Christina Maligkoudi, Anna Mouti, Eleni-Anastasia Triantafyllou
Background. Language classes organized for adult refugees and migrants are heterogeneous. Students in these educational settings differ across a number of various aspects, including language competences, educational background and levels of literacy. Seen through the Critical Pedagogy lens language is considered not simply as a means to express or communicate, but as a product constructed by the ways language learners recognise themselves, their social surroundings, their histories, and their potentialities for the future. Purpose. The purpose of our study is to unfold and identify the language needs of a specific group of migrants learners learning English as an additional language in Greece, where English is not the dominant language. We will try to focus and analyse language needs through the critical pedagogy lens and thus make the whole procedure an empowerment tools for the adult refugees and migrants. Method. As a case study, this study follows a qualitative research design. Τhis small-scale study focuses on a specific target group of language learners and their needs and attitudes towards learning. Class observations, field notes, interviews with the participants and questionnaires with open-ended questions were used as main methodological tools. Results. The present article examines the needs of a group of immigrant adult learners attending English language classes at a non-formal educational setting located in Greece. The participants come from diverse ethnic and linguistic backgrounds and the majority of them speak Greek fluently since they have resided in Greece for a long time. A focal point throughout the process was students’ greater involvement in the learning procedure and decision-making processes regarding the content and the presentation of the educational material. Conclusion. Although the systematic needs analysis revealed that the reasons for participation and competence levels among participants varied a lot, a common goal for everyone was achieving oral fluency in the target language. Moreover, the results of this attempt were expressed n terms of learners’ contributions, willingness to share their stories, even to talk about difficulties they met and caring about their classmates’ stories. Thus, we suggest that the incorporation of personal experience in the learning process, not only functions as a link between students and language but also a process for team bonding and motivation.
{"title":"Where do Critical Pedagogy and Language Needs Analysis meet? English as an Additional Language for Adult Refugees and Mi-grants in Greece: A Case Study","authors":"Christina Maligkoudi, Anna Mouti, Eleni-Anastasia Triantafyllou","doi":"10.17323/jle.2023.10923","DOIUrl":"https://doi.org/10.17323/jle.2023.10923","url":null,"abstract":"Background. Language classes organized for adult refugees and migrants are heterogeneous. Students in these educational settings differ across a number of various aspects, including language competences, educational background and levels of literacy. Seen through the Critical Pedagogy lens language is considered not simply as a means to express or communicate, but as a product constructed by the ways language learners recognise themselves, their social surroundings, their histories, and their potentialities for the future. \u0000Purpose. The purpose of our study is to unfold and identify the language needs of a specific group of migrants learners learning English as an additional language in Greece, where English is not the dominant language. We will try to focus and analyse language needs through the critical pedagogy lens and thus make the whole procedure an empowerment tools for the adult refugees and migrants. \u0000Method. As a case study, this study follows a qualitative research design. Τhis small-scale study focuses on a specific target group of language learners and their needs and attitudes towards learning. Class observations, field notes, interviews with the participants and questionnaires with open-ended questions were used as main methodological tools. \u0000Results. The present article examines the needs of a group of immigrant adult learners attending English language classes at a non-formal educational setting located in Greece. The participants come from diverse ethnic and linguistic backgrounds and the majority of them speak Greek fluently since they have resided in Greece for a long time. A focal point throughout the process was students’ greater involvement in the learning procedure and decision-making processes regarding the content and the presentation of the educational material. \u0000Conclusion. Although the systematic needs analysis revealed that the reasons for participation and competence levels among participants varied a lot, a common goal for everyone was achieving oral fluency in the target language. Moreover, the results of this attempt were expressed n terms of learners’ contributions, willingness to share their stories, even to talk about difficulties they met and caring about their classmates’ stories. Thus, we suggest that the incorporation of personal experience in the learning process, not only functions as a link between students and language but also a process for team bonding and motivation.","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":"42054958","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. With Industry 4.0 and Work 4.0 entering the world, modern education is undergoing transformations in terms of educational practices, skillsets and competencies, teaching and learning methodologies (including flipped classroom, blended learning, self-regulated learning, project-based learning, inquiry-based learning, student-centred pedagogy), digital tools used at all educational levels, as well as barriers and challenges. This string of changes is covered by the new buzzword “Education 4.0”. It is not so far finally defined. There are various explanations of the concept. Most align with the Fourth Industrial Revolution and Industry 4.0. The JLE editorial aims to overview the emerging research field of Education 4.0 aligned with Industry 4.0, outlining the potential lines of research for JLE authors. Industry 4.0. The transformation of production at large is beginning on the basis of a set of innovative technologies and completely brand-new processes. Their combination constitutes the underpinning of Industry 4.0. Skillsets in Education 4.0. There are numerous views of the skills needed for graduates ready for Industry 4.0. One of the most replicated lists embraces the 10 skills offered by the World Economic Forum in 2016 with later updates. Most researchers outline numerous technical, communication, digital, and cognitive skills as a skillset of Industry 4.0. Teaching and Learning in Education 4.0. The traditional pedagogy or face-to-face learning, still dominant worldwide, is going to combine with innovative approaches, including, e-learning, and blended learning as a mixture of e-learning ang face-to-face learning. In addition, all student-centered technologies add to the future pedagogical landscape: self-regulated learning, project-based learning, flipped classroom, etc. Research on Education 4.0. The authors searched the Scopus for the documents related to “Education 4.0” to find that the total of 483 results unevenly distributed from 2010 to 2023, with a high of 137 in 2022. The analysis of the publications on Education 4.0 proves that the research field is developing fast, though publications authored by researchers from the developing countries prevail in the search results. At the same time, most of the selected publications came out in the Scopus-indexed low-quartile or discontinued journals. A disproportionately low number of articles published by the authors from the OECD countries depletes the quality of the research field. Conclusion. The editorial overview of the concept of Education 4.0 may serve as a topical guidance for researchers at large and potential JLE authors focused on educational research. Further studies in the field may cover skillsets and competencies for Industry 4.0; teaching and learning approaches in Education 4.0; new educational frameworks and environments.
{"title":"Education 4.0: The Concept, Skills, and Research","authors":"E. Tikhonova, Lilia K. Raitskaya","doi":"10.17323/jle.2023.17001","DOIUrl":"https://doi.org/10.17323/jle.2023.17001","url":null,"abstract":"Introduction. With Industry 4.0 and Work 4.0 entering the world, modern education is undergoing transformations in terms of educational practices, skillsets and competencies, teaching and learning methodologies (including flipped classroom, blended learning, self-regulated learning, project-based learning, inquiry-based learning, student-centred pedagogy), digital tools used at all educational levels, as well as barriers and challenges. This string of changes is covered by the new buzzword “Education 4.0”. It is not so far finally defined. There are various explanations of the concept. Most align with the Fourth Industrial Revolution and Industry 4.0. The JLE editorial aims to overview the emerging research field of Education 4.0 aligned with Industry 4.0, outlining the potential lines of research for JLE authors. \u0000Industry 4.0. The transformation of production at large is beginning on the basis of a set of innovative technologies and completely brand-new processes. Their combination constitutes the underpinning of Industry 4.0. \u0000Skillsets in Education 4.0. There are numerous views of the skills needed for graduates ready for Industry 4.0. One of the most replicated lists embraces the 10 skills offered by the World Economic Forum in 2016 with later updates. Most researchers outline numerous technical, communication, digital, and cognitive skills as a skillset of Industry 4.0. \u0000Teaching and Learning in Education 4.0. The traditional pedagogy or face-to-face learning, still dominant worldwide, is going to combine with innovative approaches, including, e-learning, and blended learning as a mixture of e-learning ang face-to-face learning. In addition, all student-centered technologies add to the future pedagogical landscape: self-regulated learning, project-based learning, flipped classroom, etc. \u0000Research on Education 4.0. The authors searched the Scopus for the documents related to “Education 4.0” to find that the total of 483 results unevenly distributed from 2010 to 2023, with a high of 137 in 2022. The analysis of the publications on Education 4.0 proves that the research field is developing fast, though publications authored by researchers from the developing countries prevail in the search results. At the same time, most of the selected publications came out in the Scopus-indexed low-quartile or discontinued journals. A disproportionately low number of articles published by the authors from the OECD countries depletes the quality of the research field. \u0000Conclusion. The editorial overview of the concept of Education 4.0 may serve as a topical guidance for researchers at large and potential JLE authors focused on educational research. Further studies in the field may cover skillsets and competencies for Industry 4.0; teaching and learning approaches in Education 4.0; new educational frameworks and environments.","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":"42628889","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 effectiveness of oral corrective feedback (OCF) in language learning is influenced by learners' comprehension and response to various OCF techniques. Therefore, it is essential for teachers to consider learners' preferences for OCF strategies. Purpose. This quantitative study aimed to investigate the preferences of Thai as a foreign language (TFL) learners for ten commonly discussed types of OCF. Specifically, it examined whether these preferences are influenced by four learner variables: proficiency level, first language (L1), foreign language classroom anxiety (FLCA), and foreign language enjoyment (FLE). Methods. The study involved 288 university students from Chinese, Japanese, and Korean TFL settings, and the data from questionnaires were analysed using appropriate statistical methods. Results. The findings indicate that, regardless of proficiency level, L1, FLCA, or FLE level, learners prefer more explicit OCF techniques, such as metalinguistics feedback and explicit correction. However, Korean undergraduates scored lower in the majority of OCF strategies (i.e., ignoring, elicitation, recast, explanation, and public feedback) compared to the other participants. The MANOVA analysis revealed significant differences in ignore, peer correction, recast, and private feedback based on proficiency level and L1 background. Although the differences between the FLE and FLCA approaches were not statistically significant, high FLE and FLCA groups tended to prefer more OCF strategies than the low groups. Conclusion. This study has significant implications for instructional practices in TFL settings and for L2 lecturers in the classroom. By understanding learners' preferences for OCF, educators can tailor their instructional approaches to meet the specific needs of their students.
{"title":"Preferences for Oral Corrective Feedback: Are Language Proficiency, First Language, Foreign Language Classroom Anxiety, and Enjoyment Involved?","authors":"Watcharapol Wiboolyasarin, Phornrat Tiranant, Teavakorn Khumsat, Tidarat Ngamnikorn, Kanokpan Wiboolyasarin, Somkiat Korbuakaew, Nattawut Jinowat","doi":"10.17323/jle.2023.16141","DOIUrl":"https://doi.org/10.17323/jle.2023.16141","url":null,"abstract":"Background. The effectiveness of oral corrective feedback (OCF) in language learning is influenced by learners' comprehension and response to various OCF techniques. Therefore, it is essential for teachers to consider learners' preferences for OCF strategies. \u0000Purpose. This quantitative study aimed to investigate the preferences of Thai as a foreign language (TFL) learners for ten commonly discussed types of OCF. Specifically, it examined whether these preferences are influenced by four learner variables: proficiency level, first language (L1), foreign language classroom anxiety (FLCA), and foreign language enjoyment (FLE). \u0000Methods. The study involved 288 university students from Chinese, Japanese, and Korean TFL settings, and the data from questionnaires were analysed using appropriate statistical methods. \u0000Results. The findings indicate that, regardless of proficiency level, L1, FLCA, or FLE level, learners prefer more explicit OCF techniques, such as metalinguistics feedback and explicit correction. However, Korean undergraduates scored lower in the majority of OCF strategies (i.e., ignoring, elicitation, recast, explanation, and public feedback) compared to the other participants. The MANOVA analysis revealed significant differences in ignore, peer correction, recast, and private feedback based on proficiency level and L1 background. Although the differences between the FLE and FLCA approaches were not statistically significant, high FLE and FLCA groups tended to prefer more OCF strategies than the low groups. \u0000Conclusion. This study has significant implications for instructional practices in TFL settings and for L2 lecturers in the classroom. By understanding learners' preferences for OCF, educators can tailor their instructional approaches to meet the specific needs of their students.","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":"46335259","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 adoption of the TOEIC Listening and Reading test as the main English competency measurement instrument for Japanese businesses has lead Japanese business people to invest in courses specialized in test-taking strategies which seem to improve test scores in the short term. Nevertheless, there is pressing need to adopt more reliable instructions for reading ability development. Translanguaging pedagogy, an instruction method that urges L2 learners to make use of all languages in their linguistic repertoire, has rapidly gained the interest of language researchers and educators worldwide. Various studies have been conducted at all level of formal education, from elementary to tertiary education, to evaluate how it could help learners develop their proficiency in the target L2, including reading comprehension ability. However, no study on translanguaging in continuing education in Japan could be found in the literature. Purpose. This paper presents an investigation to assess the effectiveness of translanguaging pedagogy in nurturing the reading comprehension of a group of Japanese EFL learners in a continuing education context. Methods. The study adapted a quasi-experimental design with a control and an experimental group, as well as a reading comprehension improvement intervention course between pre-test and post-test. The experimental group received instruction based on translanguaging pedagogy, and the control group was restricted to using only English in their classes. Results. It was found that both the control and experimental groups improved their reading comprehension, but improvement in the experimental group was moderately more substantial. This finding contributes to the literature on translanguaging pedagogy in Japan, especially in the context of continuing education. Conclusion. Due to the small number of participants, the findings of this study cannot be generalized to EFL education in continuing education. Further research with a substantial number of participants and treatment over a longer period could help confirm that translanguaging pedagogy can effectively be implemented in this setting to assist learners become proficient in the target L2.
{"title":"Translanguaging Instruction and Reading Comprehension Skills of Japanese EFL Learners: A Quasi-Experimental Study","authors":"Alexis Goli","doi":"10.17323/jle.2023.14069","DOIUrl":"https://doi.org/10.17323/jle.2023.14069","url":null,"abstract":"Background. The adoption of the TOEIC Listening and Reading test as the main English competency measurement instrument for Japanese businesses has lead Japanese business people to invest in courses specialized in test-taking strategies which seem to improve test scores in the short term. Nevertheless, there is pressing need to adopt more reliable instructions for reading ability development. Translanguaging pedagogy, an instruction method that urges L2 learners to make use of all languages in their linguistic repertoire, has rapidly gained the interest of language researchers and educators worldwide. Various studies have been conducted at all level of formal education, from elementary to tertiary education, to evaluate how it could help learners develop their proficiency in the target L2, including reading comprehension ability. However, no study on translanguaging in continuing education in Japan could be found in the literature. \u0000Purpose. This paper presents an investigation to assess the effectiveness of translanguaging pedagogy in nurturing the reading comprehension of a group of Japanese EFL learners in a continuing education context. \u0000Methods. The study adapted a quasi-experimental design with a control and an experimental group, as well as a reading comprehension improvement intervention course between pre-test and post-test. The experimental group received instruction based on translanguaging pedagogy, and the control group was restricted to using only English in their classes. \u0000Results. It was found that both the control and experimental groups improved their reading comprehension, but improvement in the experimental group was moderately more substantial. This finding contributes to the literature on translanguaging pedagogy in Japan, especially in the context of continuing education. \u0000Conclusion. Due to the small number of participants, the findings of this study cannot be generalized to EFL education in continuing education. Further research with a substantial number of participants and treatment over a longer period could help confirm that translanguaging pedagogy can effectively be implemented in this setting to assist learners become proficient in the target L2.","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":"44380327","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. In recent years Cognitive Diagnostic Models (CDMs) have attracted a great deal of attention from researchers in a variety of educational fields. However, they have not been taken into consideration in Translation Quality Assessment (TQA), in the aims of presenting fine-grained information about the strengths and weaknesses of translation students. Purpose. The present study compares the ACDM, DINO, DINA, HO-DINA, and G-DINA models, in order to define the strengths and weaknesses of Iranian translation students and to examine whether the required translation attributes are compensatory, non-compensatory, additive, or hierarchical. Methods. 200 BA translation students translated a two-English-text translation, which was scored by three experienced translation raters using the Translation Quality Assessment Rubric (TQAR). The professional translators, established the relationships between the TQAR items and the nine proposed target translation attributes by constructing a Q-matrix. Results. Based on the results, HO-DINA can be considered the best-fitting model. Bibliography and technical skills, together with work methodology skills, are shown to be the most difficult attributes for translation students. Conclusion. HO-DINA is a non-compensatory model, thus the study findings assert that for a correct response to a test item, all measurable attributes need to be mastered.
{"title":"On the Identifiability of Cognitive Diagnostic Models: Diagnosing Students’ Translation Ability","authors":"Mona Tabatabaee-Yazdi, Aynaz Samir","doi":"10.17323/jle.2023.12262","DOIUrl":"https://doi.org/10.17323/jle.2023.12262","url":null,"abstract":"Background. In recent years Cognitive Diagnostic Models (CDMs) have attracted a great deal of attention from researchers in a variety of educational fields. However, they have not been taken into consideration in Translation Quality Assessment (TQA), in the aims of presenting fine-grained information about the strengths and weaknesses of translation students. \u0000Purpose. The present study compares the ACDM, DINO, DINA, HO-DINA, and G-DINA models, in order to define the strengths and weaknesses of Iranian translation students and to examine whether the required translation attributes are compensatory, non-compensatory, additive, or hierarchical. \u0000Methods. 200 BA translation students translated a two-English-text translation, which was scored by three experienced translation raters using the Translation Quality Assessment Rubric (TQAR). The professional translators, established the relationships between the TQAR items and the nine proposed target translation attributes by constructing a Q-matrix. \u0000Results. Based on the results, HO-DINA can be considered the best-fitting model. Bibliography and technical skills, together with work methodology skills, are shown to be the most difficult attributes for translation students. \u0000Conclusion. HO-DINA is a non-compensatory model, thus the study findings assert that for a correct response to a test item, all measurable attributes need to be mastered.","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":"41268933","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 article questions the possibility to increase the level of foreign language command through developing cross-cultural communicative competence (CCC) in students of non-linguistic universities. Despite extensive literature on intercultural communication, there are obviously gaps in investigating the way it can and should be built and the potential impact it may have towards students’ academic performance in general. Purpose. The paper aims to find out the possible correlation between the level of CCC formation and a command of a foreign language in general. To pursue the goal, an in-depth research into the CCC structure was carried out and the idea to simultaneously develop all its components was proposed. Method. The paper reports on the results of the mixed-method research aimed at gathering the data and evaluating them both qualitatively and quantitatively. Senior students of the Higher School of Economics, Moscow, Russia, were selected and divided into the control and experimental groups with the subsequent training on the pre-designed curricula, with a primary focus on developing all the components of the CCC in the latter. To assess their performance, the method of experimental verification, self- and peer evaluation, educational observation, questioning method were employed. In-depth data analysis and verification provided post-active phase of the experiment conducted. Results. The results of the carried-out experiments, first, proved the hypothetical assumptions on the efficiency of developing all the four CCC simultaneously and, second, showed that the targeted CCC development contributes to improving foreign language acquisition in general, which is supported by the increase in 5 out of 6 didactic units of the final testing where the experimental group participants surpassed the students in the control group. Conclusion. The study provides evidence for the impact CCC development has on the linguistic communicative competence. The devised methodology can be borrowed and customized for teaching foreign languages to university students and, in particular for developing intrinsic motivation through CCC. Further, future research should address particular components of the CCC.
{"title":"Enhancement of Academic Performance through Developing Cross-Cultural Communicative Competence: A Case Study of Students Majoring in Economics","authors":"Nataliia Guskova, E. Golubovskaya","doi":"10.17323/jle.2023.13989","DOIUrl":"https://doi.org/10.17323/jle.2023.13989","url":null,"abstract":"Background. The article questions the possibility to increase the level of foreign language command through developing cross-cultural communicative competence (CCC) in students of non-linguistic universities. Despite extensive literature on intercultural communication, there are obviously gaps in investigating the way it can and should be built and the potential impact it may have towards students’ academic performance in general. \u0000Purpose. The paper aims to find out the possible correlation between the level of CCC formation and a command of a foreign language in general. To pursue the goal, an in-depth research into the CCC structure was carried out and the idea to simultaneously develop all its components was proposed. \u0000Method. The paper reports on the results of the mixed-method research aimed at gathering the data and evaluating them both qualitatively and quantitatively. Senior students of the Higher School of Economics, Moscow, Russia, were selected and divided into the control and experimental groups with the subsequent training on the pre-designed curricula, with a primary focus on developing all the components of the CCC in the latter. To assess their performance, the method of experimental verification, self- and peer evaluation, educational observation, questioning method were employed. In-depth data analysis and verification provided post-active phase of the experiment conducted. \u0000Results. The results of the carried-out experiments, first, proved the hypothetical assumptions on the efficiency of developing all the four CCC simultaneously and, second, showed that the targeted CCC development contributes to improving foreign language acquisition in general, which is supported by the increase in 5 out of 6 didactic units of the final testing where the experimental group participants surpassed the students in the control group. \u0000Conclusion. The study provides evidence for the impact CCC development has on the linguistic communicative competence. The devised methodology can be borrowed and customized for teaching foreign languages to university students and, in particular for developing intrinsic motivation through CCC. Further, future research should address particular components of the CCC.","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":"47175794","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 is a prevailing belief that unfocused written corrective feedback may not be suitable to promote students’ academic writing development. Purpose. This perspective piece demonstrates how unfocused written corrective feedback reflects the principles of sociomateriality, which views learning as dynamic. Perspectives. Unfocused written corrective feedback has the potential to support university students’ academic discourse socialization. This perspective is based on the observation that actual written corrective feedback in a classroom setting is varied and contextual, and not focused on any particular grammar form or writing feature. Conclusion. Unfocused written corrective feedback represents an optimal approach to support university students’ awareness and engagement with variables found in their learning ecology. These variables can support students’ academic writing development.
{"title":"Unfocused Written Corrective Feedback for Academic Discourse: The Sociomaterial Potential for Writing Development and Socialization in Higher Education","authors":"D. Loo","doi":"10.17323/jle.2022.12996","DOIUrl":"https://doi.org/10.17323/jle.2022.12996","url":null,"abstract":"Background. There is a prevailing belief that unfocused written corrective feedback may not be suitable to promote students’ academic writing development. \u0000Purpose. This perspective piece demonstrates how unfocused written corrective feedback reflects the principles of sociomateriality, which views learning as dynamic. \u0000Perspectives. Unfocused written corrective feedback has the potential to support university students’ academic discourse socialization. This perspective is based on the observation that actual written corrective feedback in a classroom setting is varied and contextual, and not focused on any particular grammar form or writing feature. \u0000Conclusion. Unfocused written corrective feedback represents an optimal approach to support university students’ awareness and engagement with variables found in their learning ecology. These variables can support students’ academic writing development.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46136025","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}
E. Ghaderi, A. Rouhi, Amir Reza Nemat Tabrizi, Manoochehr Jafarigohar, F. Hemmati
Background. Task-based language teaching (TBLT) is still attracting considerable interest from second language teachers and researchers, partly due to unresolved issues of task sequencing and task complexity. Moreover, in spite of burgeoning attention to writing at the present stage of evolution of TBLT, the interaction of task complexity and corrective feedback in writing performance of language learners has not been explored well. Purpose. To fill in this research gap, the present study aimed to explore the role of task complexity and task condition in learners’ gain from corrective feedback in second language writing. Methods. A pretest-immediate posttest-delayed posttest design was adopted in this study. The participants of the study were 114 English as foreign language learners, randomly assigned to one of the five groups: four experimental groups and a control group. The four experimental groups differed in (a) whether they carried out the simple or complex version of a task (b) whether they did the writing task individually or collaboratively. They received feedback on their writing in three treatment sessions. Results. Statistical analyses revealed that task condition played a larger role than task complexity in the linguistic performance of language learners who received feedback on their writing. Conclusion. The findings add support to the view that selecting appropriate levels of task complexity and suitable task implementation conditions alongside providing corrective feedback enhances the different dimensions of the written performance of language learners.
{"title":"Writing Task Complexity, Task Condition and the Efficacy of Feedback","authors":"E. Ghaderi, A. Rouhi, Amir Reza Nemat Tabrizi, Manoochehr Jafarigohar, F. Hemmati","doi":"10.17323/jle.2022.12817","DOIUrl":"https://doi.org/10.17323/jle.2022.12817","url":null,"abstract":"Background. Task-based language teaching (TBLT) is still attracting considerable interest from second language teachers and researchers, partly due to unresolved issues of task sequencing and task complexity. Moreover, in spite of burgeoning attention to writing at the present stage of evolution of TBLT, the interaction of task complexity and corrective feedback in writing performance of language learners has not been explored well. \u0000Purpose. To fill in this research gap, the present study aimed to explore the role of task complexity and task condition in learners’ gain from corrective feedback in second language writing. \u0000Methods. A pretest-immediate posttest-delayed posttest design was adopted in this study. The participants of the study were 114 English as foreign language learners, randomly assigned to one of the five groups: four experimental groups and a control group. The four experimental groups differed in (a) whether they carried out the simple or complex version of a task (b) whether they did the writing task individually or collaboratively. They received feedback on their writing in three treatment sessions. \u0000Results. Statistical analyses revealed that task condition played a larger role than task complexity in the linguistic performance of language learners who received feedback on their writing. \u0000Conclusion. The findings add support to the view that selecting appropriate levels of task complexity and suitable task implementation conditions alongside providing corrective feedback enhances the different dimensions of the written performance of language learners.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43846564","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. Since the 1990s, teachers’ written corrective feedback (WCF) has been recognized as vital in addressing linguistic issues or product aspects of writing. However, it is necessary to go beyond error correction and focus on written feedback (WF) that concerns other areas of process writing. Still, teachers’ thinking on these issues is often an under-explored area. Purpose. This study aimed to explore EFL instructors’ perceptions and their self-reported practices of product- and process-based WF in the writing context of tertiary education. Methods. The exploratory quantitative study collected data from 51 Moroccan EFL writing instructors through a self-developed questionnaire. The questionnaire items regarding perceptions and self-reported practices were valid and acceptable for factor analysis of nine subscales covering the features of product- and process-based WF, and all of them proved to be reliable. This structure allowed several comparisons during data analysis. Results. Concerning product-oriented WF, participants perceived applying WCF and WF modes on the written text as important techniques. As part of process-based WF, most of them highly valued effective WF modes in the writing process. Regarding their self-reported practices of product-based WF, instructors stated that they often employed WF modes on the written text. Within the process-based WF, they reported using judgemental feedback and effective WF modes as their most frequent practices. The comparisons between perceptions and self-reported practices showed mismatches in four subscales, including WCF, content-based WF related to macroaspects of writing, developing evaluative judgement, and effective WF modes in the writing process. Thus, instructors admitted the importance of WF in these areas although they acknowledged applying their practices less frequently. Conclusions. This study verified the psychometric properties of a self-constructed questionnaire, which was justified to be appropriate to explore teachers’ perceptions and self-reported practices regarding WF. The results obtained from the different subscales support the effectiveness of WCF and allow the exploration of a new conceptualisation of WF as a process.
{"title":"Moroccan EFL Public University Instructors’ Perceptions and Self-Reported Practices of Written Feedback","authors":"Abderrahim Mamad, Tibor Vígh","doi":"10.17323/jle.2022.15895","DOIUrl":"https://doi.org/10.17323/jle.2022.15895","url":null,"abstract":"Background. Since the 1990s, teachers’ written corrective feedback (WCF) has been recognized as vital in addressing linguistic issues or product aspects of writing. However, it is necessary to go beyond error correction and focus on written feedback (WF) that concerns other areas of process writing. Still, teachers’ thinking on these issues is often an under-explored area. \u0000Purpose. This study aimed to explore EFL instructors’ perceptions and their self-reported practices of product- and process-based WF in the writing context of tertiary education. \u0000Methods. The exploratory quantitative study collected data from 51 Moroccan EFL writing instructors through a self-developed questionnaire. The questionnaire items regarding perceptions and self-reported practices were valid and acceptable for factor analysis of nine subscales covering the features of product- and process-based WF, and all of them proved to be reliable. This structure allowed several comparisons during data analysis. \u0000Results. Concerning product-oriented WF, participants perceived applying WCF and WF modes on the written text as important techniques. As part of process-based WF, most of them highly valued effective WF modes in the writing process. Regarding their self-reported practices of product-based WF, instructors stated that they often employed WF modes on the written text. Within the process-based WF, they reported using judgemental feedback and effective WF modes as their most frequent practices. The comparisons between perceptions and self-reported practices showed mismatches in four subscales, including WCF, content-based WF related to macroaspects of writing, developing evaluative judgement, and effective WF modes in the writing process. Thus, instructors admitted the importance of WF in these areas although they acknowledged applying their practices less frequently. \u0000Conclusions. This study verified the psychometric properties of a self-constructed questionnaire, which was justified to be appropriate to explore teachers’ perceptions and self-reported practices regarding WF. The results obtained from the different subscales support the effectiveness of WCF and allow the exploration of a new conceptualisation of WF as a process.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46378631","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 existing literature has focused on learner perceptions or beliefs about peer review tasks over the recent decade. However, little has been known about the relationships among learner beliefs about written corrective feedback (WCF), related teacher mentoring process, and learner revision practices. Purpose. We thus aimed at addressing the gap by exploring how teacher mentoring and learner WCF beliefs may inform learner revision practices in the peer-reviewed process. Methods. In this mixed-method study, we included four Chinese EFL students majoring in English as the participants and collected their WCF belief survey data. We also collected their actual practice data through PeerCeptiv, an online writing and rewriting platform. In addition, we traced the teacher mentoring practices and interviewed the participants about their beliefs and practices in the peer review and back-evaluation process. Results. Through the mixed-methods design, we reported our major findings: the student participants believed empathy and resonance was the primary advantage of peer feedback, and teacher mentoring facilitated them in understanding and performing the peer review and revision tasks; we also found the student review process consisted of evaluating, resonating, learning, and reflecting practices and the student revision process included crediting, arguing, correcting, and polishing practices. Implications. From a sociocultural perspective, we centered our discussion on these research findings by claiming that scaffolding in different forms work together enhance learner performance and student beliefs appear in a complex manner with student actual revision practices. We also offered insights for future studies and practical implications for language teachers.
{"title":"Towards Understanding Teacher Mentoring, Learner WCF Beliefs, and Learner Revision Practices Through Peer Review Feedback: A Sociocultural Perspective","authors":"Yanglin Gao, Xiaochen Wang","doi":"10.17323/jle.2022.15962","DOIUrl":"https://doi.org/10.17323/jle.2022.15962","url":null,"abstract":"Background. The existing literature has focused on learner perceptions or beliefs about peer review tasks over the recent decade. However, little has been known about the relationships among learner beliefs about written corrective feedback (WCF), related teacher mentoring process, and learner revision practices. \u0000Purpose. We thus aimed at addressing the gap by exploring how teacher mentoring and learner WCF beliefs may inform learner revision practices in the peer-reviewed process. \u0000Methods. In this mixed-method study, we included four Chinese EFL students majoring in English as the participants and collected their WCF belief survey data. We also collected their actual practice data through PeerCeptiv, an online writing and rewriting platform. In addition, we traced the teacher mentoring practices and interviewed the participants about their beliefs and practices in the peer review and back-evaluation process. \u0000Results. Through the mixed-methods design, we reported our major findings: the student participants believed empathy and resonance was the primary advantage of peer feedback, and teacher mentoring facilitated them in understanding and performing the peer review and revision tasks; we also found the student review process consisted of evaluating, resonating, learning, and reflecting practices and the student revision process included crediting, arguing, correcting, and polishing practices. \u0000Implications. From a sociocultural perspective, we centered our discussion on these research findings by claiming that scaffolding in different forms work together enhance learner performance and student beliefs appear in a complex manner with student actual revision practices. We also offered insights for future studies and practical implications for language teachers.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42132654","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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