This study investigates the pedagogical knowledge of novice and experienced English as a foreign language (EFL) teachers in Iran by analyzing their verbal reports. This research aims to identify the pedagogical knowledge categories inferred from the teachers’ reports, determine the frequency of occurrence of each category, and compare the differences between novice and experienced teachers. This study employs the Stimulated Recall Technique and combines quantitative and qualitative data analyses. The teaching process (about 90 min) of a total of 40 EFL teachers recorded, and then the teachers were interviewed about their teaching practices. The data were transcribed and analyzed using Gatbonton’s (2008) framework of pedagogical knowledge categories. The dominant pedagogical knowledge categories for novice teachers were Procedure Check, Language Management, Note Behavior, Progress Review, Knowledge of Students, and Affective, accounting for 67.33% of their pedagogical thought units. In contrast, the dominant pedagogical knowledge categories for experienced teachers were Language Management, Procedure Check, Progress Review, Beliefs, Decisions, and Note Behavior, accounting for 66.22% oftheir pedagogical thought units. This study contributes to the understanding of EFL teachers’ pedagogical knowledge in the Iranian context and has implications for teacher training and professional development. The findings can inform the design ofeffective training programs that address the specific needs of novice and experienced teachers, thereby enhancing their pedagogical knowledge and instructional practices.
{"title":"Enhancing pedagogical practices: Insights from novice and experienced English language teachers","authors":"Mostafa Morady Moghaddam, Mohammad Hossein Tirnaz","doi":"10.29140/ajal.v7n1.1177","DOIUrl":"https://doi.org/10.29140/ajal.v7n1.1177","url":null,"abstract":"This study investigates the pedagogical knowledge of novice and experienced English as a foreign language (EFL) teachers in Iran by analyzing their verbal reports. This research aims to identify the pedagogical knowledge categories inferred from the teachers’ reports, determine the frequency of occurrence of each category, and compare the differences between novice and experienced teachers. This study employs the Stimulated Recall Technique and combines quantitative and qualitative data analyses. The teaching process (about 90 min) of a total of 40 EFL teachers recorded, and then the teachers were interviewed about their teaching practices. The data were transcribed and analyzed using Gatbonton’s (2008) framework of pedagogical knowledge categories. The dominant pedagogical knowledge categories for novice teachers were Procedure Check, Language Management, Note Behavior, Progress Review, Knowledge of Students, and Affective, accounting for 67.33% of their pedagogical thought units. In contrast, the dominant pedagogical knowledge categories for experienced teachers were Language Management, Procedure Check, Progress Review, Beliefs, Decisions, and Note Behavior, accounting for 66.22% oftheir pedagogical thought units. This study contributes to the understanding of EFL teachers’ pedagogical knowledge in the Iranian context and has implications for teacher training and professional development. The findings can inform the design ofeffective training programs that address the specific needs of novice and experienced teachers, thereby enhancing their pedagogical knowledge and instructional practices.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"118 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140680461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cognitive Individual Differences in Second Language Acquisition (Theories, Assessment and Pedagogy) by Zhisheng (Edward) Wen, Richard L. Sparks, Adriana Biedroń, Mark Feng Teng, Walter de Gruyter, ISBN 978-1-61451-676-7.
第二语言习得中的认知个体差异（理论、评估与教学法）》（Cognitive Individual Differences in Second Language Acquisition (Theories, Assessment and Pedagogy) by Zhisheng (Edward) Wen, Richard L. Sparks, Adriana Biedroń, Mark Feng Teng, Walter de Gruyter, ISBN 978-1-61451-676-7.
{"title":"Review of Cognitive Individual Differences in Second Language Acquisition","authors":"Xu (Jared) Liu","doi":"10.29140/ajal.v7n1.1393","DOIUrl":"https://doi.org/10.29140/ajal.v7n1.1393","url":null,"abstract":"Cognitive Individual Differences in Second Language Acquisition (Theories, Assessment and Pedagogy) by Zhisheng (Edward) Wen, Richard L. Sparks, Adriana Biedroń, Mark Feng Teng, Walter de Gruyter, ISBN 978-1-61451-676-7.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"84 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140707838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This netnography explores how teacher agency, emotion regulation, and professional identity were enacted by a novice Chinese language teacher in response to emergency remote teaching (ERT) in Australia amid the global pandemic. Ecologically sound, netnography creates uncoerced spaces to allow participants to have their voices heard, thus enabling researchers to discover nuanced patterns linked to the social-emotional state and wellbeing of the community members, regarding fears, tensions, and resilience triggered by ERT. Multiple data sources were triangulated from the teacher’s reflection journal, digital teaching artifacts, debriefing sessions, interviews, and online questionnaire responses. Thematic analysis reveals teacher identity was re-envisioned through crisis teaching pedagogy and the regulation of negative emotions to facilitate agency, which reciprocally bolstered teacher identity. The findings also indicate teacher identity development is challenged and shaped by negotiating a new role in remote teaching, thus impacting pre-ERT identity. Hence, the emotion regulation trajectory of ERT can stimulate and encourage technology-enhanced professional learning as teacher agency and resilience reinforce a new identity reimagined as a capable online teacher. By situating novice teacher agency, emotion regulation, and emerging identity in crisis teaching, this netnographic research conceptualises how ERT presents not only challenges for novice teachers’ identity development and emotion, but also the sustainability and empowerment of online teaching and professional growth of impacted teachers of Asian languages.
{"title":"Enacting teacher emotion, agency, and professional identity: A netnography of a novice Chinese language teacher’s crisis teaching","authors":"Sasha Janes, Julian Chen","doi":"10.29140/ajal.v7n1.1333","DOIUrl":"https://doi.org/10.29140/ajal.v7n1.1333","url":null,"abstract":"This netnography explores how teacher agency, emotion regulation, and professional identity were enacted by a novice Chinese language teacher in response to emergency remote teaching (ERT) in Australia amid the global pandemic. Ecologically sound, netnography creates uncoerced spaces to allow participants to have their voices heard, thus enabling researchers to discover nuanced patterns linked to the social-emotional state and wellbeing of the community members, regarding fears, tensions, and resilience triggered by ERT. Multiple data sources were triangulated from the teacher’s reflection journal, digital teaching artifacts, debriefing sessions, interviews, and online questionnaire responses. Thematic analysis reveals teacher identity was re-envisioned through crisis teaching pedagogy and the regulation of negative emotions to facilitate agency, which reciprocally bolstered teacher identity. The findings also indicate teacher identity development is challenged and shaped by negotiating a new role in remote teaching, thus impacting pre-ERT identity. Hence, the emotion regulation trajectory of ERT can stimulate and encourage technology-enhanced professional learning as teacher agency and resilience reinforce a new identity reimagined as a capable online teacher. By situating novice teacher agency, emotion regulation, and emerging identity in crisis teaching, this netnographic research conceptualises how ERT presents not only challenges for novice teachers’ identity development and emotion, but also the sustainability and empowerment of online teaching and professional growth of impacted teachers of Asian languages.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"41 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140708261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Rethinking Language Policy","authors":"Naomi Fillmore","doi":"10.29140/ajal.v5n3.799","DOIUrl":"https://doi.org/10.29140/ajal.v5n3.799","url":null,"abstract":"","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125052932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since its inception in 2005, YouTube has grown to become one of the most trafficked online platforms in the world. Accordingly, second language (L2) research interest on the topic has also increased, with studies investigating its use in formal and informal settings. Given this, the goal of this conceptual paper is to identify patterns within L2 research concerning YouTube in order to develop a better understanding of the benefits and limitations of the video streaming service for language learning purposes. This conceptual article is divided into four primary sections. First, the author justifies the use of YouTube for L2 learning using two theoretical frameworks. Secondly, studies pertaining to YouTube in formal and informal L2 environments are reviewed. The reviewed studies are then analyzed in order to highlight relevant benefits and limitations of the platform for L2 learning. To conclude, L2 research and pedagogical implications are discussed.
{"title":"YouTube for second language learning: What does the research tell us?","authors":"Gilbert Dizon","doi":"10.29140/ajal.v5n1.636","DOIUrl":"https://doi.org/10.29140/ajal.v5n1.636","url":null,"abstract":"Since its inception in 2005, YouTube has grown to become one of the most trafficked online platforms in the world. Accordingly, second language (L2) research interest on the topic has also increased, with studies investigating its use in formal and informal settings. Given this, the goal of this conceptual paper is to identify patterns within L2 research concerning YouTube in order to develop a better understanding of the benefits and limitations of the video streaming service for language learning purposes. This conceptual article is divided into four primary sections. First, the author justifies the use of YouTube for L2 learning using two theoretical frameworks. Secondly, studies pertaining to YouTube in formal and informal L2 environments are reviewed. The reviewed studies are then analyzed in order to highlight relevant benefits and limitations of the platform for L2 learning. To conclude, L2 research and pedagogical implications are discussed.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114088959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Pronunciation Instruction in English for Academic Purposes: An Investigation of Attitudes, Beliefs and Practices","authors":"F. Ranjbaran","doi":"10.29140/ajal.v5n1.672","DOIUrl":"https://doi.org/10.29140/ajal.v5n1.672","url":null,"abstract":"","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124806284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Knowledge of multi-word units (MWUs) helps facilitate communicative fluency, and research on them has gained more and more attention in recent years concerning teaching methods and designing materials for second language (L2) acquisition. Incidental and intentional vocabulary learning are two dominant approaches to acquiring MWUs. In lexical studies, much research has examined the effects of these methods in various contexts. However, a gap in the research remains concerning materials development. This study aims to discuss various interventions that affect the teaching and learning of MWUs. This paper will highlight how more exposure and focusing learners' attention on particular MWUs is essential to the efficient acquisition of MWUs fluency. It can be achieved through intentional learning activities such as appropriately designed specialist digital flashcard-style computer applications and smartphone apps. Specifically, pedagogical implications are discussed when such applications employ either spaced repetition or a Leitner algorithm.
{"title":"On the learning of multi-word units via flashcard applications","authors":"M. Barghamadi, James Rogers, Amanda Muller","doi":"10.29140/ajal.v5n1.643","DOIUrl":"https://doi.org/10.29140/ajal.v5n1.643","url":null,"abstract":"Knowledge of multi-word units (MWUs) helps facilitate communicative fluency, and research on them has gained more and more attention in recent years concerning teaching methods and designing materials for second language (L2) acquisition. Incidental and intentional vocabulary learning are two dominant approaches to acquiring MWUs. In lexical studies, much research has examined the effects of these methods in various contexts. However, a gap in the research remains concerning materials development. This study aims to discuss various interventions that affect the teaching and learning of MWUs. This paper will highlight how more exposure and focusing learners' attention on particular MWUs is essential to the efficient acquisition of MWUs fluency. It can be achieved through intentional learning activities such as appropriately designed specialist digital flashcard-style computer applications and smartphone apps. Specifically, pedagogical implications are discussed when such applications employ either spaced repetition or a Leitner algorithm.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121051430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Routledge Handbook of Corpus Approaches to Discourse Analysis","authors":"","doi":"10.29140/ajal.v5n1.671","DOIUrl":"https://doi.org/10.29140/ajal.v5n1.671","url":null,"abstract":"","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127343745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has fuelled the latest surge of anti-Asian hate. Raising Taiwanese university students' awareness about the dangers of racism has never been more important. This study draws on a class activity about media discourse, particularly on the representations of xenophobia and other forms of intolerance toward Asians during the pandemic. The self-created corpus was based on the students' collected news articles (119,375 words) and their feedback on the topic (14,641 words). The theoretical framework grounded on corpus-driven discourse analysis was used to investigate linguistic evidence of exclusion, discrimination, and racist discourse against the Asians and Chinese. This research also set out to understand the Taiwanese students' attitudes and concerns about the discourse circulated in the media. The web-based text analysis program Voyant Tools was employed to identify keywords, frequency, collocations, and word patterns in context. The findings revealed a high occurrence of the labels, "Chinese virus," "kung flu," "Asian virus," and "yellow peril"--framing representations of the Chinese and Asians which spiked up during the pandemic. These epithets further mitigate the Chinese as the source of the virus. The repetitive use of such referencing stigmatizes the Asian community, and further constructs the notion of in-/out- group where Asians make up the out group-- the ones to be avoided. The findings also showed the students' strong sense of national pride echoing the slogan "Taiwan can help," calling themselves "Taiwanese," and categorizing themselves as "Asian," but disassociating from the "Chinese mainlanders." This study provides an insight to the Taiwanese's perception of identity, where racial dilemmas run deep as they are ethnically related, historically, and geographically connected. What lies underneath is a sense of fear for their own safety as they carry their race on their face.
{"title":"A corpus-assisted discourse analysis of Taiwanese students’ sentiments toward Asianphobia on the news amid Covid-19","authors":"Aiden Yeh","doi":"10.29140/ajal.v4n2.492","DOIUrl":"https://doi.org/10.29140/ajal.v4n2.492","url":null,"abstract":"The COVID-19 pandemic has fuelled the latest surge of anti-Asian hate. Raising Taiwanese university students' awareness about the dangers of racism has never been more important. This study draws on a class activity about media discourse, particularly on the representations of xenophobia and other forms of intolerance toward Asians during the pandemic. The self-created corpus was based on the students' collected news articles (119,375 words) and their feedback on the topic (14,641 words). The theoretical framework grounded on corpus-driven discourse analysis was used to investigate linguistic evidence of exclusion, discrimination, and racist discourse against the Asians and Chinese. This research also set out to understand the Taiwanese students' attitudes and concerns about the discourse circulated in the media. The web-based text analysis program Voyant Tools was employed to identify keywords, frequency, collocations, and word patterns in context. The findings revealed a high occurrence of the labels, \"Chinese virus,\" \"kung flu,\" \"Asian virus,\" and \"yellow peril\"--framing representations of the Chinese and Asians which spiked up during the pandemic. These epithets further mitigate the Chinese as the source of the virus. The repetitive use of such referencing stigmatizes the Asian community, and further constructs the notion of in-/out- group where Asians make up the out group-- the ones to be avoided. The findings also showed the students' strong sense of national pride echoing the slogan \"Taiwan can help,\" calling themselves \"Taiwanese,\" and categorizing themselves as \"Asian,\" but disassociating from the \"Chinese mainlanders.\" This study provides an insight to the Taiwanese's perception of identity, where racial dilemmas run deep as they are ethnically related, historically, and geographically connected. What lies underneath is a sense of fear for their own safety as they carry their race on their face.","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134180892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book Review: The Big Five in SLA","authors":"Tomohito Hiromori","doi":"10.29140/ajal.v4n2.517","DOIUrl":"https://doi.org/10.29140/ajal.v4n2.517","url":null,"abstract":"","PeriodicalId":220888,"journal":{"name":"Australian Journal of Applied Linguistics","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116409881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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