Abstract This study, based on Jiang’s (2000. Lexical representation and development in a second language. Applied Linguistics 21(1). 47–77) bilingual lexicon model, investigates the learnability of collocations among 34 Japanese EFL learners and examines the influence of their L1 on such learning. An acceptability judgment task assessed the knowledge of three different types of collocations: English-only collocations that cannot be directly translated into Japanese (e.g., flat rate); congruent collocations that can be translated into Japanese without changing their meaning (e.g., cold tea); and Japanized collocations that are infelicitous in English, but felicitous in Japanese (e.g., yellow voice). After the task, participants translated the collocations and rated the difficulty on a four-point Likert scale. The relationship between the accuracy of these collocations and the translation difficulty rating scores was analyzed using mixed-effects logistic regression modeling to assess L1 influence. The results showed that with increasing L2 proficiency, learners tend to regard congruent and English-only collocations as acceptable, but even highly proficient learners did not fully reject the Japanized collocations. This suggests that as L2 proficiency increased, participants learned to accept felicitous collocations but did not learn to reject Japanized infelicitous ones. In addition, the influence of L1 was evident in English-only and Japanized collocations and could not be avoided by those with increasing proficiency.
{"title":"Learnability of L2 collocations and L1 influence on L2 collocational representations of Japanese learners of English","authors":"Masato Terai, Junya Fukuta, Yu Tamura","doi":"10.1515/iral-2022-0234","DOIUrl":"https://doi.org/10.1515/iral-2022-0234","url":null,"abstract":"Abstract This study, based on Jiang’s (2000. Lexical representation and development in a second language. Applied Linguistics 21(1). 47–77) bilingual lexicon model, investigates the learnability of collocations among 34 Japanese EFL learners and examines the influence of their L1 on such learning. An acceptability judgment task assessed the knowledge of three different types of collocations: English-only collocations that cannot be directly translated into Japanese (e.g., flat rate); congruent collocations that can be translated into Japanese without changing their meaning (e.g., cold tea); and Japanized collocations that are infelicitous in English, but felicitous in Japanese (e.g., yellow voice). After the task, participants translated the collocations and rated the difficulty on a four-point Likert scale. The relationship between the accuracy of these collocations and the translation difficulty rating scores was analyzed using mixed-effects logistic regression modeling to assess L1 influence. The results showed that with increasing L2 proficiency, learners tend to regard congruent and English-only collocations as acceptable, but even highly proficient learners did not fully reject the Japanized collocations. This suggests that as L2 proficiency increased, participants learned to accept felicitous collocations but did not learn to reject Japanized infelicitous ones. In addition, the influence of L1 was evident in English-only and Japanized collocations and could not be avoided by those with increasing proficiency.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47693700","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 The present study explored if textual enhancement would promote incidental learning of collocations from reading-while-listening, and if synchronizing the timing of textual enhancement to the audio could affect the efficacy of textual enhancement. Fifty-six Korean speakers engaged in reading-while-listening of two English stories under one of three conditions: no enhancement, target collocations coloured in red, and target collocations dynamically turning to red in synchronization with the audio. The target collocations were 12 adjective-pseudonoun pairs, and participants’ learning was measured with a series of recall and recognition tests on pseudonoun form, meaning, and collocations, recording both response accuracy and latency. The results from mixed-effects modeling revealed that both colouring conditions promoted receptive knowledge about the target collocations, and synchronized colouring further boosted semantic processing of the pseudonouns. The findings indicate that synchronization between textual and audio input could be a useful catalyst to encourage deeper engagement with the enhanced features.
{"title":"Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement","authors":"Jookyoung Jung, Minjin Lee","doi":"10.1515/iral-2023-0029","DOIUrl":"https://doi.org/10.1515/iral-2023-0029","url":null,"abstract":"Abstract The present study explored if textual enhancement would promote incidental learning of collocations from reading-while-listening, and if synchronizing the timing of textual enhancement to the audio could affect the efficacy of textual enhancement. Fifty-six Korean speakers engaged in reading-while-listening of two English stories under one of three conditions: no enhancement, target collocations coloured in red, and target collocations dynamically turning to red in synchronization with the audio. The target collocations were 12 adjective-pseudonoun pairs, and participants’ learning was measured with a series of recall and recognition tests on pseudonoun form, meaning, and collocations, recording both response accuracy and latency. The results from mixed-effects modeling revealed that both colouring conditions promoted receptive knowledge about the target collocations, and synchronized colouring further boosted semantic processing of the pseudonouns. The findings indicate that synchronization between textual and audio input could be a useful catalyst to encourage deeper engagement with the enhanced features.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48033631","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 experimental study attempts to put to the test Cummins’ (1978) Linguistic Interdependence Hypothesis (LIH) in reading between English (L2) and Arabic (L3). Two groups of comparison and experimental attended this study. The experimental group received reading strategy instruction while the comparison group received the traditional form of reading instruction in L2. Both groups received reading comprehension tests in L2 and L3 before and after the instructions. An interview was finally conducted for a more in-depth investigation. Analysis of quantitative data evinced overall reading comprehension ability significantly improved only in the experimental group in both languages, supporting Cummins’ LIH. Componentially, only the inferential component improved significantly for the experimental group, showing different components contribute differently to the interdependence between languages. Qualitative findings showed miscellaneous results in linguistic, cognitive, and affective domains which were evidence of both interdependence and non-interdependence between L2 and L3. The pedagogical implication is further discussed.
{"title":"Strategic reading comprehension in L2 and L3: assuming relative interdependence within Cummins’ linguistic interdependence hypothesis","authors":"S. Talebi, Javad Fallahi, A. Amjadi","doi":"10.1515/iral-2022-0085","DOIUrl":"https://doi.org/10.1515/iral-2022-0085","url":null,"abstract":"Abstract This experimental study attempts to put to the test Cummins’ (1978) Linguistic Interdependence Hypothesis (LIH) in reading between English (L2) and Arabic (L3). Two groups of comparison and experimental attended this study. The experimental group received reading strategy instruction while the comparison group received the traditional form of reading instruction in L2. Both groups received reading comprehension tests in L2 and L3 before and after the instructions. An interview was finally conducted for a more in-depth investigation. Analysis of quantitative data evinced overall reading comprehension ability significantly improved only in the experimental group in both languages, supporting Cummins’ LIH. Componentially, only the inferential component improved significantly for the experimental group, showing different components contribute differently to the interdependence between languages. Qualitative findings showed miscellaneous results in linguistic, cognitive, and affective domains which were evidence of both interdependence and non-interdependence between L2 and L3. The pedagogical implication is further discussed.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48210830","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 Previous research has documented cross-linguistic influence in L2 grammatical gender acquisition and use. However, it remains unclear what role previously learned languages play in gender assignment beyond L2. To address this question, we created a timed gender decision task with which we tested two groups of L1 Polish university students of Swedish as an additional language: 65 L2 English/L3 Swedish students, and 52 L2 English/L3 German/L4 Swedish students. Adopting a pseudo-longitudinal design, we tested individuals who had completed one, two, or three to four years of studies. Accuracy and response time data were submitted to Generalised Linear Models. The results show that L4 Swedish students did not outperform L3 Swedish students in terms of accuracy. However, L4 Swedish students assigned gender to nouns faster than L3 Swedish students, but only after one year of studies. The response time advantage of L4S students was attributed to the surface transfer of the German gender values into Swedish. Apart from the specific effect of German, the results point to the robust effects of gender congruency with L1 Polish and the persistent tendency to overgeneralise uter gender.
{"title":"Grammatical gender assignment in L3 versus L4 Swedish: a pseudo-longitudinal study","authors":"Kamil Długosz","doi":"10.1515/iral-2022-0207","DOIUrl":"https://doi.org/10.1515/iral-2022-0207","url":null,"abstract":"Abstract Previous research has documented cross-linguistic influence in L2 grammatical gender acquisition and use. However, it remains unclear what role previously learned languages play in gender assignment beyond L2. To address this question, we created a timed gender decision task with which we tested two groups of L1 Polish university students of Swedish as an additional language: 65 L2 English/L3 Swedish students, and 52 L2 English/L3 German/L4 Swedish students. Adopting a pseudo-longitudinal design, we tested individuals who had completed one, two, or three to four years of studies. Accuracy and response time data were submitted to Generalised Linear Models. The results show that L4 Swedish students did not outperform L3 Swedish students in terms of accuracy. However, L4 Swedish students assigned gender to nouns faster than L3 Swedish students, but only after one year of studies. The response time advantage of L4S students was attributed to the surface transfer of the German gender values into Swedish. Apart from the specific effect of German, the results point to the robust effects of gender congruency with L1 Polish and the persistent tendency to overgeneralise uter gender.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44893181","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 : 2023-06-01DOI: 10.1515/iral-2023-frontmatter2
{"title":"Frontmatter","authors":"","doi":"10.1515/iral-2023-frontmatter2","DOIUrl":"https://doi.org/10.1515/iral-2023-frontmatter2","url":null,"abstract":"","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135673762","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 The Test of English for International Communication (TOEIC) is a high-stakes test for students in higher education in Taiwan to fulfill the English-language graduation requirement. However, little is known regarding the vocabulary threshold for the test or the effects of the lexical coverage and profiles of test items on the adequate comprehension of the test. This study used a validated Listening Vocabulary Levels Test (LVLT) and the TOEIC listening subtest to estimate learners’ aural vocabulary knowledge required for an exit TOEIC listening score. The findings showed: (1) aural lexical knowledge accounted for more than half of the variance in comprehension performance; (2) a minimum level of 3,000 word families for a lexical coverage of 98 % considerably affected the comprehension of spoken texts; and (3) lexical profiles varied in the individual parts of the listening subtest, with a range of 3,000–5,000 word families required for achieving a lexical coverage of 98 %. The crucial role of lexical knowledge/coverage in comprehension performance on the exit test was discussed.
{"title":"Exploring aural vocabulary knowledge for TOEIC as a language exit requirement in higher education in Taiwan","authors":"Chen-hong Li","doi":"10.1515/iral-2023-0021","DOIUrl":"https://doi.org/10.1515/iral-2023-0021","url":null,"abstract":"Abstract The Test of English for International Communication (TOEIC) is a high-stakes test for students in higher education in Taiwan to fulfill the English-language graduation requirement. However, little is known regarding the vocabulary threshold for the test or the effects of the lexical coverage and profiles of test items on the adequate comprehension of the test. This study used a validated Listening Vocabulary Levels Test (LVLT) and the TOEIC listening subtest to estimate learners’ aural vocabulary knowledge required for an exit TOEIC listening score. The findings showed: (1) aural lexical knowledge accounted for more than half of the variance in comprehension performance; (2) a minimum level of 3,000 word families for a lexical coverage of 98 % considerably affected the comprehension of spoken texts; and (3) lexical profiles varied in the individual parts of the listening subtest, with a range of 3,000–5,000 word families required for achieving a lexical coverage of 98 %. The crucial role of lexical knowledge/coverage in comprehension performance on the exit test was discussed.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41406133","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 The current study looked at the influence of different L1s, different proficiency levels, and other factors on the think-alouds in connection with oppositional speech acts by eighty tertiary-level Korean and Chinese learners of L2 English at two proficiency levels. The research instruments consisted of think-aloud protocols elicited during the learners’ production of written oppositional speech acts in the form of responses to the other learners’ essays, questionnaires, and focus group interviews. In particular, in the think-aloud protocols the number and content of pragmatic-related episodes (PREs) were identified. The results indicated that proficiency level, but not L1, significantly impacted the learners’ think-alouds. Other factors were revealed to include intensification of claims, focus on face issues, pragmatic transfer, and insufficient syntactic/semantic knowledge. These factors related to the sub-categories of the PREs involving ‘lexical upgrading’ and ‘external downgrading’.
{"title":"Factors behind L2 English learners’ performance of oppositional speech acts: a look at pragmatic-related episodes (PREs) during thinking aloud","authors":"Dae-Min Kang","doi":"10.1515/iral-2022-0213","DOIUrl":"https://doi.org/10.1515/iral-2022-0213","url":null,"abstract":"Abstract The current study looked at the influence of different L1s, different proficiency levels, and other factors on the think-alouds in connection with oppositional speech acts by eighty tertiary-level Korean and Chinese learners of L2 English at two proficiency levels. The research instruments consisted of think-aloud protocols elicited during the learners’ production of written oppositional speech acts in the form of responses to the other learners’ essays, questionnaires, and focus group interviews. In particular, in the think-aloud protocols the number and content of pragmatic-related episodes (PREs) were identified. The results indicated that proficiency level, but not L1, significantly impacted the learners’ think-alouds. Other factors were revealed to include intensification of claims, focus on face issues, pragmatic transfer, and insufficient syntactic/semantic knowledge. These factors related to the sub-categories of the PREs involving ‘lexical upgrading’ and ‘external downgrading’.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44428283","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}
M. Pawlak, Mehdi Solhi, Majid Elahi Shirvan, Mariusz Kruk, Tahereh Taherian
Abstract Boredom has recently become the subject of inquiry in L2 studies, which has resulted, among others, in the development and validation of several boredom-measuring scales, mostly through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). However, such analytical procedures are not free from limitations and exploratory structural equation modeling (ESEM) can be applied to overcome them. CFA has also been used to validate the Boredom in Learning English Outside of School Questionnaire (BLEOS), an instrument which taps into recently conceptualized after-class boredom, revealing the extent to which students are likely to feel bored when they attempt to practice the target language outside the classroom as well as factors underpinning this negative emotion in such contexts. The present study sought to revisit the BLEOS scale to determine (1) whether the factor structure of the BLEOS is supported by ESEM and bifactor ESEM, (2) how stable the results are across gender, and (3) the criterion-related validity of the BLEOS scale. In doing so, the CFA and ESEM models (i.e., standard and bifactor CFA as well as standard and bifactor ESEM models) were compared to identify which model(s) would exhibit better fit indices for the measure in question. A total of 433 students majoring in English, 120 males and 313 females, participated in this study. It was revealed that while the CFA model provided an inflated factor correlation and unacceptable model fit to the data, ESEM (especially bifactor ESEM) indicated a realistic representation of the data with a good fit. The bi-factor ESEM model of the BLEOS turned out to be stable across gender. Finally, the structural bifactor ESEM model of BLEOS proved to explain learning outcomes modestly.
{"title":"Revisiting after-class boredom via exploratory structural equation modeling","authors":"M. Pawlak, Mehdi Solhi, Majid Elahi Shirvan, Mariusz Kruk, Tahereh Taherian","doi":"10.1515/iral-2022-0151","DOIUrl":"https://doi.org/10.1515/iral-2022-0151","url":null,"abstract":"Abstract Boredom has recently become the subject of inquiry in L2 studies, which has resulted, among others, in the development and validation of several boredom-measuring scales, mostly through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). However, such analytical procedures are not free from limitations and exploratory structural equation modeling (ESEM) can be applied to overcome them. CFA has also been used to validate the Boredom in Learning English Outside of School Questionnaire (BLEOS), an instrument which taps into recently conceptualized after-class boredom, revealing the extent to which students are likely to feel bored when they attempt to practice the target language outside the classroom as well as factors underpinning this negative emotion in such contexts. The present study sought to revisit the BLEOS scale to determine (1) whether the factor structure of the BLEOS is supported by ESEM and bifactor ESEM, (2) how stable the results are across gender, and (3) the criterion-related validity of the BLEOS scale. In doing so, the CFA and ESEM models (i.e., standard and bifactor CFA as well as standard and bifactor ESEM models) were compared to identify which model(s) would exhibit better fit indices for the measure in question. A total of 433 students majoring in English, 120 males and 313 females, participated in this study. It was revealed that while the CFA model provided an inflated factor correlation and unacceptable model fit to the data, ESEM (especially bifactor ESEM) indicated a realistic representation of the data with a good fit. The bi-factor ESEM model of the BLEOS turned out to be stable across gender. Finally, the structural bifactor ESEM model of BLEOS proved to explain learning outcomes modestly.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45901321","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 The Complex Adaptive Systems Principles (CASP) model of SLA claims that L1 transfer results when language processing effort is minimized. This claim was investigated by a self-paced on-line sentence judgment task in which L1 Arabic and Korean speakers and a control group of L1 English speakers read and judged English subject, direct object, and oblique relative clauses (RCs) in gapped and resumptive pronoun (RP) conditions. It was hypothesized that L1 influence would cause the Arabic speakers to accept English RCs with RPs more frequently than Korean speakers because RPs are acceptable in Arabic direct object and oblique RCs, whereas Korean bans RPs in these RC types. It was also hypothesized that the L2 English speakers would accept RPs more often than the L1 English speakers because RPs would ease L2 sentence processing. As predicted, L1 Arabic speakers accepted RPs more frequently than L1 Korean speakers, a transfer effect, and both L2 English groups accepted RPs more frequently than L1 English speakers, a processing effect. The results thus support the CASP model’s claim that L1 transfer is conditioned by language processing and other complex SLA processes that interact with one another.
{"title":"Competing factors in SLA: how the CASP model of SLA explains the acquisition of English restrictive relative clauses by native speakers of Arabic and Korean","authors":"J. Hitz","doi":"10.1515/iral-2022-0150","DOIUrl":"https://doi.org/10.1515/iral-2022-0150","url":null,"abstract":"Abstract The Complex Adaptive Systems Principles (CASP) model of SLA claims that L1 transfer results when language processing effort is minimized. This claim was investigated by a self-paced on-line sentence judgment task in which L1 Arabic and Korean speakers and a control group of L1 English speakers read and judged English subject, direct object, and oblique relative clauses (RCs) in gapped and resumptive pronoun (RP) conditions. It was hypothesized that L1 influence would cause the Arabic speakers to accept English RCs with RPs more frequently than Korean speakers because RPs are acceptable in Arabic direct object and oblique RCs, whereas Korean bans RPs in these RC types. It was also hypothesized that the L2 English speakers would accept RPs more often than the L1 English speakers because RPs would ease L2 sentence processing. As predicted, L1 Arabic speakers accepted RPs more frequently than L1 Korean speakers, a transfer effect, and both L2 English groups accepted RPs more frequently than L1 English speakers, a processing effect. The results thus support the CASP model’s claim that L1 transfer is conditioned by language processing and other complex SLA processes that interact with one another.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49182560","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 explores the challenges and benefits primary education EFL trainees (N = 28) reported when designing and videoing a storytelling session originally intended to be conducted offline with young learners. This change of scenario was caused by the COVID-19 crisis. The data for the study were derived from the trainees’ written reflections, focus group interviews, videos of instructional sessions and student-authored multimodal videos, which were explored to interpret trainees’ creative processes while engaged in multimodal composing. The results indicate that trainees hold videoed storytelling to have a similar number of challenges and benefits as face-to-face storytelling. However, two of the reported advantages, enhanced creativity and self-confidence, sit at misconceptions based on trainees’ limited knowledge of the pedagogical potential of multimodal resources. The findings have important educational implications in helping develop a pedagogy of videoed storytelling, while also highlighting the need for teacher training programs to specifically target the development of teachers’ competence in multimodal pedagogy.
{"title":"Videoed storytelling in primary education EFL: exploring trainees’ digital shift","authors":"Pedro Antonio Férez Mora, Yvette Coyle","doi":"10.1515/iral-2022-0191","DOIUrl":"https://doi.org/10.1515/iral-2022-0191","url":null,"abstract":"Abstract This study explores the challenges and benefits primary education EFL trainees (N = 28) reported when designing and videoing a storytelling session originally intended to be conducted offline with young learners. This change of scenario was caused by the COVID-19 crisis. The data for the study were derived from the trainees’ written reflections, focus group interviews, videos of instructional sessions and student-authored multimodal videos, which were explored to interpret trainees’ creative processes while engaged in multimodal composing. The results indicate that trainees hold videoed storytelling to have a similar number of challenges and benefits as face-to-face storytelling. However, two of the reported advantages, enhanced creativity and self-confidence, sit at misconceptions based on trainees’ limited knowledge of the pedagogical potential of multimodal resources. The findings have important educational implications in helping develop a pedagogy of videoed storytelling, while also highlighting the need for teacher training programs to specifically target the development of teachers’ competence in multimodal pedagogy.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43285291","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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