Pub Date : 2024-10-07DOI: 10.1177/13621688241283153
Heng-Tsung Danny Huang
Reverse dubbing represents the process of creating and presenting a video clip that translates the original first-language (L1) spoken dialogues to second/foreign language. This study investigated its effects on English speaking proficiency and English learning motivation (ELM). Two intact classes of English as a foreign language (EFL) college students were randomly assigned to either the reverse dubbing (RD) group or the comparison group. In the course of an academic semester, the RD group completed two RD tasks, for each of which they, in groups, (1) selected a Mandarin L1 video clip, (2) translated the subtitles to English, (3) rehearsed the translated subtitles, (4) created a new soundtrack, (5) combined the video clip with the new soundtrack to produce the dubbed video clip, and (6) played the dubbed video clip in class and then performed the live dubbing again. ANCOVAs and qualitative examinations performed on the numerical data and interview transcripts unveiled that reverse dubbing constituted a significant contributor to the development of English speaking proficiency and led to a statistically significant increase in the level of intrinsic motivation for the participating students. In light of these findings, implications are proposed for the theory and practice of technology-enhanced language teaching and learning.
{"title":"Investigating the effects of reverse dubbing tasks on English speaking proficiency and English learning motivation","authors":"Heng-Tsung Danny Huang","doi":"10.1177/13621688241283153","DOIUrl":"https://doi.org/10.1177/13621688241283153","url":null,"abstract":"Reverse dubbing represents the process of creating and presenting a video clip that translates the original first-language (L1) spoken dialogues to second/foreign language. This study investigated its effects on English speaking proficiency and English learning motivation (ELM). Two intact classes of English as a foreign language (EFL) college students were randomly assigned to either the reverse dubbing (RD) group or the comparison group. In the course of an academic semester, the RD group completed two RD tasks, for each of which they, in groups, (1) selected a Mandarin L1 video clip, (2) translated the subtitles to English, (3) rehearsed the translated subtitles, (4) created a new soundtrack, (5) combined the video clip with the new soundtrack to produce the dubbed video clip, and (6) played the dubbed video clip in class and then performed the live dubbing again. ANCOVAs and qualitative examinations performed on the numerical data and interview transcripts unveiled that reverse dubbing constituted a significant contributor to the development of English speaking proficiency and led to a statistically significant increase in the level of intrinsic motivation for the participating students. In light of these findings, implications are proposed for the theory and practice of technology-enhanced language teaching and learning.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142384441","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 : 2024-10-06DOI: 10.1177/13621688241286668
Hyeran Ryu, Sungmook Choi
Recent research highlights the value of metalinguistic explanations in facilitating second language (L2) grammar acquisition. Nevertheless, a notable research gap persists regarding how these explanations influence incidental grammar acquisition and their impact on overall reading processes and comprehension. Furthermore, whether the potentially positive effects of metalinguistic explanations transfer to the acquisition of subsequent constructions without explicit guidance is an unexplored domain. This study addresses these research gaps by recruiting 42 Korean undergraduate students and assigning them to the metalinguistic or baseline groups. The metalinguistic group read an English text supplemented with bottom-margin metalinguistic explanations, which elucidated the first half of the target grammar (without explanations for the second half), whereas the baseline group read the same text without explanations. This study used eye-tracking technology to register participants’ eye movements during reading, followed by an announced reading comprehension test and an unannounced error correction test. Statistical analyses using linear mixed-effects models (LMMs) and t-tests revealed that metalinguistic explanations significantly enhanced incidental grammar acquisition in L2 learners without compromising overall reading processes and comprehension. However, the benefits of metalinguistic explanations in the metalinguistic group failed to extend to the incidental learning of other unexplained constructions.
最近的研究强调了金属语言解释在促进第二语言语法习得方面的价值。然而，关于这些解释如何影响语法的附带习得及其对整体阅读过程和理解的影响，仍然存在明显的研究空白。此外，在没有明确指导的情况下，金属语言解释的潜在积极影响是否会转移到后续结构的习得上，这也是一个尚未探索的领域。本研究针对这些研究空白，招募了 42 名韩国本科生，将他们分配到金属语言组或基线组。金属语言组阅读一篇英语课文，该课文辅以底边金属语言解释，阐明了目标语法的前半部分（后半部分没有解释），而基线组则阅读同样的课文，没有解释。本研究使用眼动跟踪技术记录参与者在阅读过程中的眼球运动，然后进行已公布的阅读理解测试和未公布的纠错测试。使用线性混合效应模型（LMMs）和 t 检验进行的统计分析显示，金属语言解释显著提高了 L2 学习者的语法习得，而不会影响整体阅读过程和理解能力。然而，金属语言学解释在金属语言学组中的益处未能扩展到其他未解释结构的附带学习。
{"title":"Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study","authors":"Hyeran Ryu, Sungmook Choi","doi":"10.1177/13621688241286668","DOIUrl":"https://doi.org/10.1177/13621688241286668","url":null,"abstract":"Recent research highlights the value of metalinguistic explanations in facilitating second language (L2) grammar acquisition. Nevertheless, a notable research gap persists regarding how these explanations influence incidental grammar acquisition and their impact on overall reading processes and comprehension. Furthermore, whether the potentially positive effects of metalinguistic explanations transfer to the acquisition of subsequent constructions without explicit guidance is an unexplored domain. This study addresses these research gaps by recruiting 42 Korean undergraduate students and assigning them to the metalinguistic or baseline groups. The metalinguistic group read an English text supplemented with bottom-margin metalinguistic explanations, which elucidated the first half of the target grammar (without explanations for the second half), whereas the baseline group read the same text without explanations. This study used eye-tracking technology to register participants’ eye movements during reading, followed by an announced reading comprehension test and an unannounced error correction test. Statistical analyses using linear mixed-effects models (LMMs) and t-tests revealed that metalinguistic explanations significantly enhanced incidental grammar acquisition in L2 learners without compromising overall reading processes and comprehension. However, the benefits of metalinguistic explanations in the metalinguistic group failed to extend to the incidental learning of other unexplained constructions.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142383894","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 : 2024-09-30DOI: 10.1177/13621688241282259
Wei Zhang, Yi Liao, Hoang Trung Truong
The current study investigated the facilitatory effects of High Variability Phonetic Training (HVPT) in second language (L2) categorical perception (CP) of Mandarin lexical tones. It also explored whether and how individual differences in auditory processing predicted gains from such training. The participants were 32 native English-speaking adults aged over 60 years who were learning Mandarin Chinese as their L2. They were randomly divided into the HVPT group (HG) ( n = 16) and the control group (CG) ( n = 16). Their L2 CP performance was assessed through an identification task and discrimination task before training, immediately after training, and two months later. Auditory processing tests were also conducted to measure the participants’ ability to encode spectral and temporal details of sounds. Linear mixed-effects (LME) models showed that, compared to the CG, the HG exhibited a more pronounced improvement in tonal categorization. Furthermore, regression analysis confirmed that individual differences in perceptual acuity significantly predicted gains from training in L2 CP of Mandarin lexical tones.
{"title":"High variability phonetic training facilitates categorical perception of Mandarin lexical tones in L2 older adults: A link to auditory processing","authors":"Wei Zhang, Yi Liao, Hoang Trung Truong","doi":"10.1177/13621688241282259","DOIUrl":"https://doi.org/10.1177/13621688241282259","url":null,"abstract":"The current study investigated the facilitatory effects of High Variability Phonetic Training (HVPT) in second language (L2) categorical perception (CP) of Mandarin lexical tones. It also explored whether and how individual differences in auditory processing predicted gains from such training. The participants were 32 native English-speaking adults aged over 60 years who were learning Mandarin Chinese as their L2. They were randomly divided into the HVPT group (HG) ( n = 16) and the control group (CG) ( n = 16). Their L2 CP performance was assessed through an identification task and discrimination task before training, immediately after training, and two months later. Auditory processing tests were also conducted to measure the participants’ ability to encode spectral and temporal details of sounds. Linear mixed-effects (LME) models showed that, compared to the CG, the HG exhibited a more pronounced improvement in tonal categorization. Furthermore, regression analysis confirmed that individual differences in perceptual acuity significantly predicted gains from training in L2 CP of Mandarin lexical tones.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142360284","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 : 2024-09-26DOI: 10.1177/13621688241283541
Javad Zare, Ahmad Al-Issa
The recent introduction of positive psychology (PP) to second language acquisition (SLA) has led to increased interest in researching the relationship between language learning and various positive emotions. Despite this, the concept of learner altruistic teaching has been relatively understudied, compared to other PP aspects. In particular, studies on learner altruistic teaching and English reading comprehension skill have been notably absent. To address this gap, this intervention study aimed to investigate whether learners’ altruistic teaching had a significant effect on their English reading comprehension skill. The study used a mixed-methods sequential explanatory design with a comparison group pretest–posttest experimental design. It involved 116 Iranian learners of English as a foreign language (EFL). The study included three internet-based Test of English as a Foreign Language (TOEFL iBT) reading sections, reflective frames, and semi-structured interviews. The results of independent-samples t-tests and repeated-measures ANOVAs suggested that altruistic teaching had an instructional effect on learners’ English reading comprehension skill. Additionally, the results of the qualitative data pointed to several themes, including enjoyment, responsibility for one another, intimacy, engagement, motivation, success, and self-appreciation in learners. Altogether, the study suggested that learners’ altruistic teaching can significantly enhance their English reading comprehension skill by creating a sense of enjoyment, responsibility, intimacy, engagement, motivation, success, and self-appreciation among learners. The article concludes by discussing the theoretical and pedagogical implications of the study. Finally, it offers suggestions for further research and highlights limitations.
最近，积极心理学（PP）被引入第二语言习得（SLA）领域，这使得人们对语言学习与各种积极情绪之间关系的研究兴趣大增。尽管如此，与积极心理学的其他方面相比，对学习者利他主义教学概念的研究相对不足。特别是，关于学习者利他主义教学和英语阅读理解能力的研究明显不足。为了弥补这一空白，本干预研究旨在探讨学习者的利他主义教学是否对其英语阅读理解能力有显著影响。研究采用了混合方法序列解释设计和比较组前测后测实验设计。研究涉及 116 名伊朗英语作为外语（EFL）的学习者。研究包括三个基于互联网的托福（TOEFL iBT）阅读部分、反思框架和半结构式访谈。独立样本 t 检验和重复测量方差分析的结果表明，利他主义教学对学习者的英语阅读理解能力有指导作用。此外，定性数据的结果还指出了几个主题，包括学习者的乐趣、对彼此的责任感、亲密感、参与感、动机、成功感和自我欣赏。总之，研究表明，学习者的利他主义教学可以通过在学习者中营造一种享受感、责任感、亲密感、参与感、动机、成功感和自我欣赏感，从而显著提高他们的英语阅读理解能力。文章最后讨论了本研究的理论和教学意义。最后，文章提出了进一步研究的建议，并强调了研究的局限性。
{"title":"Positive psychology in action: Exploring the role of altruistic teaching in enhancing English reading comprehension among L2 learners","authors":"Javad Zare, Ahmad Al-Issa","doi":"10.1177/13621688241283541","DOIUrl":"https://doi.org/10.1177/13621688241283541","url":null,"abstract":"The recent introduction of positive psychology (PP) to second language acquisition (SLA) has led to increased interest in researching the relationship between language learning and various positive emotions. Despite this, the concept of learner altruistic teaching has been relatively understudied, compared to other PP aspects. In particular, studies on learner altruistic teaching and English reading comprehension skill have been notably absent. To address this gap, this intervention study aimed to investigate whether learners’ altruistic teaching had a significant effect on their English reading comprehension skill. The study used a mixed-methods sequential explanatory design with a comparison group pretest–posttest experimental design. It involved 116 Iranian learners of English as a foreign language (EFL). The study included three internet-based Test of English as a Foreign Language (TOEFL iBT) reading sections, reflective frames, and semi-structured interviews. The results of independent-samples t-tests and repeated-measures ANOVAs suggested that altruistic teaching had an instructional effect on learners’ English reading comprehension skill. Additionally, the results of the qualitative data pointed to several themes, including enjoyment, responsibility for one another, intimacy, engagement, motivation, success, and self-appreciation in learners. Altogether, the study suggested that learners’ altruistic teaching can significantly enhance their English reading comprehension skill by creating a sense of enjoyment, responsibility, intimacy, engagement, motivation, success, and self-appreciation among learners. The article concludes by discussing the theoretical and pedagogical implications of the study. Finally, it offers suggestions for further research and highlights limitations.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142325018","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 : 2024-09-23DOI: 10.1177/13621688241279834
Yujie Zhang, Lawrence Jun Zhang
Current willingness to communicate (WTC) scales center on WTC in general second language (L2) learning, while L2 writing WTC is underrepresented. This study intended to close this gap by developing and validating an L2 writing WTC scale. A three-phase sequential embedded mixed-methods design was adopted to overcome the over-reliance on quantitative data and provide adequate evidence of validity. Nineteen items were generated based on our literature search and thematic analysis of the interview data ( n = 10). With quantitative data collected from 288 learners of English as a foreign language (EFL), the psychometric properties of the initial scale were examined by exploratory factor analysis. After that, the revised 17-item questionnaire was validated by confirmatory factor analysis and other validation methods with data from 224 EFL learners. The results indicated that the underlying structure involved writing task traits, English language ideology, writing teacher support, interest in English language, and self-perception of English language proficiency. The scale was further validated through factor analysis of the quantitative data ( n = 173) and thematic analysis of the immediate retrospective interview data ( n = 12) from EFL learners to test its generalizability in other L2 learning contexts and for face validity evidence. The findings showcased a promising mixed-methods design for scale development and clarified the underlying factors of L2 writing WTC. Implications for scale development and the teaching and learning of L2 writing were discussed.
{"title":"Developing and validating an L2 writing willingness to communicate scale: A sequential embedded mixed-methods approach","authors":"Yujie Zhang, Lawrence Jun Zhang","doi":"10.1177/13621688241279834","DOIUrl":"https://doi.org/10.1177/13621688241279834","url":null,"abstract":"Current willingness to communicate (WTC) scales center on WTC in general second language (L2) learning, while L2 writing WTC is underrepresented. This study intended to close this gap by developing and validating an L2 writing WTC scale. A three-phase sequential embedded mixed-methods design was adopted to overcome the over-reliance on quantitative data and provide adequate evidence of validity. Nineteen items were generated based on our literature search and thematic analysis of the interview data ( n = 10). With quantitative data collected from 288 learners of English as a foreign language (EFL), the psychometric properties of the initial scale were examined by exploratory factor analysis. After that, the revised 17-item questionnaire was validated by confirmatory factor analysis and other validation methods with data from 224 EFL learners. The results indicated that the underlying structure involved writing task traits, English language ideology, writing teacher support, interest in English language, and self-perception of English language proficiency. The scale was further validated through factor analysis of the quantitative data ( n = 173) and thematic analysis of the immediate retrospective interview data ( n = 12) from EFL learners to test its generalizability in other L2 learning contexts and for face validity evidence. The findings showcased a promising mixed-methods design for scale development and clarified the underlying factors of L2 writing WTC. Implications for scale development and the teaching and learning of L2 writing were discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142313739","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 : 2024-09-21DOI: 10.1177/13621688241278868
Beatriz de Souza Andrade Maciel, Diego Fernandes Coelho Nunes, Thelma Christina Ribeiro Côrtes
In this article, we address collegiality among students and teachers and its potential for promoting meaningful experiences in teaching-learning processes. We analyse episodes drawn from the pedagogical practices of two of the authors of this text, who have taught English (Episode 1) and Portuguese (Episode 2). These episodes took place in two Brazilian public sector schools located in the state of Rio de Janeiro. Throughout our discussion, as Brazilian teacher-researchers, we align ourselves with studies on teaching-learning and language teacher education developed by the Exploratory Practice Group of Rio de Janeiro, with studies on autoethnography, as well as with the theoretical-analytical tools of narrative studies. As a result, we found that teaching proposals that encourage collaboration between students and teachers can promote meaningful experiences in the teaching-learning process. These proposals may not be easily negotiated due to power relations in the interactions between teachers and students.
{"title":"When we learn together: Teachers and students as co-practitioners of learning and living through exploratory practice","authors":"Beatriz de Souza Andrade Maciel, Diego Fernandes Coelho Nunes, Thelma Christina Ribeiro Côrtes","doi":"10.1177/13621688241278868","DOIUrl":"https://doi.org/10.1177/13621688241278868","url":null,"abstract":"In this article, we address collegiality among students and teachers and its potential for promoting meaningful experiences in teaching-learning processes. We analyse episodes drawn from the pedagogical practices of two of the authors of this text, who have taught English (Episode 1) and Portuguese (Episode 2). These episodes took place in two Brazilian public sector schools located in the state of Rio de Janeiro. Throughout our discussion, as Brazilian teacher-researchers, we align ourselves with studies on teaching-learning and language teacher education developed by the Exploratory Practice Group of Rio de Janeiro, with studies on autoethnography, as well as with the theoretical-analytical tools of narrative studies. As a result, we found that teaching proposals that encourage collaboration between students and teachers can promote meaningful experiences in the teaching-learning process. These proposals may not be easily negotiated due to power relations in the interactions between teachers and students.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142306194","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 : 2024-09-20DOI: 10.1177/13621688241277911
Binze Xu
As Chinese as a Foreign Language (CFL) becomes increasingly popular worldwide, it is also influenced by modern educational technology. This article seeks to comprehensively review the current research status of technology integration into CFL learning in higher education. Using the Web of Science as the primary database and employing VOSviewer and CitNetExplorer to visualize literature, we conducted bibliometric analysis and systematically reviewed 64 included articles published between 2000 and 2024. Visualization analysis shows popular issues, such as technology acceptance, technology-supported collaborative learning, Technological, Pedagogical, and Content Knowledge (TPACK), self-efficacy, and gender stereotypes. Educational technologies possess characteristics highly adaptable to CFL classrooms in higher education, with mobile- and computer-assisted language learning dominating the field. Regarding CFL skills, most studies focused on technology’s role in enhancing students’ speaking and communication skills. Overall, our research contributes valuable insights by summarizing the effectiveness of technology application in CFL higher education, paving the way for future studies and practices to further explore how technology can be maximally integrated into classrooms to enhance CFL students’ proficiency and learning experiences.
随着对外汉语（CFL）在世界范围内的日益普及，它也受到了现代教育技术的影响。本文试图全面回顾高等教育中技术融入对外汉语学习的研究现状。我们以 Web of Science 为主要数据库，使用 VOSviewer 和 CitNetExplorer 对文献进行可视化处理，进行了文献计量分析，并系统回顾了 2000 年至 2024 年间发表的 64 篇收录文章。可视化分析显示了一些热门话题，如技术接受度、技术支持的协作学习、技术、教学和内容知识（TPACK）、自我效能感和性别刻板印象。教育技术具有非常适合高等教育 CFL 课堂的特点，移动和计算机辅助语言学习在这一领域占主导地位。在语言学习技能方面，大多数研究侧重于技术在提高学生口语和交流技能方面的作用。总之，我们的研究通过总结技术在高等英语语言教学中的应用效果，提出了宝贵的见解，为今后的研究和实践铺平了道路，以进一步探索如何将技术最大限度地融入课堂，提高英语语言学生的能力和学习体验。
{"title":"Technology integration into Chinese as a foreign language learning in higher education: An integrated bibliometric analysis and systematic review (2000–2024)","authors":"Binze Xu","doi":"10.1177/13621688241277911","DOIUrl":"https://doi.org/10.1177/13621688241277911","url":null,"abstract":"As Chinese as a Foreign Language (CFL) becomes increasingly popular worldwide, it is also influenced by modern educational technology. This article seeks to comprehensively review the current research status of technology integration into CFL learning in higher education. Using the Web of Science as the primary database and employing VOSviewer and CitNetExplorer to visualize literature, we conducted bibliometric analysis and systematically reviewed 64 included articles published between 2000 and 2024. Visualization analysis shows popular issues, such as technology acceptance, technology-supported collaborative learning, Technological, Pedagogical, and Content Knowledge (TPACK), self-efficacy, and gender stereotypes. Educational technologies possess characteristics highly adaptable to CFL classrooms in higher education, with mobile- and computer-assisted language learning dominating the field. Regarding CFL skills, most studies focused on technology’s role in enhancing students’ speaking and communication skills. Overall, our research contributes valuable insights by summarizing the effectiveness of technology application in CFL higher education, paving the way for future studies and practices to further explore how technology can be maximally integrated into classrooms to enhance CFL students’ proficiency and learning experiences.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142306197","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 : 2024-09-19DOI: 10.1177/13621688241275733
Art Tsang, Susanna Siu-sze Yeung
Although research into emotions has flourished in second language (L2) / foreign language (FL) learning in recent decades, few attempts have been made to examine learners as clusters based on their emotional profiles. The current study set out to first investigate the nature of 98 Grade-4-to-5 English as a foreign language (EFL) learners’ emotional profiles, as represented by classroom anxiety, boredom, and enjoyment. The hierarchical clustering analysis revealed three distinct profiles: Negative Emotion (NE; 21.43%), High Enjoyment (HE; 46.93%), and high in both Enjoyment and Anxiety (EA; 31.63%). We then analysed FL motivation and family background (household income and parental education) between the three groups. We also compared the FL proficiency levels (listening, reading, speaking, and writing) between the three groups from three perspectives: baseline scores (T1), scores one year later (T2), and growth (from T1 to T2). Multiple significant differences were found. The most common pattern was HE demonstrated higher scores than NE (e.g. in various aspects of language proficiency). EA also had higher scores than NE in some areas. HE and EA were largely similar, the only significant difference being HE having higher listening and speaking motivation than EA did. Interestingly, no significant differences were found in family background between the three groups.
{"title":"A hierarchical clustering analysis of classroom emotional profiles of Grade-4-to-5 EFL learners: Classroom emotions, motivation, family backgrounds, and proficiency development","authors":"Art Tsang, Susanna Siu-sze Yeung","doi":"10.1177/13621688241275733","DOIUrl":"https://doi.org/10.1177/13621688241275733","url":null,"abstract":"Although research into emotions has flourished in second language (L2) / foreign language (FL) learning in recent decades, few attempts have been made to examine learners as clusters based on their emotional profiles. The current study set out to first investigate the nature of 98 Grade-4-to-5 English as a foreign language (EFL) learners’ emotional profiles, as represented by classroom anxiety, boredom, and enjoyment. The hierarchical clustering analysis revealed three distinct profiles: Negative Emotion (NE; 21.43%), High Enjoyment (HE; 46.93%), and high in both Enjoyment and Anxiety (EA; 31.63%). We then analysed FL motivation and family background (household income and parental education) between the three groups. We also compared the FL proficiency levels (listening, reading, speaking, and writing) between the three groups from three perspectives: baseline scores (T1), scores one year later (T2), and growth (from T1 to T2). Multiple significant differences were found. The most common pattern was HE demonstrated higher scores than NE (e.g. in various aspects of language proficiency). EA also had higher scores than NE in some areas. HE and EA were largely similar, the only significant difference being HE having higher listening and speaking motivation than EA did. Interestingly, no significant differences were found in family background between the three groups.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142245938","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 : 2024-09-14DOI: 10.1177/13621688241278625
Fakieh Alrabai, Abdullah Alamer
A central point that has attracted researchers’ attention for several decades is related to establishing the causal relationship between student motivation and second language (L2) achievement. Based on self-determination theory, we investigated the effects of motivational interventions applied by English language teachers on subsequent L2 achievement through the meditating effect of students’ basic psychological need for autonomy, intrinsic motivation, and motivational intensity. To obtain precise results, we applied structural equation modeling (SEM) to examine whether the impact of the intervention on L2 achievement was direct and/or indirect. The results of SEM indicated that the effect is both direct and indirect, and the model variables explained approximately 87% of the variance in students’ achievement. Moreover, the indirect effects of the intervention on L2 achievement were significant, suggesting the key role that autonomy and intrinsic motivation played in understanding the positive impact of teacher motivational strategies on students’ language achievement. The experimental-driven findings represented by the SEM model in the present study denote a strong empirical evidence of the role of teacher motivational practice on student L2 achievement and important implications for the English as a foreign language (EFL) profession in this regard.
几十年来，研究人员一直关注的一个核心问题是建立学生学习动机与第二语言（L2）成绩之间的因果关系。基于自我决定理论，我们通过学生自主性基本心理需求、内在动机和动机强度的中介效应，研究了英语教师实施的动机干预对学生后续第二语言学习成绩的影响。为了获得精确的结果，我们运用结构方程模型（SEM）来检验干预对学习成绩的影响是否是直接和/或间接的。结构方程模型的结果表明，干预对学习成绩的影响既有直接影响，也有间接影响，模型变量解释了学生学习成绩方差的约 87%。此外，干预对语言学习成绩的间接影响是显著的，这表明自主性和内在动机在理解教师激励策略对学生语言学习成绩的积极影响方面发挥了关键作用。本研究中的 SEM 模型所代表的实验驱动结果，为教师激励实践对学生 L2 成绩的作用提供了有力的实证证据，并对英语作为外语（EFL）专业在这方面的工作产生了重要影响。
{"title":"The effects of teacher motivational practice on learner L2 achievement: A self-determination theory perspective using structural equation modeling","authors":"Fakieh Alrabai, Abdullah Alamer","doi":"10.1177/13621688241278625","DOIUrl":"https://doi.org/10.1177/13621688241278625","url":null,"abstract":"A central point that has attracted researchers’ attention for several decades is related to establishing the causal relationship between student motivation and second language (L2) achievement. Based on self-determination theory, we investigated the effects of motivational interventions applied by English language teachers on subsequent L2 achievement through the meditating effect of students’ basic psychological need for autonomy, intrinsic motivation, and motivational intensity. To obtain precise results, we applied structural equation modeling (SEM) to examine whether the impact of the intervention on L2 achievement was direct and/or indirect. The results of SEM indicated that the effect is both direct and indirect, and the model variables explained approximately 87% of the variance in students’ achievement. Moreover, the indirect effects of the intervention on L2 achievement were significant, suggesting the key role that autonomy and intrinsic motivation played in understanding the positive impact of teacher motivational strategies on students’ language achievement. The experimental-driven findings represented by the SEM model in the present study denote a strong empirical evidence of the role of teacher motivational practice on student L2 achievement and important implications for the English as a foreign language (EFL) profession in this regard.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233297","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 aim of the current study was to analyse receptive and productive knowledge development of words belonging to 2000, 3000, and 5000 frequency levels in the Global South setting. The data were collected from 278 first-year university students after they finished both elementary and high school in the English as a foreign language (EFL) context of Bosnia and Herzegovina. The study researched the dependency of receptive and productive knowledge on a few variables, namely the students’ grammatical competence, the methods of vocabulary teaching, the use of English within EFL classes, and the outside-school exposure to it. The results revealed a significant relationship between all the aforementioned variables and students’ productive and receptive vocabulary knowledge. Such findings are expected to provide assistance to educators and students in similar environments, giving direct guidelines for practice leading to greater receptive and productive EFL vocabulary knowledge, i.e. showing how EFL vocabulary learning challenges can be faced to open up favorable opportunities for its development.
{"title":"English vocabulary development in the global south context","authors":"Vildana Dubravac, Amna Brdarević-Čeljo, Senad Bećirović","doi":"10.1177/13621688241273844","DOIUrl":"https://doi.org/10.1177/13621688241273844","url":null,"abstract":"The aim of the current study was to analyse receptive and productive knowledge development of words belonging to 2000, 3000, and 5000 frequency levels in the Global South setting. The data were collected from 278 first-year university students after they finished both elementary and high school in the English as a foreign language (EFL) context of Bosnia and Herzegovina. The study researched the dependency of receptive and productive knowledge on a few variables, namely the students’ grammatical competence, the methods of vocabulary teaching, the use of English within EFL classes, and the outside-school exposure to it. The results revealed a significant relationship between all the aforementioned variables and students’ productive and receptive vocabulary knowledge. Such findings are expected to provide assistance to educators and students in similar environments, giving direct guidelines for practice leading to greater receptive and productive EFL vocabulary knowledge, i.e. showing how EFL vocabulary learning challenges can be faced to open up favorable opportunities for its development.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233339","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}
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