Introduction. World Englishes (WE) is an important topic, especially regarding pre-service English teachers' attitude and awareness towards the plurality of WE in English language teaching (ELT) practices. Many previous studies have discussed language attitude and language awareness separately. In contrast, research into the relationship between language attitude and awareness towards WE, especially in the context of pre-service English teachers, has not been widely explored. Purpose. This study aims to fill the gap by researching the relationship between language attitudes and awareness of WE among pre-service English teachers, and its implication for their teaching practice. Method. This study employed a mixed-method approach using correlational and interview-based research. The research data was obtained from 62 respondents who filled out questionnaires from three universities in Jakarta and Tangerang, Indonesia. In addition, there were nine interviewees. Results. The results showed a weak relationship between Indonesian language attitude and awareness of WE pre-service English teachers. Respondents indicated a positive attitude towards WE but had moderate awareness. Conclusion. We concluded that pre-service English teachers view WE as an essential topic, but they tend not to teach WE because they have to obey the school curriculum.
{"title":"Exploring the Relationship between Language Attitude and Language Awareness towards World Englishes: A case of Indonesian pre-service English Teachers","authors":"HG Retno Harsanti, Yassir Nasanius","doi":"10.17323/jle.2023.13057","DOIUrl":"https://doi.org/10.17323/jle.2023.13057","url":null,"abstract":"Introduction. World Englishes (WE) is an important topic, especially regarding pre-service English teachers' attitude and awareness towards the plurality of WE in English language teaching (ELT) practices. Many previous studies have discussed language attitude and language awareness separately. In contrast, research into the relationship between language attitude and awareness towards WE, especially in the context of pre-service English teachers, has not been widely explored. \u0000Purpose. This study aims to fill the gap by researching the relationship between language attitudes and awareness of WE among pre-service English teachers, and its implication for their teaching practice. \u0000Method. This study employed a mixed-method approach using correlational and interview-based research. The research data was obtained from 62 respondents who filled out questionnaires from three universities in Jakarta and Tangerang, Indonesia. In addition, there were nine interviewees. \u0000Results. The results showed a weak relationship between Indonesian language attitude and awareness of WE pre-service English teachers. Respondents indicated a positive attitude towards WE but had moderate awareness. \u0000Conclusion. We concluded that pre-service English teachers view WE as an essential topic, but they tend not to teach WE because they have to obey the school curriculum.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41834229","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: Positive psychology in the field of applied linguistics has recently shifted its focus from L2 learners to L2 teachers as teachers have been revealed to be a pivotal external affordance for the emergence of learners’ positive emotions such as enjoyment. Exploring the link between teacher-related constructs can provide deep insights into L2 teachers’ emotional agency within L2 classroom context. Purpose: The current study seeks to examine the association between English as a foreign language (EFL) instructors’ enjoyment of foreign language teaching (i.e., personal enjoyment, student appreciation, and social enjoyment) and humor styles (i.e., self-enhancing, affiliative, aggressive, and self-defeating humor styles). Materials and Methods: In order to examine this association, 244 (151 males and 93 females) Turkish EFL instructors voluntarily completed self-report scales measuring their foreign language teaching enjoyment and humor styles. Results: Results of the structural equation modeling (SEM) indicated that higher levels of student appreciation and social enjoyment are correlated with higher levels of affiliative and self-enhancing humor. In addition, greater degrees of personal enjoyment, student appreciation, and social enjoyment are correlated with lower levels of aggressive humor, while self-defeating humor was unrelated to any of the enjoyment indices. There was also no significant gender difference for any humor styles. Conclusion: The findings are discussed in view of implications for teacher well-being.
{"title":"Modeling the Association between EFL Instructors’ Foreign Language Teaching Enjoyment and Humor Styles","authors":"Mehdi Solhi, Majid Elahi Shirvan","doi":"10.17323/jle.2023.15928","DOIUrl":"https://doi.org/10.17323/jle.2023.15928","url":null,"abstract":"Background: Positive psychology in the field of applied linguistics has recently shifted its focus from L2 learners to L2 teachers as teachers have been revealed to be a pivotal external affordance for the emergence of learners’ positive emotions such as enjoyment. Exploring the link between teacher-related constructs can provide deep insights into L2 teachers’ emotional agency within L2 classroom context. \u0000Purpose: The current study seeks to examine the association between English as a foreign language (EFL) instructors’ enjoyment of foreign language teaching (i.e., personal enjoyment, student appreciation, and social enjoyment) and humor styles (i.e., self-enhancing, affiliative, aggressive, and self-defeating humor styles). \u0000Materials and Methods: In order to examine this association, 244 (151 males and 93 females) Turkish EFL instructors voluntarily completed self-report scales measuring their foreign language teaching enjoyment and humor styles. \u0000Results: Results of the structural equation modeling (SEM) indicated that higher levels of student appreciation and social enjoyment are correlated with higher levels of affiliative and self-enhancing humor. In addition, greater degrees of personal enjoyment, student appreciation, and social enjoyment are correlated with lower levels of aggressive humor, while self-defeating humor was unrelated to any of the enjoyment indices. There was also no significant gender difference for any humor styles. \u0000Conclusion: The findings are discussed in view of implications for teacher well-being.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48781312","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}
Objectives. Taking into account the positive association observed between lexical abilities and academic performance in children, this research aims to compare the expressive vocabulary skills and the organization of the lexical-semantic network in early school-aged children diagnosed with developmental language disorder (DLD) and their typically developing (TD) peers. Method. The sample included 57 participants (aged 7 and 8 years), 27 children diagnosed with DLD and 30 TD children. The Boston Naming Test and Word Association Task were employed to assess lexical abilities. Results. The findings revealed that children with DLD produced significantly fewer correct answers and a higher number of errors during the naming task when compared to their typically developing peers. Moreover, children with DLD provided significantly fewer developmentally mature types of associations and significantly more developmentally immature ones. Conclusion. The study results indicate that children with DLD continue to display significant lexical deficits during school-age, encompassing both vocabulary breadth and depth. These findings highlight the importance of implementing additional intervention approaches that focus on semantic aspects to prevent further language deterioration and mitigate the potential negative impact of lexical impairments on the academic achievements of these children.
{"title":"Vocabulary Breadth and Depth in Early School-Aged Children with Developmental Language Disorder – Evidence from Serbian Speaking Children","authors":"Bojana Drljan, Nevena Ječmenica, Ivana Arsenić","doi":"10.17323/jle.2023.12652","DOIUrl":"https://doi.org/10.17323/jle.2023.12652","url":null,"abstract":"Objectives. Taking into account the positive association observed between lexical abilities and academic performance in children, this research aims to compare the expressive vocabulary skills and the organization of the lexical-semantic network in early school-aged children diagnosed with developmental language disorder (DLD) and their typically developing (TD) peers. \u0000Method. The sample included 57 participants (aged 7 and 8 years), 27 children diagnosed with DLD and 30 TD children. The Boston Naming Test and Word Association Task were employed to assess lexical abilities. \u0000Results. The findings revealed that children with DLD produced significantly fewer correct answers and a higher number of errors during the naming task when compared to their typically developing peers. Moreover, children with DLD provided significantly fewer developmentally mature types of associations and significantly more developmentally immature ones. \u0000Conclusion. The study results indicate that children with DLD continue to display significant lexical deficits during school-age, encompassing both vocabulary breadth and depth. These findings highlight the importance of implementing additional intervention approaches that focus on semantic aspects to prevent further language deterioration and mitigate the potential negative impact of lexical impairments on the academic achievements of these children.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47362285","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. Despite the growing interest of second language acquisition (SLA) researchers in the languaging process, a few studies have been done on its dynamic attributes in various writing tasks. Purpose. This study investigated how online written languaging (WL) might impact English-as-a-Foreign-Language (EFL) learners’ performance on form-focused writing tasks with production-based and comprehension-based output orientation in Google Docs, and how the output orientation of form-focused writing tasks could determine the WL attributes of quantity and focus. Methods. To do so, 112 Iranian EFL university students were selected and assigned to four parallel groups. In an eight-week experiment, two groups worked on gap-filling tasks (production-based) and two groups on error-identification tasks (comprehension-based) in parallel ±WL conditions. Results. Statistical analysis indicated a significant interaction between task output orientation and WL production. So, on both production-based and comprehension-based tasks, the +WL groups outperformed the ˗WL groups. Moreover, in the +WL condition, the task output orientation determined the quantity of WL episodes, but not their focus on grammar (G-WL) and lexis (L-WL) in production-based and comprehension-based tasks. As such, the +WL group who completed the production-based tasks produced much more WL episodes than the +WL group who completed the comprehension-based tasks. Yet, both groups equally produced more L-WL episodes than G-WL episodes. Сonclusion. The study had several implications for language teachers to maximize learning opportunities by teaching how to language in various writing tasks on online platforms. The L2 teachers are also recommended to adopt an alternative approach to translation as a form-focused writing task.
{"title":"An Output-oriented Approach to the Impact of Online Written Languaging on Form-Focused Writing Tasks","authors":"Natasha Pourdana","doi":"10.17323/jle.2023.13801","DOIUrl":"https://doi.org/10.17323/jle.2023.13801","url":null,"abstract":"Background. Despite the growing interest of second language acquisition (SLA) researchers in the languaging process, a few studies have been done on its dynamic attributes in various writing tasks. \u0000Purpose. This study investigated how online written languaging (WL) might impact English-as-a-Foreign-Language (EFL) learners’ performance on form-focused writing tasks with production-based and comprehension-based output orientation in Google Docs, and how the output orientation of form-focused writing tasks could determine the WL attributes of quantity and focus. \u0000Methods. To do so, 112 Iranian EFL university students were selected and assigned to four parallel groups. In an eight-week experiment, two groups worked on gap-filling tasks (production-based) and two groups on error-identification tasks (comprehension-based) in parallel ±WL conditions. \u0000Results. Statistical analysis indicated a significant interaction between task output orientation and WL production. So, on both production-based and comprehension-based tasks, the +WL groups outperformed the ˗WL groups. Moreover, in the +WL condition, the task output orientation determined the quantity of WL episodes, but not their focus on grammar (G-WL) and lexis (L-WL) in production-based and comprehension-based tasks. As such, the +WL group who completed the production-based tasks produced much more WL episodes than the +WL group who completed the comprehension-based tasks. Yet, both groups equally produced more L-WL episodes than G-WL episodes. \u0000Сonclusion. The study had several implications for language teachers to maximize learning opportunities by teaching how to language in various writing tasks on online platforms. The L2 teachers are also recommended to adopt an alternative approach to translation as a form-focused writing task.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49486482","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. Collaborative Strategic Reading (CSR) is an instructional method in which students work together in a cooperative framework, jointly construct a model of text and come to its potential meaning through discussions. Purpose. A quasi-experimental pretest-posttest non-equivalent control group research design was used to examine the effects of cooperative grouping within the framework of CSR, with the aim of determining whether cooperative grouping is effective in developing EFL students’ reading skills. Method. The response variables included the students’ scores on questions testing Vocabulary, Factual Information, Prose Summary, Sentence Simplification, Reference Question and Insert text, whereas the explanatory variable was group membership (+/- cooperative), measured across three testing times (the beginning, middle and the end of the experimental intervention). Results. The results indicate that the students exposed to CSR within cooperative groups significantly developed those reading skills which focus on the comprehension of global information – prose summary, insert text and reference question. A possible explanation is that, in order to answer these questions, readers must approach the text in a holistic manner and focus on its main ideas, which seems to be facilitated by discussions in heterogeneous teams and negotiations of meaning resulting from those discussions. Conclusion. The main pedagogical implication of the results concerns the need for introducing cooperative grouping as an alternative to a typical university-level foreign language classroom, allowing teachers to organize an effective, interactive context for reading academic texts in English.
{"title":"Effectiveness of cooperative grouping in developing reading skills of university level EFL learners","authors":"Jagoda Topalov","doi":"10.17323/jle.2023.12399","DOIUrl":"https://doi.org/10.17323/jle.2023.12399","url":null,"abstract":"Background. Collaborative Strategic Reading (CSR) is an instructional method in which students work together in a cooperative framework, jointly construct a model of text and come to its potential meaning through discussions. \u0000Purpose. A quasi-experimental pretest-posttest non-equivalent control group research design was used to examine the effects of cooperative grouping within the framework of CSR, with the aim of determining whether cooperative grouping is effective in developing EFL students’ reading skills. \u0000Method. The response variables included the students’ scores on questions testing Vocabulary, Factual Information, Prose Summary, Sentence Simplification, Reference Question and Insert text, whereas the explanatory variable was group membership (+/- cooperative), measured across three testing times (the beginning, middle and the end of the experimental intervention). \u0000Results. The results indicate that the students exposed to CSR within cooperative groups significantly developed those reading skills which focus on the comprehension of global information – prose summary, insert text and reference question. A possible explanation is that, in order to answer these questions, readers must approach the text in a holistic manner and focus on its main ideas, which seems to be facilitated by discussions in heterogeneous teams and negotiations of meaning resulting from those discussions. \u0000Conclusion. The main pedagogical implication of the results concerns the need for introducing cooperative grouping as an alternative to a typical university-level foreign language classroom, allowing teachers to organize an effective, interactive context for reading academic texts in English.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44498323","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. Advances in automated analyses of written discourse have made available a wide range of indices that can be used to better understand linguistic features present in language users’ discourse and the relationships these metrics hold with human raters’ assessments of writing. Purpose. The present study extends previous research in this area by using the TAALES 2.2 software application to automatically extract 484 single and multi-word metrics of lexical sophistication to examine their relationship with differences in assessed L2 English writing proficiency. Methods. Using a graded corpus of timed, integrated essays from a major academic English language test, correlations and multiple regressions were used to identify specific metrics that best predict L2 English writing proficiency scores. Results. The most parsimonious regression model yielded four-predictor variables, with total word count, orthographic neighborhood frequency, lexical decision time, and word naming response time accounting for 36% of total explained variance. Implications. Results emphasize the importance of writing fluency (by way of total word count) in assessments of this kind. Thus, learners looking to improve writing proficiency may find benefit from writing activities aimed at increasing speed of production. Furthermore, despite a substantial amount of variance explained by the final regression model, findings suggest the need for a wider range of metrics that tap into additional aspects of writing proficiency.
{"title":"Automated Measures of Lexical Sophistication: Predicting Proficiency in an Integrated Academic Writing Task","authors":"R. Appel, Angel Arias","doi":"10.17323/jle.2023.11045","DOIUrl":"https://doi.org/10.17323/jle.2023.11045","url":null,"abstract":"Background. Advances in automated analyses of written discourse have made available a wide range of indices that can be used to better understand linguistic features present in language users’ discourse and the relationships these metrics hold with human raters’ assessments of writing. \u0000Purpose. The present study extends previous research in this area by using the TAALES 2.2 software application to automatically extract 484 single and multi-word metrics of lexical sophistication to examine their relationship with differences in assessed L2 English writing proficiency. \u0000Methods. Using a graded corpus of timed, integrated essays from a major academic English language test, correlations and multiple regressions were used to identify specific metrics that best predict L2 English writing proficiency scores. \u0000Results. The most parsimonious regression model yielded four-predictor variables, with total word count, orthographic neighborhood frequency, lexical decision time, and word naming response time accounting for 36% of total explained variance. \u0000Implications. Results emphasize the importance of writing fluency (by way of total word count) in assessments of this kind. Thus, learners looking to improve writing proficiency may find benefit from writing activities aimed at increasing speed of production. Furthermore, despite a substantial amount of variance explained by the final regression model, findings suggest the need for a wider range of metrics that tap into additional aspects of writing proficiency.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41387868","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. Many studies suggested that academic procrastination is particularly prevalent among learners at university level. However, empirical data on the interactions between academic procrastination and, respectively, learners’ attitudes towards cheating (AtC), absenteeism, and learning achievement, are either generally inconclusive or non-existent, especially in English as Foreign Language (EFL) literature. Thus, it is worthwhile to conduct a study to examine these issues in the Indonesian EFL context, home to one of the largest communities of EFL learners in the world. Purpose. The aim of this study was to investigate academic procrastination of Indonesian EFL learners at university level and the interactions of these learners’ procrastination with AtC, absenteeism, and second/foreign language (L2) achievement. Method. The study used an online survey method and 164 learners from non-English departments participated in this study. Results. On the basis of descriptive statistics, it was found that the participants reported a moderate level of procrastination in English class. Furthermore, this study found that learners' procrastination significantly and positively correlated with their AtC and absenteeism. This indicated that the more learners procrastinated, the higher their approval of cheating behaviour, and the more likely they were to be absent in English classes. The predictive power of learner procrastination was 16.4% on AtC, and at 8.3% on absenteeism. Moreover, the study also found a significant, negative, and moderate relationship between learner procrastination and their L2 achievement with learners' procrastination being able to predict 16.5% of the total variance in L2 achievement. Conclusion. Teachers are suggested to promote project-based tasks in groups where the step-by-step progress of learners is continually monitored, feedback given, and rewarded. This could discourage procrastination, absenteeism, as well as cheating behaviours, and potentially promote more optimal L2 achievement.
{"title":"Academic Procrastination among Indonesian University Learners: Interaction with Cheating, Absenteeism, and L2 Achievement","authors":"Adaninggar Septi Subekti","doi":"10.17323/jle.2023.14717","DOIUrl":"https://doi.org/10.17323/jle.2023.14717","url":null,"abstract":"Background. Many studies suggested that academic procrastination is particularly prevalent among learners at university level. However, empirical data on the interactions between academic procrastination and, respectively, learners’ attitudes towards cheating (AtC), absenteeism, and learning achievement, are either generally inconclusive or non-existent, especially in English as Foreign Language (EFL) literature. Thus, it is worthwhile to conduct a study to examine these issues in the Indonesian EFL context, home to one of the largest communities of EFL learners in the world. \u0000Purpose. The aim of this study was to investigate academic procrastination of Indonesian EFL learners at university level and the interactions of these learners’ procrastination with AtC, absenteeism, and second/foreign language (L2) achievement. \u0000Method. The study used an online survey method and 164 learners from non-English departments participated in this study. \u0000Results. On the basis of descriptive statistics, it was found that the participants reported a moderate level of procrastination in English class. Furthermore, this study found that learners' procrastination significantly and positively correlated with their AtC and absenteeism. This indicated that the more learners procrastinated, the higher their approval of cheating behaviour, and the more likely they were to be absent in English classes. The predictive power of learner procrastination was 16.4% on AtC, and at 8.3% on absenteeism. Moreover, the study also found a significant, negative, and moderate relationship between learner procrastination and their L2 achievement with learners' procrastination being able to predict 16.5% of the total variance in L2 achievement. \u0000Conclusion. Teachers are suggested to promote project-based tasks in groups where the step-by-step progress of learners is continually monitored, feedback given, and rewarded. This could discourage procrastination, absenteeism, as well as cheating behaviours, and potentially promote more optimal L2 achievement.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42831597","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}
Emnijeta Ahmetović, Senad Bećirović, V. Dubravac, A. Brdarević-Čeljo
Introduction. Despite the fact that error correction has significant and long-term effects on facilitating language learning and development, there has not been any research that investigates its influence on learners' motivation within the classroom context of Bosnia and Herzegovina. Purpose. This research aims to examine the impact of written and oral corrective feedback on students' motivation and achievement within this EFL context. Method. For this quantitative study, the questionnaire has been used to collect the data from 160 middle and high school students in central Bosnia and Herzegovina. Results. The findings indicated that the respondents generally like to be corrected and they are moderately to highly motivated to speak and write in English as a foreign language. Furthermore, learners with positive attitudes towards the received feedback feel significantly more motivated to keep learning than those with negative attitudes. Conclusion. The study is expected to provide teachers with suggestions on how to transform their classrooms into an environment conducive to the development of higher levels of writing and speaking motivation and how to provide corrective feedback that will positively influence students' EFL achievement.
{"title":"The Interplay between Corrective Feedback, Motivation and EFL Achievement in Middle and High School Education","authors":"Emnijeta Ahmetović, Senad Bećirović, V. Dubravac, A. Brdarević-Čeljo","doi":"10.17323/jle.2023.12663","DOIUrl":"https://doi.org/10.17323/jle.2023.12663","url":null,"abstract":"Introduction. Despite the fact that error correction has significant and long-term effects on facilitating language learning and development, there has not been any research that investigates its influence on learners' motivation within the classroom context of Bosnia and Herzegovina. \u0000Purpose. This research aims to examine the impact of written and oral corrective feedback on students' motivation and achievement within this EFL context. \u0000Method. For this quantitative study, the questionnaire has been used to collect the data from 160 middle and high school students in central Bosnia and Herzegovina. \u0000Results. The findings indicated that the respondents generally like to be corrected and they are moderately to highly motivated to speak and write in English as a foreign language. Furthermore, learners with positive attitudes towards the received feedback feel significantly more motivated to keep learning than those with negative attitudes. \u0000Conclusion. The study is expected to provide teachers with suggestions on how to transform their classrooms into an environment conducive to the development of higher levels of writing and speaking motivation and how to provide corrective feedback that will positively influence students' EFL achievement.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48389244","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. Technology-Enabled Language learning (TELL) encourages peer communication and collaboration through its innovative instructional methods. Collaborative student activities are recognised as an important component of the instructional approach of higher education, More recently, collaborative learning in conjunction with digital teaching tools has emerged as a preferred SLA pedagogical approach. Despite growing interest in TELL, research into the effects of collaborative learning on affective factors in SLA remains unexplored. Purpose. The aim of the proposed study is to identify factors influencing the behavioral intention of students to use WhatsApp for second language acquisition. Constructs from previous models: performance expectancy, effort expectancy, and perceived relevance (UTAUT) are tested, along with the mediating role of a new variable ‘collaborative learning’. Methods. Using the convenience sampling technique, the sample comprises 202 undergraduates studying in Institutes in Rajasthan, India. Data collected through Google forms was analyzed through IBM SPSS ver. 26 and Smart-PLS ver. 3.2.9, using structural equation modeling. Results. A positive and significant relationship was established between all the selected constructs. The indirect effects were positive, yet less significant than the direct effects. Moreover, the partially mediating effect of collaborating learning was affirmed. Empirical data confirms that collaborative learning acts as a mediating variable enhancing the intention to use WhatsApp for SLA. Conclusion. The present study makes an original and innovative contribution to language studies by analysing the relationship between the predictors. Such a systematic understanding of the topic can assist instructors in designing robust future pedagogical techniques.
{"title":"Technology-Enabled Language Leaning: Mediating Role of Collaborative Learning","authors":"Divya Jyot Kaur, N. Saraswat, I. Alvi","doi":"10.17323/jle.2023.12359","DOIUrl":"https://doi.org/10.17323/jle.2023.12359","url":null,"abstract":"Background. Technology-Enabled Language learning (TELL) encourages peer communication and collaboration through its innovative instructional methods. Collaborative student activities are recognised as an important component of the instructional approach of higher education, More recently, collaborative learning in conjunction with digital teaching tools has emerged as a preferred SLA pedagogical approach. Despite growing interest in TELL, research into the effects of collaborative learning on affective factors in SLA remains unexplored. \u0000Purpose. The aim of the proposed study is to identify factors influencing the behavioral intention of students to use WhatsApp for second language acquisition. Constructs from previous models: performance expectancy, effort expectancy, and perceived relevance (UTAUT) are tested, along with the mediating role of a new variable ‘collaborative learning’. \u0000Methods. Using the convenience sampling technique, the sample comprises 202 undergraduates studying in Institutes in Rajasthan, India. Data collected through Google forms was analyzed through IBM SPSS ver. 26 and Smart-PLS ver. 3.2.9, using structural equation modeling. \u0000Results. A positive and significant relationship was established between all the selected constructs. The indirect effects were positive, yet less significant than the direct effects. Moreover, the partially mediating effect of collaborating learning was affirmed. Empirical data confirms that collaborative learning acts as a mediating variable enhancing the intention to use WhatsApp for SLA. \u0000Conclusion. The present study makes an original and innovative contribution to language studies by analysing the relationship between the predictors. Such a systematic understanding of the topic can assist instructors in designing robust future pedagogical techniques.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42361523","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 leading concern in teaching and learning is how to increase the degree of student engagement in learning. Within the virtual educational environment, student engagement is a real issue facing instructors and teachers. Students in online classrooms are not able to engage in the same manner as in face-to-face settings. Purpose. This study aims to explore the impact and reception of online education on student engagement in English as a foreign language (EFL) classroom. Method. This study adopts a mixed-method approach, in order to understand student engagement online. Longitudinal self-report surveys (SRS) filled out by 127 undergraduate students after each class session throughout a four-week period were used to assess their engagement in online language classrooms. Focus-group interview transcriptions were used to triangulate the data and provide further information about student engagement in terms of gender difference, engagement growth over time, and engagement fostering or hindrance factors in virtual learning classrooms. Results. Analysis showed that students were generally engaged during the weeks with some variances. Cognitive-social learning engagement showed dynamics among students in virtual language classrooms. Factors such as place of engagement and students’ choice of device used to access the virtual session were found to influence student engagement in online classroom learning. Male and female students generally showed similar learning engagement in the virtual classes with disparities occurring over the study period. Conclusion. The study results will be beneficial for researchers, instructors, and policymakers who are interested in understanding student engagement and who seek to improve the teaching experience.
{"title":"Is It True They Negatively Engage? Mixed Method Research of Student Engagement in EFL Online Classrooms","authors":"Fahad A. Alzahrani","doi":"10.17323/jle.2023.13736","DOIUrl":"https://doi.org/10.17323/jle.2023.13736","url":null,"abstract":"Background. A leading concern in teaching and learning is how to increase the degree of student engagement in learning. Within the virtual educational environment, student engagement is a real issue facing instructors and teachers. Students in online classrooms are not able to engage in the same manner as in face-to-face settings. \u0000Purpose. This study aims to explore the impact and reception of online education on student engagement in English as a foreign language (EFL) classroom. \u0000Method. This study adopts a mixed-method approach, in order to understand student engagement online. Longitudinal self-report surveys (SRS) filled out by 127 undergraduate students after each class session throughout a four-week period were used to assess their engagement in online language classrooms. Focus-group interview transcriptions were used to triangulate the data and provide further information about student engagement in terms of gender difference, engagement growth over time, and engagement fostering or hindrance factors in virtual learning classrooms. \u0000Results. Analysis showed that students were generally engaged during the weeks with some variances. Cognitive-social learning engagement showed dynamics among students in virtual language classrooms. Factors such as place of engagement and students’ choice of device used to access the virtual session were found to influence student engagement in online classroom learning. Male and female students generally showed similar learning engagement in the virtual classes with disparities occurring over the study period. \u0000Conclusion. The study results will be beneficial for researchers, instructors, and policymakers who are interested in understanding student engagement and who seek to improve the teaching experience.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46903517","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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