Abstract In this paper, we focus on the need for measuring the intelligibility of English pronunciation using an automated speech system, and the system proceeded in this feasibility study was tested with 18 speakers coming from six countries representing six types of English (China, Vietnam, Egypt, India, South Africa and the Philippines). Those test candidates were selected carefully to stand for a series of intelligibility, two different approaches, transcription and nonsense, were utilized to test and measure their intelligibility. An automated computer pattern developed for speaking proficiency scoring based on suprasegmental measures was set to predict intelligibility scores. The Pearson’s correlation was 0.743 for transcription construct and 0.819 for the nonsense construct between the human assessed and computer predicted scores. The reliable inter-rater Cronbach’s alpha for the transcription scores was 0.943 and 0.945 for the nonsense intelligibility scores. Basing on the type of intelligibility measure, the computer utilized different suprasegmental measures to predict the score. The computer used 11 measures for the nonsense intelligibility score and eight for the transcription score. Only two features were common to both constructs. These analyses and results of this computer experimental pattern can provide researchers of L2 different perspectives of measuring intelligibility in research afterwards.
{"title":"Comparing the Intelligibility of Different Varieties of English Through Predicting Learners Comprehension: A Phonetic Experimental Approach","authors":"Chao Wu, Fang Gao","doi":"10.1515/CJAL-2023-0102","DOIUrl":"https://doi.org/10.1515/CJAL-2023-0102","url":null,"abstract":"Abstract In this paper, we focus on the need for measuring the intelligibility of English pronunciation using an automated speech system, and the system proceeded in this feasibility study was tested with 18 speakers coming from six countries representing six types of English (China, Vietnam, Egypt, India, South Africa and the Philippines). Those test candidates were selected carefully to stand for a series of intelligibility, two different approaches, transcription and nonsense, were utilized to test and measure their intelligibility. An automated computer pattern developed for speaking proficiency scoring based on suprasegmental measures was set to predict intelligibility scores. The Pearson’s correlation was 0.743 for transcription construct and 0.819 for the nonsense construct between the human assessed and computer predicted scores. The reliable inter-rater Cronbach’s alpha for the transcription scores was 0.943 and 0.945 for the nonsense intelligibility scores. Basing on the type of intelligibility measure, the computer utilized different suprasegmental measures to predict the score. The computer used 11 measures for the nonsense intelligibility score and eight for the transcription score. Only two features were common to both constructs. These analyses and results of this computer experimental pattern can provide researchers of L2 different perspectives of measuring intelligibility in research afterwards.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48134336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract While the past few decades have witnessed a growing body of research on peer feedback and student engagement, little attention has been paid to student engagement with peer feedback in the secondary school classrooms. Based on multiple qualitative data including semi-structured interviews, stimulated recall, original, revised and final writing drafts as well as peer discussion recordings, this case study investigated how secondary school students engaged with peer feedback in behavior, cognition, and affect from both the feedback giver’s and receiver’s perspectives and what factors may influence their engagement with peer feedback. Data analysis showed that 1) student engagement with both giving and receiving peer feedback demonstrated dynamic and complex interactions among three dimensions; 2) students were engaged with peer feedback in different ways while playing the roles of feedback givers and receivers, showing deep engagement as a giver and superficial engagement as a receiver, and vice versa; 3) factors such as language proficiency, self-efficacy, personality and teachers’ guidance were found to influence student engagement with peer feedback. By shedding light on the multi-dimensional characteristics of students’ engagement from bidirectional perspectives, the study offers suggestions for educational practitioners to improve English learners’ engagement with peer feedback in L2 writing classes.
{"title":"Student Engagement With Peer Feedback in L2 Writing: A Multiple Case Study of Chinese Secondary School Students","authors":"Qiuyan Yan, Chen Tang","doi":"10.1515/CJAL-2023-0108","DOIUrl":"https://doi.org/10.1515/CJAL-2023-0108","url":null,"abstract":"Abstract While the past few decades have witnessed a growing body of research on peer feedback and student engagement, little attention has been paid to student engagement with peer feedback in the secondary school classrooms. Based on multiple qualitative data including semi-structured interviews, stimulated recall, original, revised and final writing drafts as well as peer discussion recordings, this case study investigated how secondary school students engaged with peer feedback in behavior, cognition, and affect from both the feedback giver’s and receiver’s perspectives and what factors may influence their engagement with peer feedback. Data analysis showed that 1) student engagement with both giving and receiving peer feedback demonstrated dynamic and complex interactions among three dimensions; 2) students were engaged with peer feedback in different ways while playing the roles of feedback givers and receivers, showing deep engagement as a giver and superficial engagement as a receiver, and vice versa; 3) factors such as language proficiency, self-efficacy, personality and teachers’ guidance were found to influence student engagement with peer feedback. By shedding light on the multi-dimensional characteristics of students’ engagement from bidirectional perspectives, the study offers suggestions for educational practitioners to improve English learners’ engagement with peer feedback in L2 writing classes.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42241964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In order to explore the learning satisfaction and problems of the synchronous online teaching mode in an English comprehensive reading course during the COVID-19 epidemic period, this study constructed a synchronous online teaching mode based on the theory of community of inquiry and practiced it for one semester. The participants were 60 second-year English education majors, and the research methods were surveys and interviews. The study found that most students were satisfied with the synchronous online teaching mode adopted in this course; the synchronous online teaching mode helped improve learning outcomes; there were problems of distraction and lack of sustained attention in the synchronous online teaching mode. Based on the findings, suggestions were put forward to improve the learning satisfaction of online teaching, in order to provide references for enhancing the quality of foreign language online teaching and blended teaching in the post-epidemic era.
{"title":"An Exploration of Learning Satisfaction and Problems on Synchronous Online Teaching Mode in an English Comprehensive Reading Course During the COVID-19 Epidemic Period","authors":"Guihua Ma","doi":"10.1515/CJAL-2023-0107","DOIUrl":"https://doi.org/10.1515/CJAL-2023-0107","url":null,"abstract":"Abstract In order to explore the learning satisfaction and problems of the synchronous online teaching mode in an English comprehensive reading course during the COVID-19 epidemic period, this study constructed a synchronous online teaching mode based on the theory of community of inquiry and practiced it for one semester. The participants were 60 second-year English education majors, and the research methods were surveys and interviews. The study found that most students were satisfied with the synchronous online teaching mode adopted in this course; the synchronous online teaching mode helped improve learning outcomes; there were problems of distraction and lack of sustained attention in the synchronous online teaching mode. Based on the findings, suggestions were put forward to improve the learning satisfaction of online teaching, in order to provide references for enhancing the quality of foreign language online teaching and blended teaching in the post-epidemic era.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46656945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hye K. Pae, Jing Sun, Haiyang Ai, Elizabeth Lowrance Falhaber
Abstract This study investigates how learners of English process adjectival participles in both attributive and predicative positions within sentences in order to identify whether difficulties associated with participles stem from learner-specific or English-specific characteristics. A Chinese-speaking group and a mixed language group participated in Study 1 that used the target sentence in English as L2 without contextual cues. A subgroup of the Chinese participants took part in Study 2 that used target sentences with contextual cues. Results showed that the two groups’ performance was different in the use of pre-nominal attributive adjectival participles after controlling for English proficiency (Study 1). Contextual cues did not facilitate Chinese learners’ performance (Study 2). The target word frequency effects disappeared when contextual cues were provided. These findings suggest that the complexities of adjectival participles reside not only in the linguistic characteristics of English, but also in the learner characteristics of L1 background and English proficiency.
{"title":"Going for -ing or -en? A Puzzle about Adjectival Participles for Learners of English","authors":"Hye K. Pae, Jing Sun, Haiyang Ai, Elizabeth Lowrance Falhaber","doi":"10.1515/CJAL-2023-0104","DOIUrl":"https://doi.org/10.1515/CJAL-2023-0104","url":null,"abstract":"Abstract This study investigates how learners of English process adjectival participles in both attributive and predicative positions within sentences in order to identify whether difficulties associated with participles stem from learner-specific or English-specific characteristics. A Chinese-speaking group and a mixed language group participated in Study 1 that used the target sentence in English as L2 without contextual cues. A subgroup of the Chinese participants took part in Study 2 that used target sentences with contextual cues. Results showed that the two groups’ performance was different in the use of pre-nominal attributive adjectival participles after controlling for English proficiency (Study 1). Contextual cues did not facilitate Chinese learners’ performance (Study 2). The target word frequency effects disappeared when contextual cues were provided. These findings suggest that the complexities of adjectival participles reside not only in the linguistic characteristics of English, but also in the learner characteristics of L1 background and English proficiency.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43232826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The benefits of using literature in second/foreign language instruction have been re-gaining recognition in recent years. This study investigates a reading program implemented by an experienced teacher in a Chinese high school, with the aim of exploring students’ and teachers’ perceptions, as well as possible pedagogical strategies. Graphic novels were used in the program, facilitated by such literacy activities as reader’s theatre, keeping a reflection journal, literature circles, and explicit vocabulary teaching. This exploratory case study lasted for four months, collecting data from student and teacher participants, classroom observations, semi-structured interviews, reflection journals, artifacts, and relevant documents. Using the framework of a critical literacy approach to second/foreign language teaching, this study finds that with explicit teacher guidance and critical pedagogies, students developed high-order reading/thinking skills, multiple perspectives, historical empathy, and agency by engaging in multiliteracies practices through language-literature integration. Additionally, by highlighting some of the challenges and confusions teachers encountered, this study draws attention to the need for teacher training in the implementation of this pedagogical approach, alongside implications for future research and practice.
{"title":"An Exploratory Study of Students’ and Teachers’ Perceptions of Language-Literature Integration in Secondary EFL Education","authors":"Lina Sun","doi":"10.1515/CJAL-2023-0106","DOIUrl":"https://doi.org/10.1515/CJAL-2023-0106","url":null,"abstract":"Abstract The benefits of using literature in second/foreign language instruction have been re-gaining recognition in recent years. This study investigates a reading program implemented by an experienced teacher in a Chinese high school, with the aim of exploring students’ and teachers’ perceptions, as well as possible pedagogical strategies. Graphic novels were used in the program, facilitated by such literacy activities as reader’s theatre, keeping a reflection journal, literature circles, and explicit vocabulary teaching. This exploratory case study lasted for four months, collecting data from student and teacher participants, classroom observations, semi-structured interviews, reflection journals, artifacts, and relevant documents. Using the framework of a critical literacy approach to second/foreign language teaching, this study finds that with explicit teacher guidance and critical pedagogies, students developed high-order reading/thinking skills, multiple perspectives, historical empathy, and agency by engaging in multiliteracies practices through language-literature integration. Additionally, by highlighting some of the challenges and confusions teachers encountered, this study draws attention to the need for teacher training in the implementation of this pedagogical approach, alongside implications for future research and practice.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43028513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In cross-cultural and interlanguage pragmatics, constructive feedback (CF), defined as “the identification of a problematic action and advice on how to change or correct the problem” (Nguyen & Basturkmen, 2010, p. 125), has received little attention. To fill this gap, similarities and differences between native Chinese speakers, native American speakers, and high-proficiency Chinese EFL learners’ CF are explored in this study. In particular, how these learners’ strategy applications in CF differ from those of American and Chinese speakers is examined. Data were collected through discourse completion tests (DCTs) owing to their advantages in controlling social variables and their efficiency in eliciting rich data within a limited time (Leech, 2014). In total, 42 participants were randomly selected from three groups: 14 native Chinese speakers, 14 native American speakers, and 14 high-proficiency Chinese EFL learners. The results revealed significant differences in strategy employment in CF among the three groups, with the highest disparity elicited in hedge strategies. Here, EFL learners resembled American speakers in six of the eight hedge strategies. However, they had the same percentage in terms of compliments as the Chinese speakers. With regard to supportive moves, there were no significant differences among the three groups. As a pioneering investigation, the aim of this study is to call for further research on CF.
在跨文化和语际语用学中，建设性反馈(CF)被定义为“识别有问题的行为，并就如何改变或纠正问题提出建议”(Nguyen & Basturkmen, 2010, p. 125)，很少受到关注。为了填补这一空白，本研究探讨了中国母语人士、美国母语人士和中国高水平英语学习者的CF的异同。特别研究了这些学习者在语言交际中的策略运用与美国和中国学习者的差异。由于话语完成测试(dct)在控制社会变量方面的优势以及在有限时间内获得丰富数据的效率，因此通过话语完成测试(dct)收集数据(Leech, 2014)。总共42名参与者被随机从三组中选择:14名母语为汉语的人，14名母语为美国人，14名高水平的中国英语学习者。结果显示，三组学生在财务管理策略使用上存在显著差异，其中对冲策略差异最大。在这里，英语学习者在八种对冲策略中的六种与美国人相似。然而，在赞美方面，他们和说中文的人的比例是一样的。在支持措施方面，三组之间没有显著差异。作为一项开创性的研究，本研究的目的是呼吁对CF的进一步研究。
{"title":"Study of High-Proficiency Chinese EFL Learners’ Strategy Applications in Constructive Feedback","authors":"Beibei Song","doi":"10.1515/CJAL-2023-0105","DOIUrl":"https://doi.org/10.1515/CJAL-2023-0105","url":null,"abstract":"Abstract In cross-cultural and interlanguage pragmatics, constructive feedback (CF), defined as “the identification of a problematic action and advice on how to change or correct the problem” (Nguyen & Basturkmen, 2010, p. 125), has received little attention. To fill this gap, similarities and differences between native Chinese speakers, native American speakers, and high-proficiency Chinese EFL learners’ CF are explored in this study. In particular, how these learners’ strategy applications in CF differ from those of American and Chinese speakers is examined. Data were collected through discourse completion tests (DCTs) owing to their advantages in controlling social variables and their efficiency in eliciting rich data within a limited time (Leech, 2014). In total, 42 participants were randomly selected from three groups: 14 native Chinese speakers, 14 native American speakers, and 14 high-proficiency Chinese EFL learners. The results revealed significant differences in strategy employment in CF among the three groups, with the highest disparity elicited in hedge strategies. Here, EFL learners resembled American speakers in six of the eight hedge strategies. However, they had the same percentage in terms of compliments as the Chinese speakers. With regard to supportive moves, there were no significant differences among the three groups. As a pioneering investigation, the aim of this study is to call for further research on CF.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43481365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The purpose of this study is to examine the use of reporting verbs (RVs) in China-based and Western SSCI indexed English journal articles. Writing samples (N=168) are compared in terms of the frequencies of RVs, selection of high-frequency RVs and the evaluative orientations of RVs. The results suggest that whereas both English academic articles published in China and English academic articles published in English-speaking countries use similar varieties of RVs. Using the resources of appraisal theory, we found that English academic articles published in Chinas use fewer discourse RVs; they tend to use more neutral RVs, providing no overt intersubjective stance on the cited evidence, whereas English academic articles published in English-speaking countries favor more positive RVs to endorse the evidence during the argument. In particular, English academic articles published in China rarely employ negative and critical RVs. Academic writers’ preferences of RVs are not only due to their language proficiency, but also due to their discursive tradition and underlying cultural values. They also have to do with the journals’ coverage of topics and attitude toward academic debates and original thinking. The comparative findings have implications for English academic articles published in China, especially those based in non-English-speaking countries, when they try to use RVs to develop authorial stance in English: that is, to distinguish the semantic stance of RVs and cultivate cross-language and -culture awareness.
{"title":"Source Work in China-Based and Western SSCI Journal Articles: Preferences of Reporting Structures of English Academic Articles Published in China and in English-Speaking Countries","authors":"Min Zhou, Zhixiang Sun","doi":"10.1515/CJAL-2022-0407","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0407","url":null,"abstract":"Abstract The purpose of this study is to examine the use of reporting verbs (RVs) in China-based and Western SSCI indexed English journal articles. Writing samples (N=168) are compared in terms of the frequencies of RVs, selection of high-frequency RVs and the evaluative orientations of RVs. The results suggest that whereas both English academic articles published in China and English academic articles published in English-speaking countries use similar varieties of RVs. Using the resources of appraisal theory, we found that English academic articles published in Chinas use fewer discourse RVs; they tend to use more neutral RVs, providing no overt intersubjective stance on the cited evidence, whereas English academic articles published in English-speaking countries favor more positive RVs to endorse the evidence during the argument. In particular, English academic articles published in China rarely employ negative and critical RVs. Academic writers’ preferences of RVs are not only due to their language proficiency, but also due to their discursive tradition and underlying cultural values. They also have to do with the journals’ coverage of topics and attitude toward academic debates and original thinking. The comparative findings have implications for English academic articles published in China, especially those based in non-English-speaking countries, when they try to use RVs to develop authorial stance in English: that is, to distinguish the semantic stance of RVs and cultivate cross-language and -culture awareness.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47402898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Temporal adverbial clause is an important language structure and exhibits different features in English and Chinese, which brings about difficulties for Chinese EFL learners. Based on the theory of Dependency Grammar, the study attempts to investigate the ordering distribution of temporal adverbial clauses by Chinese EFL learners at the beginning, intermediate and advanced levels. The results show that: 1) Chinese EFL learners at different proficiencies tend to precede temporal adverbial clause to main clause. With the increase of proficiency, the postposition of temporal adverbial clauses by learners increases and is approaching to the ordering preference of target language. 2) The ordering distribution of subordinators for temporal adverbial clauses by Chinese EFL learners is consistent with native English, showing a tendency of 100% preposition, which ascribes to the high frequency and salience of subordinators in English. 3) MDD is one of the significant motivations that cause the preference of prepositional temporal adverbial clauses by Chinese EFL learners. As a kind of natural language, interlanguage has a unique cognitive mechanism which distinguishes from both native and target language. This study provides a more comprehensive theoretical reference for learners at different proficiencies to understand and learn temporal adverbial clauses, as well as data support from empirical research for language teaching.
{"title":"A Development Study on the Ordering Distribution of Temporal Adverbial Clauses by Chinese EFL Learners Based on Dependency Treebank","authors":"Wenwen Li, Yijun Long","doi":"10.1515/CJAL-2022-0404","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0404","url":null,"abstract":"Abstract Temporal adverbial clause is an important language structure and exhibits different features in English and Chinese, which brings about difficulties for Chinese EFL learners. Based on the theory of Dependency Grammar, the study attempts to investigate the ordering distribution of temporal adverbial clauses by Chinese EFL learners at the beginning, intermediate and advanced levels. The results show that: 1) Chinese EFL learners at different proficiencies tend to precede temporal adverbial clause to main clause. With the increase of proficiency, the postposition of temporal adverbial clauses by learners increases and is approaching to the ordering preference of target language. 2) The ordering distribution of subordinators for temporal adverbial clauses by Chinese EFL learners is consistent with native English, showing a tendency of 100% preposition, which ascribes to the high frequency and salience of subordinators in English. 3) MDD is one of the significant motivations that cause the preference of prepositional temporal adverbial clauses by Chinese EFL learners. As a kind of natural language, interlanguage has a unique cognitive mechanism which distinguishes from both native and target language. This study provides a more comprehensive theoretical reference for learners at different proficiencies to understand and learn temporal adverbial clauses, as well as data support from empirical research for language teaching.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48552664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In this review of the literature regarding English for Academic Purposes (EAP) teacher development, we focus on empirical studies of pedagogical initiatives, research potential, and the cognitive status of practicing EAP instructors. A selection of 107 articles published in the Journal of English for Academic Purposes and English for Specific Purposes between the years 2002 and 2021 was retrieved for our categorized review. Our investigation affirms that research by and about EAP instructors remains an underdeveloped area in the field. We also attempt to point out future directions for teacher-led research with a conceptual understanding of EAP as a research-informed practice as well as practice-motivated research.
{"title":"Who Are We, What Can We Do, and What Do We Think? Review on EAP Teacher Development","authors":"Jianying Du, Weiping Li, Qiong Li","doi":"10.1515/CJAL-2022-0403","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0403","url":null,"abstract":"Abstract In this review of the literature regarding English for Academic Purposes (EAP) teacher development, we focus on empirical studies of pedagogical initiatives, research potential, and the cognitive status of practicing EAP instructors. A selection of 107 articles published in the Journal of English for Academic Purposes and English for Specific Purposes between the years 2002 and 2021 was retrieved for our categorized review. Our investigation affirms that research by and about EAP instructors remains an underdeveloped area in the field. We also attempt to point out future directions for teacher-led research with a conceptual understanding of EAP as a research-informed practice as well as practice-motivated research.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46045980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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