Pub Date : 2024-12-06DOI: 10.1177/13621688241296857
Kata Csizér, Mirosław Pawlak, Ágnes Albert, Mariusz Kruk
Although the number of studies into grit in second/foreign language (L2) learning is on the rise, available empirical evidence is still scant, particularly in relation to links between the two facets of (L2) grit (i.e. perseverance and interest), positive (i.e. enjoyment, curiosity) and negative (i.e. in-class and after-class boredom, anxiety) emotions as well as motivation. In addition, most research has been quantitative in nature and has mainly targeted Asian contexts. In order to fill these gaps, a mixed-methods study was undertaken among English majors and English student teachers in Hungary. It aimed to: (1) characterize the participants in terms of the variables under investigation, (2) identify their profiles in relation to general grit and L2 grit, and (3) determine the differences between the identified clusters with respect to different emotions and motivation. Quantitative data were collected from 331 students by means of a composite questionnaire while semi-structured interviews with nine participants were employed to gather qualitative data. Among other things, cluster analysis allowed identification of four distinct groups of participants while analysis of variance indicated that, overall, higher levels of (L2) grit were accompanied by higher levels of positive emotions and motivated behavior, and lower levels of negative emotions. Content analysis of the interview data, however, testified to the complexity of (L2) grit, its potential malleability, complex interactions with other variables, and context-dependence.
{"title":"(L2) grit, emotions, and motivated learning behavior: The case of English majors in Hungary","authors":"Kata Csizér, Mirosław Pawlak, Ágnes Albert, Mariusz Kruk","doi":"10.1177/13621688241296857","DOIUrl":"https://doi.org/10.1177/13621688241296857","url":null,"abstract":"Although the number of studies into grit in second/foreign language (L2) learning is on the rise, available empirical evidence is still scant, particularly in relation to links between the two facets of (L2) grit (i.e. perseverance and interest), positive (i.e. enjoyment, curiosity) and negative (i.e. in-class and after-class boredom, anxiety) emotions as well as motivation. In addition, most research has been quantitative in nature and has mainly targeted Asian contexts. In order to fill these gaps, a mixed-methods study was undertaken among English majors and English student teachers in Hungary. It aimed to: (1) characterize the participants in terms of the variables under investigation, (2) identify their profiles in relation to general grit and L2 grit, and (3) determine the differences between the identified clusters with respect to different emotions and motivation. Quantitative data were collected from 331 students by means of a composite questionnaire while semi-structured interviews with nine participants were employed to gather qualitative data. Among other things, cluster analysis allowed identification of four distinct groups of participants while analysis of variance indicated that, overall, higher levels of (L2) grit were accompanied by higher levels of positive emotions and motivated behavior, and lower levels of negative emotions. Content analysis of the interview data, however, testified to the complexity of (L2) grit, its potential malleability, complex interactions with other variables, and context-dependence.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"27 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789887","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 : 2024-11-29DOI: 10.1177/13621688241293155
Assia Slimani-Rolls, Cori Crane, Judith Hanks, Ines Kayon de Miller
This introduction to Language Teaching Research’s Special Issue “Challenges and Practices to Advance Sustainable and Inclusive Practitioner Research” introduces readers to central themes and issues surrounding inclusive and sustainable Practitioner Research (PR). Three traditions that foreground practitioners as active agents (Action Research, Exploratory Practice, Reflective Practice) are discussed, providing initial context. The article considers the value that teachers, learners, and teacher educators bring to research as practitioners with agency. Empowering practitioners in agenda-setting and supporting the practice and dissemination of practitioners researching their own classrooms and instructional environments, the authors argue, are vital for the fields of Applied Linguistics, English for Academic Purposes, and Language Education. The discussion highlights two central and intertwined tenets of PR work that feature in the articles of the special issue: inclusivity of students in the learning, teaching, and research processes, and sustainability fostered through supportive communities and the use of familiar pedagogic activities to sustain teachers’ investigative efforts. The four authors bring their unique perspectives as editors, authors, and practitioners to the discussions, providing an overview of the novel conceptual and empirical work undertaken in different parts of the world. We conclude that although inclusivity in PR may be hard to achieve, it is a goal worth striving for, with rich contributions for the field.
{"title":"Introduction to the special issue: Challenges and practices to advance sustainable and inclusive practitioner research","authors":"Assia Slimani-Rolls, Cori Crane, Judith Hanks, Ines Kayon de Miller","doi":"10.1177/13621688241293155","DOIUrl":"https://doi.org/10.1177/13621688241293155","url":null,"abstract":"This introduction to Language Teaching Research’s Special Issue “Challenges and Practices to Advance Sustainable and Inclusive Practitioner Research” introduces readers to central themes and issues surrounding inclusive and sustainable Practitioner Research (PR). Three traditions that foreground practitioners as active agents (Action Research, Exploratory Practice, Reflective Practice) are discussed, providing initial context. The article considers the value that teachers, learners, and teacher educators bring to research as practitioners with agency. Empowering practitioners in agenda-setting and supporting the practice and dissemination of practitioners researching their own classrooms and instructional environments, the authors argue, are vital for the fields of Applied Linguistics, English for Academic Purposes, and Language Education. The discussion highlights two central and intertwined tenets of PR work that feature in the articles of the special issue: inclusivity of students in the learning, teaching, and research processes, and sustainability fostered through supportive communities and the use of familiar pedagogic activities to sustain teachers’ investigative efforts. The four authors bring their unique perspectives as editors, authors, and practitioners to the discussions, providing an overview of the novel conceptual and empirical work undertaken in different parts of the world. We conclude that although inclusivity in PR may be hard to achieve, it is a goal worth striving for, with rich contributions for the field.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"37 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142753626","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 : 2024-11-21DOI: 10.1177/13621688241293376
Katharina Ghamarian, Pia Resnik, Silvia Rieder-Marschallinger, Marie-Theres Gruber, Silvia Lasnik
Reflecting the increased importance of early English foreign language education globally, Austrian primary English as a foreign language (EFL) education has recently been substantially reformed, ‘upgrading’ EFL classes to a mandatory graded subject. With the backdrop of these imminent curricular changes, this study examined the perspectives of 27 Austrian primary school teachers from all provinces across different career phases concerning their educational and curricular needs and prerequisites in terms of teacher education and curricular provisions. By using semi-structured interviews, data was collected and critically examined through qualitative content analysis. This revealed that primary school teachers value foreign language (FL) focused training at tertiary level, yet they wish for more instruction, particularly regarding their own language skills, but also in terms of teaching methodology. Moreover, the majority of practitioners did not feel adequately prepared to assess primary learners’ FL skills and seemed generally sceptical towards formal assessment at primary school level, fearing that especially summative assessment would be detrimental to the students’ FL development. While the context of this study might be unique, these results can be compared to a wider international context, considering that many school systems introduce FL instruction more intensively and with increasing educational standardization. Finally, the results of this study also offer insights into how teacher education might need to adjust.
{"title":"Understanding teachers’ perspectives: A qualitative study on non-specialist early foreign language teachers’ educational and curricular needs","authors":"Katharina Ghamarian, Pia Resnik, Silvia Rieder-Marschallinger, Marie-Theres Gruber, Silvia Lasnik","doi":"10.1177/13621688241293376","DOIUrl":"https://doi.org/10.1177/13621688241293376","url":null,"abstract":"Reflecting the increased importance of early English foreign language education globally, Austrian primary English as a foreign language (EFL) education has recently been substantially reformed, ‘upgrading’ EFL classes to a mandatory graded subject. With the backdrop of these imminent curricular changes, this study examined the perspectives of 27 Austrian primary school teachers from all provinces across different career phases concerning their educational and curricular needs and prerequisites in terms of teacher education and curricular provisions. By using semi-structured interviews, data was collected and critically examined through qualitative content analysis. This revealed that primary school teachers value foreign language (FL) focused training at tertiary level, yet they wish for more instruction, particularly regarding their own language skills, but also in terms of teaching methodology. Moreover, the majority of practitioners did not feel adequately prepared to assess primary learners’ FL skills and seemed generally sceptical towards formal assessment at primary school level, fearing that especially summative assessment would be detrimental to the students’ FL development. While the context of this study might be unique, these results can be compared to a wider international context, considering that many school systems introduce FL instruction more intensively and with increasing educational standardization. Finally, the results of this study also offer insights into how teacher education might need to adjust.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"180 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142684209","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 : 2024-11-16DOI: 10.1177/13621688241292319
Kristina Goodnight, Catherine van Beuningen, Rick de Graaff
A significant body of research supports the affective benefits of drama activities in foreign language (FL) learning, yet little is known about how to train teachers to implement such activities. In this study, we tested a professional development program (PDP) aimed at galvanizing FL teachers to integrate improvisational drama techniques (IDTs) into their repertoire. IDTs are defined here as activities which place pupils in a fictional situation and stimulate spoken interaction. Nineteen Dutch secondary school FL teachers participated in the PDP. The goal of this research was to discover the extent to which (1) teachers implement IDTs according to the study’s definition, (2) the techniques become integrated into the teacher’s repertoire, and (3) teachers develop the self-efficacy to execute IDTs. All three areas were met with positive results as evidenced through questionnaires, logbooks, observations and interviews. Teachers demonstrated that they could inspire the fictional artistry of drama while simultaneously stimulating FL speaking. Frequency of implementation also increased after the training. Self-efficacy furthermore improved widely, both in implementing IDTs and speaking activities in general.
{"title":"Stage directions: Evidence-based professional development in improvisational drama for foreign language teachers","authors":"Kristina Goodnight, Catherine van Beuningen, Rick de Graaff","doi":"10.1177/13621688241292319","DOIUrl":"https://doi.org/10.1177/13621688241292319","url":null,"abstract":"A significant body of research supports the affective benefits of drama activities in foreign language (FL) learning, yet little is known about how to train teachers to implement such activities. In this study, we tested a professional development program (PDP) aimed at galvanizing FL teachers to integrate improvisational drama techniques (IDTs) into their repertoire. IDTs are defined here as activities which place pupils in a fictional situation and stimulate spoken interaction. Nineteen Dutch secondary school FL teachers participated in the PDP. The goal of this research was to discover the extent to which (1) teachers implement IDTs according to the study’s definition, (2) the techniques become integrated into the teacher’s repertoire, and (3) teachers develop the self-efficacy to execute IDTs. All three areas were met with positive results as evidenced through questionnaires, logbooks, observations and interviews. Teachers demonstrated that they could inspire the fictional artistry of drama while simultaneously stimulating FL speaking. Frequency of implementation also increased after the training. Self-efficacy furthermore improved widely, both in implementing IDTs and speaking activities in general.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"167 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142643079","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 : 2024-11-14DOI: 10.1177/13621688241291932
Rintaro Sato
The concept of willingness to communicate (WTC) is pivotal in understanding student engagement in English as a foreign language (EFL) classrooms. As a dynamic and multifaceted construct, WTC is subject to continual fluctuations throughout the communication process, often changing situationally. Traditionally, learner silence in class or during second language (L2) conversations is perceived negatively, as it can signal a lack of motivation to speak, thereby impeding optimal language acquisition. However, silence can also function as a communicative strategy or reflect learners’ essential feelings and emotions. This study explored the relationship between Japanese EFL learners’ situational WTC and their instances of silence during L2 (English) conversations. Participants were recruited for the study and were asked to deliver short speeches and engage in conversations with a researcher, during which their periods of silence were observed and recorded. All participant utterances were meticulously transcribed and analysed. Additionally, participants self-assessed their WTC for each utterance, and a stimulated recall interview was conducted to gather in-depth qualitative data. The results generally indicated that participants’ WTC was somewhat decreased when silence occurred between and during utterances. However, the findings also revealed the intricate and multifaceted nature of silence in relation to WTC, underscoring the need for a deeper understanding and nuanced consideration of learners’ silence. This study highlights the complexity of the interplay between WTC and silence, suggesting that silence should not be solely viewed as a negative phenomenon but rather as an integral part of the communicative process that warrants careful analysis and understanding.
{"title":"Exploring the silence of Japanese EFL learners: Its relationship with the degree of willingness to communicate (WTC)","authors":"Rintaro Sato","doi":"10.1177/13621688241291932","DOIUrl":"https://doi.org/10.1177/13621688241291932","url":null,"abstract":"The concept of willingness to communicate (WTC) is pivotal in understanding student engagement in English as a foreign language (EFL) classrooms. As a dynamic and multifaceted construct, WTC is subject to continual fluctuations throughout the communication process, often changing situationally. Traditionally, learner silence in class or during second language (L2) conversations is perceived negatively, as it can signal a lack of motivation to speak, thereby impeding optimal language acquisition. However, silence can also function as a communicative strategy or reflect learners’ essential feelings and emotions. This study explored the relationship between Japanese EFL learners’ situational WTC and their instances of silence during L2 (English) conversations. Participants were recruited for the study and were asked to deliver short speeches and engage in conversations with a researcher, during which their periods of silence were observed and recorded. All participant utterances were meticulously transcribed and analysed. Additionally, participants self-assessed their WTC for each utterance, and a stimulated recall interview was conducted to gather in-depth qualitative data. The results generally indicated that participants’ WTC was somewhat decreased when silence occurred between and during utterances. However, the findings also revealed the intricate and multifaceted nature of silence in relation to WTC, underscoring the need for a deeper understanding and nuanced consideration of learners’ silence. This study highlights the complexity of the interplay between WTC and silence, suggesting that silence should not be solely viewed as a negative phenomenon but rather as an integral part of the communicative process that warrants careful analysis and understanding.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"63 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142610723","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 : 2024-11-08DOI: 10.1177/13621688241290496
Cori Crane
Taking the perspective of a language program director (LPD), this practitioner research (PR) study describes how analysis of learners’ reflections written for an advanced undergraduate German course in the United States helped an LPD see how students had experienced learning grammar in lower-level instruction. The study analyses a semester-long project based on the PR framework of exploratory practice (EP), in which students ( n = 30) pursued individual questions (‘puzzles’) about German grammar that would be most meaningful to them in their language learning journey. Initial analysis of the students’ questions revealed a general preference among learners to investigate grammar topics previously covered in the lower-division curriculum. In-depth case studies, focused on two learners’ experiences with EP, show how the project allowed students to investigate their grammar puzzles using resources across the entire curriculum, including dialoguing with teachers and students in other courses. The study looks to threshold concept theory to theorize students’ learning experiences vis-à-vis L2 grammar (specifically inflectional morphology, i.e. case markings) and argues that the flexibility of the EP framework and its core tenets of working towards understanding and involving others supported the LPD in seeing how learners understood and felt about German grammar and grammar instruction across the larger curriculum.
这项实践研究（PR）从语言课程主任（LPD）的角度出发，描述了对学习者为美国一门高级德语本科课程撰写的反思进行分析，是如何帮助语言课程主任了解学生是如何在低级教学中体验语法学习的。该研究分析了一个基于探索性实践（EP）这一公关框架的学期项目，在该项目中，学生（n = 30）提出了关于德语语法的个别问题（"谜题"），这些问题对他们的语言学习历程最有意义。对学生问题的初步分析表明，学习者普遍倾向于探究低年级课程中曾涉及的语法主题。以两位学习者在 EP 中的经历为重点的深入案例研究表明，该项目如何让学生利用整个课程的资源，包括与其他课程的教师和学生对话，来探究他们的语法困惑。该研究从阈限概念理论出发，对学生在学习第二语言语法（特别是词法，即大小写标记）方面的经验进行了理论分析，并认为 EP 框架的灵活性及其致力于理解和让他人参与的核心原则，有助于 LPD 了解学习者对德语语法和语法教学的理解和感受。
{"title":"What puzzles L2 learners about German grammar? Using practitioner research to explore threshold concepts in language curricula","authors":"Cori Crane","doi":"10.1177/13621688241290496","DOIUrl":"https://doi.org/10.1177/13621688241290496","url":null,"abstract":"Taking the perspective of a language program director (LPD), this practitioner research (PR) study describes how analysis of learners’ reflections written for an advanced undergraduate German course in the United States helped an LPD see how students had experienced learning grammar in lower-level instruction. The study analyses a semester-long project based on the PR framework of exploratory practice (EP), in which students ( n = 30) pursued individual questions (‘puzzles’) about German grammar that would be most meaningful to them in their language learning journey. Initial analysis of the students’ questions revealed a general preference among learners to investigate grammar topics previously covered in the lower-division curriculum. In-depth case studies, focused on two learners’ experiences with EP, show how the project allowed students to investigate their grammar puzzles using resources across the entire curriculum, including dialoguing with teachers and students in other courses. The study looks to threshold concept theory to theorize students’ learning experiences vis-à-vis L2 grammar (specifically inflectional morphology, i.e. case markings) and argues that the flexibility of the EP framework and its core tenets of working towards understanding and involving others supported the LPD in seeing how learners understood and felt about German grammar and grammar instruction across the larger curriculum.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"1 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596533","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 : 2024-10-30DOI: 10.1177/13621688241289724
Lawrence Farrugia Caruana, Jacqueline Żammit
Second language acquisition is a complex process that involves numerous challenges and is influenced by various factors, including linguistic competence and classroom settings. This study examines the concerns and emotions experienced by 43 adult international students learning Maltese as a second language. By employing a mixed-methods approach, the research collected both qualitative and quantitative data through questionnaires and interviews. The results reveal a spectrum of positive and negative emotions experienced by students during a Maltese language learning session that incorporated digital resources. The evidence presented in this research shows that students have both personal and practical goals concerning second language acquisition. The use of non-traditional technological interventions aligned with the learners’ beliefs and motivations, makes the learning process more effective, particularly by eliciting positive emotions. This study underscores the importance of addressing students’ concerns and emotions in second language acquisition and the benefits of integrating technology into language learning. Pedagogically, this study advocates for a nuanced approach to address learners’ emotional concerns, emphasizing the imperative for language instructors to be trained in emotion regulation strategies to help students manage their emotions during the learning process. Moreover, integrating cultural components into language pedagogy can serve as a compass, guiding students through social norms and intricacies, thereby fostering a sense of belonging within the local community. Furthermore, the study highlights the pedagogical merit of immediate feedback mechanisms and the implementation of diverse, inclusive teaching methods and resources tailored to accommodate various learning styles and paces. These pedagogical implications advocate for a holistic and adaptive language teaching paradigm, aiming to foster a more inclusive and emotionally supportive learning environment for international students.
{"title":"Exploring beliefs, motivations and emotions: Insights from learning Maltese as a second language","authors":"Lawrence Farrugia Caruana, Jacqueline Żammit","doi":"10.1177/13621688241289724","DOIUrl":"https://doi.org/10.1177/13621688241289724","url":null,"abstract":"Second language acquisition is a complex process that involves numerous challenges and is influenced by various factors, including linguistic competence and classroom settings. This study examines the concerns and emotions experienced by 43 adult international students learning Maltese as a second language. By employing a mixed-methods approach, the research collected both qualitative and quantitative data through questionnaires and interviews. The results reveal a spectrum of positive and negative emotions experienced by students during a Maltese language learning session that incorporated digital resources. The evidence presented in this research shows that students have both personal and practical goals concerning second language acquisition. The use of non-traditional technological interventions aligned with the learners’ beliefs and motivations, makes the learning process more effective, particularly by eliciting positive emotions. This study underscores the importance of addressing students’ concerns and emotions in second language acquisition and the benefits of integrating technology into language learning. Pedagogically, this study advocates for a nuanced approach to address learners’ emotional concerns, emphasizing the imperative for language instructors to be trained in emotion regulation strategies to help students manage their emotions during the learning process. Moreover, integrating cultural components into language pedagogy can serve as a compass, guiding students through social norms and intricacies, thereby fostering a sense of belonging within the local community. Furthermore, the study highlights the pedagogical merit of immediate feedback mechanisms and the implementation of diverse, inclusive teaching methods and resources tailored to accommodate various learning styles and paces. These pedagogical implications advocate for a holistic and adaptive language teaching paradigm, aiming to foster a more inclusive and emotionally supportive learning environment for international students.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"16 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142555882","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 : 2024-10-30DOI: 10.1177/13621688241292277
Amparo Lázaro-Ibarrola
Although multiple factors influence language proficiency in instructed settings, the prevalence of content and language integrated learning (CLIL) research in recent decades has placed intensity of exposure (via CLIL lessons) at center stage, sidelining other variables. This study aims to rectify this by examining the impact of CLIL alongside three additional factors: extramural English (EE), socioeconomic status (SES), and non-verbal intelligence (NVI). Specifically, this study analyses the interplay of these variables in the proficiency of 171 young English learners (aged 10–11 years) in Navarre, Spain. The participants were divided into a low-intensity (LI) ( n = 54) group and a high-intensity (HI) ( n = 117) group depending on exposure to English in school. Results indicate that HI learners are superior in reading, and even more clearly in speaking. EE is very frequent in both groups but more abundant among HI learners, and it shows several positive associations with learners’ scores. Higher NVI levels positively correlate with all skills in both groups, except for speaking, which appears to be affected by EE and, to a lesser extent, by SES.
{"title":"What factors contribute to the proficiency of young EFL learners in primary school? Assessing the role of CLIL intensity, extramural English, non-verbal intelligence and socioeconomic status","authors":"Amparo Lázaro-Ibarrola","doi":"10.1177/13621688241292277","DOIUrl":"https://doi.org/10.1177/13621688241292277","url":null,"abstract":"Although multiple factors influence language proficiency in instructed settings, the prevalence of content and language integrated learning (CLIL) research in recent decades has placed intensity of exposure (via CLIL lessons) at center stage, sidelining other variables. This study aims to rectify this by examining the impact of CLIL alongside three additional factors: extramural English (EE), socioeconomic status (SES), and non-verbal intelligence (NVI). Specifically, this study analyses the interplay of these variables in the proficiency of 171 young English learners (aged 10–11 years) in Navarre, Spain. The participants were divided into a low-intensity (LI) ( n = 54) group and a high-intensity (HI) ( n = 117) group depending on exposure to English in school. Results indicate that HI learners are superior in reading, and even more clearly in speaking. EE is very frequent in both groups but more abundant among HI learners, and it shows several positive associations with learners’ scores. Higher NVI levels positively correlate with all skills in both groups, except for speaking, which appears to be affected by EE and, to a lesser extent, by SES.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"11 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142555883","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 : 2024-10-25DOI: 10.1177/13621688241291336
Long Quoc Nguyen, Phung Dao, Bao Trang Thi Nguyen
The potential of model texts as a feedback instrument (MTFI) in second language (L2) writing has been explored for about two decades and continues to receive increasing interest from L2 scholars. However, to date, there is still an absence of a comprehensive review of studies in this particular area. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure, this study aims to fill this gap by systematically reviewing 25 empirical studies on MTFI dating up to 1 April 2023, specifically focusing on three main aspects: study contexts, methodological characteristics, and primary areas of focus and key findings. The results revealed that existing MTFI studies (1) largely targeted low-intermediate English as a foreign language (EFL) learners at primary schools, (2) primarily adopted a quasi-experimental design involving a three-stage narrative writing task in a classroom-based setting, (3) predominantly focused on writing as a process, and (4) consistently reported MTFI’s potential for promoting L2 writing gains, especially in terms of lexical aspects. These results not only further our understanding about the effect of MTFI on different dimensions of task performance and L2 learning (i.e. L2 writing), but also provide some pedagogical implications for practices. Suggestions for addressing methodological issues in future studies are provided to advance this research domain.
{"title":"Model texts as a feedback instrument in second language writing: A systematic review","authors":"Long Quoc Nguyen, Phung Dao, Bao Trang Thi Nguyen","doi":"10.1177/13621688241291336","DOIUrl":"https://doi.org/10.1177/13621688241291336","url":null,"abstract":"The potential of model texts as a feedback instrument (MTFI) in second language (L2) writing has been explored for about two decades and continues to receive increasing interest from L2 scholars. However, to date, there is still an absence of a comprehensive review of studies in this particular area. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure, this study aims to fill this gap by systematically reviewing 25 empirical studies on MTFI dating up to 1 April 2023, specifically focusing on three main aspects: study contexts, methodological characteristics, and primary areas of focus and key findings. The results revealed that existing MTFI studies (1) largely targeted low-intermediate English as a foreign language (EFL) learners at primary schools, (2) primarily adopted a quasi-experimental design involving a three-stage narrative writing task in a classroom-based setting, (3) predominantly focused on writing as a process, and (4) consistently reported MTFI’s potential for promoting L2 writing gains, especially in terms of lexical aspects. These results not only further our understanding about the effect of MTFI on different dimensions of task performance and L2 learning (i.e. L2 writing), but also provide some pedagogical implications for practices. Suggestions for addressing methodological issues in future studies are provided to advance this research domain.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"61 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490880","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 : 2024-10-23DOI: 10.1177/13621688241288792
Merih Welay Welesilassie, Marianne Nikolov
Research into second or foreign language (L2) learning has demonstrated that L2 anxiety, perceived proficiency, and L2 willingness to communicate (L2WTC) profoundly impact language learning outcomes. However, the complex interplay between these variables has yet to be fully explored, as these factors are dynamic and context-specific and can vary across different learners and learning environments. The study, therefore, utilized a cross-sectional quantitative survey research design to scrutinize the causal relationships between L2 anxiety, English proficiency, and L2WTC of 609 Ethiopian preparatory school students. The model for the L2WTC, both inside and outside the classroom, has been expanded to include an additional sub-scale known as the L2WTC in a digital setting. Moreover, in contrast to the commonly recognized debilitative-focused L2 anxiety, the construct of L2 anxiety has been divided into facilitative and debilitative anxiety. This method allows us to measure not only the presence or absence of anxiety but also evaluate if anxiety helps or hinders the L2 learning experience. A self-assessment proficiency measure was also developed specifically for Ethiopian high school students. The study treated facilitative and debilitative anxiety as independent variables while considering English proficiency and L2WTC in the classroom, outside the classroom, and in digital settings as dependent variables. English proficiency was also used as an independent variable to predict L2WTC in these three settings. Our proposed model, including these variables, was tested using structural equation modelling (SEM). According to the descriptive analysis, the mean scores of L2WTC in the three settings were generally low, ranging from 2.30 to 2.84. Debilitative anxiety casts a shadow on the positive aspects of anxiety. The English proficiency was also too low. According to SEM, debilitative anxiety displayed a statistically significant negative impact on L2WTC inside and outside the classroom, in digital settings, and English proficiency. In contrast, facilitative anxiety was found to positively contribute to L2WTC outside the classroom, in digital settings, and in English proficiency. English proficiency made a statistically significant and positive contribution to L2WTC within and outside the classroom and in digital contexts. L2WTC inside the classroom positively contributed to L2WTC outside the classrooms and in digital contexts. We systematically compared the findings with existing studies in the discussion and elucidated the pedagogical implications, limitations, and potential future research avenues. The outcomes of our study have the potential to significantly contribute to the advancement of theoretical and empirical knowledge about improving English education, learning, and communication not only in Ethiopia but also in similar contexts of English as a foreign language (EFL).
{"title":"L2 anxiety, proficiency, and communication across the classroom, non-classroom, and digital settings: Insights from Ethiopian preparatory schools","authors":"Merih Welay Welesilassie, Marianne Nikolov","doi":"10.1177/13621688241288792","DOIUrl":"https://doi.org/10.1177/13621688241288792","url":null,"abstract":"Research into second or foreign language (L2) learning has demonstrated that L2 anxiety, perceived proficiency, and L2 willingness to communicate (L2WTC) profoundly impact language learning outcomes. However, the complex interplay between these variables has yet to be fully explored, as these factors are dynamic and context-specific and can vary across different learners and learning environments. The study, therefore, utilized a cross-sectional quantitative survey research design to scrutinize the causal relationships between L2 anxiety, English proficiency, and L2WTC of 609 Ethiopian preparatory school students. The model for the L2WTC, both inside and outside the classroom, has been expanded to include an additional sub-scale known as the L2WTC in a digital setting. Moreover, in contrast to the commonly recognized debilitative-focused L2 anxiety, the construct of L2 anxiety has been divided into facilitative and debilitative anxiety. This method allows us to measure not only the presence or absence of anxiety but also evaluate if anxiety helps or hinders the L2 learning experience. A self-assessment proficiency measure was also developed specifically for Ethiopian high school students. The study treated facilitative and debilitative anxiety as independent variables while considering English proficiency and L2WTC in the classroom, outside the classroom, and in digital settings as dependent variables. English proficiency was also used as an independent variable to predict L2WTC in these three settings. Our proposed model, including these variables, was tested using structural equation modelling (SEM). According to the descriptive analysis, the mean scores of L2WTC in the three settings were generally low, ranging from 2.30 to 2.84. Debilitative anxiety casts a shadow on the positive aspects of anxiety. The English proficiency was also too low. According to SEM, debilitative anxiety displayed a statistically significant negative impact on L2WTC inside and outside the classroom, in digital settings, and English proficiency. In contrast, facilitative anxiety was found to positively contribute to L2WTC outside the classroom, in digital settings, and in English proficiency. English proficiency made a statistically significant and positive contribution to L2WTC within and outside the classroom and in digital contexts. L2WTC inside the classroom positively contributed to L2WTC outside the classrooms and in digital contexts. We systematically compared the findings with existing studies in the discussion and elucidated the pedagogical implications, limitations, and potential future research avenues. The outcomes of our study have the potential to significantly contribute to the advancement of theoretical and empirical knowledge about improving English education, learning, and communication not only in Ethiopia but also in similar contexts of English as a foreign language (EFL).","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"58 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142488657","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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