Pub Date : 2021-06-14DOI: 10.1007/s42321-021-00091-5
Wen-hsien Yang, Li-Zu Yang
{"title":"Evaluating Learners’ Satisfaction with a Distance Online CLIL Lesson During the Pandemic","authors":"Wen-hsien Yang, Li-Zu Yang","doi":"10.1007/s42321-021-00091-5","DOIUrl":"https://doi.org/10.1007/s42321-021-00091-5","url":null,"abstract":"","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s42321-021-00091-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53341331","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}
Pub Date : 2021-06-14DOI: 10.1007/s42321-021-00075-5
Ying-Hsueh Cheng
{"title":"EFL College Students’ Concordancing for Error Correction","authors":"Ying-Hsueh Cheng","doi":"10.1007/s42321-021-00075-5","DOIUrl":"https://doi.org/10.1007/s42321-021-00075-5","url":null,"abstract":"","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s42321-021-00075-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47758802","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}
Pub Date : 2021-06-01DOI: 10.1007/s42321-021-00087-1
Yanming Ma, Shulin Yu, B. Reynolds, Lianjiang Jiang
{"title":"A Qualitative Investigation of Chinese Students’ Willingness to Communicate in English in the Graduate School EMI Classroom","authors":"Yanming Ma, Shulin Yu, B. Reynolds, Lianjiang Jiang","doi":"10.1007/s42321-021-00087-1","DOIUrl":"https://doi.org/10.1007/s42321-021-00087-1","url":null,"abstract":"","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s42321-021-00087-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53341122","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}
Pub Date : 2021-05-31DOI: 10.1007/s42321-021-00088-0
Liaw En-Chong
{"title":"Effects of Rubric-Based and Detailed Peer Feedback on University-Level English as a Foreign Language Students’ Writing Self-efficacy and Subsequent Revisions","authors":"Liaw En-Chong","doi":"10.1007/s42321-021-00088-0","DOIUrl":"https://doi.org/10.1007/s42321-021-00088-0","url":null,"abstract":"","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s42321-021-00088-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53341657","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}
Pub Date : 2021-05-31DOI: 10.1007/s42321-021-00085-3
Carol Griffiths, Adem Soruç
{"title":"Individual Differences in Language Learning and Teaching: a Complex/Dynamic/Socio-Ecological/Holistic View","authors":"Carol Griffiths, Adem Soruç","doi":"10.1007/s42321-021-00085-3","DOIUrl":"https://doi.org/10.1007/s42321-021-00085-3","url":null,"abstract":"","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s42321-021-00085-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45854768","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}
Various impacts of COVID-19 have been explored throughout the literature; however, no research has yet considered the impact of COVID-19 on greetings in education. This paper represents an attempt to address this gap. Using a lens of Relational Engagement, this paper explores the findings of a recent survey (n = 67) that asked how teachers have historically greeted students and how they will go about doing so upon return to a physical classroom space. Findings suggest that COVID-19 has significantly impacted teachers’ beliefs about greetings in the context of education, that teachers’ greeting behaviours are likely to change, and that it is possible if not likely that many teachers may experience various intra- and interpersonal conflicts when they next encounter students face-to-face.
{"title":"Exploring the Impact of COVID-19 on Greeting Behaviours in Education Through a Lens of Relational Engagement","authors":"Aaron Smith","doi":"10.26522/TL.V13I0.461","DOIUrl":"https://doi.org/10.26522/TL.V13I0.461","url":null,"abstract":"Various impacts of COVID-19 have been explored throughout the literature; however, no research has yet considered the impact of COVID-19 on greetings in education. This paper represents an attempt to address this gap. \u0000 \u0000Using a lens of Relational Engagement, this paper explores the findings of a recent survey (n = 67) that asked how teachers have historically greeted students and how they will go about doing so upon return to a physical classroom space. Findings suggest that COVID-19 has significantly impacted teachers’ beliefs about greetings in the context of education, that teachers’ greeting behaviours are likely to change, and that it is possible if not likely that many teachers may experience various intra- and interpersonal conflicts when they next encounter students face-to-face.","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82958177","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}
Teaching mathematics to young girls often invokes perceptions around inherent ability, gender, and influences that contribute to a gap between boys and girls with regard to math achievement. Moreover, lived teaching experiences indicate that there is a strong affective component to students’ encounters in schools, which may affect children’s perceptions of their capabilities. The authors address intersecting issues that interact with gender inequalities surrounding girls and mathematics: math self-concepts, gender stereotypes, parental involvement, and influences from teachers and curriculum. In this paper, stories about teaching girls from a mathematics teacher’s perspective are interwoven with research literature to strengthen recommendations for change in the areas of gender, teacher education, STEM careers, and intersectional understanding.
{"title":"Perceptions of Girls’ Math Abilities","authors":"B. Cameron, M. Harkins, S. Mason","doi":"10.26522/TL.V13I0.455","DOIUrl":"https://doi.org/10.26522/TL.V13I0.455","url":null,"abstract":"Teaching mathematics to young girls often invokes perceptions around inherent ability, gender, and influences that contribute to a gap between boys and girls with regard to math achievement. Moreover, lived teaching experiences indicate that there is a strong affective component to students’ encounters in schools, which may affect children’s perceptions of their capabilities. The authors address intersecting issues that interact with gender inequalities surrounding girls and mathematics: math self-concepts, gender stereotypes, parental involvement, and influences from teachers and curriculum. In this paper, stories about teaching girls from a mathematics teacher’s perspective are interwoven with research literature to strengthen recommendations for change in the areas of gender, teacher education, STEM careers, and intersectional understanding.","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86223191","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}
The recent global shift to online teaching has thrust educators in all levels and forms of education into new roles and experiences. As many have little prior experience teaching online, it is possible that there are those who feel overwhelmed and as such focus on technical aspects of online education. By reviewing the concept of social presence in online education, this paper seeks to accomplish two tasks: first, to remind readers of the importance of interpersonal aspects of online education; and second, to recommend instructor-featured videos as an accessible and effective way of fostering social presence and helping students feel grounded, connected, and reassured.
{"title":"Instructor-featured videos and the importance of social presence in online education","authors":"Aaron Smith","doi":"10.26522/TL.V13I0.460","DOIUrl":"https://doi.org/10.26522/TL.V13I0.460","url":null,"abstract":"The recent global shift to online teaching has thrust educators in all levels and forms of education into new roles and experiences. As many have little prior experience teaching online, it is possible that there are those who feel overwhelmed and as such focus on technical aspects of online education. \u0000 \u0000By reviewing the concept of social presence in online education, this paper seeks to accomplish two tasks: first, to remind readers of the importance of interpersonal aspects of online education; and second, to recommend instructor-featured videos as an accessible and effective way of fostering social presence and helping students feel grounded, connected, and reassured.","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74151886","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}
Pub Date : 2021-04-12DOI: 10.1007/s42321-021-00080-8
Elizabeth Haga, H. Reinders
{"title":"“Bad, really really bad” ESL Learners’ Emotions and Emotion Regulation in Response to Native Speaker Feedback","authors":"Elizabeth Haga, H. Reinders","doi":"10.1007/s42321-021-00080-8","DOIUrl":"https://doi.org/10.1007/s42321-021-00080-8","url":null,"abstract":"","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s42321-021-00080-8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45809758","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}
Pub Date : 2021-03-30DOI: 10.1007/s42321-021-00081-7
Hsing-Fu Cheng
{"title":"The Effect of Language-specific Grit and Future Self-Guides on Willingness to Communicate in the Second Language","authors":"Hsing-Fu Cheng","doi":"10.1007/s42321-021-00081-7","DOIUrl":"https://doi.org/10.1007/s42321-021-00081-7","url":null,"abstract":"","PeriodicalId":41914,"journal":{"name":"English Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s42321-021-00081-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43080727","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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