Abstract Previous research on phrasal verbs has focused on the effectiveness of exercises requiring learners to provide the missing particle for a given verb. However, this research does not address other common exercise formats, such as those requiring learners to complete entire phrasal verbs. This study aims to bridge this gap by exploring such an exercise format and its two principal implementations. The participants were 134 Japanese EFL learners. Both exercise setups present the definition and initial letter of a phrasal verb as a prompt. In the guessing method, students attempt to fill in the missing phrasal verb based solely on the prompt and then receive corrective feedback. In contrast, in the error-free retrieval method, students study the phrasal verb and its definition before attempting the same gap-fill exercise. Retention of phrasal verbs improved more with the guessing method. Further, across both methods, participants struggled more with recalling particles than verbs.
{"title":"The impact of guessing and retrieval strategies for learning phrasal verbs","authors":"Brian Strong","doi":"10.1515/iral-2023-0048","DOIUrl":"https://doi.org/10.1515/iral-2023-0048","url":null,"abstract":"Abstract Previous research on phrasal verbs has focused on the effectiveness of exercises requiring learners to provide the missing particle for a given verb. However, this research does not address other common exercise formats, such as those requiring learners to complete entire phrasal verbs. This study aims to bridge this gap by exploring such an exercise format and its two principal implementations. The participants were 134 Japanese EFL learners. Both exercise setups present the definition and initial letter of a phrasal verb as a prompt. In the guessing method, students attempt to fill in the missing phrasal verb based solely on the prompt and then receive corrective feedback. In contrast, in the error-free retrieval method, students study the phrasal verb and its definition before attempting the same gap-fill exercise. Retention of phrasal verbs improved more with the guessing method. Further, across both methods, participants struggled more with recalling particles than verbs.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135091619","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}
Abstract Feedback is essential for student learning and engagement is key for its efficacy. Yet research on student engagement with feedback predominantly attributes it to learner factors, overlooking teacher influence. This case study explored how one writing teacher’s behaviours shaped a motivated undergraduate’s engagement with various types of feedback in a writing course over one semester. Data sources included interviews, class observations, and text analysis. Findings revealed the pivotal role of teacher feedback behaviours in shaping student engagement, often through complex interactions with learner factors and teacher non-feedback behaviours. While some feedback behaviours enhanced student engagement, most had negligible or detrimental effects, highlighting the contextual nature of “best practices”. Certain teacher behaviours also exerted lasting impacts on student engagement. Additionally, some teacher non-feedback behaviours, both teaching and non-teaching, also contributed to shaping student engagement. These findings have implications for both research and teacher education.
{"title":"Teacher behaviour and student engagement with L2 writing feedback: a case study","authors":"Na Luo","doi":"10.1515/iral-2023-0132","DOIUrl":"https://doi.org/10.1515/iral-2023-0132","url":null,"abstract":"Abstract Feedback is essential for student learning and engagement is key for its efficacy. Yet research on student engagement with feedback predominantly attributes it to learner factors, overlooking teacher influence. This case study explored how one writing teacher’s behaviours shaped a motivated undergraduate’s engagement with various types of feedback in a writing course over one semester. Data sources included interviews, class observations, and text analysis. Findings revealed the pivotal role of teacher feedback behaviours in shaping student engagement, often through complex interactions with learner factors and teacher non-feedback behaviours. While some feedback behaviours enhanced student engagement, most had negligible or detrimental effects, highlighting the contextual nature of “best practices”. Certain teacher behaviours also exerted lasting impacts on student engagement. Additionally, some teacher non-feedback behaviours, both teaching and non-teaching, also contributed to shaping student engagement. These findings have implications for both research and teacher education.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135431912","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}
Abstract Given the significance of creating an inclusive academic environment for international students, our study examines how three newly arrived international students (a Chinese female and two Korean males) navigated the institutional and interactional norms in an academic orientation class at a U.S. university. Drawing on nexus analysis, we examine student class disengagement at the intersection of discourses in place, interaction order, and historical body. In particular, we focus on how the Chinese international female student was perceived as being “disengaged” and “disrespectful” in class by her Korean graduate male classmates and her female instructor. Such discursive positioning, we argue, was attributed to the interplay of various factors, such as our student participants’ navigation of U.S. classroom participation expectations. Furthermore, we argue that class disengagement should be understood within a wider sociocultural space as such disengagement is interwoven with the broader U.S. classroom discourses and individual participants’ past experiences.
{"title":"Unpacking the positioning of being “disengaged” and “disrespectful” in class through nexus analysis: an international student’s navigation of institutional and interactional university norms","authors":"Peter De Costa, Wendy Li, Jongbong Lee","doi":"10.1515/iral-2022-0158","DOIUrl":"https://doi.org/10.1515/iral-2022-0158","url":null,"abstract":"Abstract Given the significance of creating an inclusive academic environment for international students, our study examines how three newly arrived international students (a Chinese female and two Korean males) navigated the institutional and interactional norms in an academic orientation class at a U.S. university. Drawing on nexus analysis, we examine student class disengagement at the intersection of discourses in place, interaction order, and historical body. In particular, we focus on how the Chinese international female student was perceived as being “disengaged” and “disrespectful” in class by her Korean graduate male classmates and her female instructor. Such discursive positioning, we argue, was attributed to the interplay of various factors, such as our student participants’ navigation of U.S. classroom participation expectations. Furthermore, we argue that class disengagement should be understood within a wider sociocultural space as such disengagement is interwoven with the broader U.S. classroom discourses and individual participants’ past experiences.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135431233","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}
Abstract Learners of Korean are increasing globally, but this growth can only be sustained by training local non-native teachers. To address this issue, this paper identifies the subjective perspectives of Korean language teaching professionals about the main competencies needed by non-native Korean teachers. Following a Q methodology protocol, 35 teachers sorted 42 statements about non-native Korean teacher competencies. The analysis identified four perspectives. Factor 1 stresses the ability to adapt teaching to the learning context and Korean language proficiency. Factor 2 stresses the importance of pursuing continuous professional development without deeming a near-native language proficiency essential. Factor 3 stresses the need to love the language and the ability to maintain advanced language skills. Factor 4 again stresses the need to love the Korean language, the profession, and the importance of a strong sense of responsibility as an educator. Results are discussed with reference to teacher training program design.
{"title":"Defining competencies for training non-native Korean speaking teachers: a Q methodology approach","authors":"Su Eun Kim, Nicola Fraschini, Hyunjin Park","doi":"10.1515/iral-2023-0200","DOIUrl":"https://doi.org/10.1515/iral-2023-0200","url":null,"abstract":"Abstract Learners of Korean are increasing globally, but this growth can only be sustained by training local non-native teachers. To address this issue, this paper identifies the subjective perspectives of Korean language teaching professionals about the main competencies needed by non-native Korean teachers. Following a Q methodology protocol, 35 teachers sorted 42 statements about non-native Korean teacher competencies. The analysis identified four perspectives. Factor 1 stresses the ability to adapt teaching to the learning context and Korean language proficiency. Factor 2 stresses the importance of pursuing continuous professional development without deeming a near-native language proficiency essential. Factor 3 stresses the need to love the language and the ability to maintain advanced language skills. Factor 4 again stresses the need to love the Korean language, the profession, and the importance of a strong sense of responsibility as an educator. Results are discussed with reference to teacher training program design.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135777683","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}
Abstract This study examines discipline-specific attitudinal differences in translanguaging when studying through English Medium Instruction following a mixed methods research design. The quantitative data for this study came from the Mathematics, Physical and Life Sciences ( n = 173) and Social Sciences ( n = 172) divisions of a major public university in Turkey. Semi-structured interviews were also conducted ( n = 20). After conducting exploratory factor analysis to validate the questionnaire, we ran two independent samples t -tests to investigate the differences in the attitudes of the participants. Results revealed a statistically significant difference in the general attitudes towards translanguaging in the two divisions but not regarding their attitudes towards teachers’ and their own use of translanguaging in class. The qualitative analysis provided partial support for the quantitative analysis. The research suggests important implications by validating the translanguaging questionnaire in the Turkish setting and by highlighting discipline-specific differences observed towards translanguaging practices.
{"title":"Discipline-specific attitudinal differences of EMI students towards translanguaging","authors":"Rhian Webb, Dogan Yuksel, Kenan Dikilitaş","doi":"10.1515/iral-2023-0091","DOIUrl":"https://doi.org/10.1515/iral-2023-0091","url":null,"abstract":"Abstract This study examines discipline-specific attitudinal differences in translanguaging when studying through English Medium Instruction following a mixed methods research design. The quantitative data for this study came from the Mathematics, Physical and Life Sciences ( n = 173) and Social Sciences ( n = 172) divisions of a major public university in Turkey. Semi-structured interviews were also conducted ( n = 20). After conducting exploratory factor analysis to validate the questionnaire, we ran two independent samples t -tests to investigate the differences in the attitudes of the participants. Results revealed a statistically significant difference in the general attitudes towards translanguaging in the two divisions but not regarding their attitudes towards teachers’ and their own use of translanguaging in class. The qualitative analysis provided partial support for the quantitative analysis. The research suggests important implications by validating the translanguaging questionnaire in the Turkish setting and by highlighting discipline-specific differences observed towards translanguaging practices.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135935808","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 : 2023-11-01DOI: 10.1515/iral-2023-frontmatter4
{"title":"Frontmatter","authors":"","doi":"10.1515/iral-2023-frontmatter4","DOIUrl":"https://doi.org/10.1515/iral-2023-frontmatter4","url":null,"abstract":"","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135564786","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}
Abstract An effective literature review (LR) should evaluate relevant sources to justify the author argument; this important sub-genre has challenged many graduate students. Appraisal Theory has been applied to examine evaluations in academic writing, but seldom have studies probed into its pedagogical benefits. To improve graduate students’ competence of source evaluation in LRs, we integrated Attitude, an essential component of Appraisal Theory, with instruction of rhetorical moves in LRs. We offered asynchronous workshops on how Attitude is realized across various LR rhetorical moves and provided high frequency evaluative lexis and sentences to scaffold students’ learning. Analyses of the participants’ reflection posts and their original and revised LR papers revealed multiple benefits and some challenges and suggestions regarding this novel instructional approach. This SFL-informed, genre-based pedagogical exploration showcases the value of integrating Appraisal Theory-Attitude and rhetorical moves in LR instruction to help novice academic writers compose stronger LRs with meaningful source evaluation.
{"title":"Integrated instruction of Appraisal Theory and rhetorical moves in literature reviews: an exploratory study","authors":"Jun Zhao, Mimi Li","doi":"10.1515/iral-2023-0124","DOIUrl":"https://doi.org/10.1515/iral-2023-0124","url":null,"abstract":"Abstract An effective literature review (LR) should evaluate relevant sources to justify the author argument; this important sub-genre has challenged many graduate students. Appraisal Theory has been applied to examine evaluations in academic writing, but seldom have studies probed into its pedagogical benefits. To improve graduate students’ competence of source evaluation in LRs, we integrated Attitude, an essential component of Appraisal Theory, with instruction of rhetorical moves in LRs. We offered asynchronous workshops on how Attitude is realized across various LR rhetorical moves and provided high frequency evaluative lexis and sentences to scaffold students’ learning. Analyses of the participants’ reflection posts and their original and revised LR papers revealed multiple benefits and some challenges and suggestions regarding this novel instructional approach. This SFL-informed, genre-based pedagogical exploration showcases the value of integrating Appraisal Theory-Attitude and rhetorical moves in LR instruction to help novice academic writers compose stronger LRs with meaningful source evaluation.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134908897","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}
Abstract Recent research has called for cultivating strategic learners in globally expanding English medium instruction (EMI) university programs, so as to help them effectively orchestrate resources to handle the challenging task of learning subject knowledge through an L2. EMI studies exploring students’ strategies have thus far primarily categorized strategy types, with scant research investigating what key learner variables affect their strategic choices. This study focuses on students’ use of metacognitive listening strategies during EMI lectures, and explores how their strategic preferences differ across three groups of English listening proficiency and are influenced by motivational beliefs of self-efficacy, goal orientation, and task value. Results of ANOVA tests and Structural Equation Modeling (SEM) analysis of students’ questionnaire responses ( N = 412) revealed significant variations in strategy types across different proficiency levels. Although students were found to be highly motivated by extrinsic goals and utility-based task values, these motivational beliefs failed to significantly predict any metacognitive strategy use. Both intrinsic learning goals and self-efficacy significantly predicted the use of directed attention, problem solving, and plan-evaluation strategies, highlighting the pedagogical needs to foster these motivational beliefs of students in EMI university programs to help them become strategic and independent listeners in academic lectures.
{"title":"Orchestrating listening in EMI university lectures: how listening proficiency and motivation shape students’ use of metacognitive listening strategies","authors":"Sihan Zhou, Barry Bai, Yuanyue Hao","doi":"10.1515/iral-2023-0106","DOIUrl":"https://doi.org/10.1515/iral-2023-0106","url":null,"abstract":"Abstract Recent research has called for cultivating strategic learners in globally expanding English medium instruction (EMI) university programs, so as to help them effectively orchestrate resources to handle the challenging task of learning subject knowledge through an L2. EMI studies exploring students’ strategies have thus far primarily categorized strategy types, with scant research investigating what key learner variables affect their strategic choices. This study focuses on students’ use of metacognitive listening strategies during EMI lectures, and explores how their strategic preferences differ across three groups of English listening proficiency and are influenced by motivational beliefs of self-efficacy, goal orientation, and task value. Results of ANOVA tests and Structural Equation Modeling (SEM) analysis of students’ questionnaire responses ( N = 412) revealed significant variations in strategy types across different proficiency levels. Although students were found to be highly motivated by extrinsic goals and utility-based task values, these motivational beliefs failed to significantly predict any metacognitive strategy use. Both intrinsic learning goals and self-efficacy significantly predicted the use of directed attention, problem solving, and plan-evaluation strategies, highlighting the pedagogical needs to foster these motivational beliefs of students in EMI university programs to help them become strategic and independent listeners in academic lectures.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135730403","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}
Abstract Positive psychology (PP) plays a crucial role in second language (L2) education. A positive psychological state in teachers leads not only to higher-quality instruction delivery but to personal well-being. Foreign language teaching enjoyment (FLTE), a recently conceptualized notion of positive L2 teaching emotion, has received a burgeoning interest in L2 teaching research. However, FLTE remains far from being fully understood in that the overreliance on quantitative methods has veiled how it is interconnected with other psychological variables and how it is experienced by teachers. This study aimed to explore L2 teachers’ enjoyment and motivation through the lens of PP with reference to Broaden-and-Build theory. A mixed-methods approach was used to investigate 63 Japanese secondary teachers of English regarding their FLTE and self-determined motivation. The results from the questionnaire data showed that FLTE was significantly positively correlated with autonomous motivation driven by internal-related factors and negatively with amotivation. Furthermore, demographic factors had limited effects only on autonomous motivation. Semi-structured interviews shed light on how enjoyment and motivation were engendered by teacher-internal and -external factors. The study concluded that these psychological cogwheels were dynamic, emphasizing the important implications of teachers experiencing PP. Limitations and suggestions for future research are also highlighted.
{"title":"Are foreign language teaching enjoyment and motivation two sides of the same coin?","authors":"Takeshi Onodera","doi":"10.1515/iral-2023-0055","DOIUrl":"https://doi.org/10.1515/iral-2023-0055","url":null,"abstract":"Abstract Positive psychology (PP) plays a crucial role in second language (L2) education. A positive psychological state in teachers leads not only to higher-quality instruction delivery but to personal well-being. Foreign language teaching enjoyment (FLTE), a recently conceptualized notion of positive L2 teaching emotion, has received a burgeoning interest in L2 teaching research. However, FLTE remains far from being fully understood in that the overreliance on quantitative methods has veiled how it is interconnected with other psychological variables and how it is experienced by teachers. This study aimed to explore L2 teachers’ enjoyment and motivation through the lens of PP with reference to Broaden-and-Build theory. A mixed-methods approach was used to investigate 63 Japanese secondary teachers of English regarding their FLTE and self-determined motivation. The results from the questionnaire data showed that FLTE was significantly positively correlated with autonomous motivation driven by internal-related factors and negatively with amotivation. Furthermore, demographic factors had limited effects only on autonomous motivation. Semi-structured interviews shed light on how enjoyment and motivation were engendered by teacher-internal and -external factors. The study concluded that these psychological cogwheels were dynamic, emphasizing the important implications of teachers experiencing PP. Limitations and suggestions for future research are also highlighted.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135853066","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}
Abstract While the past two decades have witnessed enormous growth in research on student engagement with feedback on second language (L2) writing, little attention has been paid to student engagement with peer feedback longitudinally through peer feedback interaction. This study explored how 12 students engaged with peer feedback cognitively, behaviorally, and affectively over a semester of L2 writing and learning, and what factors influenced student engagement. Data were collected from peer feedback dialogue, multiple drafts of compositions, retrospective verbal reports, feedback notes, self-reflection, and focus groups. Data were analyzed through text analysis, content analysis, and thematic analysis. The findings revealed that student engagement with peer feedback varied over four writing tutorials. Face-to-face peer feedback contributed to maintaining sustainable student engagement with peer feedback. Other learner-related factors such as learner beliefs, language proficiency, product-oriented mindset, and context-related factors such as task requirements, feedback-related issues, and interaction patterns jointly influenced student engagement.
{"title":"Toward a better understanding of student engagement with peer feedback: a longitudinal study","authors":"Jinghua Qian, Danli Li","doi":"10.1515/iral-2023-0108","DOIUrl":"https://doi.org/10.1515/iral-2023-0108","url":null,"abstract":"Abstract While the past two decades have witnessed enormous growth in research on student engagement with feedback on second language (L2) writing, little attention has been paid to student engagement with peer feedback longitudinally through peer feedback interaction. This study explored how 12 students engaged with peer feedback cognitively, behaviorally, and affectively over a semester of L2 writing and learning, and what factors influenced student engagement. Data were collected from peer feedback dialogue, multiple drafts of compositions, retrospective verbal reports, feedback notes, self-reflection, and focus groups. Data were analyzed through text analysis, content analysis, and thematic analysis. The findings revealed that student engagement with peer feedback varied over four writing tutorials. Face-to-face peer feedback contributed to maintaining sustainable student engagement with peer feedback. Other learner-related factors such as learner beliefs, language proficiency, product-oriented mindset, and context-related factors such as task requirements, feedback-related issues, and interaction patterns jointly influenced student engagement.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136012959","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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