Pub Date : 2025-01-23DOI: 10.1177/13621688241313017
Binyu Xing, Haiwei Zhang
In response to the growing prevalence of online second language learning and the burgeoning field of international Chinese language education, this study examines the impact of multimodal inputs (MMI) on vocabulary acquisition within online environments among learners of Chinese as a second language (CSL). A teaching intervention was conducted with 90 Mongolian CSL learners, who were grouped into audiovisual, audio, and visual groups. The findings indicate that the audiovisual condition significantly improved vocabulary retention compared to the single-modality conditions in a delayed post-test. Nevertheless, the efficacy of the MMI treatment was observed to vary with learners’ proficiency levels, with beginner-level CSL learners deriving greater benefit from MMI than intermediate-level learners. Furthermore, participants expressed both favorable and critical perspectives regarding the application of MMI in vocabulary instruction. These results highlight the potential of MMI interventions to enhance vocabulary learning in online second-language education, while also underscoring the necessity of considering learners’ target language proficiency and their attitudes when developing MMI-based instructional approaches.
{"title":"A study of the effect of multimodal input on vocabulary acquisition: Evidence from online Chinese language learners","authors":"Binyu Xing, Haiwei Zhang","doi":"10.1177/13621688241313017","DOIUrl":"https://doi.org/10.1177/13621688241313017","url":null,"abstract":"In response to the growing prevalence of online second language learning and the burgeoning field of international Chinese language education, this study examines the impact of multimodal inputs (MMI) on vocabulary acquisition within online environments among learners of Chinese as a second language (CSL). A teaching intervention was conducted with 90 Mongolian CSL learners, who were grouped into audiovisual, audio, and visual groups. The findings indicate that the audiovisual condition significantly improved vocabulary retention compared to the single-modality conditions in a delayed post-test. Nevertheless, the efficacy of the MMI treatment was observed to vary with learners’ proficiency levels, with beginner-level CSL learners deriving greater benefit from MMI than intermediate-level learners. Furthermore, participants expressed both favorable and critical perspectives regarding the application of MMI in vocabulary instruction. These results highlight the potential of MMI interventions to enhance vocabulary learning in online second-language education, while also underscoring the necessity of considering learners’ target language proficiency and their attitudes when developing MMI-based instructional approaches.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"51 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143026626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-23DOI: 10.1177/13621688241310740
Pilar Gerns, Louisa Mortimore
Exploratory talk is increasingly recognized in formal education for its role in enhancing students’ critical thinking and literacy skills, which are crucial for quality education both within and beyond school contexts. However, research shows that students often lack opportunities for inquiry-based learning and rarely receive explicit guidance on using language for reasoning, particularly in second language (L2) learning environments. Understanding how students engage in this complex function and effectively promoting it in L2 subject contexts remains a challenge. This study introduces an operational framework for the function of ‘explore’, based on L2 learning and socio-cultural theories and Dalton-Puffer’s construct of cognitive discourse functions (CDFs). It provides both quantitative and qualitative insights into how secondary-level content and language integrated learning (CLIL) students ( N = 113) from three different types of schools in Spain performed the ‘explore’ function orally, and it examines the role of epistemic modality in this meaning-making process by analysing the following features: (1) modal verbs, (2) modal adverbs and adjectives, (3) epistemic lexical verbs (ELVs), stance-taking forms, (4) discourse markers and the conditional ‘if’. A learner corpus was created for this analysis using Sketch Engine. The findings suggest that the CDF of ‘explore’ involves a combination of epistemic modality markers that serve as reasoning and exploratory discourse indicators. There is, however, a pressing need to raise teachers’ awareness of how language (through CDFs) supports students’ exploratory and deeper learning in L2 content-learning contexts. To this end, the discussion presents pedagogical implications for future research and practice in fostering exploratory reasoning, and where possible, embedding these skills in exploratory talk within CLIL classrooms.
{"title":"Towards exploratory talk in secondary-school CLIL: An empirical study of the cognitive discourse function ‘explore’","authors":"Pilar Gerns, Louisa Mortimore","doi":"10.1177/13621688241310740","DOIUrl":"https://doi.org/10.1177/13621688241310740","url":null,"abstract":"Exploratory talk is increasingly recognized in formal education for its role in enhancing students’ critical thinking and literacy skills, which are crucial for quality education both within and beyond school contexts. However, research shows that students often lack opportunities for inquiry-based learning and rarely receive explicit guidance on using language for reasoning, particularly in second language (L2) learning environments. Understanding how students engage in this complex function and effectively promoting it in L2 subject contexts remains a challenge. This study introduces an operational framework for the function of ‘explore’, based on L2 learning and socio-cultural theories and Dalton-Puffer’s construct of cognitive discourse functions (CDFs). It provides both quantitative and qualitative insights into how secondary-level content and language integrated learning (CLIL) students ( N = 113) from three different types of schools in Spain performed the ‘explore’ function orally, and it examines the role of epistemic modality in this meaning-making process by analysing the following features: (1) modal verbs, (2) modal adverbs and adjectives, (3) epistemic lexical verbs (ELVs), stance-taking forms, (4) discourse markers and the conditional ‘if’. A learner corpus was created for this analysis using Sketch Engine. The findings suggest that the CDF of ‘explore’ involves a combination of epistemic modality markers that serve as reasoning and exploratory discourse indicators. There is, however, a pressing need to raise teachers’ awareness of how language (through CDFs) supports students’ exploratory and deeper learning in L2 content-learning contexts. To this end, the discussion presents pedagogical implications for future research and practice in fostering exploratory reasoning, and where possible, embedding these skills in exploratory talk within CLIL classrooms.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"57 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143026580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-20DOI: 10.1177/13621688241310498
Yoshiyuki Nakata, Xuesong (Andy) Gao
This article reports on a study that explored Japanese university students’ evolving motivational regulation by mapping its changes over one year of their studies in a collaborative project-based learning environment. An autonomy-supportive collaborative intervention was delivered to the 19 participants with varying or no experience of communicative language teaching and study abroad. Our cluster-based analysis of multiple questionnaire responses revealed increased motivation among the participants. Three learners were selected to represent each clustering group based on the unique characteristics of their motivational trajectories over the year, which reflect the mediating impacts of their previous language learning experiences and their learning experience during the pedagogical intervention. The findings indicate that language teachers can enhance learners’ ‘motivational regulation’ by creating a supportive learning environment in the classroom.
{"title":"Why classroom climate matters: Exploring Japanese university students’ motivational regulation within a classroom ecology","authors":"Yoshiyuki Nakata, Xuesong (Andy) Gao","doi":"10.1177/13621688241310498","DOIUrl":"https://doi.org/10.1177/13621688241310498","url":null,"abstract":"This article reports on a study that explored Japanese university students’ evolving motivational regulation by mapping its changes over one year of their studies in a collaborative project-based learning environment. An autonomy-supportive collaborative intervention was delivered to the 19 participants with varying or no experience of communicative language teaching and study abroad. Our cluster-based analysis of multiple questionnaire responses revealed increased motivation among the participants. Three learners were selected to represent each clustering group based on the unique characteristics of their motivational trajectories over the year, which reflect the mediating impacts of their previous language learning experiences and their learning experience during the pedagogical intervention. The findings indicate that language teachers can enhance learners’ ‘motivational regulation’ by creating a supportive learning environment in the classroom.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"140 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142991130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-18DOI: 10.1177/13621688241304051
Ikuya Aizawa, Heath Rose, Gene Thompson, Jim McKinley
This study investigates the relationship between students’ English language proficiency, their reported levels of academic English literacy, prior content knowledge and their attainment of content knowledge in English medium instruction (EMI). The study also examines students’ perceptions of difficulties with academic English literacy at different levels of English language proficiency. Pre-course and post-course content tests were administered to 27 EMI students in an introductory Chemistry course at a university in Tokyo, Japan. The test results were triangulated with data from a quantitative measure of reported academic literacy and follow-up interviews to explore perceptions of ease and difficulties for academic language skills (i.e. reading, listening, speaking and writing). The quantitative findings indicated that students’ proficiency statistically significantly predicted post-test scores. Interviews with students corroborated this finding, illustrating the specific difficulties in academic language literacy faced by students with lower proficiency. However, proficiency alone did not determine success as other factors, such as previous exposure to EMI and prior content knowledge, played significant roles. The study found a non-linear relationship between reported difficulties with academic English literacy and test outcomes, indicating that students who reported fewer academic difficulties were not necessarily more successful in gaining content knowledge than those facing significant challenges in academic language tasks. The findings emphasise that academic support in EMI programs should not solely focus on test outcomes but also address the broader challenges students face with academic English literacy. Implications are discussed regarding language support, EMI curriculum planning and future research directions.
{"title":"Content knowledge attainment in English medium instruction: Does academic English literacy matter?","authors":"Ikuya Aizawa, Heath Rose, Gene Thompson, Jim McKinley","doi":"10.1177/13621688241304051","DOIUrl":"https://doi.org/10.1177/13621688241304051","url":null,"abstract":"This study investigates the relationship between students’ English language proficiency, their reported levels of academic English literacy, prior content knowledge and their attainment of content knowledge in English medium instruction (EMI). The study also examines students’ perceptions of difficulties with academic English literacy at different levels of English language proficiency. Pre-course and post-course content tests were administered to 27 EMI students in an introductory Chemistry course at a university in Tokyo, Japan. The test results were triangulated with data from a quantitative measure of reported academic literacy and follow-up interviews to explore perceptions of ease and difficulties for academic language skills (i.e. reading, listening, speaking and writing). The quantitative findings indicated that students’ proficiency statistically significantly predicted post-test scores. Interviews with students corroborated this finding, illustrating the specific difficulties in academic language literacy faced by students with lower proficiency. However, proficiency alone did not determine success as other factors, such as previous exposure to EMI and prior content knowledge, played significant roles. The study found a non-linear relationship between reported difficulties with academic English literacy and test outcomes, indicating that students who reported fewer academic difficulties were not necessarily more successful in gaining content knowledge than those facing significant challenges in academic language tasks. The findings emphasise that academic support in EMI programs should not solely focus on test outcomes but also address the broader challenges students face with academic English literacy. Implications are discussed regarding language support, EMI curriculum planning and future research directions.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"10 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142988712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-18DOI: 10.1177/13621688241310403
Zehui Yang, Karen Forbes
In the field of English language teaching, the deeply entrenched dichotomy between ‘native English-speaking teachers’ (NESTs) and ‘non-native English-speaking teachers’ (NNESTs) has forcibly positioned NNESTs as linguistically and pedagogically inferior to their native counterparts. The prevalence of native-speaker ideologies marginalizes NNESTs in professional settings and impedes their agency enactment in claiming identities as competent educators. Therefore, it is crucial to facilitate English teachers (especially NNESTs) to practice agency to (re)negotiate identities to move beyond native-speaker ideologies. Framed by positioning theory, this study investigates how 12 in-service English teachers worldwide exercised agency to (re)negotiate positions throughout an innovative identity-based intervention. The intervention, implemented in three online sessions across six weeks, instigated participants’ identity reflections based on three themes: theories, pedagogy and power. Each session comprised one online seminar and one self-reflective written task. Drawing on data from the intervention and pre- and post-intervention interviews, our findings yielded three distinct identity negotiation patterns, namely active, tentative and reluctant repositioning. Participants of each pattern presented unique combinations of repositioning acts, including resisting inferior positions, selectively engaging with empowering positions, shifting back to initial positions and maintaining existing positions. Agency and positioning were found to be reciprocally informed. While agency was practised to facilitate repositioning, the agentic positions teachers undertook influenced agency enactment as well. Participants’ choices of different repositioning acts were jointly mediated by their evaluation of native-speaker ideologies’ impact on their existing positions and their power to challenge native-speakerism in their own professional settings. At a theoretical level, this article provides a conceptual framework that illustrates the interconnectedness between the intervention, teacher identity and teacher agency. At a practical level, it demonstrates the effectiveness of implementing identity-based intervention in teacher education to foster NNESTs’ repositioning and agency enactment against the backdrop of native-speakerism.
{"title":"Moving beyond native-speakerism through identity-based teacher education: The roles of positioning and agency","authors":"Zehui Yang, Karen Forbes","doi":"10.1177/13621688241310403","DOIUrl":"https://doi.org/10.1177/13621688241310403","url":null,"abstract":"In the field of English language teaching, the deeply entrenched dichotomy between ‘native English-speaking teachers’ (NESTs) and ‘non-native English-speaking teachers’ (NNESTs) has forcibly positioned NNESTs as linguistically and pedagogically inferior to their native counterparts. The prevalence of native-speaker ideologies marginalizes NNESTs in professional settings and impedes their agency enactment in claiming identities as competent educators. Therefore, it is crucial to facilitate English teachers (especially NNESTs) to practice agency to (re)negotiate identities to move beyond native-speaker ideologies. Framed by positioning theory, this study investigates how 12 in-service English teachers worldwide exercised agency to (re)negotiate positions throughout an innovative identity-based intervention. The intervention, implemented in three online sessions across six weeks, instigated participants’ identity reflections based on three themes: theories, pedagogy and power. Each session comprised one online seminar and one self-reflective written task. Drawing on data from the intervention and pre- and post-intervention interviews, our findings yielded three distinct identity negotiation patterns, namely active, tentative and reluctant repositioning. Participants of each pattern presented unique combinations of repositioning acts, including resisting inferior positions, selectively engaging with empowering positions, shifting back to initial positions and maintaining existing positions. Agency and positioning were found to be reciprocally informed. While agency was practised to facilitate repositioning, the agentic positions teachers undertook influenced agency enactment as well. Participants’ choices of different repositioning acts were jointly mediated by their evaluation of native-speaker ideologies’ impact on their existing positions and their power to challenge native-speakerism in their own professional settings. At a theoretical level, this article provides a conceptual framework that illustrates the interconnectedness between the intervention, teacher identity and teacher agency. At a practical level, it demonstrates the effectiveness of implementing identity-based intervention in teacher education to foster NNESTs’ repositioning and agency enactment against the backdrop of native-speakerism.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"7 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142988709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-18DOI: 10.1177/13621688241305787
Ryosuke Nakahara, Masatoshi Sugiura
This study examines whether learners exposed to specific example sentences through data-driven learning (DDL) can not only identify generalized linguistic patterns but also apply the patterns to other expressions, thereby demonstrating that DDL is a learning method based on a usage-based model. Forty-three Japanese learners of English participated in DDL activities to study the use of six verbs from two verb classes (three from the Throw class and three from the Whisper class) in terms of the dative alternation. Specifically, they studied whether these verbs can be used in the double object (DO) construction or the prepositional dative (PD) construction. The participants underwent pre-, post-, and delayed post-tests, during which they evaluated the grammaticality of sentences containing the studied verbs, as well as unstudied verbs from the same classes and verbs from the control classes (the Send and Mention classes). A cumulative link mixed model (CLMM) was employed to analyse the effects of test timing (pre/post/delayed post), learning (studied/unstudied), and construction (PD/DO) on test scores. The results showed that learners made more correct judgments on the post-test than on the pre-test. This improvement was observed not only for the studied verbs but also for unstudied verbs from the same classes, and even for verbs from the control classes. This indicates that DDL embodies the idea of a usage-based model; that is, learners generalize linguistic patterns through language experience. Furthermore, the learning effects were retained even in the delayed post-test, suggesting that DDL is not merely a tool for referencing word usage but also a learning method that converts input into intake.
{"title":"Generalizing linguistic patterns through data-driven learning: A study of the dative alternation in Japanese learners of English","authors":"Ryosuke Nakahara, Masatoshi Sugiura","doi":"10.1177/13621688241305787","DOIUrl":"https://doi.org/10.1177/13621688241305787","url":null,"abstract":"This study examines whether learners exposed to specific example sentences through data-driven learning (DDL) can not only identify generalized linguistic patterns but also apply the patterns to other expressions, thereby demonstrating that DDL is a learning method based on a usage-based model. Forty-three Japanese learners of English participated in DDL activities to study the use of six verbs from two verb classes (three from the Throw class and three from the Whisper class) in terms of the dative alternation. Specifically, they studied whether these verbs can be used in the double object (DO) construction or the prepositional dative (PD) construction. The participants underwent pre-, post-, and delayed post-tests, during which they evaluated the grammaticality of sentences containing the studied verbs, as well as unstudied verbs from the same classes and verbs from the control classes (the Send and Mention classes). A cumulative link mixed model (CLMM) was employed to analyse the effects of test timing (pre/post/delayed post), learning (studied/unstudied), and construction (PD/DO) on test scores. The results showed that learners made more correct judgments on the post-test than on the pre-test. This improvement was observed not only for the studied verbs but also for unstudied verbs from the same classes, and even for verbs from the control classes. This indicates that DDL embodies the idea of a usage-based model; that is, learners generalize linguistic patterns through language experience. Furthermore, the learning effects were retained even in the delayed post-test, suggesting that DDL is not merely a tool for referencing word usage but also a learning method that converts input into intake.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"37 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142988710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-17DOI: 10.1177/13621688241309459
Li Yang
To enhance the visibility of pragmatics in second language (L2) teacher education, this study observed the development of a Spanish-speaking graduate teaching assistant (GTA) regarding his pragmatic knowledge and reflections on potential application during a 12-week pragmatics seminar at a US public university. The Spanish GTA taught the language as the teacher of record while participating in the training. From a sociocultural perspective, the training provided the GTA with exposure to and explanations of academic concepts across three modules: pragmatics, cross-cultural pragmatics, and instructional pragmatics. The participant also had the opportunity to engage in two languaging tasks, either privately (via written reflection reports) or inter-psychologically (through dialogic verbalized reflections). The results suggest that the Spanish GTA developed an improved conceptual understanding of pragmatics, enhanced awareness of cross-cultural pragmatics, and increased readiness to apply these concepts in teaching over time. The participant perceived his engagement in the two languaging tasks as a rewarding experience, as indicated by his verbalized reflections. Lastly, suggestions for modifying the languaging tasks and effectively incorporating them into pragmatics training were discussed.
{"title":"The incorporation of languaging tasks into pragmatics training for L2 teachers: The case of a Spanish graduate teaching assistant","authors":"Li Yang","doi":"10.1177/13621688241309459","DOIUrl":"https://doi.org/10.1177/13621688241309459","url":null,"abstract":"To enhance the visibility of pragmatics in second language (L2) teacher education, this study observed the development of a Spanish-speaking graduate teaching assistant (GTA) regarding his pragmatic knowledge and reflections on potential application during a 12-week pragmatics seminar at a US public university. The Spanish GTA taught the language as the teacher of record while participating in the training. From a sociocultural perspective, the training provided the GTA with exposure to and explanations of academic concepts across three modules: pragmatics, cross-cultural pragmatics, and instructional pragmatics. The participant also had the opportunity to engage in two languaging tasks, either privately (via written reflection reports) or inter-psychologically (through dialogic verbalized reflections). The results suggest that the Spanish GTA developed an improved conceptual understanding of pragmatics, enhanced awareness of cross-cultural pragmatics, and increased readiness to apply these concepts in teaching over time. The participant perceived his engagement in the two languaging tasks as a rewarding experience, as indicated by his verbalized reflections. Lastly, suggestions for modifying the languaging tasks and effectively incorporating them into pragmatics training were discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"44 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142988711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-07DOI: 10.1177/13621688241307189
Nuria Edo-Marzá
English is increasingly reinforcing its worldwide well-established position as facilitator of cross-cultural communication. This status has enhanced the use of English as a medium of instruction (EMI) in European universities. As a result, a deeper understanding of all the elements participating and converging in the teaching–learning process (T-L) in EMI settings seems necessary and beneficial in tertiary settings. One of these elements is pedagogical genres and their perceived use, utility, and efficiency as teaching/learning tools in EMI contexts. This study aims to explore, from the learners’ perspective, the incidence and perceived usefulness of different pedagogical genres at play both in Economics and Engineering courses taught in English. By means of a questionnaire created ad hoc to be responded to by non-native English students from Economics and Engineering degrees, both descriptive and comparative results (statistically-generated and focused on significance) were obtained as regards, for instance, those pedagogical genres that students may find more problematic or less useful in their teaching–learning process. These results, which include a series of specific pedagogical suggestions, may serve to reconsider the actual usefulness or adequacy of some genres with the final objective of better adapting their use to real students’ needs and demands.
{"title":"The perceived usefulness of pedagogical genres in EMI settings: A learner-informed comparative analysis of Engineering and Economics courses","authors":"Nuria Edo-Marzá","doi":"10.1177/13621688241307189","DOIUrl":"https://doi.org/10.1177/13621688241307189","url":null,"abstract":"English is increasingly reinforcing its worldwide well-established position as facilitator of cross-cultural communication. This status has enhanced the use of English as a medium of instruction (EMI) in European universities. As a result, a deeper understanding of all the elements participating and converging in the teaching–learning process (T-L) in EMI settings seems necessary and beneficial in tertiary settings. One of these elements is pedagogical genres and their perceived use, utility, and efficiency as teaching/learning tools in EMI contexts. This study aims to explore, from the learners’ perspective, the incidence and perceived usefulness of different pedagogical genres at play both in Economics and Engineering courses taught in English. By means of a questionnaire created ad hoc to be responded to by non-native English students from Economics and Engineering degrees, both descriptive and comparative results (statistically-generated and focused on significance) were obtained as regards, for instance, those pedagogical genres that students may find more problematic or less useful in their teaching–learning process. These results, which include a series of specific pedagogical suggestions, may serve to reconsider the actual usefulness or adequacy of some genres with the final objective of better adapting their use to real students’ needs and demands.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"80 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142935638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-07DOI: 10.1177/13621688241307239
Cynthia Ayu Purnomo, Hsieh-Jun Chen
With the existing research gap regarding the validation of the effects of teacher feedback, the relatively limited exploration of the correlation between teacher feedback and speaking performance, and the inadequate examination of emotions, this study endeavored to investigate the efficacy of teacher feedback in digital storytelling among learners of English as a foreign language (EFL). Emphasis is placed on speaking performance, emotions, perceptions among high and low achievers, and teacher reflections. Employing a mixed-methods approach, the research design incorporated data from pre-/post-tests of digital storytelling, student responses to an emotion questionnaire, student perceptions of teacher feedback, and teacher reflections on feedback practices. The findings demonstrated that teacher feedback not only significantly impacted students’ speaking performances throughout the digital storytelling process but also played a key role in regulating their emotions. Both high and low achievers exhibited predominantly positive emotions during digital storytelling and creation. However, high achievers demonstrated greater sensitivity to competitive pressures, contributing to slight differences in emotional experiences between the two groups. Furthermore, low achievers displayed a greater desire for feedback and derived more substantial benefits, particularly in the areas of image selection and arrangement. Based on teacher reflections, feedback types were focused on adjusting chosen storybooks (including storyline development and image/illustration design), establishing fulfillment criteria, ensuring equitable distribution of work and presentation within each group, and addressing pronunciation concerns.
{"title":"Tapping into teacher feedback in digital storytelling: Learning outcomes, emotions, and perceptions","authors":"Cynthia Ayu Purnomo, Hsieh-Jun Chen","doi":"10.1177/13621688241307239","DOIUrl":"https://doi.org/10.1177/13621688241307239","url":null,"abstract":"With the existing research gap regarding the validation of the effects of teacher feedback, the relatively limited exploration of the correlation between teacher feedback and speaking performance, and the inadequate examination of emotions, this study endeavored to investigate the efficacy of teacher feedback in digital storytelling among learners of English as a foreign language (EFL). Emphasis is placed on speaking performance, emotions, perceptions among high and low achievers, and teacher reflections. Employing a mixed-methods approach, the research design incorporated data from pre-/post-tests of digital storytelling, student responses to an emotion questionnaire, student perceptions of teacher feedback, and teacher reflections on feedback practices. The findings demonstrated that teacher feedback not only significantly impacted students’ speaking performances throughout the digital storytelling process but also played a key role in regulating their emotions. Both high and low achievers exhibited predominantly positive emotions during digital storytelling and creation. However, high achievers demonstrated greater sensitivity to competitive pressures, contributing to slight differences in emotional experiences between the two groups. Furthermore, low achievers displayed a greater desire for feedback and derived more substantial benefits, particularly in the areas of image selection and arrangement. Based on teacher reflections, feedback types were focused on adjusting chosen storybooks (including storyline development and image/illustration design), establishing fulfillment criteria, ensuring equitable distribution of work and presentation within each group, and addressing pronunciation concerns.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"24 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142935634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-31DOI: 10.1177/13621688241304648
Skye Playsted, Damon P. Thomas, Jane Wilkinson
In Australia, the teaching of pronunciation is embedded in the curriculum of a national adult migrant English program offering English as an additional language (EAL) tuition to newly arrived migrants. Students in the program who have had limited opportunities to develop print literacy in English or their first languages are offered tuition in pre-level EAL classes. Teachers of these students lack access to relevant training or research on oral skills pedagogies but are expected to integrate pronunciation teaching into their lessons. This article examines pre-level teachers’ pronunciation teaching practices in the Australian adult EAL context. The study introduced teachers to a practitioner research approach of professional learning through a series of exploratory practice (EP) focus group sessions. Using the lens of the theory of practice architectures, this article describes how teachers engaged in the EP process of puzzling to foster a praxis orientation towards the teaching of EAL pronunciation with preliterate adults. Findings revealed that the practices of puzzling facilitated the development of teachers’ understandings and enabled practices of pronunciation teaching to be tailored to their local teaching context. The puzzling process, initiated by the researcher in the first session, was taken up by teachers in subsequent sessions and fostered a praxis-oriented approach to learning viewed as important by teachers. The study has implications for pronunciation teaching research as it puts forward an innovative, practice architectures theoretical framing of EP and offers new insights into pronunciation teacher learning in the adult migrant EAL context.
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