Pub Date : 2024-01-05DOI: 10.1177/00336882231224813
Yuwei Wan, Benjamin Luke Moorhouse
Developing English speaking skills can be challenging for many English language learners. The advent of generative artificial intelligence (GAI) has prompted the emergence of a growing number of artificial intelligence (AI)-powered chatbots designed to tackle these challenges. One popular tool is ‘Call Annie,’ a GAI video chatbot that can act as a virtual assistant, enabling users to engage in immersive video calls with AI avatars. This technology review discusses its functionality, how it can be used in supporting learners’ language development, how teachers can collaborate with it in class and its potential limitations.
对于许多英语学习者来说，提高英语口语技能是一项挑战。生成式人工智能（GAI）的出现促使越来越多的人工智能（AI）聊天机器人出现，旨在应对这些挑战。打电话给安妮 "就是其中一个受欢迎的工具，它是一个 GAI 视频聊天机器人，可以充当虚拟助理，让用户与人工智能化身进行身临其境的视频通话。本技术评论将讨论它的功能、如何用于支持学习者的语言发展、教师如何在课堂上与它合作以及它的潜在局限性。
{"title":"Using Call Annie as a Generative Artificial Intelligence Speaking Partner for Language Learners","authors":"Yuwei Wan, Benjamin Luke Moorhouse","doi":"10.1177/00336882231224813","DOIUrl":"https://doi.org/10.1177/00336882231224813","url":null,"abstract":"Developing English speaking skills can be challenging for many English language learners. The advent of generative artificial intelligence (GAI) has prompted the emergence of a growing number of artificial intelligence (AI)-powered chatbots designed to tackle these challenges. One popular tool is ‘Call Annie,’ a GAI video chatbot that can act as a virtual assistant, enabling users to engage in immersive video calls with AI avatars. This technology review discusses its functionality, how it can be used in supporting learners’ language development, how teachers can collaborate with it in class and its potential limitations.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"14 17","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139382800","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 : 2023-12-25DOI: 10.1177/00336882231222034
Joshua Matthews, Brett Milliner, Stuart McLean
Language teachers need to be aware of the factors that influence their students’ comprehension of second language words. This study explores: (a) whether learner knowledge about base words and knowledge about their corresponding derivational forms (DF) is significantly different: and (b) if the presence or absence of context influences the relative difficulty of related DF. A meaning-recall test format was used to measure the knowledge about various forms of five high frequency base words ( accept, help, move, operate and read) among a cohort of 150 tertiary-level Japanese English as a foreign language learners. Two hypotheses are tested: (a) that there would be a strong interdependence between learner knowledge about base words and DF (with single and multiple affixes) from the same word family; and (b) that DF presented in context would be easier for learners than those presented without context. Results suggest that for these target words among this cohort, each hypothesis should be rejected. Specific pedagogical recommendations for the development of knowledge about DF among L2 learners are provided. The discussion addresses the importance of classroom teachers refining the heuristics used to guide pedagogy and that the strategic collection of learner data via formative assessment is crucial to this process.
{"title":"Can Learners Understand Words with Derivational Affixes and Does Presence of Context Make a Difference?","authors":"Joshua Matthews, Brett Milliner, Stuart McLean","doi":"10.1177/00336882231222034","DOIUrl":"https://doi.org/10.1177/00336882231222034","url":null,"abstract":"Language teachers need to be aware of the factors that influence their students’ comprehension of second language words. This study explores: (a) whether learner knowledge about base words and knowledge about their corresponding derivational forms (DF) is significantly different: and (b) if the presence or absence of context influences the relative difficulty of related DF. A meaning-recall test format was used to measure the knowledge about various forms of five high frequency base words ( accept, help, move, operate and read) among a cohort of 150 tertiary-level Japanese English as a foreign language learners. Two hypotheses are tested: (a) that there would be a strong interdependence between learner knowledge about base words and DF (with single and multiple affixes) from the same word family; and (b) that DF presented in context would be easier for learners than those presented without context. Results suggest that for these target words among this cohort, each hypothesis should be rejected. Specific pedagogical recommendations for the development of knowledge about DF among L2 learners are provided. The discussion addresses the importance of classroom teachers refining the heuristics used to guide pedagogy and that the strategic collection of learner data via formative assessment is crucial to this process.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"3 3","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139158488","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 : 2023-12-21DOI: 10.1177/00336882231222036
Z. Tajeddin, Fatemeh Asadnia
L2 teachers, no longer considered to be predominantly passive coursebook consumers, act as mediators between pedagogy and materials in the current era of technology-assisted language instruction and should be empowered to digitalize language learning materials to meet the immediate needs of the digital generation. In this study, we aimed to investigate L2 teachers’ collaborative reflections on the current gaps in their classroom coursebook that could be bridged by the purposeful use of digital tools and address their attitudes towards their changing roles as digital materials developers. The findings demonstrated that, in their critical reflections, from a pedagogical perspective, the teachers pinpointed the dominance of passive language usage, the absence of personalized strategy-based instruction, and the lack of interactive content in the coursebook. From a task design perspective, they referred to the dominance of edutainment-free tasks, the prevalence of artificial peer tasks, the lack of multimodal scenario-based tasks, and the absence of adaptive feedback. The teachers further highlighted their shifting roles. As digital materials developers, they could create digital content for the “digital natives,” make digital mini-lessons for classrooms, attend project-based training courses, and co-produce digital content and tasks with students’ assistance. As digital teacherpreneurs, they could run private social media-based businesses, join Edu-Tech co-working spaces, and produce digital artifacts in edutainment centers. As digital materials designers, they could collaborate with computer-assisted language learning (CALL) stakeholders and do interdisciplinary projects in virtual communities. This study promises implications for L2 teachers, teacher educators, and materials developers.
{"title":"Teachers’ Collaborative Reflections on Classroom Materials: From Traditional Consumers to Digital Materials Developers and Teacherpreneurs","authors":"Z. Tajeddin, Fatemeh Asadnia","doi":"10.1177/00336882231222036","DOIUrl":"https://doi.org/10.1177/00336882231222036","url":null,"abstract":"L2 teachers, no longer considered to be predominantly passive coursebook consumers, act as mediators between pedagogy and materials in the current era of technology-assisted language instruction and should be empowered to digitalize language learning materials to meet the immediate needs of the digital generation. In this study, we aimed to investigate L2 teachers’ collaborative reflections on the current gaps in their classroom coursebook that could be bridged by the purposeful use of digital tools and address their attitudes towards their changing roles as digital materials developers. The findings demonstrated that, in their critical reflections, from a pedagogical perspective, the teachers pinpointed the dominance of passive language usage, the absence of personalized strategy-based instruction, and the lack of interactive content in the coursebook. From a task design perspective, they referred to the dominance of edutainment-free tasks, the prevalence of artificial peer tasks, the lack of multimodal scenario-based tasks, and the absence of adaptive feedback. The teachers further highlighted their shifting roles. As digital materials developers, they could create digital content for the “digital natives,” make digital mini-lessons for classrooms, attend project-based training courses, and co-produce digital content and tasks with students’ assistance. As digital teacherpreneurs, they could run private social media-based businesses, join Edu-Tech co-working spaces, and produce digital artifacts in edutainment centers. As digital materials designers, they could collaborate with computer-assisted language learning (CALL) stakeholders and do interdisciplinary projects in virtual communities. This study promises implications for L2 teachers, teacher educators, and materials developers.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"32 4","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138950197","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 : 2023-12-10DOI: 10.1177/00336882231217528
Bao Trang Thi Nguyen
Different automated writing evaluation tools have been applied in English-as-a-foreign-language (EFL)/English-as-a-second-language (ESL) writing instruction to facilitate feedback giving and enhance writing quality. Yet they fail to provide needs-driven focused feedback that takes account of learner differences and that drives learning. In the Vietnamese tertiary context where I taught the EFL writing course for the present innovation, vocabulary was underscored as one of the key dimensions to be assessed in students’ EFL writing performance. However, many students were not certain about what they could practically do to elevate lexical range in their EFL writing. They tended to use overtly easy words or else they repeated words that have been used to a large extent. This classroom innovation responded to these lexical problems and the recent calls for the instructional pedagogies to provide needs-driven feedback that empowers learners to explore and edit their writing by themselves. It guided students to expand their lexical range in EFL writing through use of online dictionaries and Text Analyzer, a free online tool to find the Common European Framework of Reference level of their written text. The innovation afforded the students the autonomy to explore, reflect on their lexical use and make informed changes about it. The pedagogical values of the innovation were reported from students’ perspectives and my experience as their class teacher. In light of these benefits, future pedagogical directions for upgrading lexical use in EFL writing are further discussed.
{"title":"Using Online Tools to Help Students Elevate Lexical Range in English-as-a-Foreign-Language Writing","authors":"Bao Trang Thi Nguyen","doi":"10.1177/00336882231217528","DOIUrl":"https://doi.org/10.1177/00336882231217528","url":null,"abstract":"Different automated writing evaluation tools have been applied in English-as-a-foreign-language (EFL)/English-as-a-second-language (ESL) writing instruction to facilitate feedback giving and enhance writing quality. Yet they fail to provide needs-driven focused feedback that takes account of learner differences and that drives learning. In the Vietnamese tertiary context where I taught the EFL writing course for the present innovation, vocabulary was underscored as one of the key dimensions to be assessed in students’ EFL writing performance. However, many students were not certain about what they could practically do to elevate lexical range in their EFL writing. They tended to use overtly easy words or else they repeated words that have been used to a large extent. This classroom innovation responded to these lexical problems and the recent calls for the instructional pedagogies to provide needs-driven feedback that empowers learners to explore and edit their writing by themselves. It guided students to expand their lexical range in EFL writing through use of online dictionaries and Text Analyzer, a free online tool to find the Common European Framework of Reference level of their written text. The innovation afforded the students the autonomy to explore, reflect on their lexical use and make informed changes about it. The pedagogical values of the innovation were reported from students’ perspectives and my experience as their class teacher. In light of these benefits, future pedagogical directions for upgrading lexical use in EFL writing are further discussed.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"665 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138982618","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 : 2023-11-26DOI: 10.1177/00336882231214304
Seon Young Shin, Ian Walkinshaw
The worldwide utility and status of English have given it enormous cachet in Korea. English education has been heavily emphasized in Korean middle and high schools as a means to foster a globally-oriented, linguistic diversity-aware citizenry. Yet the predominant model for language learners in Korea remains an idealized speaker of British or American English – the so-called ‘native speaker’ model. A World Englishes (WE)-informed model of English language teaching would be more in line with the Ministry of Education's stated vision, but uptake of this paradigm has been slow in Korean schools. We therefore investigate the perceptions and attitudes of Korean middle and high school English language teachers about the place of WE in Korea's English education system. Specifically: (a) What are Korean English teachers’ perceptions towards WE?; and (b) What challenges and barriers do they perceive in integrating WE into Korea's English education system? Survey data from 106 Korean middle and high school English teachers, supported by a subset of eight interviews, show that the sample view English as a global mode of communication among all its users, though they often view the ‘native’ varieties of English as more prestigious than those from other countries. They acknowledge the desirability of incorporating a WE-informed paradigm into Korea's English education system, but the varieties which they advocate are all from Anglophone countries. They also identify numerous challenges to implementing WE in Korea's classrooms. One is the need for teachers to prepare their students for high-stakes examinations which are uniformly constructed around British and American English. Another is the perceived community pressure to emphasize American English in their teaching. Finally, the absence of any WE-informed teacher education resources limit their knowledge about WE and how to teach it to students.
英语在全世界的实用性和地位使其在韩国大受欢迎。韩国的初中和高中都非常重视英语教育，将其作为培养面向全球、具有语言多样性意识的公民的一种手段。然而，在韩国，语言学习者的主要模式仍然是理想化的英式或美式英语使用者，即所谓的 "母语使用者 "模式。以世界英语（WE）为基础的英语教学模式更符合韩国教育部的既定愿景，但这种模式在韩国学校的推广却十分缓慢。因此，我们调查了韩国初高中英语教师对世界英语（WE）在韩国英语教育体系中的地位的看法和态度。具体而言：(a) 韩国英语教师对 WE 有何看法；(b) 他们认为将 WE 纳入韩国英语教育体系面临哪些挑战和障碍？来自 106 名韩国初中和高中英语教师的调查数据以及八个访谈子集显示，样本教师认为英语是所有使用者之间的全球交流模式，尽管他们往往认为 "本土 "英语比其他国家的英语更有声望。他们承认在韩国的英语教育体系中纳入以 WE 为基础的范式是可取的，但他们所倡导的英语语言都来自英语国家。他们还指出了在韩国课堂上实施 WE 所面临的诸多挑战。其一是教师需要让学生为高风险的考试做好准备，而这些考试都是围绕英式和美式英语构建的。另一个挑战是在教学中强调美式英语的社会压力。最后，由于缺乏任何以 WE 为基础的教师教育资源，限制了教师对 WE 以及如何向学生教授 WE 的了解。
{"title":"Incorporating World Englishes into Middle and High Schools in Korea: Teachers’ Awareness and Attitudes","authors":"Seon Young Shin, Ian Walkinshaw","doi":"10.1177/00336882231214304","DOIUrl":"https://doi.org/10.1177/00336882231214304","url":null,"abstract":"The worldwide utility and status of English have given it enormous cachet in Korea. English education has been heavily emphasized in Korean middle and high schools as a means to foster a globally-oriented, linguistic diversity-aware citizenry. Yet the predominant model for language learners in Korea remains an idealized speaker of British or American English – the so-called ‘native speaker’ model. A World Englishes (WE)-informed model of English language teaching would be more in line with the Ministry of Education's stated vision, but uptake of this paradigm has been slow in Korean schools. We therefore investigate the perceptions and attitudes of Korean middle and high school English language teachers about the place of WE in Korea's English education system. Specifically: (a) What are Korean English teachers’ perceptions towards WE?; and (b) What challenges and barriers do they perceive in integrating WE into Korea's English education system? Survey data from 106 Korean middle and high school English teachers, supported by a subset of eight interviews, show that the sample view English as a global mode of communication among all its users, though they often view the ‘native’ varieties of English as more prestigious than those from other countries. They acknowledge the desirability of incorporating a WE-informed paradigm into Korea's English education system, but the varieties which they advocate are all from Anglophone countries. They also identify numerous challenges to implementing WE in Korea's classrooms. One is the need for teachers to prepare their students for high-stakes examinations which are uniformly constructed around British and American English. Another is the perceived community pressure to emphasize American English in their teaching. Finally, the absence of any WE-informed teacher education resources limit their knowledge about WE and how to teach it to students.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"55 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139235975","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 : 2023-11-16DOI: 10.1177/00336882231212700
Alvin Pang
.
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{"title":"In Conversation with Peter De Costa","authors":"Alvin Pang","doi":"10.1177/00336882231212700","DOIUrl":"https://doi.org/10.1177/00336882231212700","url":null,"abstract":".","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"1 1","pages":"910 - 920"},"PeriodicalIF":3.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139268475","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 : 2023-11-09DOI: 10.1177/00336882231214003
Roby Marlina
{"title":"English Language Teaching in the Postmodern World: <i>RELC Journal</i>'s Contribution","authors":"Roby Marlina","doi":"10.1177/00336882231214003","DOIUrl":"https://doi.org/10.1177/00336882231214003","url":null,"abstract":"","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":" 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135291349","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 : 2023-11-09DOI: 10.1177/00336882231212855
Darío Luis Banegas, Vicent Beltrán-Palanques, Araceli Salas
Action research is a form of inquiry that allows language educators to understand and improve their own practice. The literature suggests that language teachers can employ it as a self-led and self-directed source of professional development and enhancement of their professional identity and agency. However, little is known about its impact on the development of identity of language teacher educators who teach and support action research. Against this backdrop, this article aims to explore the experience of three language teacher educators regarding the influence of action research on the construction of their professional identity. Drawing on verbal and visual data sets, findings show that when teacher educators teach and mentor action research in language teacher education programmes, they can become guiding knowers, reflective practitioners and agents of change. The roles that teacher educators enact may lead to a reflective process that enhances their professional development. These identities connected to agentic growth demonstrate the relevance of including action research in language teacher education programmes as it can help teacher educators nurture their professional identity, particularly concerning their professional knowledge. This study suggests that teaching and supporting action research can become a meaningful entry point for language teacher educators to reflect on their own practice and to carry out action research themselves in language teacher education programmes.
{"title":"Language Teacher Educators’ Identity Construction through Teaching and Supporting Action Research: A Trioethnographic Study","authors":"Darío Luis Banegas, Vicent Beltrán-Palanques, Araceli Salas","doi":"10.1177/00336882231212855","DOIUrl":"https://doi.org/10.1177/00336882231212855","url":null,"abstract":"Action research is a form of inquiry that allows language educators to understand and improve their own practice. The literature suggests that language teachers can employ it as a self-led and self-directed source of professional development and enhancement of their professional identity and agency. However, little is known about its impact on the development of identity of language teacher educators who teach and support action research. Against this backdrop, this article aims to explore the experience of three language teacher educators regarding the influence of action research on the construction of their professional identity. Drawing on verbal and visual data sets, findings show that when teacher educators teach and mentor action research in language teacher education programmes, they can become guiding knowers, reflective practitioners and agents of change. The roles that teacher educators enact may lead to a reflective process that enhances their professional development. These identities connected to agentic growth demonstrate the relevance of including action research in language teacher education programmes as it can help teacher educators nurture their professional identity, particularly concerning their professional knowledge. This study suggests that teaching and supporting action research can become a meaningful entry point for language teacher educators to reflect on their own practice and to carry out action research themselves in language teacher education programmes.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":" 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242438","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 : 2023-11-09DOI: 10.1177/00336882231212720
Mark B Ulla, Joshua M Paiz
A growing number of gender and sexuality in language education studies has helped cement queer TESOL/applied linguistics as an essential sub-field. However, studies concentrating on English language teachers’ perspectives on queer pedagogies remain scarce, especially in the Thai ELT context. This study explores how language teachers view the notion of, adapt and experience queer pedagogies in their language classrooms. Using queer pedagogy as a framework and an open-ended questionnaire and online semi-structured individual interviews as methods, findings revealed that language teachers acknowledge that sexual and gender diversity extends beyond traditionally performed cisgender fe/males in the language classroom. However, they had limited knowledge about queer pedagogy. We argue that the language classroom remains a potent site for building inclusive and equitable teaching practices that welcome sexual and gender minority students, creating value around their voices and lived experiences. We also discuss the implications of our findings and offer recommendations for future scholarship, teacher education, and classroom practice.
{"title":"Queer Pedagogy in TESOL: Teachers’ Perspectives and Practices in Thai ELT Classrooms","authors":"Mark B Ulla, Joshua M Paiz","doi":"10.1177/00336882231212720","DOIUrl":"https://doi.org/10.1177/00336882231212720","url":null,"abstract":"A growing number of gender and sexuality in language education studies has helped cement queer TESOL/applied linguistics as an essential sub-field. However, studies concentrating on English language teachers’ perspectives on queer pedagogies remain scarce, especially in the Thai ELT context. This study explores how language teachers view the notion of, adapt and experience queer pedagogies in their language classrooms. Using queer pedagogy as a framework and an open-ended questionnaire and online semi-structured individual interviews as methods, findings revealed that language teachers acknowledge that sexual and gender diversity extends beyond traditionally performed cisgender fe/males in the language classroom. However, they had limited knowledge about queer pedagogy. We argue that the language classroom remains a potent site for building inclusive and equitable teaching practices that welcome sexual and gender minority students, creating value around their voices and lived experiences. We also discuss the implications of our findings and offer recommendations for future scholarship, teacher education, and classroom practice.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":" 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242437","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 : 2023-10-30DOI: 10.1177/00336882231209537
Hong Yu, Ju Wen
Previous studies have shown that extensive graded reading (EGR) has an important role to play in second language acquisition. As educational websites for EGR become increasingly prevalent, their pedagogical potentials in English as a Foreign Language (EFL) teaching have been noted. Newsela is a fast-growing online platform that provides high-quality graded reading materials and supports real-time assessment for reading comprehension. In this review, we first provide an overview of Newsela's affordances, and then discuss the possible benefits it offers for EFL teaching. Finally, the challenges teachers may face are considered.
{"title":"Implementing Extensive Graded Reading in English as a Foreign Language Teaching Through <i>Newsela</i>","authors":"Hong Yu, Ju Wen","doi":"10.1177/00336882231209537","DOIUrl":"https://doi.org/10.1177/00336882231209537","url":null,"abstract":"Previous studies have shown that extensive graded reading (EGR) has an important role to play in second language acquisition. As educational websites for EGR become increasingly prevalent, their pedagogical potentials in English as a Foreign Language (EFL) teaching have been noted. Newsela is a fast-growing online platform that provides high-quality graded reading materials and supports real-time assessment for reading comprehension. In this review, we first provide an overview of Newsela's affordances, and then discuss the possible benefits it offers for EFL teaching. Finally, the challenges teachers may face are considered.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136103434","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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