Abstract This study investigates the differential effects of monolingual (L1 or L2) and bilingual (L1+L2) subtitles on students’ receptive vocabulary acquisition. In light of the widespread use of bilingual subtitles in videos in language classrooms with limited supportive literature available, this study aims at examining the pedagogical effects of bilingual subtitles on receptive vocabulary acquisition in the L2 classroom. A seven-week quasi-experimental study was conducted among four year-3 English-major classes in a Chinese university: three treatment groups and one control group. Adopting a counterbalanced design, students in the treatment classes were exposed to three types of subtitles within three videos. They were then tested on recall and recognition of the vocabulary target items encountered in the videos. The results demonstrate a significant advantage for bilingual subtitling in videos in terms of students’ vocabulary recognition and recall at post-test, and this advantage is maintained at the delayed post-test. Implications of the study are discussed in the context of current pedagogical practices such as a wider L1 use in the L2 classrooms.
{"title":"Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition","authors":"Mingyue Li, Mairin Hennebry‐Leung","doi":"10.1515/iral-2022-0034","DOIUrl":"https://doi.org/10.1515/iral-2022-0034","url":null,"abstract":"Abstract This study investigates the differential effects of monolingual (L1 or L2) and bilingual (L1+L2) subtitles on students’ receptive vocabulary acquisition. In light of the widespread use of bilingual subtitles in videos in language classrooms with limited supportive literature available, this study aims at examining the pedagogical effects of bilingual subtitles on receptive vocabulary acquisition in the L2 classroom. A seven-week quasi-experimental study was conducted among four year-3 English-major classes in a Chinese university: three treatment groups and one control group. Adopting a counterbalanced design, students in the treatment classes were exposed to three types of subtitles within three videos. They were then tested on recall and recognition of the vocabulary target items encountered in the videos. The results demonstrate a significant advantage for bilingual subtitling in videos in terms of students’ vocabulary recognition and recall at post-test, and this advantage is maintained at the delayed post-test. Implications of the study are discussed in the context of current pedagogical practices such as a wider L1 use in the L2 classrooms.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43176638","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 inherent complexity of listening activities poses considerable challenges to second language listeners. For decades, researchers have been exploring effective strategies to help improve L2 learners’ listening proficiency. Note-taking, which is frequently and strategically employed to complete listening tasks and to learn content, has also been examined extensively from various perspectives. However, it seems that little is known about the effect of L2 learners’ linguistic choices in note-taking on their listening performance. Employing pedagogical translanguaging as an analytical lens, the current research sets out to investigate whether or not L2 learners’ multilingual notes, compared to monolingual notes, significantly enhance their performance in academic listening activities. Conducted in a Chinese university EFL context, this study adopts a mixed-methods approach. A total of 90 participants were assigned to three groups and were asked to take notes in Chinese, English, and a combination of all languages, symbols, drawings, etc., respectively. Data were collected from the results of two listening tasks (a listening comprehension test and a retelling task), a questionnaire survey designed to focus on their attitudes to the linguistic choices they made in note-taking, and the multilingual notes taken. The findings revealed that students who were allowed to make full use of their linguistic and semiotic resources in note-taking were able to perform significantly better in both listening tasks. The same group of students also demonstrated a diverse and flexible mobilization of their multilingual and multimodal assets in the notes they took. This study provides evidence for applying pedagogical translanguaging as an effective approach in designing note-taking instructions. It is suggested that L2 learners should be encouraged to deploy their entire linguistic repertoire when taking notes during listening activities, which could lead to improved performance.
{"title":"The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective","authors":"X. Zhou, Xinran Chen, Z. Wang","doi":"10.1515/iral-2022-0127","DOIUrl":"https://doi.org/10.1515/iral-2022-0127","url":null,"abstract":"Abstract The inherent complexity of listening activities poses considerable challenges to second language listeners. For decades, researchers have been exploring effective strategies to help improve L2 learners’ listening proficiency. Note-taking, which is frequently and strategically employed to complete listening tasks and to learn content, has also been examined extensively from various perspectives. However, it seems that little is known about the effect of L2 learners’ linguistic choices in note-taking on their listening performance. Employing pedagogical translanguaging as an analytical lens, the current research sets out to investigate whether or not L2 learners’ multilingual notes, compared to monolingual notes, significantly enhance their performance in academic listening activities. Conducted in a Chinese university EFL context, this study adopts a mixed-methods approach. A total of 90 participants were assigned to three groups and were asked to take notes in Chinese, English, and a combination of all languages, symbols, drawings, etc., respectively. Data were collected from the results of two listening tasks (a listening comprehension test and a retelling task), a questionnaire survey designed to focus on their attitudes to the linguistic choices they made in note-taking, and the multilingual notes taken. The findings revealed that students who were allowed to make full use of their linguistic and semiotic resources in note-taking were able to perform significantly better in both listening tasks. The same group of students also demonstrated a diverse and flexible mobilization of their multilingual and multimodal assets in the notes they took. This study provides evidence for applying pedagogical translanguaging as an effective approach in designing note-taking instructions. It is suggested that L2 learners should be encouraged to deploy their entire linguistic repertoire when taking notes during listening activities, which could lead to improved performance.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49443737","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 Research on second language (L2) enjoyment and anxiety has mainly focused on independent reading and writing tasks. An integrated reading-writing task involves students in both reading and writing processes, raising the possibility of different combinations of, and unique interaction between, enjoyment and anxiety across reading and writing in such a task. This study aimed to identify integrated reading-writing task based enjoyment and anxiety profiles using a person-centered latent profile analysis (LPA) and to explore their relationships with imagination and performance. Six hundred and seventy-nine 12th-grade Chinese students completed an integrated reading-writing task, namely a story continuation writing task (SCWT), and a questionnaire measuring their L2 reading enjoyment and anxiety, writing enjoyment and anxiety, and imaginative capacity. The LPA identified four different profiles: (1) the moderate-enjoyment/moderate-anxiety group, (2) the moderate-enjoyment/low-anxiety group, (3) the high-enjoyment/moderate-anxiety group, and (4) the low-enjoyment/high-anxiety group. Further, a student’s profile membership was strongly predicted by imaginative capacity. Those in the moderate-enjoyment/low-anxiety group scored highest in story continuation writing performance. Pedagogical implications tailored to integrated reading-writing task instruction are discussed.
{"title":"A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance","authors":"Xinhua Zhu, Jianling Zhan, Yuan Yao","doi":"10.1515/iral-2022-0105","DOIUrl":"https://doi.org/10.1515/iral-2022-0105","url":null,"abstract":"Abstract Research on second language (L2) enjoyment and anxiety has mainly focused on independent reading and writing tasks. An integrated reading-writing task involves students in both reading and writing processes, raising the possibility of different combinations of, and unique interaction between, enjoyment and anxiety across reading and writing in such a task. This study aimed to identify integrated reading-writing task based enjoyment and anxiety profiles using a person-centered latent profile analysis (LPA) and to explore their relationships with imagination and performance. Six hundred and seventy-nine 12th-grade Chinese students completed an integrated reading-writing task, namely a story continuation writing task (SCWT), and a questionnaire measuring their L2 reading enjoyment and anxiety, writing enjoyment and anxiety, and imaginative capacity. The LPA identified four different profiles: (1) the moderate-enjoyment/moderate-anxiety group, (2) the moderate-enjoyment/low-anxiety group, (3) the high-enjoyment/moderate-anxiety group, and (4) the low-enjoyment/high-anxiety group. Further, a student’s profile membership was strongly predicted by imaginative capacity. Those in the moderate-enjoyment/low-anxiety group scored highest in story continuation writing performance. Pedagogical implications tailored to integrated reading-writing task instruction are discussed.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44212121","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 Thus far, glossing studies have remained at the level of individual words rather than including their lexical environment. To fill this gap, the present study explored if different glossing conditions would have a distinct impact on L2 reading comprehension and incidental lexical and collocational learning. Sixty-three first language (L1) Cantonese speakers read two English stories that contained 12 adjective-pseudonoun collocations. The participants were placed in one of the three conditions, i.e., unglossed, single-word glossed, and collocation glossed. Participants’ reading comprehension was measured with twelve true-or-false statements for each story, and their lexical and collocational learning was assessed using unannounced recognition and recall tests. The results revealed that collocational glossing promoted reading comprehension significantly compared to the other two reading conditions. In addition, while both glossing conditions promoted lexical and collocational knowledge in the immediate posttest, collocational glossing demonstrated a more durable facilitative impact in the delayed posttest.
{"title":"The impact of different glossing conditions on the learning of EFL single words and collocations in reading","authors":"Jookyoung Jung, Honglan Wang, Weiyi Li, Wenrui Zhang","doi":"10.1515/iral-2022-0140","DOIUrl":"https://doi.org/10.1515/iral-2022-0140","url":null,"abstract":"Abstract Thus far, glossing studies have remained at the level of individual words rather than including their lexical environment. To fill this gap, the present study explored if different glossing conditions would have a distinct impact on L2 reading comprehension and incidental lexical and collocational learning. Sixty-three first language (L1) Cantonese speakers read two English stories that contained 12 adjective-pseudonoun collocations. The participants were placed in one of the three conditions, i.e., unglossed, single-word glossed, and collocation glossed. Participants’ reading comprehension was measured with twelve true-or-false statements for each story, and their lexical and collocational learning was assessed using unannounced recognition and recall tests. The results revealed that collocational glossing promoted reading comprehension significantly compared to the other two reading conditions. In addition, while both glossing conditions promoted lexical and collocational knowledge in the immediate posttest, collocational glossing demonstrated a more durable facilitative impact in the delayed posttest.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48159681","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}
Lihong Ma, Yuhong Jiao, Leifeng Xiao, Qimeng Liu, Jian Liu
Abstract The correlation between motivational beliefs and foreign language learning has been widely explored. However, there has been little investigation of this link among learners with different foreign language levels. Based on expectancy-value theory (EVT), this research examined the association between motivational beliefs and English achievement of 11,854 Chinese secondary students. Data were collected using students’ self-reported English self-efficacy, intrinsic value, utility value, and English achievement test. The results of ANOVA showed that self-efficacy, intrinsic value, and utility value of high-achieving English learners were significantly higher than that of medium-achieving ones, followed by low-achieving ones. Multiple regression analysis demonstrated that after controlling for socioeconomic status and gender, intrinsic value was most correlated with high- and medium-achieving learners’ English achievement, followed by self-efficacy, while utility value was not significantly associated with English achievement of the two groups. In addition, utility value was most strongly related with low-achieving learners’ English achievement, followed by intrinsic value, but self-efficacy was not positively linked with their English achievement. These findings not only extend EVT and validate the situative perspective of motivation research, but also have practical implications for foreign language education.
{"title":"Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China","authors":"Lihong Ma, Yuhong Jiao, Leifeng Xiao, Qimeng Liu, Jian Liu","doi":"10.1515/iral-2022-0108","DOIUrl":"https://doi.org/10.1515/iral-2022-0108","url":null,"abstract":"Abstract The correlation between motivational beliefs and foreign language learning has been widely explored. However, there has been little investigation of this link among learners with different foreign language levels. Based on expectancy-value theory (EVT), this research examined the association between motivational beliefs and English achievement of 11,854 Chinese secondary students. Data were collected using students’ self-reported English self-efficacy, intrinsic value, utility value, and English achievement test. The results of ANOVA showed that self-efficacy, intrinsic value, and utility value of high-achieving English learners were significantly higher than that of medium-achieving ones, followed by low-achieving ones. Multiple regression analysis demonstrated that after controlling for socioeconomic status and gender, intrinsic value was most correlated with high- and medium-achieving learners’ English achievement, followed by self-efficacy, while utility value was not significantly associated with English achievement of the two groups. In addition, utility value was most strongly related with low-achieving learners’ English achievement, followed by intrinsic value, but self-efficacy was not positively linked with their English achievement. These findings not only extend EVT and validate the situative perspective of motivation research, but also have practical implications for foreign language education.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47054117","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 investigated the role of language aptitude for participants with extensive instructed L2 English learning experience in judging the grammaticality of sentences in auditory and written modalities. Partially replicating a naturalistic L2 learning study, we administered written and auditory grammaticality judgement tests in L2 English and the LLAMA aptitude tests to 37 students at an English-medium state university in Turkey. The participants were divided into higher and lower aptitude groups based on LLAMA scores, and their accuracy/response time scores in early/intermediate/late-acquired structures were examined. The results showed that aptitude was significantly associated with performance only in late-acquired structures in the written modality. Additionally, aptitude distinguished response time rather than accuracy scores, suggesting a qualitative processing difference. The explicit and analytic nature of language aptitude was discussed for adult learners, which is more relevant for the Turkish context where English is taught as a foreign language in academic settings.
{"title":"The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English","authors":"E. Öztekin, Ecehan Candan","doi":"10.1515/iral-2021-0201","DOIUrl":"https://doi.org/10.1515/iral-2021-0201","url":null,"abstract":"Abstract This study investigated the role of language aptitude for participants with extensive instructed L2 English learning experience in judging the grammaticality of sentences in auditory and written modalities. Partially replicating a naturalistic L2 learning study, we administered written and auditory grammaticality judgement tests in L2 English and the LLAMA aptitude tests to 37 students at an English-medium state university in Turkey. The participants were divided into higher and lower aptitude groups based on LLAMA scores, and their accuracy/response time scores in early/intermediate/late-acquired structures were examined. The results showed that aptitude was significantly associated with performance only in late-acquired structures in the written modality. Additionally, aptitude distinguished response time rather than accuracy scores, suggesting a qualitative processing difference. The explicit and analytic nature of language aptitude was discussed for adult learners, which is more relevant for the Turkish context where English is taught as a foreign language in academic settings.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49478123","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 Pronunciation has gained significant attention in the field of English language teaching, with recent studies examining pronunciation representation in textbooks, classroom practices, teachers’ beliefs, and learners’ perceptions. However, research into teachers learning to teach English pronunciation is only beginning to emerge. The current study extends this line of enquiry by investigating the preparation of 20 Vietnamese English teachers to teach pronunciation. The study also examined the teachers’ perceptions of how Vietnamese teacher education could further assist teachers in teaching pronunciation. Qualitative data sources included academic transcripts, a questionnaire, and individual semi-structured interviews to examine the teacher-participants’ pronunciation pedagogy training and their beliefs about effective pronunciation teacher preparation. The findings showed that the teachers were insufficiently trained but reported being confident in their ability to teach English pronunciation. The participants also proposed several changes to be made to Vietnamese English teacher education programs for teachers to teach pronunciation more effectively.
{"title":"Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam","authors":"L. Nguyen, Michael Burri","doi":"10.1515/iral-2022-0126","DOIUrl":"https://doi.org/10.1515/iral-2022-0126","url":null,"abstract":"Abstract Pronunciation has gained significant attention in the field of English language teaching, with recent studies examining pronunciation representation in textbooks, classroom practices, teachers’ beliefs, and learners’ perceptions. However, research into teachers learning to teach English pronunciation is only beginning to emerge. The current study extends this line of enquiry by investigating the preparation of 20 Vietnamese English teachers to teach pronunciation. The study also examined the teachers’ perceptions of how Vietnamese teacher education could further assist teachers in teaching pronunciation. Qualitative data sources included academic transcripts, a questionnaire, and individual semi-structured interviews to examine the teacher-participants’ pronunciation pedagogy training and their beliefs about effective pronunciation teacher preparation. The findings showed that the teachers were insufficiently trained but reported being confident in their ability to teach English pronunciation. The participants also proposed several changes to be made to Vietnamese English teacher education programs for teachers to teach pronunciation more effectively.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42910190","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 proposes two collaborative concept mapping-based prewriting strategies to help Chinese EFL learners with a reading-to-write task—reading an unfinished story and then writing its ending. Collaborative concept mapping enables students to visualize the storyline with the help of peer scaffolding. The two proposed strategies used collaborative fill-in-the-blanks concept maps (CFCM) and collaboratively constructed concept maps (CCCM). Classes 1 (N = 48) and 2 (N = 47) participated in the experiment and respectively learned the strategies of CFCM and CCCM. The collected data included students’ concept maps, reading-to-write products, responses to questionnaires on attitudes and motivation, and learning journals, which were analyzed by t tests, path analysis, and qualitative coding. The results indicated that students using CCCM showed more positive attitudes and higher motivation than those using CFCM; however, the two strategies shared similar effectiveness in developing students’ reading-to-write abilities. Students found the proposed strategies effective in helping them write the story ending.
{"title":"Students’ attitude and motivation towards concept mapping-based prewriting strategies","authors":"Fan Su, D. Zou","doi":"10.1515/iral-2022-0134","DOIUrl":"https://doi.org/10.1515/iral-2022-0134","url":null,"abstract":"Abstract This study proposes two collaborative concept mapping-based prewriting strategies to help Chinese EFL learners with a reading-to-write task—reading an unfinished story and then writing its ending. Collaborative concept mapping enables students to visualize the storyline with the help of peer scaffolding. The two proposed strategies used collaborative fill-in-the-blanks concept maps (CFCM) and collaboratively constructed concept maps (CCCM). Classes 1 (N = 48) and 2 (N = 47) participated in the experiment and respectively learned the strategies of CFCM and CCCM. The collected data included students’ concept maps, reading-to-write products, responses to questionnaires on attitudes and motivation, and learning journals, which were analyzed by t tests, path analysis, and qualitative coding. The results indicated that students using CCCM showed more positive attitudes and higher motivation than those using CFCM; however, the two strategies shared similar effectiveness in developing students’ reading-to-write abilities. Students found the proposed strategies effective in helping them write the story ending.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45463693","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 purpose of this study was to examine the development of English article accuracy in second language writing following direct or indirect corrective feedback (CF). Participants were 56 middle-school-aged learners of English nested within four classrooms who were studying for the writing portion of the Secondary School Admission Test. In this longitudinal analysis, each student completed four essays, with a weekly gap between each assignment. On the measures of writing accuracy, adolescent students in the direct CF group demonstrated increasing trajectories of accuracy with English article usage compared to the indirect CF group. Additionally, there was a significant difference in improvement by proficiency level: for lower proficiency learners, but not higher proficiency learners, both indirect and direct corrective feedback resulted in improvement in English article accuracy. The findings suggest that CF treatments designed to enhance a learner’s accuracy can be influenced by the learner’s existing proficiency, at least among adolescents.
{"title":"Comparative analysis of written corrective feedback strategies: a linear growth modeling approach","authors":"H. Shin","doi":"10.1515/iral-2021-0174","DOIUrl":"https://doi.org/10.1515/iral-2021-0174","url":null,"abstract":"Abstract The purpose of this study was to examine the development of English article accuracy in second language writing following direct or indirect corrective feedback (CF). Participants were 56 middle-school-aged learners of English nested within four classrooms who were studying for the writing portion of the Secondary School Admission Test. In this longitudinal analysis, each student completed four essays, with a weekly gap between each assignment. On the measures of writing accuracy, adolescent students in the direct CF group demonstrated increasing trajectories of accuracy with English article usage compared to the indirect CF group. Additionally, there was a significant difference in improvement by proficiency level: for lower proficiency learners, but not higher proficiency learners, both indirect and direct corrective feedback resulted in improvement in English article accuracy. The findings suggest that CF treatments designed to enhance a learner’s accuracy can be influenced by the learner’s existing proficiency, at least among adolescents.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44807894","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 Although teacher enjoyment has been positively related to teacher well-being and performance, little is known about the combination of perspectives and experiences that contribute to it. This study uses Q methodology to identify, characterise and compare divergent viewpoints of tertiary-level English as a Foreign Language (EFL) teachers regarding enjoyment within their professional context. A Q sort of 44 statements reflecting enjoyment in foreign language teachers was administered to 40 participants. By-person factor analysis was conducted to identify common patterns across the Q sorts. Three viewpoints emerged, namely classroom engagement, career value and social interaction. The narratives show that the unique composites of experiences within these viewpoints characterise enjoyment for each group of EFL teachers. To boost or recover their enjoyment, EFL teachers are advised to clearly communicate their expectations for student behaviour, use positive reinforcement when teaching, seek opportunities for professional growth, establish career goals and embrace opportunities for collaboration.
{"title":"Enjoyment in language teaching: a study into EFL teachers’ subjectivities","authors":"Athip Thumvichit","doi":"10.1515/iral-2022-0087","DOIUrl":"https://doi.org/10.1515/iral-2022-0087","url":null,"abstract":"Abstract Although teacher enjoyment has been positively related to teacher well-being and performance, little is known about the combination of perspectives and experiences that contribute to it. This study uses Q methodology to identify, characterise and compare divergent viewpoints of tertiary-level English as a Foreign Language (EFL) teachers regarding enjoyment within their professional context. A Q sort of 44 statements reflecting enjoyment in foreign language teachers was administered to 40 participants. By-person factor analysis was conducted to identify common patterns across the Q sorts. Three viewpoints emerged, namely classroom engagement, career value and social interaction. The narratives show that the unique composites of experiences within these viewpoints characterise enjoyment for each group of EFL teachers. To boost or recover their enjoyment, EFL teachers are advised to clearly communicate their expectations for student behaviour, use positive reinforcement when teaching, seek opportunities for professional growth, establish career goals and embrace opportunities for collaboration.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46856574","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：