Academic writing skills are crucial to the enterprise of higher education. Written academic communication is closely related to the English language. As a rule, foreign language learners face different problems with vocabulary misuse, grammatical errors, spelling, capitalization, punctuation and some others when write academic texts. The present study researches the influence of digital support on students’ knowledge of academic writing punctuation in English. Due to the modern time challenges and the demand for distance and e-learning, traditional types of academic writing instruction in the classroom need to be supported by digital resources. The research combines two issues of teaching academic writing in English: punctuation learning as an element of writing skills and digital support in training process. The paper summarizes the results of an empirical study: training of punctuation in academic writing in two groups. The third-year students who studied the same subject, Academic English, with the same teacher at the same time in Peoples’ Friendship University of Russia took part in the experiment. The control group (consisting of 12 people) was applied a face-to-face and a textbook based methodology. The experimental group (consisting of 12 people) was trained not only with a basic text-book but also with digital support. The punctuation training course lasted 10 weeks. The level of knowledge and abilities in punctuation and personal perception of the course were measured with three final tests and students’ questionnaires. The results obtained indicate that digital support has considerable didactic potential as it influenced positively on experimental group students. Thus, digital practice should be applied permanently in university training process.
{"title":"The Rhetorical Structure of Students' Academic Presentation: Setting the Right Tone","authors":"Marina Ivanova, N. Mekeko, N. Arupova","doi":"10.17323/jle.2023.18490","DOIUrl":"https://doi.org/10.17323/jle.2023.18490","url":null,"abstract":"Academic writing skills are crucial to the enterprise of higher education. Written academic communication is closely related to the English language. As a rule, foreign language learners face different problems with vocabulary misuse, grammatical errors, spelling, capitalization, punctuation and some others when write academic texts. The present study researches the influence of digital support on students’ knowledge of academic writing punctuation in English. Due to the modern time challenges and the demand for distance and e-learning, traditional types of academic writing instruction in the classroom need to be supported by digital resources. The research combines two issues of teaching academic writing in English: punctuation learning as an element of writing skills and digital support in training process. The paper summarizes the results of an empirical study: training of punctuation in academic writing in two groups. The third-year students who studied the same subject, Academic English, with the same teacher at the same time in Peoples’ Friendship University of Russia took part in the experiment. The control group (consisting of 12 people) was applied a face-to-face and a textbook based methodology. The experimental group (consisting of 12 people) was trained not only with a basic text-book but also with digital support. The punctuation training course lasted 10 weeks. The level of knowledge and abilities in punctuation and personal perception of the course were measured with three final tests and students’ questionnaires. The results obtained indicate that digital support has considerable didactic potential as it influenced positively on experimental group students. Thus, digital practice should be applied permanently in university training process.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" 3","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139140980","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}
Background: The concept of academic culture lacks a standardised definition, and the factors defining it have not been clearly outlined or universally agreed upon. To analyse this phenomenon accurately, a precise definition of academic culture is necessary. This scoping review aims to synthesise literature on academic culture, delineate its epidemiological characteristics, and extract empirical descriptions of factors that contribute to the formation and structure of academic culture. Method: A search was conducted in the bibliographic database Scopus on August 2nd, 2023. Additionally, a search for related grey literature was carried out on August 3rd, 2023. We included studies published in English post-2018 that discuss academic culture. Titles and abstracts from the retrieved records were screened for relevance. Demographic characteristics related to academic culture were extracted from all search records. We then extracted statements from empirical and review studies describing empirically derived factors influencing the formation and defining the architecture of academic culture. These factors were categorised and thematically grouped, and the identified structural components were ranked according to the internal hierarchy of academic culture. Results: The search yielded 961 records, out of which 94 met our inclusion criteria. The majority of these records were journal articles, book chapters or reviews (78.44%), with only 23 records being empirical studies, reviews and book chapters that reported definitions and academic culture structure. Conclusion: This study pinpointed key structural components of the architecture of academic culture, categorised existing definitions of academic culture into subgroups. Additionally, it outlined the principal research directions for studying the academic culture of researchers. The limitations of this work include its focus solely on English language articles and the lack of assessment regarding the methodological quality of the articles included in our data extraction.
{"title":"Exploring Academic Culture: Unpacking its Definition and Structure (A Systematic Scoping Review)","authors":"E. Tikhonova, M. Kosycheva, Petr Kasatkin","doi":"10.17323/jle.2023.18491","DOIUrl":"https://doi.org/10.17323/jle.2023.18491","url":null,"abstract":"Background: The concept of academic culture lacks a standardised definition, and the factors defining it have not been clearly outlined or universally agreed upon. To analyse this phenomenon accurately, a precise definition of academic culture is necessary. This scoping review aims to synthesise literature on academic culture, delineate its epidemiological characteristics, and extract empirical descriptions of factors that contribute to the formation and structure of academic culture. Method: A search was conducted in the bibliographic database Scopus on August 2nd, 2023. Additionally, a search for related grey literature was carried out on August 3rd, 2023. We included studies published in English post-2018 that discuss academic culture. Titles and abstracts from the retrieved records were screened for relevance. Demographic characteristics related to academic culture were extracted from all search records. We then extracted statements from empirical and review studies describing empirically derived factors influencing the formation and defining the architecture of academic culture. These factors were categorised and thematically grouped, and the identified structural components were ranked according to the internal hierarchy of academic culture. Results: The search yielded 961 records, out of which 94 met our inclusion criteria. The majority of these records were journal articles, book chapters or reviews (78.44%), with only 23 records being empirical studies, reviews and book chapters that reported definitions and academic culture structure. Conclusion: This study pinpointed key structural components of the architecture of academic culture, categorised existing definitions of academic culture into subgroups. Additionally, it outlined the principal research directions for studying the academic culture of researchers. The limitations of this work include its focus solely on English language articles and the lack of assessment regarding the methodological quality of the articles included in our data extraction.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" 17","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139141070","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}
Background: This study explores and analyses occasionalisms that were created by social network users during the COVID-19 pandemic. The theoretical framework of this research is based on observing the concepts of occasionalism, neologism and nonce word. Purpose: To indicate occasionalisms in the Russian and English languages and compare them in terms of word-formation, frequencies, part of speech and meanings, thus making a contribution to the understanding of how occasionalisms emerge in these languages. Method: A qualitative and quantitative content analyses are used for data collection. The sample is obtained from different social networks (‘Facebook[1]’, ‘Twitter[2]’, ‘Reddit’ and ‘VK’). Results: Occasionalisms are created mostly through blending, compounding, and affixation. Mixed word-formation methods are also used. The most used parts of speech appear to be nouns and adjectives. The most Russian occasionalisms are ironic, expressive and attract attention, while English occasionalisms are not that expressive as they refer to medical or political concepts. Borrowings from English in the Russian occasionalisms are also indicated. The glossary of 106 occasionalisms in the Russian and English languages is introduced at the end of the study. Conclusion: The results might expand the knowledge of new vocabulary items in the field of lexicology and stylistics, and have practical implications in language teaching and translations, as occasionalisms may frequently create obstacles for foreign language students and translators. They also may serve as a basis for further studies on neologisms, occasionalisms and nonce words generated during the pandemic and cover the gap in comparative studies of the Russian and English occasionalisms. In addition, the obtained results might be beneficial for future research in sociolinguistics and sociocultural linguistics providing greater awareness of the linguistic and sociocultural factors that impact the adoption and use of occasionalisms in both languages.
{"title":"Occasionalisms in Social Networks During the Pandemic","authors":"Elena Gabrielova, Vitalia Lopatina","doi":"10.17323/jle.2023.15946","DOIUrl":"https://doi.org/10.17323/jle.2023.15946","url":null,"abstract":"Background: This study explores and analyses occasionalisms that were created by social network users during the COVID-19 pandemic. The theoretical framework of this research is based on observing the concepts of occasionalism, neologism and nonce word. Purpose: To indicate occasionalisms in the Russian and English languages and compare them in terms of word-formation, frequencies, part of speech and meanings, thus making a contribution to the understanding of how occasionalisms emerge in these languages. Method: A qualitative and quantitative content analyses are used for data collection. The sample is obtained from different social networks (‘Facebook[1]’, ‘Twitter[2]’, ‘Reddit’ and ‘VK’). Results: Occasionalisms are created mostly through blending, compounding, and affixation. Mixed word-formation methods are also used. The most used parts of speech appear to be nouns and adjectives. The most Russian occasionalisms are ironic, expressive and attract attention, while English occasionalisms are not that expressive as they refer to medical or political concepts. Borrowings from English in the Russian occasionalisms are also indicated. The glossary of 106 occasionalisms in the Russian and English languages is introduced at the end of the study. Conclusion: The results might expand the knowledge of new vocabulary items in the field of lexicology and stylistics, and have practical implications in language teaching and translations, as occasionalisms may frequently create obstacles for foreign language students and translators. They also may serve as a basis for further studies on neologisms, occasionalisms and nonce words generated during the pandemic and cover the gap in comparative studies of the Russian and English occasionalisms. In addition, the obtained results might be beneficial for future research in sociolinguistics and sociocultural linguistics providing greater awareness of the linguistic and sociocultural factors that impact the adoption and use of occasionalisms in both languages.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" 28","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139139139","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}
Background: The reading of fiction texts requires intense effort to integrate mind, emotion, and intrinsic reading motivation, in order to discover real-life representations. There is limited research in this area. Purpose: This study employs the engaged reading strategy combined with discovery learning, in order to investigate improvements in students’ competence in prose appreciation. Method: This study used a mixed-method design. Thirty-two Indonesian Language Education students participated in the study. Data was collected using student worksheets, observation, and semi-structured interviews. Data analysis was conducted by identifying and interpreting the results of prose appreciation for each reading activity. Results: This study found that while explaining the theme and through description students were able to activate prior knowledge. The students' reading motivation mainly focused on the intrinsic element of stories. They clearly understood the plot, characterizations, and messages, but supporting details varied because of the differences in students’ knowledge, experience, and social background related to short stories. In the post-reading stage, students revealed new knowledge and mental imagery. Based on our findings, engaged reading combined with discovery learning can enrich students' experience and ability to elaborate information, as well as to discover new knowledge about real-life representation in prose. Conclusion: Based on the research findings, teachers and lecturers are able to utilize the engaged reading strategy combined with discovery learning to promote students’ ability to read literature. Further research should involve more diverse participants. Experimental research could also examine the advantages and disadvantages of engaged reading and discovery learning.
{"title":"Fiction vs. Reality: How Students Discover Real-Life Representations in Prose Using Engaged Reading","authors":"Arti Sugiarti, Prihatini, Arti Prihatini","doi":"10.17323/jle.2023.13287","DOIUrl":"https://doi.org/10.17323/jle.2023.13287","url":null,"abstract":"Background: The reading of fiction texts requires intense effort to integrate mind, emotion, and intrinsic reading motivation, in order to discover real-life representations. There is limited research in this area. Purpose: This study employs the engaged reading strategy combined with discovery learning, in order to investigate improvements in students’ competence in prose appreciation. Method: This study used a mixed-method design. Thirty-two Indonesian Language Education students participated in the study. Data was collected using student worksheets, observation, and semi-structured interviews. Data analysis was conducted by identifying and interpreting the results of prose appreciation for each reading activity. Results: This study found that while explaining the theme and through description students were able to activate prior knowledge. The students' reading motivation mainly focused on the intrinsic element of stories. They clearly understood the plot, characterizations, and messages, but supporting details varied because of the differences in students’ knowledge, experience, and social background related to short stories. In the post-reading stage, students revealed new knowledge and mental imagery. Based on our findings, engaged reading combined with discovery learning can enrich students' experience and ability to elaborate information, as well as to discover new knowledge about real-life representation in prose. Conclusion: Based on the research findings, teachers and lecturers are able to utilize the engaged reading strategy combined with discovery learning to promote students’ ability to read literature. Further research should involve more diverse participants. Experimental research could also examine the advantages and disadvantages of engaged reading and discovery learning.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" 28","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139141838","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":"Teacher Development in Technology-Enhanced Language Teaching: Book Review","authors":"Neda Kianinezhad","doi":"10.17323/jle.2023.17676","DOIUrl":"https://doi.org/10.17323/jle.2023.17676","url":null,"abstract":"","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" 10","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139137629","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}
Introduction: The influence of culture on translation has been a prominent feature of translation studies in recent decades. The place of cultural knowledge in the formation and development of a translator’s cultural competence, however, remains debatable. This paper argues that, in addition to general knowledge of a target culture (history, geography, literature, traditions, artefacts, etc.), it is crucial to be aware of the most important components of its deep culture, i.e., its social organization and worldview, which in turn have a major impact on identity. The study further develops the notion of I-culture vs We-culture and their respective identities. We suggest that an awareness of such cultural factors should form part of translators’ essential knowledge about language and their professional training. Purpose: The study aims to reveal linguistic and discursive manifestations of lingua-cultural identity in translating a Russian text into English. We explore nuances in the use of the pronouns we, our vs. I, my as well as some other markers of we-identity vs I-identity in the original Russian text of Vladimir Putin’s speech at the Valday discussion club meeting (2021), and how these were translated into English in the translation text. Method: Selection of a text containing sufficient examples; close reading to identify lexico-grammatical features; comparison of source text and translation; analysis of examples; drawing conclusions. The texts were subjected to contrastive lexico-grammatical, pragmatic, and discourse analysis. Sociolinguistic and cultural studies were used to interpret the results. Results: The findings suggest that a Russian text could express a more collective mindset than its English translation, which shows traces of what may appear a more personal/subjective focus. The study highlights the role of deep culture in discursive practices and demonstrates the relevance and effectiveness of an interdisciplinary approach to translation studies. Conclusion: The study confirms the fact that manifestation of lingua-cultural identity can be observed at all levels of language, as well as in communicative strategies, and discursive practices. The task of how to accurately render these nuances in translation is a taxing one that requires a comprehensive understanding of the role of deep culture in discursive practices.
{"title":"Lingua-Cultural Identity in Translation: 'We' vs 'I' Cultures","authors":"D. Ponton, V. Ozyumenko, T. Larina","doi":"10.17323/jle.2023.17832","DOIUrl":"https://doi.org/10.17323/jle.2023.17832","url":null,"abstract":"Introduction: The influence of culture on translation has been a prominent feature of translation studies in recent decades. The place of cultural knowledge in the formation and development of a translator’s cultural competence, however, remains debatable. This paper argues that, in addition to general knowledge of a target culture (history, geography, literature, traditions, artefacts, etc.), it is crucial to be aware of the most important components of its deep culture, i.e., its social organization and worldview, which in turn have a major impact on identity. The study further develops the notion of I-culture vs We-culture and their respective identities. We suggest that an awareness of such cultural factors should form part of translators’ essential knowledge about language and their professional training. Purpose: The study aims to reveal linguistic and discursive manifestations of lingua-cultural identity in translating a Russian text into English. We explore nuances in the use of the pronouns we, our vs. I, my as well as some other markers of we-identity vs I-identity in the original Russian text of Vladimir Putin’s speech at the Valday discussion club meeting (2021), and how these were translated into English in the translation text. Method: Selection of a text containing sufficient examples; close reading to identify lexico-grammatical features; comparison of source text and translation; analysis of examples; drawing conclusions. The texts were subjected to contrastive lexico-grammatical, pragmatic, and discourse analysis. Sociolinguistic and cultural studies were used to interpret the results. Results: The findings suggest that a Russian text could express a more collective mindset than its English translation, which shows traces of what may appear a more personal/subjective focus. The study highlights the role of deep culture in discursive practices and demonstrates the relevance and effectiveness of an interdisciplinary approach to translation studies. Conclusion: The study confirms the fact that manifestation of lingua-cultural identity can be observed at all levels of language, as well as in communicative strategies, and discursive practices. The task of how to accurately render these nuances in translation is a taxing one that requires a comprehensive understanding of the role of deep culture in discursive practices.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" 40","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139138835","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}
Background: There are many factors in determining language proficiency among university students. Identifying these factors can help the teaching and learning process to move forward more quickly and effectively. Purpose: This study aimed to explore the relationship between social, cultural, and linguistic factors and the language proficiency of 221 medical and paramedical students at Shiraz University of Medical Sciences to identify if these factors contribute to language proficiency as an effective variable in students’ communication, academic performance, and quality patient care. Method: The authors administered a questionnaire on these factors' role and a proficiency test. Then, they ran Pearson's correlation coefficient and multiple regression analyses to determine the relationship and effects of such factors concerning language proficiency. Results: The t-test revealed a statistically meaningful difference between medical and paramedical students concerning both mean scores of proficiency and cultural factors. The results indicated only social and cultural factors statistically correlated with paramedical students’ proficiency. Furthermore, none of these factors built any relationship or exerted any effects on the proficiency of medical students. Conclusion: The results implied that educational policymakers should consider the existing differences between university students of different fields since they come from different sociocultural and linguistic backgrounds that have affected the academic stance in which they are studying. Moreover, the findings necessitate encouraging the policymakers and university lecturers to enhance their sociocultural competencies to adapt and fulfill the needs of such students and highlighting the roles of the family's socioeconomic positions through some workshops since the role of the family is an important variable in determining the extent to which a learner has acquired a specific cultural competence.
背景决定大学生语言水平的因素有很多。找出这些因素有助于更快、更有效地推进教学进程。 目的：本研究旨在探讨社会、文化和语言因素与设拉子医科大学 221 名医学生和准医学生的语言能力之间的关系，以确定这些因素是否有助于将语言能力作为学生交流、学习成绩和病人护理质量的有效变量。 研究方法作者对这些因素的作用进行了问卷调查，并进行了能力测试。然后，他们进行了皮尔逊相关系数和多元回归分析，以确定这些因素与语言能力之间的关系和影响。 结果显示通过 t 检验发现，医科学生和护理专业学生在语言能力平均分和文化因素方面的差异具有统计学意义。结果表明，只有社会和文化因素与医务辅助人员学生的能力有统计学上的相关性。此外，这些因素均未对医科学生的能力建立任何关系或产生任何影响。 结论研究结果表明，教育政策制定者应考虑不同专业大学生之间存在的差异，因为他们来自不同的社会文化和语言背景，这些背景影响了他们的学习态度。此外，研究结果还表明，有必要鼓励政策制定者和大学讲师提高他们的社会文化能力，以适应和满足这些学生的需求，并通过一些研讨会强调家庭社会经济地位的作用，因为家庭的作用是决定学习者在多大程度上获得特定文化能力的一个重要变量。
{"title":"Predictors of Language Proficiency among Medical and Paramedical Students: Vygotskian Sociocultural Theory","authors":"Shadab Moslehi, Reza Kafipour","doi":"10.17323/jle.2023.16615","DOIUrl":"https://doi.org/10.17323/jle.2023.16615","url":null,"abstract":"Background: There are many factors in determining language proficiency among university students. Identifying these factors can help the teaching and learning process to move forward more quickly and effectively. Purpose: This study aimed to explore the relationship between social, cultural, and linguistic factors and the language proficiency of 221 medical and paramedical students at Shiraz University of Medical Sciences to identify if these factors contribute to language proficiency as an effective variable in students’ communication, academic performance, and quality patient care. Method: The authors administered a questionnaire on these factors' role and a proficiency test. Then, they ran Pearson's correlation coefficient and multiple regression analyses to determine the relationship and effects of such factors concerning language proficiency. Results: The t-test revealed a statistically meaningful difference between medical and paramedical students concerning both mean scores of proficiency and cultural factors. The results indicated only social and cultural factors statistically correlated with paramedical students’ proficiency. Furthermore, none of these factors built any relationship or exerted any effects on the proficiency of medical students. Conclusion: The results implied that educational policymakers should consider the existing differences between university students of different fields since they come from different sociocultural and linguistic backgrounds that have affected the academic stance in which they are studying. Moreover, the findings necessitate encouraging the policymakers and university lecturers to enhance their sociocultural competencies to adapt and fulfill the needs of such students and highlighting the roles of the family's socioeconomic positions through some workshops since the role of the family is an important variable in determining the extent to which a learner has acquired a specific cultural competence.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" 75","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139139557","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}
Background. Affective variables such as second language (L2) reading attitudes (RAs) and L2 reading self-efficacy (RSE) have been regarded as factors which influence academic results in regular face-to-face reading instruction. Research has reported that although positive RAs among adolescents may decline as they go through school, they still engage in diverse formal and informal reading environments involving printed and/or digital resources. These attitudes can be impacted by the sudden change in the way instruction is delivered in blended learning contexts which emerged due to the Covid-19 pandemic. Purpose. The present study applied a mixed methods approach to explore the relationship between the L2 RAs, L2 RSE, and L2 reading proficiency (RP) of Chilean high school students in a blended-learning context. Method. A sequential explanatory mixed-methods design was adopted to gather data from 124 Chilean high school students. The quantitative data collection was carried out by means of two adapted surveys assessing RAs and RSE, while the reading section of the Preliminary English Test (PET) was administered to determine the RP of participants. The qualitative aspect of the study involved semi structured interviews with ten participants. Results. Participants displayed moderately positive levels of RA and RSE. Furthermore, a strong correlation was found between RAs and RSE, and RSE was significantly correlated with RP. Qualitative data analysis revealed that the emergency remote teaching context during the pandemic affected student reading behaviour in relation to the attitudes towards recreational digital reading, and that teacher instruction can influence their RAs and RSE. Conclusion. It is essential for EFL teachers to nurture student L2 RSE by means of effective and consistent reading activities with increasing challenge that include synchronous and asynchronous learning. Since most participants preferred to complete reading tasks in a recreational digital setting rather than an academic digital one, teachers should incorporate academic reading activities which are more engaging and contextualised to student age and preferences to effectively use the synchronous and asynchronous time at their disposal in blended settings.
背景。第二语言（L2）阅读态度（RAs）和第二语言阅读自我效能感（RSE）等情感变量一直被认为是影响常规面对面阅读教学学业成绩的因素。研究报告指出，虽然青少年的积极阅读态度可能会随着学龄的增长而下降，但他们仍然会参与到涉及印刷和/或数字资源的各种正式和非正式的阅读环境中。这些态度可能会受到混合式学习环境中教学方式的突然变化的影响，这种变化是由于 Covid-19 大流行而出现的。 研究目的本研究采用混合方法探讨混合学习环境下智利高中生的第二语言阅读能力（RA）、第二语言阅读能力（RSE）和第二语言阅读能力（RP）之间的关系。 研究方法本研究采用顺序解释混合方法设计，收集了 124 名智利高中生的数据。定量数据收集通过两份经过改编的调查问卷进行，分别评估阅读能力和阅读理解能力，同时对初步英语测试（PET）的阅读部分进行测试，以确定参与者的阅读理解能力。定性研究包括对 10 名参与者进行半结构式访谈。 研究结果参与者的 RA 和 RSE 表现出适度的积极水平。此外，研究还发现 RA 和 RSE 之间有很强的相关性，而 RSE 与 RP 有显著的相关性。定性数据分析显示，大流行病期间的紧急远程教学环境影响了学生的阅读行为，这与他们对娱乐性数字阅读的态度有关，而且教师的指导也会影响他们的 RA 和 RSE。 结论对于 EFL 教师来说，通过有效和持续的阅读活动（包括同步和异步学习）来培养学生的 L2 RSE 至关重要。由于大多数参与者更愿意在娱乐数字环境而非学术数字环境中完成阅读任务，教师应根据学生的年龄和喜好，融入更有吸引力、更符合实际情况的学术阅读活动，以便在混合环境中有效利用他们可支配的同步和异步时间。
{"title":"Exploring Reading Attitudes, Reading Self-Efficacy, and Reading Proficiency in a Blended Learning Context Among EFL Learners","authors":"Marco Cancino, Nicol Gonzalez","doi":"10.17323/jle.2023.16303","DOIUrl":"https://doi.org/10.17323/jle.2023.16303","url":null,"abstract":"Background. Affective variables such as second language (L2) reading attitudes (RAs) and L2 reading self-efficacy (RSE) have been regarded as factors which influence academic results in regular face-to-face reading instruction. Research has reported that although positive RAs among adolescents may decline as they go through school, they still engage in diverse formal and informal reading environments involving printed and/or digital resources. These attitudes can be impacted by the sudden change in the way instruction is delivered in blended learning contexts which emerged due to the Covid-19 pandemic. Purpose. The present study applied a mixed methods approach to explore the relationship between the L2 RAs, L2 RSE, and L2 reading proficiency (RP) of Chilean high school students in a blended-learning context. Method. A sequential explanatory mixed-methods design was adopted to gather data from 124 Chilean high school students. The quantitative data collection was carried out by means of two adapted surveys assessing RAs and RSE, while the reading section of the Preliminary English Test (PET) was administered to determine the RP of participants. The qualitative aspect of the study involved semi structured interviews with ten participants. Results. Participants displayed moderately positive levels of RA and RSE. Furthermore, a strong correlation was found between RAs and RSE, and RSE was significantly correlated with RP. Qualitative data analysis revealed that the emergency remote teaching context during the pandemic affected student reading behaviour in relation to the attitudes towards recreational digital reading, and that teacher instruction can influence their RAs and RSE. Conclusion. It is essential for EFL teachers to nurture student L2 RSE by means of effective and consistent reading activities with increasing challenge that include synchronous and asynchronous learning. Since most participants preferred to complete reading tasks in a recreational digital setting rather than an academic digital one, teachers should incorporate academic reading activities which are more engaging and contextualised to student age and preferences to effectively use the synchronous and asynchronous time at their disposal in blended settings.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" 20","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139141506","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}
Background: ChatGPT, a chatbot based on a large language model, captured global attention toward the end of 2022. With its potential to generate comprehensive texts of a variety of genres based on a string of straightforward prompts, it was soon perceived as a threat by many in various fields, including – and in particular – education. Schools across the world began banning its use as instructors started to receive suspiciously well-written essays and assignments from their students. Aim: This study aimed to investigate the prevalence of use of ChatGPT among university students for written assignments, explore the ways students utilize the tool, and examine students’ perspectives on the ethical aspects of its use. Method: An online questionnaire was designed to collect data from 201 students from private and public universities in Croatia. Results: The results show that more than half of the participants use ChatGPT for written assignments, that most use it to generate ideas, while many use it to summarize, paraphrase, proofread, but also to write a part of the assignment for them. According to the participants, the most ethically acceptable use of ChatGPT is for generating ideas, while other uses are perceived by many as being unethical; this, however, has not prevented some students from engaging in behaviors they deem unethical. Conclusion: We conclude that universities and instructors need to take a decisive stand on artificial intelligence in education and provide clear guidelines to students regarding the ethical use of ChatGPT and emerging technologies.
{"title":"Writing with AI: University Students’ Use of ChatGPT","authors":"Nikola Črček, Jakob Patekar","doi":"10.17323/jle.2023.17379","DOIUrl":"https://doi.org/10.17323/jle.2023.17379","url":null,"abstract":"Background: ChatGPT, a chatbot based on a large language model, captured global attention toward the end of 2022. With its potential to generate comprehensive texts of a variety of genres based on a string of straightforward prompts, it was soon perceived as a threat by many in various fields, including – and in particular – education. Schools across the world began banning its use as instructors started to receive suspiciously well-written essays and assignments from their students. Aim: This study aimed to investigate the prevalence of use of ChatGPT among university students for written assignments, explore the ways students utilize the tool, and examine students’ perspectives on the ethical aspects of its use. Method: An online questionnaire was designed to collect data from 201 students from private and public universities in Croatia. Results: The results show that more than half of the participants use ChatGPT for written assignments, that most use it to generate ideas, while many use it to summarize, paraphrase, proofread, but also to write a part of the assignment for them. According to the participants, the most ethically acceptable use of ChatGPT is for generating ideas, while other uses are perceived by many as being unethical; this, however, has not prevented some students from engaging in behaviors they deem unethical. Conclusion: We conclude that universities and instructors need to take a decisive stand on artificial intelligence in education and provide clear guidelines to students regarding the ethical use of ChatGPT and emerging technologies.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" 82","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139138006","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}
Background: Several language learning theories exist to explain the language learning process. Reflective learning is one of the models that has received attention and has been employed to explain language learning and teaching. Purpose: The present study aimed to develop and validate a close-ended reflective language learning instrument to discover EFL learners’ reflective learning strategies while learning a language. Method: Based on a comprehensive literature review, 358 concepts were extracted for reflective language learning. Then, experts’ opinions on reflective language learning were gathered, leading to the extraction of 50 general themes. After the experts’ approval, the researchers transformed the concepts into statements and constructed the final version of the questionnaire. In the next step, the initial version of the questionnaire was piloted with 100 participants, reducing the number of items to 47. Then, the piloted instrument was administered to a sample of 398 students. The obtained data were entered into SPSS and LISERL for exploratory and confirmatory factor analyses. Principle Component Analysis (PCA) was employed to run an explanatory factor analysis. Varimax rotation was performed on the underlying construct of the 47-item questionnaire. The result was the removal of four items and forming a 43-item questionnaire. A six-factor model of second language learning encompassing twelve behavioral cognitive items, twelve behavioral evaluative items, six behavioral metacognitive items, six behavioral interactional items, four behavioral reflective journal items, and three behavioral retrospective items was obtained. Then, the researchers performed confirmatory factor analysis to verify the six factors. Finally, a reflective language learning model was developed. Results: The results showed that the newly developed Reflective Language Learning Questionnaire (RLLQ) was valid and reliable. The model formulated based on the data gathered from the administration of RLLQ also enjoyed acceptable fitness indices. Conclusion: The questionnaire could be used in future studies. Researchers interested in reflective language learning, language teachers intending to follow reflective practices in their classes, and syllabus designers believing that reflection promotes learning can employ RLLQ.
{"title":"The Development of a Reflective Language Learning Model: A Structural Equation Modeling Approach","authors":"Salman Asshabi, Mojgan Rashtchi, Massood Siyyari","doi":"10.17323/jle.2023.13187","DOIUrl":"https://doi.org/10.17323/jle.2023.13187","url":null,"abstract":"Background: Several language learning theories exist to explain the language learning process. Reflective learning is one of the models that has received attention and has been employed to explain language learning and teaching. Purpose: The present study aimed to develop and validate a close-ended reflective language learning instrument to discover EFL learners’ reflective learning strategies while learning a language. Method: Based on a comprehensive literature review, 358 concepts were extracted for reflective language learning. Then, experts’ opinions on reflective language learning were gathered, leading to the extraction of 50 general themes. After the experts’ approval, the researchers transformed the concepts into statements and constructed the final version of the questionnaire. In the next step, the initial version of the questionnaire was piloted with 100 participants, reducing the number of items to 47. Then, the piloted instrument was administered to a sample of 398 students. The obtained data were entered into SPSS and LISERL for exploratory and confirmatory factor analyses. Principle Component Analysis (PCA) was employed to run an explanatory factor analysis. Varimax rotation was performed on the underlying construct of the 47-item questionnaire. The result was the removal of four items and forming a 43-item questionnaire. A six-factor model of second language learning encompassing twelve behavioral cognitive items, twelve behavioral evaluative items, six behavioral metacognitive items, six behavioral interactional items, four behavioral reflective journal items, and three behavioral retrospective items was obtained. Then, the researchers performed confirmatory factor analysis to verify the six factors. Finally, a reflective language learning model was developed. Results: The results showed that the newly developed Reflective Language Learning Questionnaire (RLLQ) was valid and reliable. The model formulated based on the data gathered from the administration of RLLQ also enjoyed acceptable fitness indices. Conclusion: The questionnaire could be used in future studies. Researchers interested in reflective language learning, language teachers intending to follow reflective practices in their classes, and syllabus designers believing that reflection promotes learning can employ RLLQ.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" 22","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139141892","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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