Abstract Set at the interface between second language acquisition and second language writing, this study examines how different types of written corrective feedback (WCF) influence the writing accuracy of Chinese college students learning English as a Foreign Language (EFL) and whether WCF facilitates the students’ grasp of the focused linguistic knowledge. The participants (n = 60) were divided into direct correction group (n = 20), indirect error-coding group (n = 20) and metalinguistic explanation group (n = 20). The three groups wrote four essays in two months and received WCF for the first three essays on the five targeted error types, namely tense errors, confusion of different forms of a word, word (articles, prepositions, etc.) missing, errors in subject-verb agreement and inappropriate verb-noun collocations. The results show that all three types of WCF improved students’ writing accuracy but none of them had any statistical advantage, and the metalinguistic WCF was more effective than the other two forms in facilitating the acquisition of the targeted linguistic features. These results shed some light on teaching and consolidation of language points through writing in EFL contexts.
{"title":"Effects of Written Corrective Feedback on College EFL Students’ Writing Accuracy and Linguistic Knowledge Acquisition","authors":"Haiyang Sun, Wenbo Qi","doi":"10.1515/CJAL-2022-0310","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0310","url":null,"abstract":"Abstract Set at the interface between second language acquisition and second language writing, this study examines how different types of written corrective feedback (WCF) influence the writing accuracy of Chinese college students learning English as a Foreign Language (EFL) and whether WCF facilitates the students’ grasp of the focused linguistic knowledge. The participants (n = 60) were divided into direct correction group (n = 20), indirect error-coding group (n = 20) and metalinguistic explanation group (n = 20). The three groups wrote four essays in two months and received WCF for the first three essays on the five targeted error types, namely tense errors, confusion of different forms of a word, word (articles, prepositions, etc.) missing, errors in subject-verb agreement and inappropriate verb-noun collocations. The results show that all three types of WCF improved students’ writing accuracy but none of them had any statistical advantage, and the metalinguistic WCF was more effective than the other two forms in facilitating the acquisition of the targeted linguistic features. These results shed some light on teaching and consolidation of language points through writing in EFL contexts.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41418752","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 With the development of world globalization, English works as a lingua franca for intercultural communication among different cultures in the world. This shift implies that introducing solely English native speaking cultures to students is not sufficient for their needs. This paper depicts the reflective teaching process of my ten years of experience of teaching intercultural communication. The paper describes how the teacher systematically reflects on the practice of teaching, continuously revises the curriculum, and finally formulates an efficient model of integrating students’ personal experiences into developing students’ intercultural communicative competence and awareness. This reflective study attempts to provide some pedagogical implications for intercultural communication education.
{"title":"Developing Students’ Intercultural Communicative Competence Through Threads of Personal Experiences: A Reflective Approach","authors":"Yi Liu","doi":"10.1515/CJAL-2022-0309","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0309","url":null,"abstract":"Abstract With the development of world globalization, English works as a lingua franca for intercultural communication among different cultures in the world. This shift implies that introducing solely English native speaking cultures to students is not sufficient for their needs. This paper depicts the reflective teaching process of my ten years of experience of teaching intercultural communication. The paper describes how the teacher systematically reflects on the practice of teaching, continuously revises the curriculum, and finally formulates an efficient model of integrating students’ personal experiences into developing students’ intercultural communicative competence and awareness. This reflective study attempts to provide some pedagogical implications for intercultural communication education.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44596207","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 This quantitative-oriented study investigates junior middle school EFL teachers’ beliefs about motivational practices in the language teaching process. Grounded in self-determination theory, the study examined teachers’ beliefs in three basic psychological needs (relatedness, competence and autonomy) and the effect of their teaching experience on these beliefs. Data were obtained from 84 Chinese junior middle school English teachers through a questionnaire. Results suggested that teachers recognized motivational practices for relatedness and competence satisfaction while showing relatively low recognition of a few motivating practices for autonomy satisfaction. Teaching experience was found to have no influence on teachers’ conception of needs-related motivational practices. Findings reveal that traditional activities like collective lesson preparations may have a negative influence on teachers’ beliefs about motivational practices. They also present the necessity for adjustments on educational regulations, and for modern professional training to help teachers understand students’ basic psychological needs, and to encourage new ideas to bolster students’ intrinsic motivation for language learning.
{"title":"Motivational Practices in Foreign Language Teaching: From the Perspective of Self-Determination Theory","authors":"Meng-Yang Wei, Yaping Chen","doi":"10.1515/CJAL-2022-0307","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0307","url":null,"abstract":"Abstract This quantitative-oriented study investigates junior middle school EFL teachers’ beliefs about motivational practices in the language teaching process. Grounded in self-determination theory, the study examined teachers’ beliefs in three basic psychological needs (relatedness, competence and autonomy) and the effect of their teaching experience on these beliefs. Data were obtained from 84 Chinese junior middle school English teachers through a questionnaire. Results suggested that teachers recognized motivational practices for relatedness and competence satisfaction while showing relatively low recognition of a few motivating practices for autonomy satisfaction. Teaching experience was found to have no influence on teachers’ conception of needs-related motivational practices. Findings reveal that traditional activities like collective lesson preparations may have a negative influence on teachers’ beliefs about motivational practices. They also present the necessity for adjustments on educational regulations, and for modern professional training to help teachers understand students’ basic psychological needs, and to encourage new ideas to bolster students’ intrinsic motivation for language learning.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48039296","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 Teachers’ beliefs toward multilingual awareness in target language learning play a significant role in shaping learners’ attitudes to language awareness, affect learners’ linguistic behavior and teachers’ teaching practice. Therefore, the present study was aimed to explore English teachers’ beliefs about Inner Mongolian university students’ multilingual awareness in L3 learning and their teaching practice in Chinese EFL context. One hundred English teachers from six universities in Inner Mongolia, China, participated in this investigation. The data was collected through a questionnaire and teacher interviews. The results indicate that English teachers hold positive attitudes to multilingual awareness in general; however, there are belief differences between Mongolian and Han teachers; there exist discrepancies between English teachers’ beliefs about multilingual awareness and their teaching practice, and social-cultural environment, family language policy, teacher identity, learning experience, teaching materials, and, more importantly, teachers’ lack of awareness of fostering learners’ multilingual awareness lead to the discrepancies. The present research highlights the necessity of raising teacher awareness of cultivating multilingual awareness in future teacher development and emphasizes the significance of exploring the potential cognitive advantages of multilingualism in promoting L3 learning and developing English learners’ multilingual competence in the EFL context in China.
{"title":"English Teachers’ Beliefs About Multilingual Awareness in L3 Learning and Their Teaching Practice in Chinese EFL Context","authors":"Baiyinna Wu","doi":"10.1515/CJAL-2022-0308","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0308","url":null,"abstract":"Abstract Teachers’ beliefs toward multilingual awareness in target language learning play a significant role in shaping learners’ attitudes to language awareness, affect learners’ linguistic behavior and teachers’ teaching practice. Therefore, the present study was aimed to explore English teachers’ beliefs about Inner Mongolian university students’ multilingual awareness in L3 learning and their teaching practice in Chinese EFL context. One hundred English teachers from six universities in Inner Mongolia, China, participated in this investigation. The data was collected through a questionnaire and teacher interviews. The results indicate that English teachers hold positive attitudes to multilingual awareness in general; however, there are belief differences between Mongolian and Han teachers; there exist discrepancies between English teachers’ beliefs about multilingual awareness and their teaching practice, and social-cultural environment, family language policy, teacher identity, learning experience, teaching materials, and, more importantly, teachers’ lack of awareness of fostering learners’ multilingual awareness lead to the discrepancies. The present research highlights the necessity of raising teacher awareness of cultivating multilingual awareness in future teacher development and emphasizes the significance of exploring the potential cognitive advantages of multilingualism in promoting L3 learning and developing English learners’ multilingual competence in the EFL context in China.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48886154","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 This paper presents a systematic review of research on Chinese as a Second Language (CSL) education for ethnic minority students in Hong Kong SAR. Using three databases and screening with specific inclusion and exclusion criteria, the study selected 38 empirical studies published in English-language peer-reviewed journals. We find that there has been a surge of publications in Hong Kong in the past decade (2010–2020), and they are mostly authored by scholars from three universities in Hong Kong. Most of the research took a phenomenological approach, using interviews as the main data collection method and focusing on underprivileged South Asian students in secondary schools. The thematic analysis showed that Hong Kong’s CSL adopted a poststructuralist paradigm for understanding and revealing social inequalities surrounding Chinese language education for ethnic minority students. The study concludes that Hong Kong must decolonise its education system to genuinely support ethnic minority students to achieve educational equality and social justice.
{"title":"Teaching Chinese to Ethnic Minority Students in Hong Kong: A Systematic Review","authors":"Danping Wang, Linda Tsung","doi":"10.1515/CJAL-2022-0304","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0304","url":null,"abstract":"Abstract This paper presents a systematic review of research on Chinese as a Second Language (CSL) education for ethnic minority students in Hong Kong SAR. Using three databases and screening with specific inclusion and exclusion criteria, the study selected 38 empirical studies published in English-language peer-reviewed journals. We find that there has been a surge of publications in Hong Kong in the past decade (2010–2020), and they are mostly authored by scholars from three universities in Hong Kong. Most of the research took a phenomenological approach, using interviews as the main data collection method and focusing on underprivileged South Asian students in secondary schools. The thematic analysis showed that Hong Kong’s CSL adopted a poststructuralist paradigm for understanding and revealing social inequalities surrounding Chinese language education for ethnic minority students. The study concludes that Hong Kong must decolonise its education system to genuinely support ethnic minority students to achieve educational equality and social justice.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45419662","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 This study investigates how orthographic, semantic and contextual variables—including word length, concreteness, and contextual support—impact on the processing and learning of new words in a second language (L2) when first encountered during reading. Students learning English as a foreign language (EFL) were recruited to read sentences for comprehension, embedded with unfamiliar L2 words that occurred once. Immediately after this, they received a form recognition test, a meaning recall test, and a meaning recognition test. Eye-movement data showed significant effects of word length on both early and late processing of novel words, along with effects of concreteness only on late-processing eye-tracking measures. Informative contexts were read slower than neutral contexts, yet contextual support did not show any direct influence on the processing of novel words. Interestingly, initial learning of abstract words was better than concrete words in terms of form and meaning recognition. Attentional processing of novel L2 words, operationalized by total reading time, positively predicted L2 learners’ recognition of new orthographic forms. Taken together, these results suggest: 1) orthographic, semantic and contextual factors play distinct roles for initial processing and learning of novel words; 2) online processing of novel words contributes to L2 learners’ initial knowledge of unfamiliar lexical items acquired from reading.
{"title":"Orthographic, Semantic, and Contextual Influences on Initial Processing and Learning of Novel Words During Reading: Evidence From Eye Movements","authors":"Wei Yi, Shiyi Lu, R. Dekeyser","doi":"10.1515/CJAL-2022-0203","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0203","url":null,"abstract":"Abstract This study investigates how orthographic, semantic and contextual variables—including word length, concreteness, and contextual support—impact on the processing and learning of new words in a second language (L2) when first encountered during reading. Students learning English as a foreign language (EFL) were recruited to read sentences for comprehension, embedded with unfamiliar L2 words that occurred once. Immediately after this, they received a form recognition test, a meaning recall test, and a meaning recognition test. Eye-movement data showed significant effects of word length on both early and late processing of novel words, along with effects of concreteness only on late-processing eye-tracking measures. Informative contexts were read slower than neutral contexts, yet contextual support did not show any direct influence on the processing of novel words. Interestingly, initial learning of abstract words was better than concrete words in terms of form and meaning recognition. Attentional processing of novel L2 words, operationalized by total reading time, positively predicted L2 learners’ recognition of new orthographic forms. Taken together, these results suggest: 1) orthographic, semantic and contextual factors play distinct roles for initial processing and learning of novel words; 2) online processing of novel words contributes to L2 learners’ initial knowledge of unfamiliar lexical items acquired from reading.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48817363","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}
{"title":"New Research Trends in TESOL: An introduction","authors":"Rining Wei, X. Gao","doi":"10.1515/CJAL-2022-0204","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0204","url":null,"abstract":"","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42421923","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 Embodiment theories proposed that the comprehension of language involves sensory-motor simulation in the brain. The present study examined the brain response to motor compatibility effect in comprehending action-related linguistic materials for participants learning Chinese as a second language (L2). In this study, participants are required to read action-related sentences describing an agent performing two manual actions simultaneously or sequentially by manipulating temporal conjunctions. The sentences with simultaneous actions are marked by Chinese parallel structure 一边……一边…… (“while”) showing non-congruent motor condition while the sequential action sentences are marked by 先……然后…… (“after”) showing congruent motor condition. Event-Related Potentials (ERPs) were recorded with the second verb phrase. A larger fronto-central late positivity was observed for the sentences with simultaneous actions rather than the sentences with sequential actions due to body constraints, revealing that late L2 Chinese learners integrate embodied knowledge while processing action-related complex sentence despite demanding more cognitive resources, and longer processing time.
{"title":"Motor Compatibility Effect on the Comprehension of Complex Manual Action Sentences in L2: An ERP Study","authors":"Anqi Zang, Huili Wang, Hanning Guo, Yan Wang","doi":"10.1515/CJAL-2022-0202","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0202","url":null,"abstract":"Abstract Embodiment theories proposed that the comprehension of language involves sensory-motor simulation in the brain. The present study examined the brain response to motor compatibility effect in comprehending action-related linguistic materials for participants learning Chinese as a second language (L2). In this study, participants are required to read action-related sentences describing an agent performing two manual actions simultaneously or sequentially by manipulating temporal conjunctions. The sentences with simultaneous actions are marked by Chinese parallel structure 一边……一边…… (“while”) showing non-congruent motor condition while the sequential action sentences are marked by 先……然后…… (“after”) showing congruent motor condition. Event-Related Potentials (ERPs) were recorded with the second verb phrase. A larger fronto-central late positivity was observed for the sentences with simultaneous actions rather than the sentences with sequential actions due to body constraints, revealing that late L2 Chinese learners integrate embodied knowledge while processing action-related complex sentence despite demanding more cognitive resources, and longer processing time.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66852646","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 This paper reports on part of the findings of a large-scale study exploring the viewpoints of Chinese ELT stakeholders (students, teachers and administrators) on native speakerism in order to find out whether current EFL education in China is still affected by this chauvinistic ideology. The analysis of data via a critical lens reveals that the vast majority of the participants conferred upon NS products (teacher, language, culture and teaching methodology) a status superior to that granted to the NNS counterparts and failed to see linguacultural and epistemological inequalities between the English speaking West and traditional NNS countries, inter alia, China. These findings suggest that the three participant groups as an entirety succumb to native speakerism, and by extension that ELT in China is still haunted to a great degree by this ideology. Given that this study treats each participant group separately, future studies are expected to explore inter-group interactions in ideology.
{"title":"Discourses of Chinese ELT Stakeholders on Native Speakerism","authors":"Junshuan Liu","doi":"10.1515/CJAL-2022-0205","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0205","url":null,"abstract":"Abstract This paper reports on part of the findings of a large-scale study exploring the viewpoints of Chinese ELT stakeholders (students, teachers and administrators) on native speakerism in order to find out whether current EFL education in China is still affected by this chauvinistic ideology. The analysis of data via a critical lens reveals that the vast majority of the participants conferred upon NS products (teacher, language, culture and teaching methodology) a status superior to that granted to the NNS counterparts and failed to see linguacultural and epistemological inequalities between the English speaking West and traditional NNS countries, inter alia, China. These findings suggest that the three participant groups as an entirety succumb to native speakerism, and by extension that ELT in China is still haunted to a great degree by this ideology. Given that this study treats each participant group separately, future studies are expected to explore inter-group interactions in ideology.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42027474","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 the area of computer-assisted language learning (CALL), although a number of studies have adopted various CALL-based devices (e. g., blogs, gaming, and synthetic environments) to foster second language (L2) acquisition, the vital component of instruction has received little attention. The present study explored the usefulness of CALL-based communication in conjunction with instruction on EFL learners’ L2 pragmatic development. Sixty-two EFL students from a university in China were recruited for the current research. The experimental group communicated with a native English speaker through synchronous messaging via Skype and had two instructional sessions pertinent to compliment responses, while the control group interacted with a native English speaker via Skype without having the teaching intervention. Findings from an independent samples t-test demonstrated that the experimental group produced significantly more proper compliment responses in the immediate posttest than the control group (p < . 001). Moreover, a significant difference (p < . 001) was found for the experimental group between the pre-intervention and delayed post-intervention mean scores, suggesting that CALL coupled with teaching intervention had a long-term impact on learners’ L2 pragmatic development. These findings enrich our understanding of the beneficial and lasting influence of combining CALL with instruction on EFL students’ pragmatic development. In addition, pedagogical implications for deploying CALL paired with L2 pragmatics instruction are provided.
{"title":"The Influence of Combining Computer-Assisted Language Learning With Instruction on Chinese College Students’ L2 Pragmatic Ability","authors":"Ying Zhang","doi":"10.1515/CJAL-2022-0206","DOIUrl":"https://doi.org/10.1515/CJAL-2022-0206","url":null,"abstract":"Abstract In the area of computer-assisted language learning (CALL), although a number of studies have adopted various CALL-based devices (e. g., blogs, gaming, and synthetic environments) to foster second language (L2) acquisition, the vital component of instruction has received little attention. The present study explored the usefulness of CALL-based communication in conjunction with instruction on EFL learners’ L2 pragmatic development. Sixty-two EFL students from a university in China were recruited for the current research. The experimental group communicated with a native English speaker through synchronous messaging via Skype and had two instructional sessions pertinent to compliment responses, while the control group interacted with a native English speaker via Skype without having the teaching intervention. Findings from an independent samples t-test demonstrated that the experimental group produced significantly more proper compliment responses in the immediate posttest than the control group (p < . 001). Moreover, a significant difference (p < . 001) was found for the experimental group between the pre-intervention and delayed post-intervention mean scores, suggesting that CALL coupled with teaching intervention had a long-term impact on learners’ L2 pragmatic development. These findings enrich our understanding of the beneficial and lasting influence of combining CALL with instruction on EFL students’ pragmatic development. In addition, pedagogical implications for deploying CALL paired with L2 pragmatics instruction are provided.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45563434","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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