{"title":"Utilizing OpenAI's GPT‐4 for written feedback","authors":"Makenna Carlson, Austin Pack, Juan Escalante","doi":"10.1002/tesj.759","DOIUrl":"https://doi.org/10.1002/tesj.759","url":null,"abstract":"","PeriodicalId":37278,"journal":{"name":"TESOL International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42366315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Pedagogical use of machine translation in novice second language writing classes","authors":"Ayako Hiasa","doi":"10.1002/tesj.757","DOIUrl":"https://doi.org/10.1002/tesj.757","url":null,"abstract":"","PeriodicalId":37278,"journal":{"name":"TESOL International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47149330","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}
Hossein Bozorgian, Narges Nemati, Esmat Shamsi, B. Yaqubi
This study explored second language (L2) in‐service teachers' (ISTs') attitudes toward writing, probed any discrepancy between their attitudes and practice, and investigated the extent to which writing skill is included in L2 classrooms compared to the other three macro skills, namely listening, speaking, and reading. To conduct this mixed‐methods study, 100 Iranian L2 ISTs who teach English in language institutes filled out a validated questionnaire on teachers' attitudes toward writing. Before filling out the questionnaire, a sample of 10 L2 ISTs was randomly selected to participate in nonparticipant observation sessions throughout a semester. They were finally invited for semi‐structured interviews. The result indicated that teachers had positive attitudes toward teaching writing. However, there was a mismatch between their stated attitudes and their actual practice—less than 3% of their class time was allotted to actual writing compared to the other three macro skills (speaking = 45%; listening = 17%; reading = 13%; writing and grammar = 14%; other activities = 11%). Furthermore, teachers reported on some factors such as insufficient payment for additional writing tasks including feedback, and lack of allotted time for writing. Implications of these findings for teachers and stakeholders are discussed further.
{"title":"What English language in‐service teachers think, know, and do about writing instruction: Iranian teachers' stated attitudes vs. actual practice","authors":"Hossein Bozorgian, Narges Nemati, Esmat Shamsi, B. Yaqubi","doi":"10.1002/tesj.756","DOIUrl":"https://doi.org/10.1002/tesj.756","url":null,"abstract":"This study explored second language (L2) in‐service teachers' (ISTs') attitudes toward writing, probed any discrepancy between their attitudes and practice, and investigated the extent to which writing skill is included in L2 classrooms compared to the other three macro skills, namely listening, speaking, and reading. To conduct this mixed‐methods study, 100 Iranian L2 ISTs who teach English in language institutes filled out a validated questionnaire on teachers' attitudes toward writing. Before filling out the questionnaire, a sample of 10 L2 ISTs was randomly selected to participate in nonparticipant observation sessions throughout a semester. They were finally invited for semi‐structured interviews. The result indicated that teachers had positive attitudes toward teaching writing. However, there was a mismatch between their stated attitudes and their actual practice—less than 3% of their class time was allotted to actual writing compared to the other three macro skills (speaking = 45%; listening = 17%; reading = 13%; writing and grammar = 14%; other activities = 11%). Furthermore, teachers reported on some factors such as insufficient payment for additional writing tasks including feedback, and lack of allotted time for writing. Implications of these findings for teachers and stakeholders are discussed further.","PeriodicalId":37278,"journal":{"name":"TESOL International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47993483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Developing secondary school English language learners' productive and critical use of ChatGPT","authors":"Darren Rey C. Javier, B. Moorhouse","doi":"10.1002/tesj.755","DOIUrl":"https://doi.org/10.1002/tesj.755","url":null,"abstract":"","PeriodicalId":37278,"journal":{"name":"TESOL International Journal","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50984136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A corpus‐based analysis of Hong Kong EFL learners' use of existential constructions","authors":"A. Cheng","doi":"10.1002/tesj.753","DOIUrl":"https://doi.org/10.1002/tesj.753","url":null,"abstract":"","PeriodicalId":37278,"journal":{"name":"TESOL International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43294869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The implementation of English across the curriculum: An exploratory study of how South African educators teach writing in History lessons","authors":"Nhlanhla Mpofu","doi":"10.1002/tesj.748","DOIUrl":"https://doi.org/10.1002/tesj.748","url":null,"abstract":"","PeriodicalId":37278,"journal":{"name":"TESOL International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46611425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"ENHANCING DIGITAL LITERACIES WITH ADULT ENGLISH LANGUAGE LEARNERS: THEORETICAL AND PRACTICAL INSIGHTSBy EkaterinaTour, EdwinCreely, and PeterWaterhouseRoutledge. ISBN 978‐03676‐7758‐9. Price USD 48.95 (paperback), USD 136.00 (hardcover), USD 39.16 (e‐book). 200 pages.","authors":"Adi Isma","doi":"10.1002/tesj.752","DOIUrl":"https://doi.org/10.1002/tesj.752","url":null,"abstract":"","PeriodicalId":37278,"journal":{"name":"TESOL International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41770532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Peacebuilding through critical reading and digital storytelling","authors":"Pelin Irgin","doi":"10.1002/tesj.750","DOIUrl":"https://doi.org/10.1002/tesj.750","url":null,"abstract":"","PeriodicalId":37278,"journal":{"name":"TESOL International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47719840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Plurilingual memoir writing: A framework for storytelling and peacebuilding","authors":"L. Zeaiter","doi":"10.1002/tesj.749","DOIUrl":"https://doi.org/10.1002/tesj.749","url":null,"abstract":"","PeriodicalId":37278,"journal":{"name":"TESOL International Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45545139","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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