Pub Date : 2023-06-13DOI: 10.1080/17501229.2023.2219652
Yani Xu, Xiang Yang, Ni Li
{"title":"The Routledge Handbook of Second Language Acquisition and Speaking","authors":"Yani Xu, Xiang Yang, Ni Li","doi":"10.1080/17501229.2023.2219652","DOIUrl":"https://doi.org/10.1080/17501229.2023.2219652","url":null,"abstract":"","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48311684","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 : 2023-05-30DOI: 10.1080/17501229.2023.2217170
Mehmet Sercan Uztosun, Muhammed Kök
Purpose: The present study has three objectives: (1) to explore whether there are statistically significant relationships between Extramural English (EE) engagement, second/additional language (L2) anxiety and communication apprehension, (2) to investigate whether EE engagement predicts these two constructs, and (3) to reveal possible predictive abilities of different EE activities.Methodology: This research implemented a survey methodology. A closed-ended questionnaire was administered to 252 L2 learners of English who studied at a state university in Northern Türkiye. In addition to the scales that measured L2 anxiety and CA, the questionnaire comprised six items related to EE activities (i.e. playing video games, watching TV, listening-related, reading-related, writing-related, and speaking-related EE). The data were analysed using Spearman’s correlation and multiple regression analyses.Findings: Significant, negative correlations were found between EE engagement and L2 anxiety at different levels, with moderate relationships between playing video games and listening anxiety; between speaking-related EE and speaking anxiety; between speaking-related EE and CA. EE engagement significantly predicted three variables in negative ways: it explained 17% of listening anxiety, 17% of speaking anxiety, and 15% of CA. While playing video games and speaking-related EE were significant predictors of listening and speaking anxiety, speaking-related EE was the only significant predictor of CA.Originality/value: These findings indicate that frequent EE engagement decreases negative affective states and EE is one of the predictors of decreased L2 listening- and speaking- anxiety and CA. This suggests that EE could play a significant role in L2 learning by enhancing positive affective states.
{"title":"L2 skill-specific anxiety and communication apprehension: the role of extramural English in the Turkish context","authors":"Mehmet Sercan Uztosun, Muhammed Kök","doi":"10.1080/17501229.2023.2217170","DOIUrl":"https://doi.org/10.1080/17501229.2023.2217170","url":null,"abstract":"Purpose: The present study has three objectives: (1) to explore whether there are statistically significant relationships between Extramural English (EE) engagement, second/additional language (L2) anxiety and communication apprehension, (2) to investigate whether EE engagement predicts these two constructs, and (3) to reveal possible predictive abilities of different EE activities.Methodology: This research implemented a survey methodology. A closed-ended questionnaire was administered to 252 L2 learners of English who studied at a state university in Northern Türkiye. In addition to the scales that measured L2 anxiety and CA, the questionnaire comprised six items related to EE activities (i.e. playing video games, watching TV, listening-related, reading-related, writing-related, and speaking-related EE). The data were analysed using Spearman’s correlation and multiple regression analyses.Findings: Significant, negative correlations were found between EE engagement and L2 anxiety at different levels, with moderate relationships between playing video games and listening anxiety; between speaking-related EE and speaking anxiety; between speaking-related EE and CA. EE engagement significantly predicted three variables in negative ways: it explained 17% of listening anxiety, 17% of speaking anxiety, and 15% of CA. While playing video games and speaking-related EE were significant predictors of listening and speaking anxiety, speaking-related EE was the only significant predictor of CA.Originality/value: These findings indicate that frequent EE engagement decreases negative affective states and EE is one of the predictors of decreased L2 listening- and speaking- anxiety and CA. This suggests that EE could play a significant role in L2 learning by enhancing positive affective states.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135691293","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 : 2023-05-28DOI: 10.1080/17501229.2023.2217181
Yuko Hayashi, Y. Kondo, Yutaka Ishii
{"title":"Automated speech scoring of dialogue response by Japanese learners of English as a foreign language","authors":"Yuko Hayashi, Y. Kondo, Yutaka Ishii","doi":"10.1080/17501229.2023.2217181","DOIUrl":"https://doi.org/10.1080/17501229.2023.2217181","url":null,"abstract":"","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42024107","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 : 2023-05-27DOI: 10.1080/17501229.2022.2082446
P. Díez-Arcón, Elena Martín-Monje
ABSTRACT There has been an increasing interest in Language Massive Open Online Courses (LMOOCs) in terms of research and number of courses offered, shown by the monographic volumes and systematic reviews that have been published so far. This study aims to consolidate this emerging field by exploring research from 2019 to 2021. The origin of scientific contributions, methodologies used, and the most discussed topics have been considered. Results show that the distribution of papers remain concentrated in a few countries and universities -such as Spain, UK and China, which are producing progressively more high-impact research. Also, the consistent use of mixed methods has implied the optimisation of available data and allowed for more fine-grained conclusions. Lastly, it has been proved that LMOOC publications are evolving to a more mature phase, with an increase of conceptual papers that has contributed to consolidate core theoretical foundations. It can be then said that LMOOC research has reached its coming of age and is now considered a well-established sub-field of Computer Assisted Language Learning, with substantial practice and high-quality scholarly publications.
{"title":"The coming of age of LMOOC research. A systematic review (2019-21)","authors":"P. Díez-Arcón, Elena Martín-Monje","doi":"10.1080/17501229.2022.2082446","DOIUrl":"https://doi.org/10.1080/17501229.2022.2082446","url":null,"abstract":"ABSTRACT There has been an increasing interest in Language Massive Open Online Courses (LMOOCs) in terms of research and number of courses offered, shown by the monographic volumes and systematic reviews that have been published so far. This study aims to consolidate this emerging field by exploring research from 2019 to 2021. The origin of scientific contributions, methodologies used, and the most discussed topics have been considered. Results show that the distribution of papers remain concentrated in a few countries and universities -such as Spain, UK and China, which are producing progressively more high-impact research. Also, the consistent use of mixed methods has implied the optimisation of available data and allowed for more fine-grained conclusions. Lastly, it has been proved that LMOOC publications are evolving to a more mature phase, with an increase of conceptual papers that has contributed to consolidate core theoretical foundations. It can be then said that LMOOC research has reached its coming of age and is now considered a well-established sub-field of Computer Assisted Language Learning, with substantial practice and high-quality scholarly publications.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"535 - 551"},"PeriodicalIF":3.0,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43069833","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 : 2023-05-15DOI: 10.1080/17501229.2023.2211955
Mahmoud Abdi Tabari, Sima Khezrlou, Yu Tian
{"title":"Verb argument construction complexity indices and L2 written production: effects of task complexity and task repetition","authors":"Mahmoud Abdi Tabari, Sima Khezrlou, Yu Tian","doi":"10.1080/17501229.2023.2211955","DOIUrl":"https://doi.org/10.1080/17501229.2023.2211955","url":null,"abstract":"","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41533948","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 : 2023-05-10DOI: 10.1080/17501229.2023.2209546
D. Banegas
{"title":"The spatiality of pre-service language teachers’ funds of professional identity","authors":"D. Banegas","doi":"10.1080/17501229.2023.2209546","DOIUrl":"https://doi.org/10.1080/17501229.2023.2209546","url":null,"abstract":"","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48434306","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 : 2023-05-06DOI: 10.1080/17501229.2023.2204100
I. Alferink, E. Marsden
ABSTRACT Language teachers report having limited direct contact with research and research findings despite generally positive perceptions of research (Borg 2009; Marsden and Kasprowicz 2017; Nassaji 2012). Key reasons teachers give are 1) practical - a lack of time and access, and 2) conceptual - academic papers can be difficult to read (Plavén-Sigray et al. 2017). In turn, researchers worry their research is not (or does not need to be) relevant to pedagogy. This paper reports on one large-scale initiative to bridge some research-pedagogy divides: Open Accessible Summaries in Language Studies (OASIS; oasis-database.org). OASIS aims to facilitate interaction between research and pedagogy, by making research into language learning, language teaching, and multilingualism physically and conceptually accessible. The freely available, one-page OASIS summaries, written in non-technical language, provide information about what the study was about, its importance, what the researcher(s) did and found. Four major international journals now require authors to write these summaries, and many others encourage their authors to write them. We discuss how and why OASIS was established, how the initiative has been received, and how summaries have contributed to professional development activities. We also and highlight some of the challenges we have encountered and discuss future directions.
{"title":"OASIS: one resource to widen the reach of research in language studies","authors":"I. Alferink, E. Marsden","doi":"10.1080/17501229.2023.2204100","DOIUrl":"https://doi.org/10.1080/17501229.2023.2204100","url":null,"abstract":"ABSTRACT Language teachers report having limited direct contact with research and research findings despite generally positive perceptions of research (Borg 2009; Marsden and Kasprowicz 2017; Nassaji 2012). Key reasons teachers give are 1) practical - a lack of time and access, and 2) conceptual - academic papers can be difficult to read (Plavén-Sigray et al. 2017). In turn, researchers worry their research is not (or does not need to be) relevant to pedagogy. This paper reports on one large-scale initiative to bridge some research-pedagogy divides: Open Accessible Summaries in Language Studies (OASIS; oasis-database.org). OASIS aims to facilitate interaction between research and pedagogy, by making research into language learning, language teaching, and multilingualism physically and conceptually accessible. The freely available, one-page OASIS summaries, written in non-technical language, provide information about what the study was about, its importance, what the researcher(s) did and found. Four major international journals now require authors to write these summaries, and many others encourage their authors to write them. We discuss how and why OASIS was established, how the initiative has been received, and how summaries have contributed to professional development activities. We also and highlight some of the challenges we have encountered and discuss future directions.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"946 - 952"},"PeriodicalIF":3.0,"publicationDate":"2023-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42748062","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 : 2023-05-03DOI: 10.1080/17501229.2023.2207564
Xiaoming Yang, Jie Hu
ABSTRACT Purpose This research investigated college student preferences for and engagement in mobile-assisted language learning (MALL) classes and whether the level of class engagement differed among students according to class preferences. Design/methodology/approach Using a mixed-methods approach, 115 first-year college students who were experiencing an innovative learning method, i.e., taking both traditional and MALL classes simultaneously, were invited to participate in the survey, and six of them were also invited to participate in the interviews. Findings and originality/value The analyses indicated that participants were highly engaged in MALL classes and liked the flexibility and learning resources. A greater number of participants preferred traditional language classes over mobile-assisted classes due to real-time communication and being better able to focus in the former. Participants preferring for MALL classes were significantly more engaged in such learning approaches than those without such a preference. These results indicate that mobile technologies are effective in assisting language learning and teaching, and student preferences regarding class type shape their engagement in language classrooms. The reasons behind students' active engagement and the effects of class preference on student engagement in MALL classrooms are discussed. Implications for how to promote meaningful engagement in MALL classrooms are offered.
{"title":"Chinese college students’ preferences for mobile-assisted language learning classes and their effects on student engagement in English language classrooms","authors":"Xiaoming Yang, Jie Hu","doi":"10.1080/17501229.2023.2207564","DOIUrl":"https://doi.org/10.1080/17501229.2023.2207564","url":null,"abstract":"ABSTRACT Purpose This research investigated college student preferences for and engagement in mobile-assisted language learning (MALL) classes and whether the level of class engagement differed among students according to class preferences. Design/methodology/approach Using a mixed-methods approach, 115 first-year college students who were experiencing an innovative learning method, i.e., taking both traditional and MALL classes simultaneously, were invited to participate in the survey, and six of them were also invited to participate in the interviews. Findings and originality/value The analyses indicated that participants were highly engaged in MALL classes and liked the flexibility and learning resources. A greater number of participants preferred traditional language classes over mobile-assisted classes due to real-time communication and being better able to focus in the former. Participants preferring for MALL classes were significantly more engaged in such learning approaches than those without such a preference. These results indicate that mobile technologies are effective in assisting language learning and teaching, and student preferences regarding class type shape their engagement in language classrooms. The reasons behind students' active engagement and the effects of class preference on student engagement in MALL classrooms are discussed. Implications for how to promote meaningful engagement in MALL classrooms are offered.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"953 - 966"},"PeriodicalIF":3.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43988015","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 : 2023-04-13DOI: 10.1080/17501229.2023.2199728
Yu Kyoung Shin
Learner Corpus Research Meets Second Language Acquisition presents a collection of papers that discuss various aspects of how these two fi elds can be combined. Learner corpus research (LCR) involves the collection and analysis of large datasets of learner language; second language acquisition (SLA) research addresses the whole range of L2 acquisition issues. This collection ’ s editors, Bert Le Bruyn and Magali Paquot suggest that the teaching and learning of second languages could bene fi t from better integration of LCR and SLA. The studies in this volume have valuable pedagogical implications and should be highly useful for the creation of instructional materials informed by empirical evidence from L2 research, particularly materials based on corpus data and tailored to speci fi c educational settings. The book o ff ers cutting-edge research that, as the editors note, ‘ provides a fair impression of how the fi elds of LCR and SLA are currently interacting with each other ’ (3)
{"title":"Learner corpus research meets second language acquisition","authors":"Yu Kyoung Shin","doi":"10.1080/17501229.2023.2199728","DOIUrl":"https://doi.org/10.1080/17501229.2023.2199728","url":null,"abstract":"Learner Corpus Research Meets Second Language Acquisition presents a collection of papers that discuss various aspects of how these two fi elds can be combined. Learner corpus research (LCR) involves the collection and analysis of large datasets of learner language; second language acquisition (SLA) research addresses the whole range of L2 acquisition issues. This collection ’ s editors, Bert Le Bruyn and Magali Paquot suggest that the teaching and learning of second languages could bene fi t from better integration of LCR and SLA. The studies in this volume have valuable pedagogical implications and should be highly useful for the creation of instructional materials informed by empirical evidence from L2 research, particularly materials based on corpus data and tailored to speci fi c educational settings. The book o ff ers cutting-edge research that, as the editors note, ‘ provides a fair impression of how the fi elds of LCR and SLA are currently interacting with each other ’ (3)","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"971 - 974"},"PeriodicalIF":3.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43604667","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 : 2023-04-08DOI: 10.1080/17501229.2023.2197417
Ruofei Zhang, Di Zou, G. Cheng
ABSTRACT EFL learners generally have the problem of logical fallacies in EFL argumentative writings. Logical fallacies are errors in reasoning that can undermine EFL argumentative writing quality. Explicit training on logical fallacies may help learners deal with the problem and enhance their self-efficacy and proficiency in EFL argumentative writing, which educational chatbots may further enhance. However, few studies have been conducted in this direction. To fill the gap, we developed a chatbot for out-of-class, self-regulated training on logical fallacies in EFL argumentative writing. Fifteen Chinese EFL undergraduate and graduate students engaged in the training for five weeks. Semi-structured interviews and transcript analysis were conducted to investigate the participants’ perceived impacts of the training on self-efficacy and proficiency in EFL argumentative writing. To triangulate the interview results, we conducted pre–post questionnaires on the participants’ writing self-efficacy and analysed their pre–post argumentative writings based on the Illinois Critical Thinking Essay Scoring Rubric. The results showed that the training on logical fallacies might improve EFL argumentative writing proficiency, although it might reduce writing self-efficacy. Based on the results, we called for more implementation and investigation of chatbot-based training on logical fallacies, especially the long-term training integrated with practice in writing tasks.
{"title":"Chatbot-based training on logical fallacy in EFL argumentative writing","authors":"Ruofei Zhang, Di Zou, G. Cheng","doi":"10.1080/17501229.2023.2197417","DOIUrl":"https://doi.org/10.1080/17501229.2023.2197417","url":null,"abstract":"ABSTRACT EFL learners generally have the problem of logical fallacies in EFL argumentative writings. Logical fallacies are errors in reasoning that can undermine EFL argumentative writing quality. Explicit training on logical fallacies may help learners deal with the problem and enhance their self-efficacy and proficiency in EFL argumentative writing, which educational chatbots may further enhance. However, few studies have been conducted in this direction. To fill the gap, we developed a chatbot for out-of-class, self-regulated training on logical fallacies in EFL argumentative writing. Fifteen Chinese EFL undergraduate and graduate students engaged in the training for five weeks. Semi-structured interviews and transcript analysis were conducted to investigate the participants’ perceived impacts of the training on self-efficacy and proficiency in EFL argumentative writing. To triangulate the interview results, we conducted pre–post questionnaires on the participants’ writing self-efficacy and analysed their pre–post argumentative writings based on the Illinois Critical Thinking Essay Scoring Rubric. The results showed that the training on logical fallacies might improve EFL argumentative writing proficiency, although it might reduce writing self-efficacy. Based on the results, we called for more implementation and investigation of chatbot-based training on logical fallacies, especially the long-term training integrated with practice in writing tasks.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"932 - 945"},"PeriodicalIF":3.0,"publicationDate":"2023-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42099326","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}
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