This study explores the effectiveness of modified Kazakh literary texts in teaching Kazakhs as foreign languages. Using a quasi-experimental design, 36 university students were divided into two groups: teacher-modified texts were provided to the experimental group and the control group used the original versions. The experimental group showed markedly greater improvements in reading speed and test results. A quarter of the experimental group participants reported experiencing greater motivation toward reading and forming daily reading habits, which was not observed in the control group. The graded readers were rated as having suitable difficulty by 33.3% of the experimental group, whereas 38.9% of the control group found the original text too difficult. The results indicate that there is a need for a uniform process to create graded readers for minority languages such as Kazakhs. This study focuses specifically on second-language learners in Kazakhs and does not include first-language speakers.
{"title":"The impact of graded readers on Kazakh language acquisition: Quasi-experimental evidence","authors":"Kamshat Toleubayeva, Almagul Igenova, Yerbol Sarmurzin","doi":"10.1177/13621688251405322","DOIUrl":"https://doi.org/10.1177/13621688251405322","url":null,"abstract":"This study explores the effectiveness of modified Kazakh literary texts in teaching Kazakhs as foreign languages. Using a quasi-experimental design, 36 university students were divided into two groups: teacher-modified texts were provided to the experimental group and the control group used the original versions. The experimental group showed markedly greater improvements in reading speed and test results. A quarter of the experimental group participants reported experiencing greater motivation toward reading and forming daily reading habits, which was not observed in the control group. The graded readers were rated as having suitable difficulty by 33.3% of the experimental group, whereas 38.9% of the control group found the original text too difficult. The results indicate that there is a need for a uniform process to create graded readers for minority languages such as Kazakhs. This study focuses specifically on second-language learners in Kazakhs and does not include first-language speakers.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"179 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146021819","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 : 2026-01-21DOI: 10.1177/13621688251406901
Fei Li, Yabin Zhang
Academic writing, as a core skill in higher education, poses significant challenges in terms of language organization, logical reasoning, and creative thinking. Although educators have increasingly explored technology-assisted instruction as a solution, empirical findings on its effectiveness remain inconsistent. This meta-analysis therefore evaluates the overall effect of technology-assisted academic writing instruction and examines moderating factors by synthesizing 56 (quasi-)experimental studies from 6 databases, yielding 67 effect sizes. Findings revealed a significantly large and positive effect ( d = 1.209) of technology-assisted academic writing instruction on higher education students’ writing performance, with peak effectiveness observed in English-as-a-foreign-language contexts, genre-based approaches, low-intensity interventions, and English-for-academic-purposes essay tasks. Assessment type, technology type, technology media, and interaction pattern did not significantly moderate the overall outcomes. These results clarify previously mixed evidence by showing that contextual and pedagogical factors, rather than technology features alone, drive the effectiveness of technology-assisted academic writing instruction, highlighting its versatility and providing guidance for English-as-a-foreign-language course design, curriculum planning in resource-limited settings, and future research in technology-assisted writing pedagogy.
{"title":"A meta-analysis of the effectiveness of technology-assisted academic writing instruction in higher education","authors":"Fei Li, Yabin Zhang","doi":"10.1177/13621688251406901","DOIUrl":"https://doi.org/10.1177/13621688251406901","url":null,"abstract":"Academic writing, as a core skill in higher education, poses significant challenges in terms of language organization, logical reasoning, and creative thinking. Although educators have increasingly explored technology-assisted instruction as a solution, empirical findings on its effectiveness remain inconsistent. This meta-analysis therefore evaluates the overall effect of technology-assisted academic writing instruction and examines moderating factors by synthesizing 56 (quasi-)experimental studies from 6 databases, yielding 67 effect sizes. Findings revealed a significantly large and positive effect ( <jats:italic toggle=\"yes\">d</jats:italic> = 1.209) of technology-assisted academic writing instruction on higher education students’ writing performance, with peak effectiveness observed in English-as-a-foreign-language contexts, genre-based approaches, low-intensity interventions, and English-for-academic-purposes essay tasks. Assessment type, technology type, technology media, and interaction pattern did not significantly moderate the overall outcomes. These results clarify previously mixed evidence by showing that contextual and pedagogical factors, rather than technology features alone, drive the effectiveness of technology-assisted academic writing instruction, highlighting its versatility and providing guidance for English-as-a-foreign-language course design, curriculum planning in resource-limited settings, and future research in technology-assisted writing pedagogy.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"39 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146014311","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 : 2026-01-19DOI: 10.1177/13621688251412525
Jun Rong, Yaochen Deng, Dilin Liu
With a pretest/posttest/delayed posttest design, this quasi-experimental study compares the effectiveness of corpus use versus generative AI (GenAI) use in helping undergraduate students learn multiword constructions (MWCs) in written academic English and examines the moderating effects of learners’ learning styles. Six intact writing classes with a total of 210 students were assigned to one of three instructional groups with each group including two intact classes: Experimental Group 1 (using data-driven learning [DDL] only), Experimental Group 2 (employing GenAI-assisted learning combined with corpus analysis of teacher-generated concordance lines), and Control Group. MWC learning was measured by a MWC production test and a writing test that assessed both the overall writing quality and the frequency and number of types of MWCs used. Statistical analyses revealed that while both experimental groups made significantly more improvements in their MWC use than the control group across all four learning measures in both posttests, Experimental Group 2 (GenAI combined with corpus analysis) significantly outperformed Experimental Group 1 (DDL only) on nearly all measures in both posttests. Survey results also show that while these two instructional methods were well-received by most participants, the combined instruction better accommodated diverse learning styles than the DDL-only instruction did. Together, these findings indicate that combining DDL and GenAI can significantly enhance the effectiveness of MWC instruction in academic writing.
{"title":"Effects of using data-driven and generative AI-assisted instructions on learning multiword constructions in written academic English","authors":"Jun Rong, Yaochen Deng, Dilin Liu","doi":"10.1177/13621688251412525","DOIUrl":"https://doi.org/10.1177/13621688251412525","url":null,"abstract":"With a pretest/posttest/delayed posttest design, this quasi-experimental study compares the effectiveness of corpus use versus generative AI (GenAI) use in helping undergraduate students learn multiword constructions (MWCs) in written academic English and examines the moderating effects of learners’ learning styles. Six intact writing classes with a total of 210 students were assigned to one of three instructional groups with each group including two intact classes: Experimental Group 1 (using data-driven learning [DDL] only), Experimental Group 2 (employing GenAI-assisted learning combined with corpus analysis of teacher-generated concordance lines), and Control Group. MWC learning was measured by a MWC production test and a writing test that assessed both the overall writing quality and the frequency and number of types of MWCs used. Statistical analyses revealed that while both experimental groups made significantly more improvements in their MWC use than the control group across all four learning measures in both posttests, Experimental Group 2 (GenAI combined with corpus analysis) significantly outperformed Experimental Group 1 (DDL only) on nearly all measures in both posttests. Survey results also show that while these two instructional methods were well-received by most participants, the combined instruction better accommodated diverse learning styles than the DDL-only instruction did. Together, these findings indicate that combining DDL and GenAI can significantly enhance the effectiveness of MWC instruction in academic writing.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"99 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146000842","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 : 2026-01-12DOI: 10.1177/13621688251407238
Magdalena Szyszka, Pekka Lintunen, Mirosław Pawlak
This study explores the relationship between two facets of confidence in second language (L2) learning: linguistic self-confidence (LSC) and L2 communication confidence (L2 CC), and how they interplay with L2 speech fluency. The data were collected from 102 advanced L2 learners who performed a monologue task to capture their L2 speech fluency, measured in terms of breakdown fluency markers (mean length of silent pauses, frequency of filled and silent pauses), speed of speech (articulation rate), and composite indices (speech rate, phonation–time ratio, and mean length of run). The levels of L2 CC were established with the scale developed by Mystkowska-Wiertelak and Pawlak, while LSC levels were reported using a questionnaire designed for the purposes of the study. The results showed that LSC and L2 CC, while related, are distinct constructs. Regression analyses indicated that LSC accounted for 6% of the variance in speech rate and mean length of run, while L2 CC and LSC jointly predicted variation in frequency of filled pauses. Comparisons between groups with low and high levels of LSC revealed significant differences in temporal and breakdown L2 fluency indices; however, most of them lost statistical significance after applying corrections. The low and high L2 CC groups differed significantly in articulation rate. The outcomes of the study can serve as a basis for several implications for teaching and evaluating L2 speech.
{"title":"Exploring L2 speech fluency of advanced learners from the perspective of linguistic self-confidence and communication confidence","authors":"Magdalena Szyszka, Pekka Lintunen, Mirosław Pawlak","doi":"10.1177/13621688251407238","DOIUrl":"https://doi.org/10.1177/13621688251407238","url":null,"abstract":"This study explores the relationship between two facets of confidence in second language (L2) learning: linguistic self-confidence (LSC) and L2 communication confidence (L2 CC), and how they interplay with L2 speech fluency. The data were collected from 102 advanced L2 learners who performed a monologue task to capture their L2 speech fluency, measured in terms of breakdown fluency markers (mean length of silent pauses, frequency of filled and silent pauses), speed of speech (articulation rate), and composite indices (speech rate, phonation–time ratio, and mean length of run). The levels of L2 CC were established with the scale developed by Mystkowska-Wiertelak and Pawlak, while LSC levels were reported using a questionnaire designed for the purposes of the study. The results showed that LSC and L2 CC, while related, are distinct constructs. Regression analyses indicated that LSC accounted for 6% of the variance in speech rate and mean length of run, while L2 CC and LSC jointly predicted variation in frequency of filled pauses. Comparisons between groups with low and high levels of LSC revealed significant differences in temporal and breakdown L2 fluency indices; however, most of them lost statistical significance after applying corrections. The low and high L2 CC groups differed significantly in articulation rate. The outcomes of the study can serve as a basis for several implications for teaching and evaluating L2 speech.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"1 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145949859","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 : 2026-01-12DOI: 10.1177/13621688251409974
Ahmed Yahya Mohammed Al-Hakami
This study investigates English language teaching (ELT) job advertisement discourse in Saudi Arabia through corpus-assisted discourse studies (CADS) to examine hiring criteria that privilege native English-speaking teachers (NESTs) over non-native English-speaking teachers (NNESTs). Two specialized corpora, containing 60 ELT job adverts from 2019 and 2025, were analyzed to identify recruitment practices and changes in discourse over time. Frequency analysis revealed an overemphasis on candidates’ biographical markers such as nationality and nativeness, compared with professional qualifications. Overt exclusionary language was prevalent, particularly in 2019, with statements explicitly discouraging NNESTs from applying. While the 2025 corpus showed a decline in discriminatory language, implicit biases persisted through subtle linguistic choices and differential requirements for candidates. Critical discourse analysis highlighted how these recruitment discourses reproduce ideologies of linguistic supremacy and perpetuate inequalities within ELT. Despite shifts toward more inclusive language, the findings suggest that native-speakerist ideologies remain deeply ingrained in Saudi ELT hiring practices. The study contributes to the critical examination of language policy and teacher evaluation frameworks, echoing calls for reforms that prioritize non-native expertise and professional competence over native status. The implications for ELT policy and practice are discussed, underlining the need to confront biases and foster equity within the ELT sector.
{"title":"Evolving discourse of native-speakerism in Saudi English-teaching job advertisement: A diachronic corpus-assisted study","authors":"Ahmed Yahya Mohammed Al-Hakami","doi":"10.1177/13621688251409974","DOIUrl":"https://doi.org/10.1177/13621688251409974","url":null,"abstract":"This study investigates English language teaching (ELT) job advertisement discourse in Saudi Arabia through corpus-assisted discourse studies (CADS) to examine hiring criteria that privilege native English-speaking teachers (NESTs) over non-native English-speaking teachers (NNESTs). Two specialized corpora, containing 60 ELT job adverts from 2019 and 2025, were analyzed to identify recruitment practices and changes in discourse over time. Frequency analysis revealed an overemphasis on candidates’ biographical markers such as nationality and nativeness, compared with professional qualifications. Overt exclusionary language was prevalent, particularly in 2019, with statements explicitly discouraging NNESTs from applying. While the 2025 corpus showed a decline in discriminatory language, implicit biases persisted through subtle linguistic choices and differential requirements for candidates. Critical discourse analysis highlighted how these recruitment discourses reproduce ideologies of linguistic supremacy and perpetuate inequalities within ELT. Despite shifts toward more inclusive language, the findings suggest that native-speakerist ideologies remain deeply ingrained in Saudi ELT hiring practices. The study contributes to the critical examination of language policy and teacher evaluation frameworks, echoing calls for reforms that prioritize non-native expertise and professional competence over native status. The implications for ELT policy and practice are discussed, underlining the need to confront biases and foster equity within the ELT sector.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"7 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145949861","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}
The present study investigated the effects of integrating the flipped classroom (FC) with Massive Open Online Courses (MOOCs) on intermediate English as a foreign language (EFL) learners’ writing, measured in complexity, accuracy, and fluency (CAF). To this end, 60 university students with intermediate proficiency in English were randomly divided into experimental and control groups. The former experienced the FC integrated with MOOCs; the latter underwent traditional face-to-face classes. All participants took two essay writing tests: one at the beginning of the study as the pretest and another at the end as the posttest. The results showed that integrating the FC with MOOCs had a significantly positive effect on the experimental group’s writing in terms of CAF and its subcomponents. However, there was no significant difference between the two study groups in terms of the type-token ratio in the complexity of the text and the number of dysfluencies in the fluency. The implications of the study are discussed.
{"title":"The effect of integrating MOOCs with flipped classroom on intermediate EFL learners’ complexity, accuracy, and fluency in writing","authors":"Parisa Etemadfar, Hossein Barati, Azzizollah Dabaghi","doi":"10.1177/13621688251405186","DOIUrl":"https://doi.org/10.1177/13621688251405186","url":null,"abstract":"The present study investigated the effects of integrating the flipped classroom (FC) with Massive Open Online Courses (MOOCs) on intermediate English as a foreign language (EFL) learners’ writing, measured in complexity, accuracy, and fluency (CAF). To this end, 60 university students with intermediate proficiency in English were randomly divided into experimental and control groups. The former experienced the FC integrated with MOOCs; the latter underwent traditional face-to-face classes. All participants took two essay writing tests: one at the beginning of the study as the pretest and another at the end as the posttest. The results showed that integrating the FC with MOOCs had a significantly positive effect on the experimental group’s writing in terms of CAF and its subcomponents. However, there was no significant difference between the two study groups in terms of the type-token ratio in the complexity of the text and the number of dysfluencies in the fluency. The implications of the study are discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"31 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145907995","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 : 2026-01-07DOI: 10.1177/13621688251391502
Mostafa Zare
Previous research on oral corrective feedback (OCF) has primarily focused on teachers’ cognitions and practices in pre-service and private-sector contexts, with limited attention to in-service teachers, particularly in state-sector settings. This study investigates Iranian in-service English as a foreign language (EFL) teachers’ cognitions and reported practices concerning OCF in state-sector schools. Drawing on Borg’s teacher cognition framework and Lyster and Ranta’s typology of feedback types, the study focuses on five key aspects of OCF: source, provider, linguistic target, timing, and feedback type. An explanatory sequential mixed-methods design was employed: 204 teachers completed a questionnaire, followed by semi-structured interviews with 10 participants. The findings indicate that teaching experience, particularly through critical incidents, is the most influential source of OCF cognitions and behaviors. Crucially, affective factors, such as student anxiety and motivation, were found to override cognitive and contextual factors in shaping teachers’ feedback decisions. The study highlights the interplay of cognition, emotion, and context in OCF decision-making and calls for teacher education programs to address not only pedagogical knowledge but also the emotional dimensions of teaching. The article concludes by proposing a model of teachers’ OCF cognitions and reported practices, foregrounding affective factors as an influential source of teachers’ OCF cognitions and practice.
{"title":"Oral corrective feedback: Iranian in-service EFL teachers’ cognitions and reported practices","authors":"Mostafa Zare","doi":"10.1177/13621688251391502","DOIUrl":"https://doi.org/10.1177/13621688251391502","url":null,"abstract":"Previous research on oral corrective feedback (OCF) has primarily focused on teachers’ cognitions and practices in pre-service and private-sector contexts, with limited attention to in-service teachers, particularly in state-sector settings. This study investigates Iranian in-service English as a foreign language (EFL) teachers’ cognitions and reported practices concerning OCF in state-sector schools. Drawing on Borg’s teacher cognition framework and Lyster and Ranta’s typology of feedback types, the study focuses on five key aspects of OCF: source, provider, linguistic target, timing, and feedback type. An explanatory sequential mixed-methods design was employed: 204 teachers completed a questionnaire, followed by semi-structured interviews with 10 participants. The findings indicate that teaching experience, particularly through critical incidents, is the most influential source of OCF cognitions and behaviors. Crucially, affective factors, such as student anxiety and motivation, were found to override cognitive and contextual factors in shaping teachers’ feedback decisions. The study highlights the interplay of cognition, emotion, and context in OCF decision-making and calls for teacher education programs to address not only pedagogical knowledge but also the emotional dimensions of teaching. The article concludes by proposing a model of teachers’ OCF cognitions and reported practices, foregrounding affective factors as an influential source of teachers’ OCF cognitions and practice.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"94 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145907994","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 : 2025-12-31DOI: 10.1177/13621688251397840
Mari Alger, June Eyckmans
This study concerns a cooperative podcast creation task undertaken by second-year bachelors students enrolled on an English as a Foreign Language (EFL) vocabulary course in Belgium. While a handful of studies have documented the perceptions of language learners engaged in podcast production, the few that have explicitly focused on emotions have been anxiety-centered, mirroring research in computer assisted language learning (CALL) contexts and language learning more generally. This study compared the socio-emotional experiences of 38 EFL learners in two conditions – a podcast creation task and during general language learning – to explore how emotions and their potential sources differed across contexts. Open-ended responses were analyzed alongside items from validated foreign language anxiety and enjoyment scales. The quantitative analysis found that students reported higher levels of enjoyment than anxiety in both conditions. Item-level analysis revealed that while students reported similar levels of anxiety in both conditions, the findings for enjoyment showed more variance, with social enjoyment being significantly higher in the podcast condition. Thematic analysis of the qualitative data highlights that creative small-group tasks that involve extended peer interaction and result in joint, concrete outcomes can cultivate positive emotions such as enjoyment, gratitude, and (group) pride while preventing boredom, shame, and hopelessness. Laughter played a cementing role in group cohesion and helped to diffuse negative language learning emotions. Nevertheless, instances of group-related anxiety and frustration point to the importance of explicitly teaching groupwork skills.
{"title":"Exploring EFL learners’ emotions: A comparative study of cooperative podcast creation and general language learning","authors":"Mari Alger, June Eyckmans","doi":"10.1177/13621688251397840","DOIUrl":"https://doi.org/10.1177/13621688251397840","url":null,"abstract":"This study concerns a cooperative podcast creation task undertaken by second-year bachelors students enrolled on an English as a Foreign Language (EFL) vocabulary course in Belgium. While a handful of studies have documented the perceptions of language learners engaged in podcast production, the few that have explicitly focused on emotions have been anxiety-centered, mirroring research in computer assisted language learning (CALL) contexts and language learning more generally. This study compared the socio-emotional experiences of 38 EFL learners in two conditions – a podcast creation task and during general language learning – to explore how emotions and their potential sources differed across contexts. Open-ended responses were analyzed alongside items from validated foreign language anxiety and enjoyment scales. The quantitative analysis found that students reported higher levels of enjoyment than anxiety in both conditions. Item-level analysis revealed that while students reported similar levels of anxiety in both conditions, the findings for enjoyment showed more variance, with social enjoyment being significantly higher in the podcast condition. Thematic analysis of the qualitative data highlights that creative small-group tasks that involve extended peer interaction and result in joint, concrete outcomes can cultivate positive emotions such as enjoyment, gratitude, and (group) pride while preventing boredom, shame, and hopelessness. Laughter played a cementing role in group cohesion and helped to diffuse negative language learning emotions. Nevertheless, instances of group-related anxiety and frustration point to the importance of explicitly teaching groupwork skills.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"30 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145893675","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 : 2025-12-31DOI: 10.1177/13621688251378268
Yi-Chun Christine Yang
English as a foreign language (EFL) learners’ noticing of written corrective feedback (WCF) has a positive impact on their writing development. However, the effect of EFL learners’ noticing when receiving various sources of input, including model texts, the teacher’s written recasts, peers’ compositions, and the implementation of the sociocognitive transformative approach, on their writing performances in terms of complexity, accuracy, and fluency (CAF) has not been explored. A class of 27 English majors, all intact, participated in the study. A pretest, posttest, and delayed posttest design was employed to understand the effectiveness of the semester-long treatment conditions and learners’ noticing in various learning contexts on the three performances. The class was divided into two subgroups using different picture prompts for the three tests. The noticing log and the focus group interviews were employed as online and offline measures to understand students’ noticing in various learning contexts. Results showed that students’ accuracy in errors divided by the number of words, error-free T-unit, and error-free T-unit per T-unit was significantly enhanced. Regarding fluency, the number of words and the number of T-units also achieved significance. However, syntactic complexity did not change substantially, manifesting trade-off effects between CAF. Students noticed content the most frequently, regardless of learning contexts. They noticed grammar and expressions second most frequently in peer discussion and written recasts. It is suggested that the treatment conditions raised learners’ awareness of the discrepancies in their writing ability in both linguistic and non-linguistic aspects such as content, and the gap between their interlanguage and the target language provided by various sources of input, which may have led to their more attention to accuracy and increased knowledge of vocabulary and expression, hence contributing to the enhancement of long-term accuracy and fluency.
{"title":"Noticing, models, written recasts, the sociocognitive-transformative approach, and EFL writing: Complexity, accuracy, and fluency","authors":"Yi-Chun Christine Yang","doi":"10.1177/13621688251378268","DOIUrl":"https://doi.org/10.1177/13621688251378268","url":null,"abstract":"English as a foreign language (EFL) learners’ noticing of written corrective feedback (WCF) has a positive impact on their writing development. However, the effect of EFL learners’ noticing when receiving various sources of input, including model texts, the teacher’s written recasts, peers’ compositions, and the implementation of the sociocognitive transformative approach, on their writing performances in terms of complexity, accuracy, and fluency (CAF) has not been explored. A class of 27 English majors, all intact, participated in the study. A pretest, posttest, and delayed posttest design was employed to understand the effectiveness of the semester-long treatment conditions and learners’ noticing in various learning contexts on the three performances. The class was divided into two subgroups using different picture prompts for the three tests. The noticing log and the focus group interviews were employed as online and offline measures to understand students’ noticing in various learning contexts. Results showed that students’ accuracy in errors divided by the number of words, error-free T-unit, and error-free T-unit per T-unit was significantly enhanced. Regarding fluency, the number of words and the number of T-units also achieved significance. However, syntactic complexity did not change substantially, manifesting trade-off effects between CAF. Students noticed content the most frequently, regardless of learning contexts. They noticed grammar and expressions second most frequently in peer discussion and written recasts. It is suggested that the treatment conditions raised learners’ awareness of the discrepancies in their writing ability in both linguistic and non-linguistic aspects such as content, and the gap between their interlanguage and the target language provided by various sources of input, which may have led to their more attention to accuracy and increased knowledge of vocabulary and expression, hence contributing to the enhancement of long-term accuracy and fluency.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"8 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145893676","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 : 2025-12-30DOI: 10.1177/13621688251395869
Chenggang Liang, Shulin Yu, Nan Zhou
Despite the wide recognition of the importance of parental involvement in children’s English learning, research in this area has only gained momentum since the last two decades. This article systematically reviews studies on parental involvement in children’s English learning from 2000 to 2025. Through a rigorous paper selection process, 67 empirical studies were included for final synthesis. The analysis identified three major themes: (1) parental beliefs and attitudes, (2) parenting practices, and (3) challenges and strategies of parental involvement. The findings reveal the dynamic and complex relationships among these aspects of parental involvement, highlighting their differential impacts on children’s English learning, which is often influenced by various individual and contextual factors. Based on these findings, the review proposes a tentative framework that outlines the processes and impacts of parental involvement in children’s English learning and offers actionable suggestions for parents and educators. Furthermore, the review identifies crucial gaps and suggests research agenda to advance future studies in this field.
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