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Research agenda: From monolingual to multilingual norms in multilingual classrooms 研究议程:从单语到多语课堂中的多语规范
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-03-20 DOI: 10.1017/s0261444825000023
Barbara Hofer, Ulrike Jessner

The present contribution proposes a low-threshold action plan for research into what we consider critical areas in multilingualism where we see an urgent need for more empirical studies and research-based classroom interventions and a stronger commitment to multilingual standards both in research and teaching. Reaching out to a wide audience of researchers, educationalists and decision makers, we first stake out the conceptual frame for our discussion and delineate the theoretical base that informs our thinking. This is followed by a perforce perfunctory overview of the current state of things. Next, we outline three research tasks with concrete practical suggestions and guidance on how to operationalise and implement the respective projects. Each task is contextualised in terms of its broader socio-educational embedding and prospective practical-theoretical relevance. The overall aim is to challenge traditional monolingual-grounded notions of language development, promote a dynamic and inclusive multilingual perspective in language learning, teaching and assessment, and contribute to a more informed understanding of multilingualism.

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引用次数: 0
Does being gay motivate the language learning journey of a sexually marginalised ‘refugee’? 身为同性恋者是否会促使性边缘化的 "难民 "开始语言学习之旅?
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-03-12 DOI: 10.1017/s0261444824000156
Junjie Li, Zi Wang
I have an idea that some men are born out of their due place. Accident has cast them amid certain surroundings, but they have always a nostalgia for a home they know not. They are strangers in their birthplace … Perhaps it is this sense of strangeness that sends men far and wide in the search for something permanent, to which they may attach themselves … Sometimes a man hits upon a place to which he mysteriously feels that he belongs …
我有一个想法,有些人天生就不属于自己的地方。意外使他们身处特定的环境,但他们总是怀念自己不熟悉的家园。他们在自己的出生地形同陌路......也许正是这种陌生感,让人们四处奔波,寻找自己可以依附的永恒的东西......有时,一个人找到了一个地方,神秘地觉得自己属于那里......。
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引用次数: 0
Assessment of second language fluency
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-03-05 DOI: 10.1017/s0261444824000417
Parvaneh Tavakoli

Investigating speech fluency has, for a long time, been at the core of second language (L2) studies, as fluency is believed to epitomise successful acquisition of L2, characterise effective communication, elucidate the complex process of acquisition, and predict L2 speakers' proficiency. The significance attributed to fluency in these areas explicates the research attention paid to it over the past decades. An important area of development in this regard is L2 assessment in which fluency is recognised as a key underlying construct of spoken language ability by international language tests (e.g., IELTS, TEEP, APTIS) and language benchmarks (e.g., CEFR). Many high-stakes tests of English and other languages include fluency in their rating scales, with the earliest on record tracing back to the 1930s – the College Board's English Competence Examination (1930) in America. Including fluency as a fundamental aspect of speaking ability in the rating scales, rating descriptors, and rater training materials, either as an independent criterion or combined with others (e.g., delivery), has become common practice in language testing over the past decades. What has made assessment of fluency even more appealing to researchers and test providers in recent years is the objectivity and reliability of its measurement and its compatibility with the technological developments in automated assessment of speaking. Fluency is now largely recognised as a construct that can be efficiently and reliably assessed in automated assessment of spoken language ability and used to predict proficiency (de Jong, 2018*; Ginther et al., 2010*; Kang & Johnson, 2021*; Tavakoli et al., 2023).

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引用次数: 0
Machine translation and language teaching and learning 机器翻译与语言教学
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-03-04 DOI: 10.1017/s0261444824000466
Jason Jolley, Luciane Maimone

Decades before educators were forced to confront the disruption posed by widely accessible generative artificial intelligence (AI) tools such as ChatGPT, language learners, instructors, and researchers began dealing with its game-changing predecessor: machine translation (MT). Researchers began assessing MT systems and proposing language teaching applications for them as soon as universities and schools gained access to them in the mid-1980s (*Anderson, 1995*; Ball, 1989*; Corness, 1985; French 1991; Lewis, 1997; Richmond, 1994*). These inquiries accelerated in the early 2000s, when internet-enabled computer labs and increasingly smarter devices put free online MT services such as Babel Fish and Google Translate (GT) at students' fingertips, triggering concerns over output quality, academic dishonesty, and the short-circuiting of actual learning. In recent years, there has been a veritable explosion of research on MT's role in and impact on language teaching and learning, with many dozens of peer-reviewed articles published in the past five years alone, as documented in a handful of comprehensive literatures reviews (Gokgoz-Kurt, 2023; Jiang et al., 2024; Jolley & Maimone, 2022; Klimova et al., 2023; Lee, 2023). The present article provides a timeline of this rapidly expanding research domain.

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引用次数: 0
Empowering minds: The role of disciplinary literacies in English-medium internationalised universities 增强思维能力:学科素养在以英语授课的国际化大学中的作用
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-02-28 DOI: 10.1017/s026144482400048x
Emma Dafouz
As higher education increasingly embraces internationalisation, the surge in demand for English as the medium of education (EME) poses significant challenges for stakeholders. This keynote places disciplinary literacies (DLs), defined as the ability to appropriately participate in the communicative practices of a discipline (Airey, 2011), centre stage as a crucial construct for effective teaching and learning within specific subjects. Despite their critical role in facilitating comprehension and production of discipline-specific practices and texts, their integration into EME settings often remains overlooked, raising concerns about students’ mastery of disciplinary content. Against this backdrop, with the help of the ROAD-MAPPING framework (Dafouz & Smit, 2020) as a conceptual and analytical tool, and drawing on data from the SHIFT research project, I will illustrate how ROAD-MAPPING can be used to examine comprehensively and in a socially situated way the role of DLs in students’ learning experiences. The paper advocates for the importance of supporting students (and lecturers) in the development of DLs in EME underscoring the pivotal role ESP (English for Specific Purposes) and EAP (English for Academic Purposes) professionals play in facilitating effective EME implementation.
随着高等教育日趋国际化,以英语作为教育媒介(EME)的需求激增,给利益相关者带来了重大挑战。学科素养(DLs)被定义为适当参与学科交际实践的能力(Airey,2011 年),本主题演讲将学科素养作为特定学科有效教与学的关键构架。尽管其在促进学科特定实践和文本的理解和制作方面发挥着关键作用,但将其融入英语教育和培训环境往往仍被忽视,从而引发了对学生掌握学科内容的担忧。在这一背景下,我将借助 "路线图--映射"(ROAD-MAPPING)框架(Dafouz & Smit, 2020)这一概念和分析工具,并借鉴 SHIFT 研究项目的数据,说明如何利用 "路线图--映射 "以社会情景的方式全面考察 DLs 在学生学习经历中的作用。这篇论文强调了支持学生(和讲师)开发电子学习材料的重要性,强调了 ESP(专门用途英语)和 EAP(学术英语)专业人员在促进有效实施电子学习材料方面所发挥的关键作用。
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引用次数: 0
Corpus linguistics for language teaching and learning: A research agenda
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-02-27 DOI: 10.1017/s0261444824000430
Niall Curry, Tony McEnery
This agenda identifies future research trajectories for the corpus revolution, proposing five specific research tasks designed to explore and advance the application of corpus linguistics in language education. These tasks focus on: (1) contrastive data-driven learning, (2) the development of corpus research for informing national language curricula, (3) the use of artificial intelligence for corpus informed language teaching and learning, (4) the reconsideration of the design and development of pedagogical corpora, and (5) the need for stakeholder engagement with corpus research design. Addressing these tasks requires a unified and collaborative effort as they sit at a number of key intersections in corpus applications to language pedagogy. We ask scholars executing them to engage in broad and cooperative research to meet the evolving needs of learners globally, to examine the potential of corpus linguistics for addressing new challenges in language education, and to influence and shape future directions in applied linguistics.
本议程确定了语料库革命的未来研究轨迹,提出了五项具体的研究任务,旨在探索和推进语料库语言学在语言教育中的应用。这些任务的重点是(1) 对比数据驱动的学习,(2) 发展语料库研究,为国家语言课程提供信息,(3) 利用人工智能进行语料库语言教学,(4) 重新考虑教学语料库的设计和开发,(5) 利益相关者参与语料库研究设计的必要性。要完成这些任务,需要团结协作,因为它们处于语料库应用于语言教学法的若干关键交叉点上。我们要求执行这些任务的学者参与广泛的合作研究,以满足全球学习者不断变化的需求,研究语料库语言学在应对语言教育新挑战方面的潜力,并影响和塑造应用语言学的未来发展方向。
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引用次数: 0
Practitioners respond to Widdowson and Yazdi-Amirkhiz “Webinar on the subject of English and applied linguistics”. Language Teaching, 56, 393–401
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-02-14 DOI: 10.1017/s0261444824000405
Mark McAndrews
In their “Webinar on the subject of English and applied linguistics”, Widdowson and Yazdi-Amirkhiz (2023) argues for the need to “rethink orthodox ideas about the relationship between applied linguistics and English language teaching that have been promoted in the past and still prevail” (p. 393). In the following commentary, I describe examples from my experiences as a language teacher and teacher trainer that address two of Widdowson's critiques: the supposed idealization of native-speaker competence in applied linguistics, and the impracticality of applied linguistics research.
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引用次数: 0
A critical review of English medium instruction (EMI) teacher development in higher education: From 2018 to 2022
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-01-30 DOI: 10.1017/s0261444824000351
Kailun Wang, Rui Yuan, Peter I. De Costa
The past few years have witnessed an emergent growth of both academic and practical works on English medium instruction (EMI) teachers' professional development. This paper presents a critical analysis of 30 empirical studies on EMI teacher development in a wide range of higher educational settings from 2018 to 2022. Through a systematic process of paper selection and review, we have identified three general routes to EMI teacher development, namely: (1) formal training activities; (2) opportunities for teacher collaboration; and (3) self-initiated practices. For each route, we presented a critical appraisal of their design and implementation, as well as reported gains and challenges. Meanwhile, we also conducted a critical analysis of the methodological issues pertaining to the selected papers. Overall, we argue that EMI teacher development in higher education is largely construed as a hybrid, contested, and transformative enterprise featured by EMI teachers' constant boundary-crossing at different levels to seek professional growth in linguistic, pedagogical, cultural, and psychological domains. During this process, EMI teachers may encounter conflicted dispositions, power asymmetries, and individual contradictions. Such a process thus requires EMI teachers to rethink, reexamine, and reflect critically on their accustomed preconceptions and practices, in order to facilitate transformation and achieve sustainability in the long run. The review also presents implications for EMI teachers, teacher educators, policymakers, and researchers on effectively facilitating EMI teacher development in higher education.
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引用次数: 0
Practitioners respond to Kathleen Graves’ ‘Mind the gap: A tale of two curriculum fallacies’
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-01-27 DOI: 10.1017/s0261444824000491
Emily Yuko Cousins, Peter Brereton

As Kathleen Graves argues in her 2023 article, the belief that students learn best when teachers deliver a curriculum exactly as written is a common fallacy, based on an underlying assumption that ‘the institutional curriculum is the most important determinant of what happens in the classroom’ (p. 200). Graves stresses that, in reality, the institutional curriculum itself does not guarantee effective learning and that, instead, it is up to teachers to modify, adapt, or ‘enact’ the curriculum for it to make sense and work effectively in each unique context (p. 200). In our roles as academic writing instructors at a university in Japan, we are simultaneously teachers and curriculum developers. As such, we were drawn to this article and have examined how Graves’ ideas relate to our teaching beliefs and experiences. In this response article, we first discuss issues caused by an overemphasis on the institutional as well as on the enacted curricula. We then highlight the importance of building a program culture that invites open dialogue about how teachers creatively adapt a given curriculum in order to involve teachers meaningfully in course development.

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引用次数: 0
The timing of corrective feedback in second language learning
IF 3.6 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2025-01-27 DOI: 10.1017/s0261444824000478
Shaofeng Li, Ling Ou, Icy Lee
<p>The timing of corrective feedback (CF), alternatively called feedback timing, refers to the choice of a timepoint for providing corrections on second language (L2) errors or making comments on the appropriacy of L2 learners' verbal or nonverbal behaviors. A typical distinction related to the notion of feedback timing is between immediate and delayed feedback, but what constitutes immediate or delayed has been interpreted and defined in different ways. In one stream of research, immediate feedback is operationalized as feedback provided during a learning task and delayed feedback as feedback provided after a task is completed (Arroyo & Yilmaz, 2018*; Li Zhu & Ellis, 2016a*; Quinn, 2014*). One methodological variation in this distinction is interim feedback, which is provided after the first task is completed and before the second task is started (Li, Li, & Qian, under review). Interim feedback is relevant or possible when multiple tasks are performed. It refers to feedback provided during the interval(s) between tasks. Interim feedback is different from delayed feedback in that the latter refers to feedback provided after the task (if there is only one task) or all tasks (if there are multiple tasks) are completed and there is no further task performance following the feedback session. This way of conceptualizing feedback timing is based on the positioning of feedback during a task cycle, instead of the proximity to errors. Another way to examine feedback timing is to distinguish feedback provided immediately after an error is made and feedback delayed until a later time in the instructional cycle, such as one week later (Lavolette, Polio, & Kahng, 2015*). In this case, both immediate and delayed feedback can occur either during or after the completion of a learning task. A third way is to define feedback timing options in terms of their relation to instruction, namely whether feedback is provided immediately after explicit instruction or at a later stage after learners complete some practice activities (Fu & Li, 2022*). It should be clarified that this way of operationalizing feedback timing is markedly different from that in other studies in that it focuses on feedback's relation to instruction instead of errors. To conclude this section, it is necessary to point out that the conceptualization and operationalization of feedback timing should be reconsidered in L2 research. Feedback timing is not merely a matter of the length of interval or the distance between errors and feedback, and other parameters of the instructional system where errors occur are also involved or relevant, such as the distance between feedback and instruction, the positioning of feedback in a task cycle (such as within, after, or between tasks), and so on. These parameters are important because they contribute to the effectiveness of different timing options. Despite the variation in the operationalization of feedback timing, we argue that it is a uni
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引用次数: 0
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Language Teaching
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