Background. A primary question among L2 writing instructors is how to best deliver written corrective feedback (WCF) to support student learning. One promising WCF method is Dynamic Written Corrective Feedback, in which instructors provide unfocused/comprehensive feedback using a coding system coupled with regular rounds of editing on short, in-class student-written paragraphs. Purpose. In this study, I explored the impact on student accuracy of unfocused DWCF on brief student-produced texts in intermediate and advanced developmental ESL writing classes. This study was motivated by the desire to evaluate this pedagogical intervention and determine if it should continue to be implemented in our developmental writing program. Methods. Utilizing a quasi-experimental research design using t-test analyses, I coded, tallied, and contrasted the errors in term-final paragraphs of 130 students who participated in classes that used DWCF with 79 students in control sections that did not include DWCF. Results. I found statistically significant improvements in the treatment sections at both levels for nearly all error types (including but not limited to verb form/tense, sentence structure, work order, work choice, determiner, noun form, and punctuation errors; the only error type that did not return significance differences was prepositions at the intermediate level). These results suggest that unfocused written corrective feedback may be effectively used in multilingual writing classrooms, at least given certain parameters to help ensure that feedback is manageable and specific, per the DWCF process. Conclusion. This study complicates the so-called best practices stemming from WCF research in which many researchers have advocated for WCF that addresses only a small number of error types. Rather, providing that feedback practices are kept manageable and accessible for the students, multilingual students may effectively process and apply unfocused feedback to their own writing.
{"title":"Accuracy Gains from Unfocused Feedback: Dynamic Written Corrective Feedback as Meaningful Pedagogy","authors":"Kendon Kurzer","doi":"10.17323/jle.2022.13380","DOIUrl":"https://doi.org/10.17323/jle.2022.13380","url":null,"abstract":"Background. A primary question among L2 writing instructors is how to best deliver written corrective feedback (WCF) to support student learning. One promising WCF method is Dynamic Written Corrective Feedback, in which instructors provide unfocused/comprehensive feedback using a coding system coupled with regular rounds of editing on short, in-class student-written paragraphs. \u0000Purpose. In this study, I explored the impact on student accuracy of unfocused DWCF on brief student-produced texts in intermediate and advanced developmental ESL writing classes. This study was motivated by the desire to evaluate this pedagogical intervention and determine if it should continue to be implemented in our developmental writing program. \u0000Methods. Utilizing a quasi-experimental research design using t-test analyses, I coded, tallied, and contrasted the errors in term-final paragraphs of 130 students who participated in classes that used DWCF with 79 students in control sections that did not include DWCF. \u0000Results. I found statistically significant improvements in the treatment sections at both levels for nearly all error types (including but not limited to verb form/tense, sentence structure, work order, work choice, determiner, noun form, and punctuation errors; the only error type that did not return significance differences was prepositions at the intermediate level). These results suggest that unfocused written corrective feedback may be effectively used in multilingual writing classrooms, at least given certain parameters to help ensure that feedback is manageable and specific, per the DWCF process. \u0000Conclusion. This study complicates the so-called best practices stemming from WCF research in which many researchers have advocated for WCF that addresses only a small number of error types. Rather, providing that feedback practices are kept manageable and accessible for the students, multilingual students may effectively process and apply unfocused feedback to their own writing.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48471484","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. Studies have shown that the collaborative processing of feedback on a jointly produced text facilitates language learning in a traditional classroom. However, it is still unknown whether there are similar learning benefits when the feedback is provided through an online modality from an expert peer during an international virtual exchange (IVE). Purpose. The present study fills this gap in the literature by investigating Japanese learners engaged in processing written corrective feedback from expert language users in the United States. Methods. Qualitative data concerning students’ perceptions of learning outcomes were collected via retrospective interviews and narrative frames, then triangulated with their first and final drafts of written texts and analyzed using activity theory (AT). Results. Findings indicate that learning benefits accrued in areas of language skills such as vocabulary, spelling, and grammar, as well as deepening learners’ reflexive awareness of themselves as language users. Conclusion. A discussion of these findings, informed by sociocultural theory and shaped by the categories of AT, brings to light some of the interactional dynamics that contributed to the creation of these outcomes. These interactional dynamics show that the learning benefits of the activity primarily resided in the peer-to-peer interactions rather than interactions with the expert-peer.
{"title":"Learning Outcomes Generated through the Collaborative Processing of Expert Peer Feedback","authors":"Nicholas Carr, Paul Wicking","doi":"10.17323/jle.2022.13425","DOIUrl":"https://doi.org/10.17323/jle.2022.13425","url":null,"abstract":"Background. Studies have shown that the collaborative processing of feedback on a jointly produced text facilitates language learning in a traditional classroom. However, it is still unknown whether there are similar learning benefits when the feedback is provided through an online modality from an expert peer during an international virtual exchange (IVE). \u0000Purpose. The present study fills this gap in the literature by investigating Japanese learners engaged in processing written corrective feedback from expert language users in the United States. \u0000Methods. Qualitative data concerning students’ perceptions of learning outcomes were collected via retrospective interviews and narrative frames, then triangulated with their first and final drafts of written texts and analyzed using activity theory (AT). \u0000Results. Findings indicate that learning benefits accrued in areas of language skills such as vocabulary, spelling, and grammar, as well as deepening learners’ reflexive awareness of themselves as language users. \u0000Conclusion. A discussion of these findings, informed by sociocultural theory and shaped by the categories of AT, brings to light some of the interactional dynamics that contributed to the creation of these outcomes. These interactional dynamics show that the learning benefits of the activity primarily resided in the peer-to-peer interactions rather than interactions with the expert-peer.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46222695","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}
S. M. Mujtaba, M. K. A. Singh, Tiefu Zhang, Nisar Ahmed, Rakesh Parkash
Background: Feedback provided to learners' writing is a construct of identifying a learner's performance, and it can be identified and trifurcated as grammatical form, location in the text, and pragmatic functions. Second language researchers worldwide consider written corrective feedback (WCF) as a vital and valuable teaching tool that enables learners to improve accuracy in L2 writing. Purpose: In this context, there exists a plethora of studies that examine the efficacy of WCF on L2 learners’ writing accuracy. However, literature is replete with research that looks into the effectiveness of unfocused WCF on L2 learners’ writing accuracy especially concerning learners’ belief of the feedback type. Not much research is available demonstrating unfocused WCF's efficacy on L2 learners’ writing accuracy. Methods: Using a quasi-experimental design, three intact classes were recruited and were randomly placed into two experimental groups: indirect corrective feedback, direct corrective feedback, and one control group. The participants completed three narrative writings, one each at pre-test, post-test, and delayed post-test. Results: The results of the study unveiled that the WCF enabled the treatment group learners to produce text with fewer errors than the control group participants. The study also reported no relationship between the learners’ beliefs and the efficacy of WCF, meaning that the preference of learners for a particular type of feedback did not influence the efficacy of WCF. Conclusion: Based on the results of the case study, important pedagogical implications for ESL/EFL instructors are provided
{"title":"Unfocused Written Corrective Feedback and L2 Learners’ Writing Accuracy: Relationship Between Feedback Type and Learner Belief","authors":"S. M. Mujtaba, M. K. A. Singh, Tiefu Zhang, Nisar Ahmed, Rakesh Parkash","doi":"10.17323/jle.2022.15919","DOIUrl":"https://doi.org/10.17323/jle.2022.15919","url":null,"abstract":"Background: Feedback provided to learners' writing is a construct of identifying a learner's performance, and it can be identified and trifurcated as grammatical form, location in the text, and pragmatic functions. Second language researchers worldwide consider written corrective feedback (WCF) as a vital and valuable teaching tool that enables learners to improve accuracy in L2 writing. \u0000Purpose: In this context, there exists a plethora of studies that examine the efficacy of WCF on L2 learners’ writing accuracy. However, literature is replete with research that looks into the effectiveness of unfocused WCF on L2 learners’ writing accuracy especially concerning learners’ belief of the feedback type. Not much research is available demonstrating unfocused WCF's efficacy on L2 learners’ writing accuracy. \u0000Methods: Using a quasi-experimental design, three intact classes were recruited and were randomly placed into two experimental groups: indirect corrective feedback, direct corrective feedback, and one control group. The participants completed three narrative writings, one each at pre-test, post-test, and delayed post-test. \u0000Results: The results of the study unveiled that the WCF enabled the treatment group learners to produce text with fewer errors than the control group participants. The study also reported no relationship between the learners’ beliefs and the efficacy of WCF, meaning that the preference of learners for a particular type of feedback did not influence the efficacy of WCF. \u0000Conclusion: Based on the results of the case study, important pedagogical implications for ESL/EFL instructors are provided","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47208688","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. Recently, there has been a growing interest in the personal attributes of raters which determine the quality of cognitive processes involved in their rating writing practice. Purpose. Accordingly, this research attempted to explore how the rating experience of L2 raters might affect their rating of integrated and independent writing tasks. Methods. To pursue this aim, 13 experienced and 14 novice Iranian raters were selected through criterion sampling. After attending a training course on rating writing tasks, both groups produced introspective verbal protocols while they were rating integrated and independent writing tasks which were produced by an Iranian EFL learner. The verbal protocols were recorded and transcribed, and their content was analyzed by the researchers. Results. The six extracted major themes from the content analysis included content, formal requirement, general linguistic range, language use, mechanics of writing, and organization. The results indicated that the type of writing task (integrated vs. independent) is a determining factor for the number of references experienced and novice raters made to the TOEFL-iBT rating rubric. Further, the raters’ rating experience determined the proportions of references they made. Yet, the proportional differences observed between experienced and novice raters in their references were statistically significant only in terms of language use, mechanics of writing, organization, and the total. Conclusion. The variations in L2 raters’ rating performance on integrated and independent writing tasks emphasize the urgency of professional training to use and interpret the components of various rating writing scales by both experienced and novice raters. nced and novice raters.
{"title":"Experienced and Novice L2 Raters’ Cognitive Processes while Rating Integrated and Independent Writing Tasks","authors":"Kobra Tavassoli, Leila Bashiri, Natasha Pourdana","doi":"10.17323/jle.2022.13466","DOIUrl":"https://doi.org/10.17323/jle.2022.13466","url":null,"abstract":"Background. Recently, there has been a growing interest in the personal attributes of raters which determine the quality of cognitive processes involved in their rating writing practice. \u0000Purpose. Accordingly, this research attempted to explore how the rating experience of L2 raters might affect their rating of integrated and independent writing tasks. \u0000Methods. To pursue this aim, 13 experienced and 14 novice Iranian raters were selected through criterion sampling. After attending a training course on rating writing tasks, both groups produced introspective verbal protocols while they were rating integrated and independent writing tasks which were produced by an Iranian EFL learner. The verbal protocols were recorded and transcribed, and their content was analyzed by the researchers. \u0000Results. The six extracted major themes from the content analysis included content, formal requirement, general linguistic range, language use, mechanics of writing, and organization. The results indicated that the type of writing task (integrated vs. independent) is a determining factor for the number of references experienced and novice raters made to the TOEFL-iBT rating rubric. Further, the raters’ rating experience determined the proportions of references they made. Yet, the proportional differences observed between experienced and novice raters in their references were statistically significant only in terms of language use, mechanics of writing, organization, and the total. \u0000Conclusion. The variations in L2 raters’ rating performance on integrated and independent writing tasks emphasize the urgency of professional training to use and interpret the components of various rating writing scales by both experienced and novice raters. \u0000nced and novice raters. ","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49081318","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. Providing written corrective feedback (WCF) to learners for their writing tasks is pivotal in ESL learning process. Purpose. This research aimed to examine the effects of a lecturer’s indication of errors as implicit WCF on ESL learners’ writing skills as well as to identify the learners’ perceptions towards its utilisation in their essay writing tasks. Methods. This is a mixed methods research which involved the gathering of data both quantitatively and qualitatively. By employing a purposive sampling method, 50 ESL learners from a private university in Selangor, Malaysia were selected for this study. They underwent a two-week treatment period whereby they were trained to self-correct their essays based on the indication of errors as implicit WCF by their lecturer, and a pre-test and a post-test were administered in between. Finally, 10 respondents were interviewed to generate their perceptions on the utilisation of this technique as implicit WCF in their writing tasks. Results. The results showed that the students had achieved a slightly significant improvement in their essay writing skills after the treatment. They also perceived positively the utilisation of the lecturer’s indication of errors as implicit WCF in their essay writing tasks. Conclusion and Implications: In sum, the lecturer’s error indication as implicit WCF is quite effective for enhancing writing skills, and the ESL learners perceived it positively. This present study contributes fundamental pedagogical implications and recommendations for future research. ESL instructors are encouraged to adopt and apply this technique in their composition writing lessons.
{"title":"The Effects of Implicit Written Corrective Feedback on ESL Learners’ Writing Skills","authors":"Frankie Subon, Nurul Amira Ali","doi":"10.17323/jle.2022.12304","DOIUrl":"https://doi.org/10.17323/jle.2022.12304","url":null,"abstract":"Background. Providing written corrective feedback (WCF) to learners for their writing tasks is pivotal in ESL learning process. \u0000Purpose. This research aimed to examine the effects of a lecturer’s indication of errors as implicit WCF on ESL learners’ writing skills as well as to identify the learners’ perceptions towards its utilisation in their essay writing tasks. \u0000Methods. This is a mixed methods research which involved the gathering of data both quantitatively and qualitatively. By employing a purposive sampling method, 50 ESL learners from a private university in Selangor, Malaysia were selected for this study. They underwent a two-week treatment period whereby they were trained to self-correct their essays based on the indication of errors as implicit WCF by their lecturer, and a pre-test and a post-test were administered in between. Finally, 10 respondents were interviewed to generate their perceptions on the utilisation of this technique as implicit WCF in their writing tasks. \u0000Results. The results showed that the students had achieved a slightly significant improvement in their essay writing skills after the treatment. They also perceived positively the utilisation of the lecturer’s indication of errors as implicit WCF in their essay writing tasks. \u0000Conclusion and Implications: In sum, the lecturer’s error indication as implicit WCF is quite effective for enhancing writing skills, and the ESL learners perceived it positively. This present study contributes fundamental pedagogical implications and recommendations for future research. ESL instructors are encouraged to adopt and apply this technique in their composition writing lessons.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49589501","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. Being an essential part of teaching and learning, feedback in close connection with evaluation is the focus of many researchers. Their interest lies mainly in automated systems, learners’ and teachers’ perceptions of writing feedback and feedback on feedback, new forms of feedback and their efficacy for motivation and writing performance. The review aims to identify the prevailing directions of research in the field. Methods. The review is based on 194 documents extracted from the Scopus database. The ultimate results of the search for “writing feedback” were limited to a field filter (social sciences, arts & humanities), a language filter (English), a document type (article, review, book chapter, conference paper) as well to manual screening in accordance with the inclusion criteria and relevance to the theme. Results and Discussion. Seven directions of research were identified: automated and non-automated evaluation; feedback on writing: general issues; automated feedback; peer review and teacher feedback on writing; perceptions and emotions relating to writing feedback; feedback on scholarly writing; evaluation and improvement in Chinese calligraphy. The reviewed documents proved the prominence of the topic and greater interest in new computer-mediated forms of feedback on writing. Conclusion. The results of the review may serve as a guidance for researchers at large and potential JLE authors focused on teaching and learning writing. The limitations of the review are linked to the scope and methods applied.
{"title":"Writing Feedback from a Research Perspective","authors":"Lilia K. Raitskaya, E. Tikhonova","doi":"10.17323/jle.2022.16377","DOIUrl":"https://doi.org/10.17323/jle.2022.16377","url":null,"abstract":"Introduction. Being an essential part of teaching and learning, feedback in close connection with evaluation is the focus of many researchers. Their interest lies mainly in automated systems, learners’ and teachers’ perceptions of writing feedback and feedback on feedback, new forms of feedback and their efficacy for motivation and writing performance. The review aims to identify the prevailing directions of research in the field. \u0000Methods. The review is based on 194 documents extracted from the Scopus database. The ultimate results of the search for “writing feedback” were limited to a field filter (social sciences, arts & humanities), a language filter (English), a document type (article, review, book chapter, conference paper) as well to manual screening in accordance with the inclusion criteria and relevance to the theme. \u0000Results and Discussion. Seven directions of research were identified: automated and non-automated evaluation; feedback on writing: general issues; automated feedback; peer review and teacher feedback on writing; perceptions and emotions relating to writing feedback; feedback on scholarly writing; evaluation and improvement in Chinese calligraphy. The reviewed documents proved the prominence of the topic and greater interest in new computer-mediated forms of feedback on writing. \u0000Conclusion. The results of the review may serve as a guidance for researchers at large and potential JLE authors focused on teaching and learning writing. The limitations of the review are linked to the scope and methods applied.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43781068","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. Researchers and teaching practitioners are working on formulating instructional approaches that suit the students’ interests by incorporating the latest technology. The flipped classroom model emerges as an alternative to extend the classroom interaction, create a different atmosphere, and accommodate a meaningful and collaborative interaction in the class. Purpose. This paper aims to present a systematic review of past studies focusing on the implementation of the flipped classroom for EFL/ESL instruction in higher education. Methods. A total of 29 articles were selected using specific criteria comprising year and types of publication, contexts, and the determined quality standard. The collected articles were then analyzed to reveal the research components including the research designs, participants, and instructional tools. Results. This study presents a discussion of the practical instructional benefits of the flipped classroom model and the possible barriers. Implications. Furthermore, from this discussion, this study formulated pedagogical and research implications for possible directions in future studies.
{"title":"Flipped Classroom Model For EFL/ESL Instruction in Higher Education: A Systematic Literature Review","authors":"Dodi Siraj Muamar Zain","doi":"10.17323/jle.2022.12855","DOIUrl":"https://doi.org/10.17323/jle.2022.12855","url":null,"abstract":"Background. Researchers and teaching practitioners are working on formulating instructional approaches that suit the students’ interests by incorporating the latest technology. The flipped classroom model emerges as an alternative to extend the classroom interaction, create a different atmosphere, and accommodate a meaningful and collaborative interaction in the class. \u0000Purpose. This paper aims to present a systematic review of past studies focusing on the implementation of the flipped classroom for EFL/ESL instruction in higher education. \u0000Methods. A total of 29 articles were selected using specific criteria comprising year and types of publication, contexts, and the determined quality standard. The collected articles were then analyzed to reveal the research components including the research designs, participants, and instructional tools. \u0000Results. This study presents a discussion of the practical instructional benefits of the flipped classroom model and the possible barriers. \u0000Implications. Furthermore, from this discussion, this study formulated pedagogical and research implications for possible directions in future studies.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41808650","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. Given that definitional skills are closely related to literacy and reading comprehension, the purpose of this study was to extend the existing literature in definitional skills by empirically investigating the effect of new parameters that may affect word definitions and definitional types of content and form, such as grammatical categories, word structure, and semantic characteristics. Methods. The sample consisted of 5152 recorded oral definitions produced by 322 individuals (pre-schoolers, school-age children, university students, and adults), who were asked to define 16 words orally. Definitions were transcribed and scored on a six-point scale along a continuum that reflects the developmental path of the definitions. Results. The results indicated a significant interaction between grammatical category and word structure for content and form and also between word structure and semantic characteristics only for content. Furthermore, the grammatical category, word structure, and semantic characteristics were strongly associated with specific definitional types for content and form. Implications. This paper broadens our knowledge on definitional skills and offers new insights into the variables that affect the production of definitions.
{"title":"The Interaction of Variables Affecting Definitional Skills: Extending Previous Research on Word Definitions","authors":"Zoe Gavriilidou, Angelos Markos, Chryssa Dourou","doi":"10.17323/jle.2022.12901","DOIUrl":"https://doi.org/10.17323/jle.2022.12901","url":null,"abstract":"Background and Purpose. Given that definitional skills are closely related to literacy and reading comprehension, the purpose of this study was to extend the existing literature in definitional skills by empirically investigating the effect of new parameters that may affect word definitions and definitional types of content and form, such as grammatical categories, word structure, and semantic characteristics. \u0000Methods. The sample consisted of 5152 recorded oral definitions produced by 322 individuals (pre-schoolers, school-age children, university students, and adults), who were asked to define 16 words orally. Definitions were transcribed and scored on a six-point scale along a continuum that reflects the developmental path of the definitions. \u0000Results. The results indicated a significant interaction between grammatical category and word structure for content and form and also between word structure and semantic characteristics only for content. Furthermore, the grammatical category, word structure, and semantic characteristics were strongly associated with specific definitional types for content and form. \u0000Implications. This paper broadens our knowledge on definitional skills and offers new insights into the variables that affect the production of definitions.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42193145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. This study compared two tests of second language (L2) depth of vocabulary knowledge, namely the word association test (WAT) and vocabulary knowledge scale (VKS), with respect to their associations with vocabulary size. The same relationships were further examined separately for the five word-frequency bands of the vocabulary size test. Method. 115 Iranian English as a Foreign Language (EFL) learners who were native speakers of Persian took the WAT, VKS, and Vocabulary Levels Test (VLT). The selected participants were undergraduates who ranged from freshmen to junior and were both male (n=47) and female (n=68) students. Results. The outcomes of multiple linear regression analyses indicated that: (a) while both measures of vocabulary depth were predictive of the VLT, the WAT had a higher association with the dependent variable; (b) both the WAT and VKS were predictive of the high-frequency vocabulary, with the relationships being more significant for the WAT; (c) the WAT could significantly predict the mid-frequency vocabulary, whereas the VKS had no significant contribution; and (d) while the VKS was significantly associated with the low-frequency vocabulary, the WAT had no significant contribution to the prediction of this level. Implications. The implications of the findings are interpreted with reference to the suitability of both the WAT and VKS depending on the type of input, expected response, and desired frequency of the target words.
{"title":"Comparing Two Measures of L2 Depth of Vocabulary Knowledge Using their Relationship with Vocabulary Size","authors":"A. Dabbagh, Mostafa Janebi Enayat","doi":"10.17323/jle.2022.13422","DOIUrl":"https://doi.org/10.17323/jle.2022.13422","url":null,"abstract":"Background. This study compared two tests of second language (L2) depth of vocabulary knowledge, namely the word association test (WAT) and vocabulary knowledge scale (VKS), with respect to their associations with vocabulary size. The same relationships were further examined separately for the five word-frequency bands of the vocabulary size test. \u0000Method. 115 Iranian English as a Foreign Language (EFL) learners who were native speakers of Persian took the WAT, VKS, and Vocabulary Levels Test (VLT). The selected participants were undergraduates who ranged from freshmen to junior and were both male (n=47) and female (n=68) students. \u0000Results. The outcomes of multiple linear regression analyses indicated that: (a) while both measures of vocabulary depth were predictive of the VLT, the WAT had a higher association with the dependent variable; (b) both the WAT and VKS were predictive of the high-frequency vocabulary, with the relationships being more significant for the WAT; (c) the WAT could significantly predict the mid-frequency vocabulary, whereas the VKS had no significant contribution; and (d) while the VKS was significantly associated with the low-frequency vocabulary, the WAT had no significant contribution to the prediction of this level. \u0000Implications. The implications of the findings are interpreted with reference to the suitability of both the WAT and VKS depending on the type of input, expected response, and desired frequency of the target words.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44462946","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}
Purpose. The main purpose of this study is to investigate the relationship between Iranian EFL learners’ flipped learning readiness and their learning engagement, critical thinking, and autonomy. Methods. The participants comprised 520 EFL learners studying at various language institutes in the context of Iran. They were chosen according to convenience sampling. In this study, four instruments were used: flipped learning readiness questionnaire, learner autonomy scale, critical thinking inventory, and learning engagement questionnaire. To analyze the relationships among the variables, Pearson's correlation coefficient and structural equation modeling (SEM) was run. Results. The results revealed that flipped learning readiness correlated positively and significantly with three variables: learning engagement, critical thinking, and autonomy. In addition, based on the results, flipped learning is a positive significant predictor of critical thinking, learning engagement, and autonomy. Moreover, engagement is positively predicted by both critical thinking and autonomy. Finally, the results and their implications in the context of language learning were discussed.
{"title":"The Relationship between EFL Learners’ Flipped Learning Readiness and their Learning Engagement, Critical thinking, and Autonomy: A Structural Equation Modelling Approach","authors":"Afsaneh Ravandpour","doi":"10.17323/jle.2022.12654","DOIUrl":"https://doi.org/10.17323/jle.2022.12654","url":null,"abstract":"Purpose. The main purpose of this study is to investigate the relationship between Iranian EFL learners’ flipped learning readiness and their learning engagement, critical thinking, and autonomy. \u0000Methods. The participants comprised 520 EFL learners studying at various language institutes in the context of Iran. They were chosen according to convenience sampling. In this study, four instruments were used: flipped learning readiness questionnaire, learner autonomy scale, critical thinking inventory, and learning engagement questionnaire. To analyze the relationships among the variables, Pearson's correlation coefficient and structural equation modeling (SEM) was run. \u0000Results. The results revealed that flipped learning readiness correlated positively and significantly with three variables: learning engagement, critical thinking, and autonomy. In addition, based on the results, flipped learning is a positive significant predictor of critical thinking, learning engagement, and autonomy. Moreover, engagement is positively predicted by both critical thinking and autonomy. Finally, the results and their implications in the context of language learning were discussed. \u0000 ","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44602781","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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