present multiple case study is situated within the growing wave of research on the role of emotions in second language learning. It focuses more specifically on the relationship between emotion...
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Writing fluency instructional practices for college-level multilinguals in a U.S. intensive writing course: From an activity theory perspective Lang. Teach. Res. (IF 3.401) Pub Date : 2023-01-21 Jeeyoung Min
This study examined how one teacher conceptualized writing fluency for college-level emergent multilingual students and how instructional practices of writing fluency supported the development of t...
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Relationship among critical thinking, multiple intelligence, and Iranian EFL learners’ speaking skill Lang. Teach. Res. (IF 3.401) Pub Date : 2023-01-20 Mahboobeh Bakhshayesh, Aliakbar Jafarpour, Mahmood Hashemian
Focusing on multiple intelligence (MI) and critical thinking (CT), which are often thought to be the important factors in improving second language (L2) learners’ skills, has been the major concern...