Pub Date : 2022-09-11DOI: 10.1080/17501229.2022.2122476
Nang Kham Thi, Marianne Nikolov, K. Simon
ABSTRACT Research on the impact of feedback on students’ writing has grown in the past 20 years, including studies comparing the nature of teacher and automated feedback. Differential success in learners’ gaining from feedback has largely depended on their engagement with the feedback rather than the feedback itself. Studies examining the ways learners engage with different sources of feedback are relatively scarce. This study addresses this gap: it examines Hungarian university students’ behavioral engagement with teacher and automated feedback and their feedback uptake over a 14-week semester in an EFL writing course. Drawing on student texts and feedback from teacher and Grammarly, we identified the focus of feedback and analyzed the students’ revision operations in their revised texts. The results showed differences in feedback focus (the teacher provided form-and meaning-focused feedback) with unexpected outcomes: students’ uptake of feedback resulted in moderate to low levels of engagement with teacher and Grammarly feedback. Participants incorporated more form-focused feedback than meaning-focused feedback into their revisions. These findings contribute to our understanding of students’ engagement with writing tasks, levels of trust, and possible impact of students’ language proficiency on their engagement with feedback. The pedagogical implications from this study are discussed.
{"title":"Higher-proficiency students’ engagement with and uptake of teacher and Grammarly feedback in an EFL writing course","authors":"Nang Kham Thi, Marianne Nikolov, K. Simon","doi":"10.1080/17501229.2022.2122476","DOIUrl":"https://doi.org/10.1080/17501229.2022.2122476","url":null,"abstract":"ABSTRACT Research on the impact of feedback on students’ writing has grown in the past 20 years, including studies comparing the nature of teacher and automated feedback. Differential success in learners’ gaining from feedback has largely depended on their engagement with the feedback rather than the feedback itself. Studies examining the ways learners engage with different sources of feedback are relatively scarce. This study addresses this gap: it examines Hungarian university students’ behavioral engagement with teacher and automated feedback and their feedback uptake over a 14-week semester in an EFL writing course. Drawing on student texts and feedback from teacher and Grammarly, we identified the focus of feedback and analyzed the students’ revision operations in their revised texts. The results showed differences in feedback focus (the teacher provided form-and meaning-focused feedback) with unexpected outcomes: students’ uptake of feedback resulted in moderate to low levels of engagement with teacher and Grammarly feedback. Participants incorporated more form-focused feedback than meaning-focused feedback into their revisions. These findings contribute to our understanding of students’ engagement with writing tasks, levels of trust, and possible impact of students’ language proficiency on their engagement with feedback. The pedagogical implications from this study are discussed.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"690 - 705"},"PeriodicalIF":3.0,"publicationDate":"2022-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47459489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-02DOI: 10.1080/17501229.2022.2119242
Caihong Xie, X. Gao
{"title":"Intercultural learning in language education and beyond: evolving concepts, perspectives and practices","authors":"Caihong Xie, X. Gao","doi":"10.1080/17501229.2022.2119242","DOIUrl":"https://doi.org/10.1080/17501229.2022.2119242","url":null,"abstract":"","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"762 - 764"},"PeriodicalIF":3.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43163200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-02DOI: 10.1080/17501229.2022.2049799
Lisa T. Tieu, John R. Baker
ABSTRACT This study investigated the effects of using IELTS model essays in conjunction with noticing as a feedback instrument on Vietnamese undergraduates’ IELTS Task 2 writing performance. To investigate this, a quasi-experimental design was undertaken. The control group used the course textbook and received traditional writing feedback (i.e. direct, indirect, and peer feedback), which they drew on while composing their second drafts. Conversely, the experimental group utilized IELTS model essays in conjunction with noticing as a feedback instrument to compose their second drafts. To compare each group’s writing gains, pretest and posttest writing samples were evaluated using the IELTS Task 2 rubric’s overall and four subscale band scores. The data were analyzed using inferential statistics (paired-samples t-test, independent-samples t-test). The results indicated that the experimental group significantly outperformed the control group in all areas. As prior research specific to using IELTS model essays in conjunction with noticing as a feedback instrument with IELTS Writing Task 2 in the Vietnamese postsecondary context is noticeably absent, this paper is offered as a starting point for future investigations and discussions. The paper also discusses the topic and results’ relevancy to the larger Asian context and poses suggestions for further study.
{"title":"Using model essays in conjunction with noticing as a feedback instrument in IELTS writing preparation","authors":"Lisa T. Tieu, John R. Baker","doi":"10.1080/17501229.2022.2049799","DOIUrl":"https://doi.org/10.1080/17501229.2022.2049799","url":null,"abstract":"ABSTRACT This study investigated the effects of using IELTS model essays in conjunction with noticing as a feedback instrument on Vietnamese undergraduates’ IELTS Task 2 writing performance. To investigate this, a quasi-experimental design was undertaken. The control group used the course textbook and received traditional writing feedback (i.e. direct, indirect, and peer feedback), which they drew on while composing their second drafts. Conversely, the experimental group utilized IELTS model essays in conjunction with noticing as a feedback instrument to compose their second drafts. To compare each group’s writing gains, pretest and posttest writing samples were evaluated using the IELTS Task 2 rubric’s overall and four subscale band scores. The data were analyzed using inferential statistics (paired-samples t-test, independent-samples t-test). The results indicated that the experimental group significantly outperformed the control group in all areas. As prior research specific to using IELTS model essays in conjunction with noticing as a feedback instrument with IELTS Writing Task 2 in the Vietnamese postsecondary context is noticeably absent, this paper is offered as a starting point for future investigations and discussions. The paper also discusses the topic and results’ relevancy to the larger Asian context and poses suggestions for further study.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"380 - 392"},"PeriodicalIF":3.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42771261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Purpose The growing body of knowledge on language teacher agency highlights the positive contributions of agency for teacher identity construction. However, teachers may face challenges in effectively exercising agency, and their agentive actions may be impeded by multiple contextual factors. The present study adopts a narrative inquiry methodology and reports on experiences that featured language teachers’ impeded agency. Design Data were collected from semi-structured interviews, narrative frames, and open-ended questionnaires. The data were analyzed through thematic analysis. Findings The findings indicated that institutional policies were the major factor impeding the teachers’ agentive initiatives. The top-down policies of the school had negatively influenced the teachers’ autonomy, self-efficacy, and emotions, and had created tensions in and conflicts for the teachers’ interpersonal and institutional identities. Value The study argues that agency may negatively influence language teacher identity construction when teachers’ subjectivity clashes with power relations that leave little room for teachers’ agentive action and performativity.
{"title":"Agency in conflict with contextual idiosyncrasies: implications for second language teacher identity construction","authors":"Sedigheh Karimpour, Farhang Moradi, Mostafa Nazari","doi":"10.1080/17501229.2022.2112200","DOIUrl":"https://doi.org/10.1080/17501229.2022.2112200","url":null,"abstract":"ABSTRACT Purpose The growing body of knowledge on language teacher agency highlights the positive contributions of agency for teacher identity construction. However, teachers may face challenges in effectively exercising agency, and their agentive actions may be impeded by multiple contextual factors. The present study adopts a narrative inquiry methodology and reports on experiences that featured language teachers’ impeded agency. Design Data were collected from semi-structured interviews, narrative frames, and open-ended questionnaires. The data were analyzed through thematic analysis. Findings The findings indicated that institutional policies were the major factor impeding the teachers’ agentive initiatives. The top-down policies of the school had negatively influenced the teachers’ autonomy, self-efficacy, and emotions, and had created tensions in and conflicts for the teachers’ interpersonal and institutional identities. Value The study argues that agency may negatively influence language teacher identity construction when teachers’ subjectivity clashes with power relations that leave little room for teachers’ agentive action and performativity.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"678 - 689"},"PeriodicalIF":3.0,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43272026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-07DOI: 10.1080/17501229.2022.2102638
Yasaman Iravi, Ali Malmir
ABSTRACT This study explored the effects of three types of lexical tools (MOOCs, E-dictionaries, and lexical concordancers) and three types of lexical applications (technology-mediated communication-based applications (TMCA), Anki as an e-flashcard application, and WordUp as a dedicated lexical application) on learning academic core words among a sample of 74 EFL students in six groups. Furthermore, the effectiveness of lexical applications was compared in terms of being tutor-based form-focused or tool-based meaning-focused. After the treatments that included 24 60-minute sessions, students answered a research-made test developed based on the 85 words selected from Gardner and Davies’ ([2014]. “A New Academic Vocabulary List.” Applied Linguistics 35 (3): 305–327) academic vocabulary list (AVL). Data analysis using one-way ANOVA and independent-sample t-test indicated that vocabulary learning occurred more through lexical applications than lexical tools. MOOCs and lexical concordancers roughly equal outperformed the e-dictionaries group. Among the lexical applications, WordUp attained better results than TMCA and Anki Flashcard Program. Anki showed more gains in academic vocabulary learning than TMCA. Furthermore, the tutor form-focused application (WorUP) was more effective than the tool-based meaning-focused applications (TMCA+ Anki Groups). The findings of this investigation imply that language teachers can use more lexical applications to enhance the knowledge of academic core words.
{"title":"The effect of lexical tools and applications on L2 vocabulary learning: a case of English academic core words","authors":"Yasaman Iravi, Ali Malmir","doi":"10.1080/17501229.2022.2102638","DOIUrl":"https://doi.org/10.1080/17501229.2022.2102638","url":null,"abstract":"ABSTRACT This study explored the effects of three types of lexical tools (MOOCs, E-dictionaries, and lexical concordancers) and three types of lexical applications (technology-mediated communication-based applications (TMCA), Anki as an e-flashcard application, and WordUp as a dedicated lexical application) on learning academic core words among a sample of 74 EFL students in six groups. Furthermore, the effectiveness of lexical applications was compared in terms of being tutor-based form-focused or tool-based meaning-focused. After the treatments that included 24 60-minute sessions, students answered a research-made test developed based on the 85 words selected from Gardner and Davies’ ([2014]. “A New Academic Vocabulary List.” Applied Linguistics 35 (3): 305–327) academic vocabulary list (AVL). Data analysis using one-way ANOVA and independent-sample t-test indicated that vocabulary learning occurred more through lexical applications than lexical tools. MOOCs and lexical concordancers roughly equal outperformed the e-dictionaries group. Among the lexical applications, WordUp attained better results than TMCA and Anki Flashcard Program. Anki showed more gains in academic vocabulary learning than TMCA. Furthermore, the tutor form-focused application (WorUP) was more effective than the tool-based meaning-focused applications (TMCA+ Anki Groups). The findings of this investigation imply that language teachers can use more lexical applications to enhance the knowledge of academic core words.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"636 - 649"},"PeriodicalIF":3.0,"publicationDate":"2022-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45097096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-06DOI: 10.1080/17501229.2022.2109643
Stefan O’Grady
ABSTRACT Purpose: The current study applies an innovative approach to the assessment of second language listening comprehension skills. This is an important focus in need of innovation because scores generated through language assessment tasks should reflect variation in the target skill and the literature broadly suggests that conventional methods of assessing listening may fall short of achieving this principle (Field [2019]. Rethinking the Second Language Listening Test from Theory to Practice. Equinox). Design: The study investigated interactions between different methods of presenting listening comprehension questions, the focus of the comprehension questions and the relative authenticity of the sound file in an English-medium university entrance listening test. In a balanced design, 61 participants completed a listening test featuring both scripted and unscripted sound files by answering explicit and implicit information comprehension questions under five counterbalanced question preview and presentation conditions. Test scores were analysed using ANOVA and examined for interactions. Findings: The results revealed interesting relationships between text authenticity and item focus whereby item responses were most frequently correct overall on the explicit items on scripted tasks. However, the reverse was observed on the implicit items, which were more frequently correct on the unscripted tasks. Value: The research findings have important implications for construct definition and highlight possible directions for the development of pedagogical listening tasks and assessments for English-medium academic study.
{"title":"Trialing alternative listening assessment tasks: interactions between text authenticity, item focus and item presentation condition","authors":"Stefan O’Grady","doi":"10.1080/17501229.2022.2109643","DOIUrl":"https://doi.org/10.1080/17501229.2022.2109643","url":null,"abstract":"ABSTRACT Purpose: The current study applies an innovative approach to the assessment of second language listening comprehension skills. This is an important focus in need of innovation because scores generated through language assessment tasks should reflect variation in the target skill and the literature broadly suggests that conventional methods of assessing listening may fall short of achieving this principle (Field [2019]. Rethinking the Second Language Listening Test from Theory to Practice. Equinox). Design: The study investigated interactions between different methods of presenting listening comprehension questions, the focus of the comprehension questions and the relative authenticity of the sound file in an English-medium university entrance listening test. In a balanced design, 61 participants completed a listening test featuring both scripted and unscripted sound files by answering explicit and implicit information comprehension questions under five counterbalanced question preview and presentation conditions. Test scores were analysed using ANOVA and examined for interactions. Findings: The results revealed interesting relationships between text authenticity and item focus whereby item responses were most frequently correct overall on the explicit items on scripted tasks. However, the reverse was observed on the implicit items, which were more frequently correct on the unscripted tasks. Value: The research findings have important implications for construct definition and highlight possible directions for the development of pedagogical listening tasks and assessments for English-medium academic study.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"664 - 677"},"PeriodicalIF":3.0,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43492650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-02DOI: 10.1080/17501229.2022.2107649
Muhammet Yasar Yuzlu
ABSTRACT Purpose This study presents the emergence of my dynamic bilingualism-induced critical bilingual identity by drawing upon Garcia and Wei’s translanguaging perspectives. Design/Methodology/Approach I adopted an autoethnographic approach focusing on teacher development through research and practice, supported by research on fostering dynamic bilingualism of emergent bilinguals in EFL contexts, which is used to review my memories and reflection. Using bilingualism ideologies as a conceptual framework, I interpret my experiences by deconstructing dominant monolingual ideology through embracing a more critical bilingual stance. Findings By enacting autoethnography as translanguaged research anchored to theoretical, methodological, and pedagogical turns, this study reveals its potential to conceptualize the complexities of translanguaging and thus forge these into a coherent ideology. Originality/Value With an open-ended paradigm, and its catalytic role in comprehending speaker-oriented language practices, it thus engenders criticality. This autoethnographic analysis of my introspective and retrospective data is hoped to open novel vistas for EFL teacher education and in-service EFL teacher training.
{"title":"Identity reconstruction of an in-service teacher as a critical bilingual: an autoethnography","authors":"Muhammet Yasar Yuzlu","doi":"10.1080/17501229.2022.2107649","DOIUrl":"https://doi.org/10.1080/17501229.2022.2107649","url":null,"abstract":"ABSTRACT Purpose This study presents the emergence of my dynamic bilingualism-induced critical bilingual identity by drawing upon Garcia and Wei’s translanguaging perspectives. Design/Methodology/Approach I adopted an autoethnographic approach focusing on teacher development through research and practice, supported by research on fostering dynamic bilingualism of emergent bilinguals in EFL contexts, which is used to review my memories and reflection. Using bilingualism ideologies as a conceptual framework, I interpret my experiences by deconstructing dominant monolingual ideology through embracing a more critical bilingual stance. Findings By enacting autoethnography as translanguaged research anchored to theoretical, methodological, and pedagogical turns, this study reveals its potential to conceptualize the complexities of translanguaging and thus forge these into a coherent ideology. Originality/Value With an open-ended paradigm, and its catalytic role in comprehending speaker-oriented language practices, it thus engenders criticality. This autoethnographic analysis of my introspective and retrospective data is hoped to open novel vistas for EFL teacher education and in-service EFL teacher training.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"650 - 663"},"PeriodicalIF":3.0,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45294085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-25DOI: 10.1080/17501229.2022.2098961
S. Hejazi, M. Sadoughi
ABSTRACT Learning English as a Foreign Language (EFL) is a lengthy, demanding, and challenging process, which requires learners’ L2 grit relating to their perseverance of effort and consistency of interest. Motivated by the growing body of research on L2 grit over the past few years, this study examined the role of perceived teacher support and learning enjoyment as two important learner external and internal factors, respectively, in promoting EFL learners’ L2 grit. The participants were 339 EFL learners selected by multi-stage cluster sampling. The results of SEM indicated that perceived teacher support directly and positively predicted L2 grit, which clearly highlights the role of teachers as an essential element of any language learning situation in motivating and supporting students to exert considerable effort in their learning process and enhance their interest, enthusiasm, persistence, and effort. Additionally, learning enjoyment played a mediating role in the association between perceived teacher support and L2 grit, which indicates its potential for promoting learners’ cognitive resources and fostering their continued effort and sustained interest in the lengthy and demanding process of L2 learning. Finally, implications relating to the role of teachers in enhancing learners’ enjoyment and grit are presented.
{"title":"How does teacher support contribute to learners’ grit? The role of learning enjoyment","authors":"S. Hejazi, M. Sadoughi","doi":"10.1080/17501229.2022.2098961","DOIUrl":"https://doi.org/10.1080/17501229.2022.2098961","url":null,"abstract":"ABSTRACT Learning English as a Foreign Language (EFL) is a lengthy, demanding, and challenging process, which requires learners’ L2 grit relating to their perseverance of effort and consistency of interest. Motivated by the growing body of research on L2 grit over the past few years, this study examined the role of perceived teacher support and learning enjoyment as two important learner external and internal factors, respectively, in promoting EFL learners’ L2 grit. The participants were 339 EFL learners selected by multi-stage cluster sampling. The results of SEM indicated that perceived teacher support directly and positively predicted L2 grit, which clearly highlights the role of teachers as an essential element of any language learning situation in motivating and supporting students to exert considerable effort in their learning process and enhance their interest, enthusiasm, persistence, and effort. Additionally, learning enjoyment played a mediating role in the association between perceived teacher support and L2 grit, which indicates its potential for promoting learners’ cognitive resources and fostering their continued effort and sustained interest in the lengthy and demanding process of L2 learning. Finally, implications relating to the role of teachers in enhancing learners’ enjoyment and grit are presented.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"593 - 606"},"PeriodicalIF":3.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43879088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-14DOI: 10.1080/17501229.2022.2100400
Judyta Pawliszko
ABSTRACT The present study draws on the theoretical framework of translanguaging and seeks to shed light on the patterns of translanguaging and how translanguaging affects meaning-making processes among bilingual children in preschool. This case study focuses on 8 months of observation and recordings of pupils ranging in age from 3 to 6 years. The gathered speech samples of 200 hours of verbal recording provide information on bilingual children’s linguistic repertoire, their reasons for translanguaging, and the way pupils achieve comprehension through strategic usage of the two languages. The data highlights translanguaging as a practice that maximizes meaning-making ability among young children.
{"title":"Translanguaging in preschools: evidence from Polish-English bilingual children","authors":"Judyta Pawliszko","doi":"10.1080/17501229.2022.2100400","DOIUrl":"https://doi.org/10.1080/17501229.2022.2100400","url":null,"abstract":"ABSTRACT The present study draws on the theoretical framework of translanguaging and seeks to shed light on the patterns of translanguaging and how translanguaging affects meaning-making processes among bilingual children in preschool. This case study focuses on 8 months of observation and recordings of pupils ranging in age from 3 to 6 years. The gathered speech samples of 200 hours of verbal recording provide information on bilingual children’s linguistic repertoire, their reasons for translanguaging, and the way pupils achieve comprehension through strategic usage of the two languages. The data highlights translanguaging as a practice that maximizes meaning-making ability among young children.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"620 - 635"},"PeriodicalIF":3.0,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43809586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-13DOI: 10.1080/17501229.2022.2098962
Melissa K. Smith, Yongqiang Wu, Yiwen Wang, Rong Wu, Yan Wang
ABSTRACT This paper investigates four teachers’ efforts to innovate during a semester of English language teaching at a university in China. At the end of a mentor-facilitated action research cycle, the teachers wrote their ‘Story of Innovation’ in order to construct deeper understandings of their experiences. These stories were examined for themes and are retold here as a collective story in order to show what ‘innovation’ means to the four teachers and the benefits gained from innovating. Although the teachers’ understandings of innovation converged with government policies and other top-down expectations, the individual emphasis of each suggests that different teachers view innovation from the perspective of their particular context. Moreover, although each of the four saw benefits for self and their students, what emerged from their stories was how they grew from the innovation process which may best be described as gradual restructuring.
{"title":"Our story of innovation: reforming the traditional approach to ELT in China’s hinterlands","authors":"Melissa K. Smith, Yongqiang Wu, Yiwen Wang, Rong Wu, Yan Wang","doi":"10.1080/17501229.2022.2098962","DOIUrl":"https://doi.org/10.1080/17501229.2022.2098962","url":null,"abstract":"ABSTRACT\u0000 This paper investigates four teachers’ efforts to innovate during a semester of English language teaching at a university in China. At the end of a mentor-facilitated action research cycle, the teachers wrote their ‘Story of Innovation’ in order to construct deeper understandings of their experiences. These stories were examined for themes and are retold here as a collective story in order to show what ‘innovation’ means to the four teachers and the benefits gained from innovating. Although the teachers’ understandings of innovation converged with government policies and other top-down expectations, the individual emphasis of each suggests that different teachers view innovation from the perspective of their particular context. Moreover, although each of the four saw benefits for self and their students, what emerged from their stories was how they grew from the innovation process which may best be described as gradual restructuring.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"607 - 619"},"PeriodicalIF":3.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44212545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：