Background. The emergence of information and communication technology and the resulting technological devices have influenced the nature and process of composition and the level of students' engagement and participation in writing activities. Purpose. The present study reviews 50 studies published in peer-reviewed applied linguistics journals from 2000 to 2020 which have investigated the use and implications of technology for teaching and assessing writing in academic contexts. Methods. The PRIZMA model was applied for records screening and selection and systematic qualitative content analysis was used to explore the content of these studies and identify the most relevant themes. The most relevant sections of these studies (especially, designs and findings) were selected for further analysis and synthesis. Results. Results of this systematic thematic review are mainly categorized and discussed based on three main themes: (1) Technology Use in Teaching and Learning Academic Writing, (2) Some Technological Tools for Teaching and Assessing Academic Writing, and (3) Practical Implications of Using Technology in Academic Writing Classrooms. Results of this systematic review indicated that growth in the use of technological resources such as computers, applications, and web-based learning environments in teaching and assessing ELT-related writing in academic contexts can enhance the quality of instruction provided. Implications. Despite some practical limitations for applying these technologies in writing courses, most of the reviewed studies pointed to the fact that technology-mediated writing instruction and assessment can enhance the students' knowledge and use of new digital literacies and, in turn, can lead to improvements in their composing processes and writing competence while working on various genres.
{"title":"Review of Research on the Use of Information and Communication Technologies (ICTs) in ELT-related Academic Writing Classrooms","authors":"Omid Mallahi","doi":"10.17323/jle.2022.13395","DOIUrl":"https://doi.org/10.17323/jle.2022.13395","url":null,"abstract":"Background. The emergence of information and communication technology and the resulting technological devices have influenced the nature and process of composition and the level of students' engagement and participation in writing activities. \u0000Purpose. The present study reviews 50 studies published in peer-reviewed applied linguistics journals from 2000 to 2020 which have investigated the use and implications of technology for teaching and assessing writing in academic contexts. \u0000Methods. The PRIZMA model was applied for records screening and selection and systematic qualitative content analysis was used to explore the content of these studies and identify the most relevant themes. The most relevant sections of these studies (especially, designs and findings) were selected for further analysis and synthesis. \u0000Results. Results of this systematic thematic review are mainly categorized and discussed based on three main themes: (1) Technology Use in Teaching and Learning Academic Writing, (2) Some Technological Tools for Teaching and Assessing Academic Writing, and (3) Practical Implications of Using Technology in Academic Writing Classrooms. Results of this systematic review indicated that growth in the use of technological resources such as computers, applications, and web-based learning environments in teaching and assessing ELT-related writing in academic contexts can enhance the quality of instruction provided. \u0000Implications. Despite some practical limitations for applying these technologies in writing courses, most of the reviewed studies pointed to the fact that technology-mediated writing instruction and assessment can enhance the students' knowledge and use of new digital literacies and, in turn, can lead to improvements in their composing processes and writing competence while working on various genres.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45120913","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. A plethora of previous studies have discussed the importance of a genre-approach move analysis because the analysis results can provide a picture of the typical conventions of research article writing across disciplines. Purpose. Nursing as a professional discipline, however, has received scant attention, particularly in the abstract section in the journals with different indexation. To fill such an empirical void, this qualitative study probes the notion of whether journal indexation matters in manifesting the rhetorical moves in the nursing abstracts. Methods. Fifty abstracts from a Scopus-indexed Q1 journal and another 50 from three Sinta-indexed journals in Indonesia were analyzed manually. This study employed a descriptive comparative approach to analyze and present the data. Findings. The findings demonstrated conformity manifestations of method and results moves along with their linguistic realizations by using simple past tense in active or passive forms. The article abstracts from the Scopus-indexed nursing journal emphasized the novelty of the research more than their counterparts from the identification of gap of previous research and highlighting the significance of the study. Implications. This study suggests writers consider the contributing role of journal indexation type in projecting a higher standard of abstract writing in preparing their abstracts to increase the acceptance rate during an initial screening stage.
{"title":"Does Journal Indexation Matter? A Genre-Approach Move Analysis of Nursing English Research Article Abstracts","authors":"A. Lubis, Eri Kurniawan, Wawan Gunawan","doi":"10.17323/jle.2022.13471","DOIUrl":"https://doi.org/10.17323/jle.2022.13471","url":null,"abstract":"Background. A plethora of previous studies have discussed the importance of a genre-approach move analysis because the analysis results can provide a picture of the typical conventions of research article writing across disciplines. \u0000Purpose. Nursing as a professional discipline, however, has received scant attention, particularly in the abstract section in the journals with different indexation. To fill such an empirical void, this qualitative study probes the notion of whether journal indexation matters in manifesting the rhetorical moves in the nursing abstracts. \u0000Methods. Fifty abstracts from a Scopus-indexed Q1 journal and another 50 from three Sinta-indexed journals in Indonesia were analyzed manually. This study employed a descriptive comparative approach to analyze and present the data. \u0000Findings. The findings demonstrated conformity manifestations of method and results moves along with their linguistic realizations by using simple past tense in active or passive forms. The article abstracts from the Scopus-indexed nursing journal emphasized the novelty of the research more than their counterparts from the identification of gap of previous research and highlighting the significance of the study. \u0000Implications. This study suggests writers consider the contributing role of journal indexation type in projecting a higher standard of abstract writing in preparing their abstracts to increase the acceptance rate during an initial screening stage.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47455795","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}
Ismail Xodabande, Shima Torabzadeh, M. Ghafouri, Azadeh Emadi
Background. Generally operationalized as the words used more frequently in academic discourse for describing abstract ideas and processes, academic vocabulary poses a major learning burden for native and non-native speakers of English. Recent developments in corpus-based technologies and tools have made it possible to analyze large bodies of texts for profiling vocabulary items, and a growing number of studies investigated such vocabulary in research articles published in different disciplines. Purpose. Despite significant progress in academic word list development, research focusing on the contribution of the newly developed word lists in academic texts remained largely limited. Accordingly, the majority of studies used outdated lists for general and academic vocabulary as the starting points in their studies. Methods. The current study investigated a large corpus of applied linguistics research articles (2000 RAs, 15.5 million words, 20 journals) to identify frequently used academic words based on New Academic Word List (NAWL). In analyzing the data, predefined criteria were used and the study used flemma for counting and defining words. Results. The findings indicated that 310 out of 960 academic words in NAWL were used frequently in the corpus and provided 4.19% coverage. This coverage differs considerably with the previous studies that investigated similar corpora using the Academic Word List (AWL) and reported around and more than 10% coverage for academic vocabulary. Since the base lists used for profiling the corpus in this study were different from those employed by the previous studies, such differences mainly arise as a result of improvements in operationalizing general service and academic vocabulary. Implications. In light of these findings and recent calls for more replication research in vocabulary studies, the study draws some implications for researching and teaching academic vocabulary. Additionally, in order to facilitate academic vocabulary learning in applied linguistics, the study presents a list of frequently used NAWL items divided into six bands based on their frequency in the corpus.
{"title":"Academic Vocabulary in Applied Linguistics Research Articles: A Corpus-based Study","authors":"Ismail Xodabande, Shima Torabzadeh, M. Ghafouri, Azadeh Emadi","doi":"10.17323/jle.2022.13420","DOIUrl":"https://doi.org/10.17323/jle.2022.13420","url":null,"abstract":"Background. Generally operationalized as the words used more frequently in academic discourse for describing abstract ideas and processes, academic vocabulary poses a major learning burden for native and non-native speakers of English. Recent developments in corpus-based technologies and tools have made it possible to analyze large bodies of texts for profiling vocabulary items, and a growing number of studies investigated such vocabulary in research articles published in different disciplines. \u0000Purpose. Despite significant progress in academic word list development, research focusing on the contribution of the newly developed word lists in academic texts remained largely limited. Accordingly, the majority of studies used outdated lists for general and academic vocabulary as the starting points in their studies. \u0000Methods. The current study investigated a large corpus of applied linguistics research articles (2000 RAs, 15.5 million words, 20 journals) to identify frequently used academic words based on New Academic Word List (NAWL). In analyzing the data, predefined criteria were used and the study used flemma for counting and defining words. \u0000Results. The findings indicated that 310 out of 960 academic words in NAWL were used frequently in the corpus and provided 4.19% coverage. This coverage differs considerably with the previous studies that investigated similar corpora using the Academic Word List (AWL) and reported around and more than 10% coverage for academic vocabulary. Since the base lists used for profiling the corpus in this study were different from those employed by the previous studies, such differences mainly arise as a result of improvements in operationalizing general service and academic vocabulary. \u0000Implications. In light of these findings and recent calls for more replication research in vocabulary studies, the study draws some implications for researching and teaching academic vocabulary. Additionally, in order to facilitate academic vocabulary learning in applied linguistics, the study presents a list of frequently used NAWL items divided into six bands based on their frequency in the corpus.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49146851","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 that affect the development of speaking in a foreign language. Drawing on the theories that state that competencies established in a native language will transfer across foreign languages, this study examines whether there is a relationship between native and foreign language speaking proficiency. Purpose. Although literature research indicates that native and foreign language acquisition processes are interrelated, there is a lack of studies comparing proficiency levels of native and foreign language speaking skills in adult learners. The purpose of this study was to examine the relationship between speaking competences in English as a Foreign Language and Czech as a Native Language in university students. Methods. A between-group design was used to compare two groups of fifty university students at two different levels of their speaking proficiency in English. Both groups were tested in speaking in Czech. Each test was assessed by an analytical rating scale examining four speaking sub-skills: accuracy, discourse, content and paralinguistics. The scores were analyzed using the F-Test for Equality of Variances and T-Test for the Differences between the Means. Results. The results showed that the group with the lower level of speaking proficiency in English achieved significantly worse scores for their speaking sub-skills in Czech than the group with the higher level of speaking proficiency in English. Implications. The study offers another piece of empirical evidence in support of the theories that state that competencies established in a native language will transfer across foreign languages and suggests the importance of the development of native language competence with regard to later proficiency in a foreign language.
{"title":"The Relationship between Native and Foreign Language Speaking Proficiency in University Students","authors":"E. Staňková, Renata Chlumska, Dana Zerzanova","doi":"10.17323/jle.2022.11501","DOIUrl":"https://doi.org/10.17323/jle.2022.11501","url":null,"abstract":"Background. There are many factors that affect the development of speaking in a foreign language. Drawing on the theories that state that competencies established in a native language will transfer across foreign languages, this study examines whether there is a relationship between native and foreign language speaking proficiency. \u0000Purpose. Although literature research indicates that native and foreign language acquisition processes are interrelated, there is a lack of studies comparing proficiency levels of native and foreign language speaking skills in adult learners. The purpose of this study was to examine the relationship between speaking competences in English as a Foreign Language and Czech as a Native Language in university students. \u0000Methods. A between-group design was used to compare two groups of fifty university students at two different levels of their speaking proficiency in English. Both groups were tested in speaking in Czech. Each test was assessed by an analytical rating scale examining four speaking sub-skills: accuracy, discourse, content and paralinguistics. The scores were analyzed using the F-Test for Equality of Variances and T-Test for the Differences between the Means. \u0000Results. The results showed that the group with the lower level of speaking proficiency in English achieved significantly worse scores for their speaking sub-skills in Czech than the group with the higher level of speaking proficiency in English. \u0000Implications. The study offers another piece of empirical evidence in support of the theories that state that competencies established in a native language will transfer across foreign languages and suggests the importance of the development of native language competence with regard to later proficiency in a foreign language.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44044636","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. Research interest in FLE and its associated factors has increased in recent years, especially regarding learner-internal factors. Happiness could potentially be one of the predictors of FLE. Purpose. This study aimed to investigate the link between foreign language enjoyment (FLE) and a measure of subjective happiness (SH). Methods. A total of 594 adult foreign language learners aged 16 to 72 participated in the study. Ten items extracted from the FLE scale and the SH scale translated and validated into Spanish were used to gather the data. Results. With a significant 3.6% shared variance between FLE and SH, the study found that participants with higher scores on FLE have higher scores on SH. However, the percentage of shared variance found is considerably higher for different subgroups (e.g., 6.7% for the older adolescent group and 10% for mature and senior adults). The results suggest that the relationship between personality variables and FLE may differ depending on learner-internal factors such as age, gender, competence level and foreign language. Implications. The study opens a new line of research into the interaction between FLE and happiness, and factors affecting it with a sample that, due to the wide range of participant ages and the number of participants beyond their twenties, is more representative of the adult foreign language learner population than is usually the case in studies of FLE.
{"title":"Foreign Language Enjoyment and Subjective Happiness in Spanish Adult Learners","authors":"Elvira Barrios, Irene Acosta-Manzano","doi":"10.17323/jle.2022.13506","DOIUrl":"https://doi.org/10.17323/jle.2022.13506","url":null,"abstract":"Background. Research interest in FLE and its associated factors has increased in recent years, especially regarding learner-internal factors. Happiness could potentially be one of the predictors of FLE. \u0000Purpose. This study aimed to investigate the link between foreign language enjoyment (FLE) and a measure of subjective happiness (SH). \u0000Methods. A total of 594 adult foreign language learners aged 16 to 72 participated in the study. Ten items extracted from the FLE scale and the SH scale translated and validated into Spanish were used to gather the data. \u0000Results. With a significant 3.6% shared variance between FLE and SH, the study found that participants with higher scores on FLE have higher scores on SH. However, the percentage of shared variance found is considerably higher for different subgroups (e.g., 6.7% for the older adolescent group and 10% for mature and senior adults). The results suggest that the relationship between personality variables and FLE may differ depending on learner-internal factors such as age, gender, competence level and foreign language. \u0000Implications. The study opens a new line of research into the interaction between FLE and happiness, and factors affecting it with a sample that, due to the wide range of participant ages and the number of participants beyond their twenties, is more representative of the adult foreign language learner population than is usually the case in studies of FLE.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44178761","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. Academic writers utilize a variety of rhetorical methods to construct their knowledge claims through hedges and boosters. These two strategies may also be affected by disciplinary, cultural, or generic contexts. Purpose. This mixed-methods contrastive research study explored how disciplinary and cultural contexts may affect the way Arab and Anglophone writers construct and modulate knowledge claims through hedges and boosters in the results and discussion sections of 90 English research articles in three disciplines: Journalism, Law, and Political Science. Methods. Instances of hedges and boosters and their pragmatic functions in context were identified, employing Liu and Tseng’s (2021) framework. This framework provides a detailed functional interpretation of the use and variation of these devices along four continuums: authorial voice, reasoning, consensus-building, and information evaluation. Results. The results showed interesting contrasts and similarities between both groups regarding the approaches they used to define their levels of commitment and detachment in their knowledge claims. The quantitative findings revealed significant differences in hedges but non-significant differences in boosters used by both groups. The qualitative analysis revealed that hedging and boosting functions in Arab and Anglophone writers’ RAs differed along the four continuums. Anglophone writers often used hedges in their writing to show humility, negotiate knowledge claims, and accommodate vagueness. These acts enabled them to sketch the realities emerging from their research. By contrast, the English-speaking Arab writers used fewer hedging strategies and demonstrated assertiveness, and assumed shared knowledge to enhance the realities constructed in their knowledge claims. Implications. These findings can benefit ESP/EAP teachers, especially those teaching writing for publication purposes to raise postgraduate students’ awareness of epistemic modality markers. A custom-made ESP/EAP course tailored to the needs of learners based on Liu and Tseng’s (2021) hedging-boosting framework can be devised to develop communicative and academic strategies in English.
{"title":"The Construction of Knowledge Claims in Three Disciplines: An Exploration of Hedging and Boosting Strategies in Research Articles Written in English by Arab and Anglophone Writers","authors":"Ghada Ali AlGhamdi, Hesham Suleiman Alyousef","doi":"10.17323/jle.2022.12363","DOIUrl":"https://doi.org/10.17323/jle.2022.12363","url":null,"abstract":"Background. Academic writers utilize a variety of rhetorical methods to construct their knowledge claims through hedges and boosters. These two strategies may also be affected by disciplinary, cultural, or generic contexts. \u0000Purpose. This mixed-methods contrastive research study explored how disciplinary and cultural contexts may affect the way Arab and Anglophone writers construct and modulate knowledge claims through hedges and boosters in the results and discussion sections of 90 English research articles in three disciplines: Journalism, Law, and Political Science. \u0000Methods. Instances of hedges and boosters and their pragmatic functions in context were identified, employing Liu and Tseng’s (2021) framework. This framework provides a detailed functional interpretation of the use and variation of these devices along four continuums: authorial voice, reasoning, consensus-building, and information evaluation. \u0000Results. The results showed interesting contrasts and similarities between both groups regarding the approaches they used to define their levels of commitment and detachment in their knowledge claims. The quantitative findings revealed significant differences in hedges but non-significant differences in boosters used by both groups. The qualitative analysis revealed that hedging and boosting functions in Arab and Anglophone writers’ RAs differed along the four continuums. Anglophone writers often used hedges in their writing to show humility, negotiate knowledge claims, and accommodate vagueness. These acts enabled them to sketch the realities emerging from their research. By contrast, the English-speaking Arab writers used fewer hedging strategies and demonstrated assertiveness, and assumed shared knowledge to enhance the realities constructed in their knowledge claims. \u0000Implications. These findings can benefit ESP/EAP teachers, especially those teaching writing for publication purposes to raise postgraduate students’ awareness of epistemic modality markers. A custom-made ESP/EAP course tailored to the needs of learners based on Liu and Tseng’s (2021) hedging-boosting framework can be devised to develop communicative and academic strategies in English. ","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48116380","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}
Research Background: In any successful education system, teachers as the main driving forces of the learning process are at the forefront. To fulfill their responsibilities efficiently, they need to enhance their knowledge and professional expertise. Hence, the evaluation of teachers’ professional development is of paramount importance in EFL contexts.Purpose of the Study: In line with such a concern, the present study was conducted to investigate the underlying factors constituting a newly developed teachers’ professional development questionnaire in the EFL context of Iran.Methods: To this end, 242 Iranian EFL teachers with different experiences were conveniently requested to partake in this study. They were asked to respond to the questionnaire, which encompassed 76 items on a five-point Likert scale. After ensuring the reliability of the scale, to scrutinize the validity of the questionnaire, content validity and factor analysis were checked.Results: The results of Exploratory Factor Analysis (EFA) revealed that the questionnaire involved 7 factors, representing the teachers’ beliefs about various aspects of development, like means of development, needs, beneficiaries, motivators, methods, and obstacles of development. The results of Confirmatory Factor Analysis (CFA) also demonstrated that the questionnaire consists of seven factors, loading on items and sub-components of the model.Implications: This study can provide treasured pedagogical implications for EFL teachers, teacher educators, policymakers, and materials developers through raising their awareness and knowledge of teachers’ professional development and its underlying components.
{"title":"Developing and Validating a Professional Development Inventory: Novice and Experienced Teachers’ Perceptions in Focus","authors":"Masoomeh Estaji, Amirmasoud Molkizadeh","doi":"10.17323/jle.2022.11115","DOIUrl":"https://doi.org/10.17323/jle.2022.11115","url":null,"abstract":"Research Background: In any successful education system, teachers as the main driving forces of the learning process are at the forefront. To fulfill their responsibilities efficiently, they need to enhance their knowledge and professional expertise. Hence, the evaluation of teachers’ professional development is of paramount importance in EFL contexts.Purpose of the Study: In line with such a concern, the present study was conducted to investigate the underlying factors constituting a newly developed teachers’ professional development questionnaire in the EFL context of Iran.Methods: To this end, 242 Iranian EFL teachers with different experiences were conveniently requested to partake in this study. They were asked to respond to the questionnaire, which encompassed 76 items on a five-point Likert scale. After ensuring the reliability of the scale, to scrutinize the validity of the questionnaire, content validity and factor analysis were checked.Results: The results of Exploratory Factor Analysis (EFA) revealed that the questionnaire involved 7 factors, representing the teachers’ beliefs about various aspects of development, like means of development, needs, beneficiaries, motivators, methods, and obstacles of development. The results of Confirmatory Factor Analysis (CFA) also demonstrated that the questionnaire consists of seven factors, loading on items and sub-components of the model.Implications: This study can provide treasured pedagogical implications for EFL teachers, teacher educators, policymakers, and materials developers through raising their awareness and knowledge of teachers’ professional development and its underlying components.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49482797","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 and Purpose: This perspective article supports the need of an alternative plurilingual model to teaching languages to assert immigrants’ identities in Canada. Approach: It examines the interplay between language and identity in immigration contexts, and investigates current language teaching models, including limitations, adopted in Canada. Although the article discusses the case of Quebec where the official language is French, it is not limited or restricted to a specific context. The case of Quebec is only given as an example to illustrate potential challenges immigrants might face in Canada. Results and Implication: This article sheds light on advantageous future research orientations pertaining to immigrants’ identities in the language learning process. It can also inform language policies and pedagogies in Canada and other immigration contexts.
{"title":"The Role of Plurilingual Pedagogy in Affirming Immigrants’ Identities in Canada","authors":"L. Zeaiter","doi":"10.17323/jle.2022.13682","DOIUrl":"https://doi.org/10.17323/jle.2022.13682","url":null,"abstract":"Background and Purpose: This perspective article supports the need of an alternative plurilingual model to teaching languages to assert immigrants’ identities in Canada. Approach: It examines the interplay between language and identity in immigration contexts, and investigates current language teaching models, including limitations, adopted in Canada. Although the article discusses the case of Quebec where the official language is French, it is not limited or restricted to a specific context. The case of Quebec is only given as an example to illustrate potential challenges immigrants might face in Canada. Results and Implication: This article sheds light on advantageous future research orientations pertaining to immigrants’ identities in the language learning process. It can also inform language policies and pedagogies in Canada and other immigration contexts.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44332498","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}
Research background: The effectiveness of Corrective feedback has been a controversial issue and thus a central part of second language writing instruction worldwide.Gap in knowledge and Purpose of the study: It has been argued that the provision of written corrective feedback can affect the complexity of the written text negatively, and the issue is not sufficiently investigated. Therefore, this studyinvestigated the effects of two types of comprehensive written corrective feedback strategies: direct corrective feedback (DCF), and metalinguistic explanation (ME) on L2 learners’ written syntactic complexity.Methods: This study was quasi-experimental and used a pretest-intervention-posttest-delayed-posttest design. Participants were 90 Turkish EFL upper-intermediate learners, whose L2 proficiency and L2 writing skills were controlled by administering the Oxford Placement Test and the IELTS Writing Task 2 test. They were assigned to three groups: DCF, ME, and NF (i.e., no feedback on grammatical errors).The treatment/control period lasted for five weeks. Every week, each participant wrote an essay of argument-led type in class and then received the specified feedback. No work was done on writing for the two-week interval between the posttest and delayed posttest. Lu’s (2010) web-based L2 Syntactic Complexity Analyser was utilised to calculate the syntactic complexity measures. The MANOVA test was utilized to find the results.Findings and Value added: It was revealed the ME group was not significantly different from the NF group. The DCF group significantly outperformed the ME group in the clauses per sentence (C/S) of the texts both in posttests and delayed-posttests. The DCF group also significantly outperformed the NF group in the clauses per T-unit (C/T), complex T-units per T-unit (CP/T), and C/S in posttests, but the positive effect of the DCF on CP/T was not durable after the two-week interval.
{"title":"The Effect of Comprehensive Written Corrective Feedback on EFL Learners’ Written Syntactic Complexity","authors":"M. Valizadeh","doi":"10.17323/jle.2022.12052","DOIUrl":"https://doi.org/10.17323/jle.2022.12052","url":null,"abstract":"Research background: The effectiveness of Corrective feedback has been a controversial issue and thus a central part of second language writing instruction worldwide.Gap in knowledge and Purpose of the study: It has been argued that the provision of written corrective feedback can affect the complexity of the written text negatively, and the issue is not sufficiently investigated. Therefore, this studyinvestigated the effects of two types of comprehensive written corrective feedback strategies: direct corrective feedback (DCF), and metalinguistic explanation (ME) on L2 learners’ written syntactic complexity.Methods: This study was quasi-experimental and used a pretest-intervention-posttest-delayed-posttest design. Participants were 90 Turkish EFL upper-intermediate learners, whose L2 proficiency and L2 writing skills were controlled by administering the Oxford Placement Test and the IELTS Writing Task 2 test. They were assigned to three groups: DCF, ME, and NF (i.e., no feedback on grammatical errors).The treatment/control period lasted for five weeks. Every week, each participant wrote an essay of argument-led type in class and then received the specified feedback. No work was done on writing for the two-week interval between the posttest and delayed posttest. Lu’s (2010) web-based L2 Syntactic Complexity Analyser was utilised to calculate the syntactic complexity measures. The MANOVA test was utilized to find the results.Findings and Value added: It was revealed the ME group was not significantly different from the NF group. The DCF group significantly outperformed the ME group in the clauses per sentence (C/S) of the texts both in posttests and delayed-posttests. The DCF group also significantly outperformed the NF group in the clauses per T-unit (C/T), complex T-units per T-unit (CP/T), and C/S in posttests, but the positive effect of the DCF on CP/T was not durable after the two-week interval.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42459785","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 link between context and identity is of paramount importance to language teaching and learning. Yet, less attention has been paid to the identity aspects in various EFL contexts. Purpose: This study examined the identity aspects of EFL learners attending both public and private English language classes through self-reflection.Method: In this mixed-methods design, 128 conveniently chosen EFL learners, including both genders, responded to the Identity Aspects Questionnaire, and 23 of those participants were invited to a follow-up semi-structured interview to triangulate the questionnaire data. The study conducted Paired Samples T-Test for quantitative data, whereas qualitative data underwent thematic analysis to extract and codify the themes.Results: The results revealed no significant differences for personal and relational identity aspects over these two EFL contexts, while collective and social ones reached differences. The qualitative data indicated that the EFL learners synergically adapt and adopt some identities through retention and creation. The shared identity between the two EFL classes mainly occurred in personal and relational aspects, while social and collective ones seemed relatively varied. The participants held both individualistic and collectivistic cultural dimensions in these two EFL classes. However, they were more idiocentric in private English language institutes and more socio-centric in public high schools. The discussion concerning identity issues indicated that EFL contexts affect the socializing process. The individuals position in a context according to their shared identities, while the varied identities lead them to form or adopt new identities. Implication: These findings could help ELT teachers and researchers to expand their perception of language learners’ identities in different EFL contexts.
{"title":"Dual Identity or Identity Duel: EFL Context Duality Force on Identity Aspects Formation Through Learners’ Self-Reflection","authors":"E. A. Salimi, Hadi Abedi","doi":"10.17323/jle.2022.11303","DOIUrl":"https://doi.org/10.17323/jle.2022.11303","url":null,"abstract":"Background: The link between context and identity is of paramount importance to language teaching and learning. Yet, less attention has been paid to the identity aspects in various EFL contexts. Purpose: This study examined the identity aspects of EFL learners attending both public and private English language classes through self-reflection.Method: In this mixed-methods design, 128 conveniently chosen EFL learners, including both genders, responded to the Identity Aspects Questionnaire, and 23 of those participants were invited to a follow-up semi-structured interview to triangulate the questionnaire data. The study conducted Paired Samples T-Test for quantitative data, whereas qualitative data underwent thematic analysis to extract and codify the themes.Results: The results revealed no significant differences for personal and relational identity aspects over these two EFL contexts, while collective and social ones reached differences. The qualitative data indicated that the EFL learners synergically adapt and adopt some identities through retention and creation. The shared identity between the two EFL classes mainly occurred in personal and relational aspects, while social and collective ones seemed relatively varied. The participants held both individualistic and collectivistic cultural dimensions in these two EFL classes. However, they were more idiocentric in private English language institutes and more socio-centric in public high schools. The discussion concerning identity issues indicated that EFL contexts affect the socializing process. The individuals position in a context according to their shared identities, while the varied identities lead them to form or adopt new identities. Implication: These findings could help ELT teachers and researchers to expand their perception of language learners’ identities in different EFL contexts.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44260973","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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