Pub Date : 2021-08-12DOI: 10.1080/09658416.2021.1963976
I. Makarova, J. Duarte, Marcela I. Huilcán
Abstract Increasing migration-induced language diversity is putting pressure on the teaching of regional and minority languages in official bi- or multilingual regions. This study presents an in-depth analysis of teachers’ and teacher trainers’ beliefs and views towards language awareness and translanguaging approaches as possible ways to enhance pupils’ language attitudes and motivation to learn a minority language, such as Frisian in the Netherlands. The study applies a qualitative design, based on the analysis of interviews with eight teachers and three teacher trainers, representing experts in their field. Through a thematic analysis, we provided an overview of the most salient themes within the data. Interviews revealed that teachers held positive beliefs about the value of language awareness and translanguaging approaches for minority language teaching. However, when it came to actual teaching practices, they favoured immersion-based approaches in order to enhance exposure to the minority language. This study offers a contribution to the field of language teaching in minority areas by arguing for teacher professionalisation to empower teachers in applying language awareness and translanguaging approaches without feeling anxious about causing language attrition of minority languages.
{"title":"Experts’ views on the contribution of language awareness and translanguaging for minority language education","authors":"I. Makarova, J. Duarte, Marcela I. Huilcán","doi":"10.1080/09658416.2021.1963976","DOIUrl":"https://doi.org/10.1080/09658416.2021.1963976","url":null,"abstract":"Abstract Increasing migration-induced language diversity is putting pressure on the teaching of regional and minority languages in official bi- or multilingual regions. This study presents an in-depth analysis of teachers’ and teacher trainers’ beliefs and views towards language awareness and translanguaging approaches as possible ways to enhance pupils’ language attitudes and motivation to learn a minority language, such as Frisian in the Netherlands. The study applies a qualitative design, based on the analysis of interviews with eight teachers and three teacher trainers, representing experts in their field. Through a thematic analysis, we provided an overview of the most salient themes within the data. Interviews revealed that teachers held positive beliefs about the value of language awareness and translanguaging approaches for minority language teaching. However, when it came to actual teaching practices, they favoured immersion-based approaches in order to enhance exposure to the minority language. This study offers a contribution to the field of language teaching in minority areas by arguing for teacher professionalisation to empower teachers in applying language awareness and translanguaging approaches without feeling anxious about causing language attrition of minority languages.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"74 - 93"},"PeriodicalIF":2.0,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47554092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-06DOI: 10.1080/09658416.2021.1960538
Özlem Güneş
Abstract Foreign language learners’ failure in learning English despite many years of language instruction in state schools has been a widely discussed topic. However, relatively few studies have attempted to explore possible effects of failure attributions and metacognitive awareness on language learning. As metacognitive awareness is an acknowledged prerequisite for language performance and as attributions determine future expectancy for success in language learning, the relationship between both concepts deserves closer attention. This case study, conducted with 218 Turkish EFL learners in an upper secondary state school in Turkey, aims to reveal language learners’ failure attributions and their metacognitive awareness levels, and investigates the relationship between both variables. To this end, the Metacognitive Awareness Inventory and the Multidimensional-Multiattributional Causality Scale were translated into and applied in Turkish. Descriptive statistics, t-tests, one-way ANOVA and Pearson correlation test were run for data analysis. The findings indicated that language learners have high metacognitive awareness levels and explain their failure in learning English with their lack of effort. A weak negative correlation among achievement attributions and metacognitive awareness levels was also revealed.
{"title":"Failure attributions and metacognitive awareness of EFL learners","authors":"Özlem Güneş","doi":"10.1080/09658416.2021.1960538","DOIUrl":"https://doi.org/10.1080/09658416.2021.1960538","url":null,"abstract":"Abstract Foreign language learners’ failure in learning English despite many years of language instruction in state schools has been a widely discussed topic. However, relatively few studies have attempted to explore possible effects of failure attributions and metacognitive awareness on language learning. As metacognitive awareness is an acknowledged prerequisite for language performance and as attributions determine future expectancy for success in language learning, the relationship between both concepts deserves closer attention. This case study, conducted with 218 Turkish EFL learners in an upper secondary state school in Turkey, aims to reveal language learners’ failure attributions and their metacognitive awareness levels, and investigates the relationship between both variables. To this end, the Metacognitive Awareness Inventory and the Multidimensional-Multiattributional Causality Scale were translated into and applied in Turkish. Descriptive statistics, t-tests, one-way ANOVA and Pearson correlation test were run for data analysis. The findings indicated that language learners have high metacognitive awareness levels and explain their failure in learning English with their lack of effort. A weak negative correlation among achievement attributions and metacognitive awareness levels was also revealed.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"53 - 72"},"PeriodicalIF":2.0,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09658416.2021.1960538","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47854373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-05DOI: 10.1080/09658416.2021.1960557
A. G. Cavazos, M. A. Karaman
Abstract Current scholarship on translingual pedagogies focus on writer’s translingual strategies and practices. While scholarship explores translingual assessment practices, there is limited quantitative research on how we can measure students’ translingual dispositions. This article examines factor structure of a Translingual Disposition Questionnaire to measure students’ metalinguistic awareness as it relates to translingual dispositions (N = 281). Using Parallel Analysis and Exploratory Factor Analysis, three factors that measure translingual dispositions were retained. With the increase of linguistically diverse students in higher education, a translingual dispositions instrument can assist educators in designing linguistically inclusive assignments and assessments that respond to students’ translingual identities, realities, and practices. Additionally, the instrument can also be used to explore how translingual dispositions are linked to students’ sense of belonging in higher education, academic success, self-efficacy, acculturation, and rhetorical writing abilities. Implications for translingual practices and for future research on translingual dispositions are discussed.
{"title":"A preliminary development and validation of the Translingual Disposition Questionnaire with Latinx students","authors":"A. G. Cavazos, M. A. Karaman","doi":"10.1080/09658416.2021.1960557","DOIUrl":"https://doi.org/10.1080/09658416.2021.1960557","url":null,"abstract":"Abstract Current scholarship on translingual pedagogies focus on writer’s translingual strategies and practices. While scholarship explores translingual assessment practices, there is limited quantitative research on how we can measure students’ translingual dispositions. This article examines factor structure of a Translingual Disposition Questionnaire to measure students’ metalinguistic awareness as it relates to translingual dispositions (N = 281). Using Parallel Analysis and Exploratory Factor Analysis, three factors that measure translingual dispositions were retained. With the increase of linguistically diverse students in higher education, a translingual dispositions instrument can assist educators in designing linguistically inclusive assignments and assessments that respond to students’ translingual identities, realities, and practices. Additionally, the instrument can also be used to explore how translingual dispositions are linked to students’ sense of belonging in higher education, academic success, self-efficacy, acculturation, and rhetorical writing abilities. Implications for translingual practices and for future research on translingual dispositions are discussed.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"58 - 73"},"PeriodicalIF":2.0,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09658416.2021.1960557","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46160049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1080/09658416.2021.1965153
Hülya Mısır, Nurdan Gürbüz
Abstract In this study, we investigated Turkish EFL teachers’ level of recognition of English accent varieties and their attitudes regarding three common domains, status (e.g. educatedness, intelligence), solidarity (friendliness, kindness), and dynamism (confidence, talkativeness). We also explored the English teachers’ choices of English accents in various language-using contexts. Through the verbal-guise technique, we were able to evaluate the teachers’ language attitudes towards accents, yet we also integrated a questionnaire to further examine the issue for teacher attitudes and ideologies concerning language education. The findings revealed that recognition of English accent varieties was greater with American English and the local accented English. The ratings of status, solidarity, and dynamism showed that speakers’ accents had a strong effect on how the language teachers treated them. Few teachers reported to include various English accents in language courses due to the teachers’ strong preference for L1 accent varieties in the class. Similarly, the L1 accents were ranked significantly higher in the formal contexts, the teaching model in particular. In sum, the accent matter remains to be a meaningful variable for the production of normative language ideologies in the language education market. Supplemental data for this article is available online at https://doi.org/10.1080/09658416.2021.1965153 .
{"title":"‘I like my accent but…’: EFL teachers’ evaluation of English accent varieties","authors":"Hülya Mısır, Nurdan Gürbüz","doi":"10.1080/09658416.2021.1965153","DOIUrl":"https://doi.org/10.1080/09658416.2021.1965153","url":null,"abstract":"Abstract In this study, we investigated Turkish EFL teachers’ level of recognition of English accent varieties and their attitudes regarding three common domains, status (e.g. educatedness, intelligence), solidarity (friendliness, kindness), and dynamism (confidence, talkativeness). We also explored the English teachers’ choices of English accents in various language-using contexts. Through the verbal-guise technique, we were able to evaluate the teachers’ language attitudes towards accents, yet we also integrated a questionnaire to further examine the issue for teacher attitudes and ideologies concerning language education. The findings revealed that recognition of English accent varieties was greater with American English and the local accented English. The ratings of status, solidarity, and dynamism showed that speakers’ accents had a strong effect on how the language teachers treated them. Few teachers reported to include various English accents in language courses due to the teachers’ strong preference for L1 accent varieties in the class. Similarly, the L1 accents were ranked significantly higher in the formal contexts, the teaching model in particular. In sum, the accent matter remains to be a meaningful variable for the production of normative language ideologies in the language education market. Supplemental data for this article is available online at https://doi.org/10.1080/09658416.2021.1965153 .","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"450 - 469"},"PeriodicalIF":2.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44938384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-27DOI: 10.1080/09658416.2021.1943421
Leila Gholami
Abstract Research on corrective feedback (CF) and language teachers’ beliefs and practices on the provision of CF has been mainly limited to learners’ non-target-like use of grammar, vocabulary, pronunciation, and spelling (non-formulaic forms). Consequently, learners’ non-target-like use of formulaic sequences, that is, collocations, idioms, lexical bundles, and compounds (formulaic forms), has received scant attention in CF and teacher cognition studies. This study examined three Iranian English as a foreign language teachers’ stated beliefs and practices on treating learners’ non-target-like use of formulaic vs. non-formulaic forms through incidental reactive focus on form. The teachers’ stated beliefs about the provision of CF for learners’ non-target-like use of formulaic vs. non-formulaic forms were elicited through a questionnaire and stimulated recall interviews, and their practices were examined by drawing on 36 hours of audio- and video-recorded teacher-learner interactions in primarily communicative activities. The findings indicated that while learners’ non-target-like use of formulaic forms outnumbered that of non-formulaic ones in teacher-learner interactions, teachers provided CF, by far, more frequently for non-target non-formulaic forms than formulaic ones. The teachers were not always aware of the amount of CF they tended to provide for learners’ non-target-like use of different linguistic targets. The (in)consistencies between the teachers’ CF beliefs and CF provision for learners’ non-target-like use of formulaic vs. non-formulaic forms are discussed. Supplemental data for this article is available online at at http://doi.org/10.1080/09658416.2021.1943421 .
{"title":"Incidental corrective feedback provision for formulaic vs. Non-formulaic errors: EFL teachers’ beliefs and practices","authors":"Leila Gholami","doi":"10.1080/09658416.2021.1943421","DOIUrl":"https://doi.org/10.1080/09658416.2021.1943421","url":null,"abstract":"Abstract Research on corrective feedback (CF) and language teachers’ beliefs and practices on the provision of CF has been mainly limited to learners’ non-target-like use of grammar, vocabulary, pronunciation, and spelling (non-formulaic forms). Consequently, learners’ non-target-like use of formulaic sequences, that is, collocations, idioms, lexical bundles, and compounds (formulaic forms), has received scant attention in CF and teacher cognition studies. This study examined three Iranian English as a foreign language teachers’ stated beliefs and practices on treating learners’ non-target-like use of formulaic vs. non-formulaic forms through incidental reactive focus on form. The teachers’ stated beliefs about the provision of CF for learners’ non-target-like use of formulaic vs. non-formulaic forms were elicited through a questionnaire and stimulated recall interviews, and their practices were examined by drawing on 36 hours of audio- and video-recorded teacher-learner interactions in primarily communicative activities. The findings indicated that while learners’ non-target-like use of formulaic forms outnumbered that of non-formulaic ones in teacher-learner interactions, teachers provided CF, by far, more frequently for non-target non-formulaic forms than formulaic ones. The teachers were not always aware of the amount of CF they tended to provide for learners’ non-target-like use of different linguistic targets. The (in)consistencies between the teachers’ CF beliefs and CF provision for learners’ non-target-like use of formulaic vs. non-formulaic forms are discussed. Supplemental data for this article is available online at at http://doi.org/10.1080/09658416.2021.1943421 .","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"21 - 52"},"PeriodicalIF":2.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09658416.2021.1943421","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46795918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-09DOI: 10.1080/09658416.2021.1949332
E. Tribushinina, Z. O. T. Berg, Sonja Karman
Abstract There is growing evidence that dyslexia may involve difficulty with implicit learning, which may hinder learners with dyslexia to acquire spelling skills in a foreign language through implicit instruction. Paradoxically, this is exactly how Dutch students with dyslexia learn English spelling at school. This research aims to determine if implementing explicit spelling instruction, based on a direct comparison between L1 Dutch and L2 English spelling, facilitates the development of spelling skills of dyslexic learners in English as a Foreign Language. The participants were 40 Dutch-speaking secondary-school students independently diagnosed with dyslexia (age 12–14). Twenty participants attended their regular English lessons (comparison group), whereas 20 other participants received explicit contrastive spelling instruction once a week for eight weeks (intervention group). The results reveal that during the eight weeks of the intervention spelling skills of the intervention group developed faster than those of the control group, and they remained at the same level five weeks after the intervention. These findings suggest that even a relatively short intervention based on explicit instruction of spelling rules and cross-linguistic comparisons has a facilitative effect on the development of spelling skills of students with dyslexia in a foreign language.
{"title":"Facilitating positive L1 transfer through explicit spelling instruction for EFL learners with dyslexia: an intervention study","authors":"E. Tribushinina, Z. O. T. Berg, Sonja Karman","doi":"10.1080/09658416.2021.1949332","DOIUrl":"https://doi.org/10.1080/09658416.2021.1949332","url":null,"abstract":"Abstract There is growing evidence that dyslexia may involve difficulty with implicit learning, which may hinder learners with dyslexia to acquire spelling skills in a foreign language through implicit instruction. Paradoxically, this is exactly how Dutch students with dyslexia learn English spelling at school. This research aims to determine if implementing explicit spelling instruction, based on a direct comparison between L1 Dutch and L2 English spelling, facilitates the development of spelling skills of dyslexic learners in English as a Foreign Language. The participants were 40 Dutch-speaking secondary-school students independently diagnosed with dyslexia (age 12–14). Twenty participants attended their regular English lessons (comparison group), whereas 20 other participants received explicit contrastive spelling instruction once a week for eight weeks (intervention group). The results reveal that during the eight weeks of the intervention spelling skills of the intervention group developed faster than those of the control group, and they remained at the same level five weeks after the intervention. These findings suggest that even a relatively short intervention based on explicit instruction of spelling rules and cross-linguistic comparisons has a facilitative effect on the development of spelling skills of students with dyslexia in a foreign language.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"351 - 370"},"PeriodicalIF":2.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09658416.2021.1949332","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48260557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-30DOI: 10.1080/09658416.2021.1941069
Mei-Ya Liang
Abstract This study explored peer groups’ mediation processes in the digital space. Building upon translingual research and multimodal discourse analysis, the researcher analysed video transcript excerpts of oral conversations and on-screen interactions among university students of different linguistic and cultural backgrounds. This article focuses on multilingual and multimodal mediation practices, which include polyaccented exemplification, bilingual interpretation, intercultural comparison, transnational definition, polyphonic performance and multimodal instruction (N = 24). The results show that the students attended to dynamic uses of English, Chinese and other languages as multilingual franca while communicating affect and stance through embodied expressions and shared screens in stylised multimodal discourses. The translingual analyses emphasise the students’ collaborative transformations of English as a lingua franca (ELF) communication into playful interactions within digitally mediated networks of relationships. This study suggests that online peer mediation provides useful methods for developing university students’ translingual awareness and capability for participating in intercultural conversations.
{"title":"Multilingual and multimodal mediation in online intercultural conversations: a translingual perspective","authors":"Mei-Ya Liang","doi":"10.1080/09658416.2021.1941069","DOIUrl":"https://doi.org/10.1080/09658416.2021.1941069","url":null,"abstract":"Abstract This study explored peer groups’ mediation processes in the digital space. Building upon translingual research and multimodal discourse analysis, the researcher analysed video transcript excerpts of oral conversations and on-screen interactions among university students of different linguistic and cultural backgrounds. This article focuses on multilingual and multimodal mediation practices, which include polyaccented exemplification, bilingual interpretation, intercultural comparison, transnational definition, polyphonic performance and multimodal instruction (N = 24). The results show that the students attended to dynamic uses of English, Chinese and other languages as multilingual franca while communicating affect and stance through embodied expressions and shared screens in stylised multimodal discourses. The translingual analyses emphasise the students’ collaborative transformations of English as a lingua franca (ELF) communication into playful interactions within digitally mediated networks of relationships. This study suggests that online peer mediation provides useful methods for developing university students’ translingual awareness and capability for participating in intercultural conversations.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"30 1","pages":"276 - 296"},"PeriodicalIF":2.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09658416.2021.1941069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43835131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-21DOI: 10.1080/09658416.2021.1937194
Hyejin Cho, Youjin Kim, Seyoung Park
Abstract The present study examined students’ attention to linguistic forms during writing tasks and compared individual and collaborative writing conditions. Furthermore, the ways students in both conditions process indirect synchronous written corrective feedback (SWCF) and the ways they respond to it (i.e., uptake) were investigated. The target linguistic forms were Korean honorifics, which are closely related to Korean culture, honoring the elderly by using a different set of linguistic features. Twenty-nine learners of Korean were divided into two groups: collaborative and individual writing groups. The collaborative group completed e-mail writing tasks in pairs, whereas students in the individual group carried out the same tasks alone. During the tasks, indirect SWCF was provided on the target pragmatic features (i.e., honorifics). Think-aloud protocols and pair talk were audio-recorded. Students’ attention to linguistic forms was operationalized as the occurrence of language-related episodes (LREs), and their processing of SWCF was determined using feedback-related episodes (FREs). Uptake was identified based on students’ final writing output. The findings suggest that the collaborative group resolved linguistic errors more accurately than the individual group. In terms of the linguistic target features and uptake of SWCF, both groups demonstrated similar patterns, suggesting mediating effects of SWCF on students’ task performance.
{"title":"Comparing students’ responses to synchronous written corrective feedback during individual and collaborative writing tasks","authors":"Hyejin Cho, Youjin Kim, Seyoung Park","doi":"10.1080/09658416.2021.1937194","DOIUrl":"https://doi.org/10.1080/09658416.2021.1937194","url":null,"abstract":"Abstract The present study examined students’ attention to linguistic forms during writing tasks and compared individual and collaborative writing conditions. Furthermore, the ways students in both conditions process indirect synchronous written corrective feedback (SWCF) and the ways they respond to it (i.e., uptake) were investigated. The target linguistic forms were Korean honorifics, which are closely related to Korean culture, honoring the elderly by using a different set of linguistic features. Twenty-nine learners of Korean were divided into two groups: collaborative and individual writing groups. The collaborative group completed e-mail writing tasks in pairs, whereas students in the individual group carried out the same tasks alone. During the tasks, indirect SWCF was provided on the target pragmatic features (i.e., honorifics). Think-aloud protocols and pair talk were audio-recorded. Students’ attention to linguistic forms was operationalized as the occurrence of language-related episodes (LREs), and their processing of SWCF was determined using feedback-related episodes (FREs). Uptake was identified based on students’ final writing output. The findings suggest that the collaborative group resolved linguistic errors more accurately than the individual group. In terms of the linguistic target features and uptake of SWCF, both groups demonstrated similar patterns, suggesting mediating effects of SWCF on students’ task performance.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"1 - 20"},"PeriodicalIF":2.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09658416.2021.1937194","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42501179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-07DOI: 10.1080/09658416.2021.1936539
Omer Ozer, Ceyhun Yukselir
Abstract This study explores the relationships between learner autonomy (LA), self-directed learning (SDL), goal commitment (GC) and academic achievement in English and also examines the scores which Turkish EFL learners obtained on selected measures according to demographic variables. The participants were 248 English-major Turkish undergraduate students. A mixed-method, embedded design was chosen for this study. The participants completed the Autonomous Learning Scale, the Self-Directed Learning Scale, the Commitment Scale and three open-ended questions regarding their perceptions of LA and SDL in foreign-language learning. The results showed that LA, SDL and GC are all correlated with academic achievement and with each other, with the strongest correlation found between LA and SDL. The findings also revealed statistically significant relationships between Turkish EFL learners’ LA scores and all the demographic variables. Furthermore, students’ open-ended responses regarding LA and SDL failed to provide particular examples of how learners exercise control over their language learning. Most of the participants in the study were aware of autonomy and self-direction and had an understanding and perception of both LA and SDL. A major implication of this study is that language learners’ autonomous learning within but more importantly beyond the classroom should be encouraged.
{"title":"‘Am I aware of my roles as a learner?’ the relationships of learner autonomy, self-direction and goal commitment to academic achievement among Turkish EFL learners","authors":"Omer Ozer, Ceyhun Yukselir","doi":"10.1080/09658416.2021.1936539","DOIUrl":"https://doi.org/10.1080/09658416.2021.1936539","url":null,"abstract":"Abstract This study explores the relationships between learner autonomy (LA), self-directed learning (SDL), goal commitment (GC) and academic achievement in English and also examines the scores which Turkish EFL learners obtained on selected measures according to demographic variables. The participants were 248 English-major Turkish undergraduate students. A mixed-method, embedded design was chosen for this study. The participants completed the Autonomous Learning Scale, the Self-Directed Learning Scale, the Commitment Scale and three open-ended questions regarding their perceptions of LA and SDL in foreign-language learning. The results showed that LA, SDL and GC are all correlated with academic achievement and with each other, with the strongest correlation found between LA and SDL. The findings also revealed statistically significant relationships between Turkish EFL learners’ LA scores and all the demographic variables. Furthermore, students’ open-ended responses regarding LA and SDL failed to provide particular examples of how learners exercise control over their language learning. Most of the participants in the study were aware of autonomy and self-direction and had an understanding and perception of both LA and SDL. A major implication of this study is that language learners’ autonomous learning within but more importantly beyond the classroom should be encouraged.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"32 1","pages":"19 - 38"},"PeriodicalIF":2.0,"publicationDate":"2021-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09658416.2021.1936539","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48582043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-02DOI: 10.1080/09658416.2021.1931261
Dongying Li, Lian Zhang
Abstract For decades, there has been a debate over the effectiveness of written corrective feedback in second language writing pedagogy. Recently, research on the issue has gradually turned from whether to give corrective feedback in L2 writing to how it can be effective; however, pursuit for effective pedagogical practices are still underway. To address this issue, the study reports on how contextualized feedback through teacher scaffolding can be effectively provided in L2 argumentative writing instruction and thus promote integrated development of language and cognition. Multiple data were collected to track students’ learning processes, including classroom recordings, teacher feedback on students’ writing samples, and teacher-student individual writing conferences. Results revealed a significant improvement in students’ L2 written language accuracy and rhetorical genre skills and an evident progress in their language use appropriateness, though the rates of development can be subjected to individual language proficiencies. Results of the study can inform the development of an effective L2 writing pedagogy while shedding light on EFL learners’ argumentative writing developmental trajectories.
{"title":"Contextualizing feedback in L2 writing: the role of teacher scaffolding","authors":"Dongying Li, Lian Zhang","doi":"10.1080/09658416.2021.1931261","DOIUrl":"https://doi.org/10.1080/09658416.2021.1931261","url":null,"abstract":"Abstract For decades, there has been a debate over the effectiveness of written corrective feedback in second language writing pedagogy. Recently, research on the issue has gradually turned from whether to give corrective feedback in L2 writing to how it can be effective; however, pursuit for effective pedagogical practices are still underway. To address this issue, the study reports on how contextualized feedback through teacher scaffolding can be effectively provided in L2 argumentative writing instruction and thus promote integrated development of language and cognition. Multiple data were collected to track students’ learning processes, including classroom recordings, teacher feedback on students’ writing samples, and teacher-student individual writing conferences. Results revealed a significant improvement in students’ L2 written language accuracy and rhetorical genre skills and an evident progress in their language use appropriateness, though the rates of development can be subjected to individual language proficiencies. Results of the study can inform the development of an effective L2 writing pedagogy while shedding light on EFL learners’ argumentative writing developmental trajectories.","PeriodicalId":46683,"journal":{"name":"Language Awareness","volume":"31 1","pages":"328 - 350"},"PeriodicalIF":2.0,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09658416.2021.1931261","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45838456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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