Pub Date : 2025-12-30DOI: 10.1177/13621688251405491
Hossein Nassaji
{"title":"Learner psychology in second language teaching and learning","authors":"Hossein Nassaji","doi":"10.1177/13621688251405491","DOIUrl":"https://doi.org/10.1177/13621688251405491","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"376 1","pages":"3-7"},"PeriodicalIF":4.2,"publicationDate":"2025-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145893679","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: 10.1177/13621688251395406
Kentaro Suzuki, Yusuke Hamada, Akira Iwata, Kiwamu Kasahara, Chris Knoepfler
Given the vast number of words that students must master and their limited classroom time, setting concrete vocabulary learning goals is crucial for effective and efficient vocabulary instruction. However, there are no established guidelines specifying which vocabulary should be learned and to what extent (e.g., receptive or productive use) for Japanese learners of English. This preliminary study took the initial step of establishing vocabulary learning goals based on teachers’ judgments regarding receptive and productive mastery. The target words consisted of 180 English words, divided into three levels of 60 words each, based on a combination of the CEFR-J Wordlist and the frequency data from the New JACET 8000 List of Basic Words. Japanese English teachers were asked to choose achievement goals from four options (no need to remember, receptive use, L1-to-L2 translation, appropriate productive use). Junior high school teachers ( N = 30) evaluated 120 words from Levels 1 and 2, whereas senior high school teachers ( N = 22) evaluated 120 words from Levels 2 and 3. It was found that perceptions of achievement goals among teachers were somewhat reliable, especially for high-frequency words. Moreover, more advanced knowledge was expected as school level progressed; Level 2 words were expected to be mastered receptively in junior high schools and productively in senior high schools. Responses regarding the reasoning behind teachers’ judgments indicated that learning goals are primarily chosen based on perceived language use necessity. Based on these findings, we propose a method for setting vocabulary learning goals for specific words.
{"title":"Toward establishing vocabulary learning goals in Japanese junior and senior high schools: A preliminary study of teacher perceptions of receptive and productive mastery","authors":"Kentaro Suzuki, Yusuke Hamada, Akira Iwata, Kiwamu Kasahara, Chris Knoepfler","doi":"10.1177/13621688251395406","DOIUrl":"https://doi.org/10.1177/13621688251395406","url":null,"abstract":"Given the vast number of words that students must master and their limited classroom time, setting concrete vocabulary learning goals is crucial for effective and efficient vocabulary instruction. However, there are no established guidelines specifying which vocabulary should be learned and to what extent (e.g., receptive or productive use) for Japanese learners of English. This preliminary study took the initial step of establishing vocabulary learning goals based on teachers’ judgments regarding receptive and productive mastery. The target words consisted of 180 English words, divided into three levels of 60 words each, based on a combination of the CEFR-J Wordlist and the frequency data from the New JACET 8000 List of Basic Words. Japanese English teachers were asked to choose achievement goals from four options (no need to remember, receptive use, L1-to-L2 translation, appropriate productive use). Junior high school teachers ( <jats:italic toggle=\"yes\">N</jats:italic> = 30) evaluated 120 words from Levels 1 and 2, whereas senior high school teachers ( <jats:italic toggle=\"yes\">N</jats:italic> = 22) evaluated 120 words from Levels 2 and 3. It was found that perceptions of achievement goals among teachers were somewhat reliable, especially for high-frequency words. Moreover, more advanced knowledge was expected as school level progressed; Level 2 words were expected to be mastered receptively in junior high schools and productively in senior high schools. Responses regarding the reasoning behind teachers’ judgments indicated that learning goals are primarily chosen based on perceived language use necessity. Based on these findings, we propose a method for setting vocabulary learning goals for specific words.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"14 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145893682","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: 10.1177/13621688251399709
Li Ruyang, Ye Hedi
This study examines how language teacher identity shapes technology integration through the lens of the Technological Pedagogical Content Knowledge-language teacher identity framework. A mixed-methods design was employed, involving survey data from 320 university foreign-language teachers and qualitative data from interviews, observations, and journals with 30 participants. Quantitative results showed that pedagogical beliefs and self-efficacy significantly predicted Technological Pedagogical Content Knowledge levels. Qualitative findings revealed that identity conflicts, especially tensions between traditional roles and innovation demands, often constrained technology use, despite high confidence or competence. By foregrounding identity as a mediating mechanism, the study positions the Technological Pedagogical Content Knowledge-language teacher identity framework as an extension of existing Technological Pedagogical Content Knowledge theory. Findings highlight the need for professional development that explicitly integrates identity work with technical training and is supported by enabling institutional conditions. Supporting teachers in reconciling who they are with how they teach emerges as central to achieving sustainable technology integration in language education.
{"title":"Who am I when I teach with technology? Exploring language teacher identity and Technological Pedagogical Content Knowledge (TPACK)","authors":"Li Ruyang, Ye Hedi","doi":"10.1177/13621688251399709","DOIUrl":"https://doi.org/10.1177/13621688251399709","url":null,"abstract":"This study examines how language teacher identity shapes technology integration through the lens of the Technological Pedagogical Content Knowledge-language teacher identity framework. A mixed-methods design was employed, involving survey data from 320 university foreign-language teachers and qualitative data from interviews, observations, and journals with 30 participants. Quantitative results showed that pedagogical beliefs and self-efficacy significantly predicted Technological Pedagogical Content Knowledge levels. Qualitative findings revealed that identity conflicts, especially tensions between traditional roles and innovation demands, often constrained technology use, despite high confidence or competence. By foregrounding identity as a mediating mechanism, the study positions the Technological Pedagogical Content Knowledge-language teacher identity framework as an extension of existing Technological Pedagogical Content Knowledge theory. Findings highlight the need for professional development that explicitly integrates identity work with technical training and is supported by enabling institutional conditions. Supporting teachers in reconciling who they are with how they teach emerges as central to achieving sustainable technology integration in language education.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"26 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145893681","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}
This study investigates the effects of generative pre-trained transformer (GPT) generated vs. human-written moral dilemma stories on English as a foreign language (EFL) learners’ speaking skills, storytelling ability, and behavioral regulation, framed within the theoretical context of embodied cognition. A total of 120 university students were divided into two groups: the experimental group, which engaged with GPT-generated moral dilemma stories, and the control group, which worked with human-authored moral dilemma stories. Over an 11-week experimental period (including pre-test, 10-week intervention, and post-test), each group was exposed to weekly dilemma stories, followed by speaking assessments using IELTS Part 2 tasks. Analysis of covariance results demonstrated that the GPT group significantly outperformed the control group in fluency, lexical use, and grammar. Furthermore, participants in the GPT group exhibited higher levels of intrinsic motivation and reduced amotivation compared to their counterparts. The GPT-generated stories also enhanced storytelling ability, particularly in the dimensions of content, organization, and innovation. These findings suggest that AI-generated content, specifically using large language models like GPT, can be an effective tool for improving both language proficiency and behavioral regulation in EFL learners, providing valuable insights into the integration of artificial intelligence (AI) technologies in language education.
{"title":"Enhancing English language learning through moral dilemmas: A comparative study of GPT and human-written stories","authors":"Jiaqi Wang, Chengliang Wang, Tong Xiao, Xinyu Zhang","doi":"10.1177/13621688251391412","DOIUrl":"https://doi.org/10.1177/13621688251391412","url":null,"abstract":"This study investigates the effects of generative pre-trained transformer (GPT) generated vs. human-written moral dilemma stories on English as a foreign language (EFL) learners’ speaking skills, storytelling ability, and behavioral regulation, framed within the theoretical context of embodied cognition. A total of 120 university students were divided into two groups: the experimental group, which engaged with GPT-generated moral dilemma stories, and the control group, which worked with human-authored moral dilemma stories. Over an 11-week experimental period (including pre-test, 10-week intervention, and post-test), each group was exposed to weekly dilemma stories, followed by speaking assessments using IELTS Part 2 tasks. Analysis of covariance results demonstrated that the GPT group significantly outperformed the control group in fluency, lexical use, and grammar. Furthermore, participants in the GPT group exhibited higher levels of intrinsic motivation and reduced amotivation compared to their counterparts. The GPT-generated stories also enhanced storytelling ability, particularly in the dimensions of content, organization, and innovation. These findings suggest that AI-generated content, specifically using large language models like GPT, can be an effective tool for improving both language proficiency and behavioral regulation in EFL learners, providing valuable insights into the integration of artificial intelligence (AI) technologies in language education.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"28 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145893677","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 : 2025-12-29DOI: 10.1177/13621688251401188
María Teresa Martínez García, Alexandre Ferreira Martins
This study investigates pronunciation instruction in Spanish and Portuguese classrooms at universities in Japan and South Korea, contexts underexplored in applied linguistics. Using a mixed-methods approach, surveys from 120 participants (29 professors and 91 students) reveal disparities in attitudes and practices. South Korean professors place greater emphasis on pronunciation’s role in communicative competence, whereas Japanese professors report challenges linked to insufficient training and the marginalization of pronunciation in curricula. Students in both contexts highlight engagement gaps and self-perceived difficulties, particularly among Japanese learners of Portuguese. The findings challenge pervasive native-speaker ideologies, advocating for a shift toward intelligibility-focused instruction that values linguistic diversity. Practical recommendations include integrating culturally responsive methodologies, enhancing professional development opportunities, and leveraging technology to promote autonomous learning. This study offers insights into addressing systemic challenges in pronunciation pedagogy, aiming to inform future research and guide language education policies in diverse global contexts.
{"title":"Navigating pronunciation instruction in Japan and South Korea: Insights from Spanish and Portuguese teaching and learning","authors":"María Teresa Martínez García, Alexandre Ferreira Martins","doi":"10.1177/13621688251401188","DOIUrl":"https://doi.org/10.1177/13621688251401188","url":null,"abstract":"This study investigates pronunciation instruction in Spanish and Portuguese classrooms at universities in Japan and South Korea, contexts underexplored in applied linguistics. Using a mixed-methods approach, surveys from 120 participants (29 professors and 91 students) reveal disparities in attitudes and practices. South Korean professors place greater emphasis on pronunciation’s role in communicative competence, whereas Japanese professors report challenges linked to insufficient training and the marginalization of pronunciation in curricula. Students in both contexts highlight engagement gaps and self-perceived difficulties, particularly among Japanese learners of Portuguese. The findings challenge pervasive native-speaker ideologies, advocating for a shift toward intelligibility-focused instruction that values linguistic diversity. Practical recommendations include integrating culturally responsive methodologies, enhancing professional development opportunities, and leveraging technology to promote autonomous learning. This study offers insights into addressing systemic challenges in pronunciation pedagogy, aiming to inform future research and guide language education policies in diverse global contexts.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"29 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145847158","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 : 2025-12-29DOI: 10.1177/13621688251403541
Zeynep Ceyhan Bingöl, Yonca Özkan
Globalization and technological advancements have expanded human interaction and mobility, leading to increased multilingualism and multiculturalism. In response, English as a foreign language (EFL) teaching approaches have shifted from English-medium instruction (EMI) toward more multilingual approaches, including translanguaging. As a flexible pedagogy, translanguaging has gained growing attention in educational research. Accordingly, this study, an abridged version of a doctoral dissertation (Ceyhan Bingöl, 2024), conducted at the tertiary level in Türkiye, investigates whether there is a significant difference in the paragraph writing performance of English language learners exposed to a pedagogical translanguaging-integrated pre-writing stage and an English-only pre-writing stage in an EMI context at the tertiary level in Türkiye. It also explores the learners’ perceptions of utilizing translanguaging during the pre-writing brainstorming. Employing a quasi-experimental design, this study revealed that integrating pedagogical translanguaging into pre-writing brainstorming had a positive effect on the paragraph writing performance of English language learners, yielding statistically significant differences in overall scores. The findings further revealed that English language learners perceived translanguaging as effective in enhancing their paragraph writing performance, vocabulary learning, grammar development, and collaboration. Overall, the study demonstrates that pedagogical translanguaging serves as an effective educational strategy that promotes paragraph writing within a supportive and collaborative learning environment.
{"title":"Pedagogical translanguaging integration into the pre-writing stage in an EMI higher education context","authors":"Zeynep Ceyhan Bingöl, Yonca Özkan","doi":"10.1177/13621688251403541","DOIUrl":"https://doi.org/10.1177/13621688251403541","url":null,"abstract":"Globalization and technological advancements have expanded human interaction and mobility, leading to increased multilingualism and multiculturalism. In response, English as a foreign language (EFL) teaching approaches have shifted from English-medium instruction (EMI) toward more multilingual approaches, including translanguaging. As a flexible pedagogy, translanguaging has gained growing attention in educational research. Accordingly, this study, an abridged version of a doctoral dissertation (Ceyhan Bingöl, 2024), conducted at the tertiary level in Türkiye, investigates whether there is a significant difference in the paragraph writing performance of English language learners exposed to a pedagogical translanguaging-integrated pre-writing stage and an English-only pre-writing stage in an EMI context at the tertiary level in Türkiye. It also explores the learners’ perceptions of utilizing translanguaging during the pre-writing brainstorming. Employing a quasi-experimental design, this study revealed that integrating pedagogical translanguaging into pre-writing brainstorming had a positive effect on the paragraph writing performance of English language learners, yielding statistically significant differences in overall scores. The findings further revealed that English language learners perceived translanguaging as effective in enhancing their paragraph writing performance, vocabulary learning, grammar development, and collaboration. Overall, the study demonstrates that pedagogical translanguaging serves as an effective educational strategy that promotes paragraph writing within a supportive and collaborative learning environment.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"9 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145847241","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 : 2025-12-29DOI: 10.1177/13621688251397352
Haemin Kim, Li-Jen Kuo, Zohreh R. Eslami
As the significance of academic language in fostering success across content areas garners growing attention, the incorporation of literacy instruction within content area teaching has shown promise in bolstering the academic achievements of English learners. Nevertheless, a comprehensive assessment of empirical studies exploring the impact of literacy-integrated content area instruction on English learners’ literacy skills and content knowledge remains absent in the literature. The goal of the current meta-analysis is to quantitatively synthesize the studies that investigated the effects of literacy-integrated content area instruction on kindergarten to 12th grade English learners’ literacy skills (e.g., reading comprehension, vocabulary, writing) and content knowledge development. Across various academic subjects, 26 studies were identified, yielding 99 effect sizes. Random-effects models revealed that the magnitude of overall effects of literacy instruction in content learning was medium in writing but large in reading, vocabulary, and content knowledge, based on the benchmark of Kraft. No publication bias was found in any of the analyses. Moderator analyses indicated that longer instructional durations (e.g., one year or longer) and small group configurations prove more effective for English learners in reading and writing, but additional research is warranted to explore the effect of literacy-integrated content instruction on English learners’ writing. This study offers both theoretical and pedagogical implications.
{"title":"Effects of literacy-integrated content area instruction on English learners’ literacy skills and content knowledge development: A meta-analysis","authors":"Haemin Kim, Li-Jen Kuo, Zohreh R. Eslami","doi":"10.1177/13621688251397352","DOIUrl":"https://doi.org/10.1177/13621688251397352","url":null,"abstract":"As the significance of academic language in fostering success across content areas garners growing attention, the incorporation of literacy instruction within content area teaching has shown promise in bolstering the academic achievements of English learners. Nevertheless, a comprehensive assessment of empirical studies exploring the impact of literacy-integrated content area instruction on English learners’ literacy skills and content knowledge remains absent in the literature. The goal of the current meta-analysis is to quantitatively synthesize the studies that investigated the effects of literacy-integrated content area instruction on kindergarten to 12th grade English learners’ literacy skills (e.g., reading comprehension, vocabulary, writing) and content knowledge development. Across various academic subjects, 26 studies were identified, yielding 99 effect sizes. Random-effects models revealed that the magnitude of overall effects of literacy instruction in content learning was medium in writing but large in reading, vocabulary, and content knowledge, based on the benchmark of Kraft. No publication bias was found in any of the analyses. Moderator analyses indicated that longer instructional durations (e.g., one year or longer) and small group configurations prove more effective for English learners in reading and writing, but additional research is warranted to explore the effect of literacy-integrated content instruction on English learners’ writing. This study offers both theoretical and pedagogical implications.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"24 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145847155","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 : 2025-12-28DOI: 10.1177/13621688251393869
Seyedeh Hamideh Mozaffari
Although research on written corrective feedback has proliferated over the past decades, scant attention has been paid to how dyadic interaction pattern influence English-as-a-foreign-language learners’ behavioral engagement with feedback. This study explored the extent to which patterns of interaction affect the degree of learner engagement with teacher corrective feedback, learners’ revision behavior, and revision outcome. Forty learners of English as a foreign language on an advanced writing course participated in the study. Learners were provided with comprehensive teacher feedback on six writing tasks and were required to collaboratively process feedback over a 4-month semester. The qualitative analysis of recorded learner talk revealed that although the learners were at the same proficiency level, they adopted a variety of patterns of interaction including collaborative, expert/novice, dominant/dominant, and dominant/passive. By analyzing learners’ pair talk, revised texts, and retrospective interviews, the study revealed that, first, the pattern of dyadic interaction affects the degree of learner engagement with feedback, with collaborative pairs exhibiting a substantially higher amount of extensive engagement with feedback than non-collaborative pairs; second, the pattern of dyadic interaction affects learners’ revision behavior, with non-collaborative, particularly dominant–dominant pairs, showing several instances of unrevised and abandoned errors; and third, the pattern of dyadic interaction affects the outcome of revisions—the collaborative pairs revised their writings significantly more successfully than the non-collaboratives. Furthermore, learners’ perception of their partner’s proficiency was found to be a key factor contributing to a non-collaborative relationship between pair members. These findings are discussed based on relevant literature.
{"title":"EFL Learners’ behavioral engagement with teacher written corrective feedback: The effect of patterns of dyadic interaction","authors":"Seyedeh Hamideh Mozaffari","doi":"10.1177/13621688251393869","DOIUrl":"https://doi.org/10.1177/13621688251393869","url":null,"abstract":"Although research on written corrective feedback has proliferated over the past decades, scant attention has been paid to how dyadic interaction pattern influence English-as-a-foreign-language learners’ behavioral engagement with feedback. This study explored the extent to which patterns of interaction affect the degree of learner engagement with teacher corrective feedback, learners’ revision behavior, and revision outcome. Forty learners of English as a foreign language on an advanced writing course participated in the study. Learners were provided with comprehensive teacher feedback on six writing tasks and were required to collaboratively process feedback over a 4-month semester. The qualitative analysis of recorded learner talk revealed that although the learners were at the same proficiency level, they adopted a variety of patterns of interaction including collaborative, expert/novice, dominant/dominant, and dominant/passive. By analyzing learners’ pair talk, revised texts, and retrospective interviews, the study revealed that, first, the pattern of dyadic interaction affects the degree of learner engagement with feedback, with collaborative pairs exhibiting a substantially higher amount of extensive engagement with feedback than non-collaborative pairs; second, the pattern of dyadic interaction affects learners’ revision behavior, with non-collaborative, particularly dominant–dominant pairs, showing several instances of unrevised and abandoned errors; and third, the pattern of dyadic interaction affects the outcome of revisions—the collaborative pairs revised their writings significantly more successfully than the non-collaboratives. Furthermore, learners’ perception of their partner’s proficiency was found to be a key factor contributing to a non-collaborative relationship between pair members. These findings are discussed based on relevant literature.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"29 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145844738","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 : 2025-12-26DOI: 10.1177/13621688251397335
Ali Hamad Albalhareth
This study examined the effectiveness of combining practices and intervention methods related to activating prior knowledge with five Grade 2 deaf and hard-of-hearing students identified by their teacher as having reading comprehension difficulties. The study employed a multiple-probe single-case design in a Saudi Arabian public general education school for boys that provided special education classrooms for deaf and hard-of-hearing students. The participants’ first language was Saudi Sign Language, and all were born to hearing parents. None had cochlear implants, and only one used bilateral hearing aids. All participants had severe-to-profound hearing loss. A teacher with a specialization in deaf and hard-of-hearing education, who was recruited and trained for the study, delivered instruction through pre-teaching vocabulary, guiding an overviewing strategy by previewing text content through topic discussion, using a graphic organizer, and incorporating social praise. The findings demonstrated significant improvement in the reading comprehension performance of all students, with positive changes observed as early as the first session. Pre-teaching vocabulary, overviewing and social praise emerged as the most effective tools. This study emphasized the benefits of this combined strategy intervention in developing reading comprehension in Grade 2 deaf and hard-of-hearing students and confirmed the value of activating prior knowledge strategies with this population.
{"title":"Effectiveness of a combined intervention using prior knowledge strategies to improve reading comprehension in Grade 2 deaf and hard-of-hearing students whose first language is Saudi sign language","authors":"Ali Hamad Albalhareth","doi":"10.1177/13621688251397335","DOIUrl":"https://doi.org/10.1177/13621688251397335","url":null,"abstract":"This study examined the effectiveness of combining practices and intervention methods related to activating prior knowledge with five Grade 2 deaf and hard-of-hearing students identified by their teacher as having reading comprehension difficulties. The study employed a multiple-probe single-case design in a Saudi Arabian public general education school for boys that provided special education classrooms for deaf and hard-of-hearing students. The participants’ first language was Saudi Sign Language, and all were born to hearing parents. None had cochlear implants, and only one used bilateral hearing aids. All participants had severe-to-profound hearing loss. A teacher with a specialization in deaf and hard-of-hearing education, who was recruited and trained for the study, delivered instruction through pre-teaching vocabulary, guiding an overviewing strategy by previewing text content through topic discussion, using a graphic organizer, and incorporating social praise. The findings demonstrated significant improvement in the reading comprehension performance of all students, with positive changes observed as early as the first session. Pre-teaching vocabulary, overviewing and social praise emerged as the most effective tools. This study emphasized the benefits of this combined strategy intervention in developing reading comprehension in Grade 2 deaf and hard-of-hearing students and confirmed the value of activating prior knowledge strategies with this population.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"1 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145830195","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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