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}
Pub Date : 2025-12-26DOI: 10.1177/13621688251404925
Mojtaba Khatami, Vincent Greenier, Sonia Sharmin, Mehmet Sengul
English writing proficiency is crucial for undergraduate students in tertiary education; however, many second-language (L2) writers experience significant anxiety that impedes their ability to write effectively in English. This study explored the role of mindfulness and its components including novelty producing, novelty seeking, engagement, and flexibility in reducing writing anxiety among 200 English as a foreign language (EFL) Bangladeshi students, selected via convenience sampling. Participants completed the Langer Mindfulness Scale, and the Second Language Writing Anxiety Inventory through online platforms. Quantitative findings revealed a moderate negative correlation between overall mindfulness and writing anxiety ( r = −.39, p < .001), indicating that higher mindfulness levels relate to lower writing anxiety. Importantly, the mindfulness components were significant predictors of writing anxiety, collectively explaining 11% of its variance. Gender and language proficiency showed minimal moderation effects on this relationship. This study supports integrating mindfulness practices into language curricula and offers insights for educators and curriculum developers aiming to enhance English writing proficiency in tertiary education settings.
英语写作能力是高等教育本科学生学习的关键。然而，许多第二语言（L2）作家经历了严重的焦虑，这阻碍了他们有效地用英语写作的能力。本研究探讨了正念及其组成部分（新颖性产生、新颖性寻求、参与度和灵活性）在减少200名孟加拉国英语作为外语学生写作焦虑中的作用。参与者通过在线平台完成了兰格正念量表和第二语言写作焦虑量表。定量研究结果显示，整体正念与写作焦虑之间存在中度负相关（r = -）。39, p < .001)，表明较高的正念水平与较低的写作焦虑有关。重要的是，正念成分是写作焦虑的重要预测因子，总共解释了11%的方差。性别和语言熟练程度对这一关系的调节作用最小。这项研究支持将正念练习融入语言课程，并为旨在提高高等教育环境下英语写作水平的教育工作者和课程开发者提供见解。
{"title":"Exploring the relationship between mindfulness and second language writing anxiety in the Bangladeshi EFL context, considering gender and proficiency level","authors":"Mojtaba Khatami, Vincent Greenier, Sonia Sharmin, Mehmet Sengul","doi":"10.1177/13621688251404925","DOIUrl":"https://doi.org/10.1177/13621688251404925","url":null,"abstract":"English writing proficiency is crucial for undergraduate students in tertiary education; however, many second-language (L2) writers experience significant anxiety that impedes their ability to write effectively in English. This study explored the role of mindfulness and its components including novelty producing, novelty seeking, engagement, and flexibility in reducing writing anxiety among 200 English as a foreign language (EFL) Bangladeshi students, selected via convenience sampling. Participants completed the Langer Mindfulness Scale, and the Second Language Writing Anxiety Inventory through online platforms. Quantitative findings revealed a moderate negative correlation between overall mindfulness and writing anxiety ( <jats:italic toggle=\"yes\">r</jats:italic> = −.39, <jats:italic toggle=\"yes\">p</jats:italic> < .001), indicating that higher mindfulness levels relate to lower writing anxiety. Importantly, the mindfulness components were significant predictors of writing anxiety, collectively explaining 11% of its variance. Gender and language proficiency showed minimal moderation effects on this relationship. This study supports integrating mindfulness practices into language curricula and offers insights for educators and curriculum developers aiming to enhance English writing proficiency in tertiary education settings.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"8 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145830197","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: 10.1177/13621688251385606
Aws Al Arabw
Many Iraqi Arabic-speaking learners of English encounter challenges in pronouncing plural endings such as /s/, /z/, and /ɪz/. This study applies Optimality Theory (OT), a linguistic framework that explains pronunciation choices through ranked phonological constraints, to analyse how Iraqi university learners of English as a foreign language (EFL) generate English plural allomorphs (/s/, /z/, /ɪz/). Fifteen Iraqi undergraduate English majors pluralized three monosyllabic nouns ( dish , reef , road ), each triggering a different plural allomorph. These words exemplify the range of phonological challenges Arabic-speaking learners face. Students’ outputs were evaluated against an OT constraint hierarchy (SS >> A GREE >> M AX >> D EP >> I DENT ) to identify optimal (correct) versus suboptimal (incorrect) pluralizations. Results showed that only nine of 45 plural productions were optimal. Accuracy was highest for road (3/15 correct) and reef (4/15), whereas dish had the lowest accuracy (2/15). Suboptimal forms stemmed from constraint violations, such as breaching D EP (vowel insertion (epenthesis)), violating A GREE /I DENT (incorrect voicing assimilation), contravening M AX (omission of the plural suffix), and violating SS (unresolved sibilant clusters). The errors observed can be attributed to negative transfer from Arabic: Learners inserted vowels, reflecting Arabic phonology’s inclination towards consonant–vowel syllable structures (e.g. pronouncing roads as [rəʊdɪz]), and misassigned voicing because of the absence of similar voicing assimilation rules in Arabic (e.g. pronouncing reef as [riːfz]). Limited exposure to varied English inputs and insufficient corrective feedback possibly exacerbated these issues. This study illustrates the effectiveness of OT in identifying pronunciation challenges and emphasizes particular first language (L1) transfer effects impacting Arabic-speaking learners. Pedagogically, the analysis supports focused pronunciation instruction through cluster simplification drills and voicing contrast exercises. By discerning frequent constraint violations, teachers can better target phonological habits shaped by L1 interference. Thus, applying OT to pluralization yields both theoretical insight into cross-linguistic phonology and practical guidance for improving pronunciation teaching for Arabic EFL learners.
许多伊拉克阿拉伯语英语学习者在发/s/、/z/和/ /z/等复数词尾时有困难。本研究应用优选理论（OT），一种通过语音限制排序来解释发音选择的语言框架，来分析伊拉克大学英语作为外语（EFL）学习者如何产生英语复数异形（/s/, /z/, / /z/）。15名伊拉克本科英语专业学生将三个单音节名词（dish, reef, road）复数化，每个名词都引发了不同的复数异形体。这些单词体现了说阿拉伯语的学习者所面临的一系列语音挑战。根据OT约束层次（SS >> A GREE >> M AX >> D EP >> I DENT）对学生的输出进行评估，以确定最佳（正确）与次优（不正确）的复数形式。结果表明，45个复数作品中只有9个是最优的。准确度最高的是道路（3/15正确）和珊瑚礁（4/15），而碟子的准确度最低（2/15）。次优形式源于违反约束，例如违反D EP（元音插入（增音）），违反A GREE /I DENT（不正确的发音同化），违反M AX（省略复数后缀），以及违反SS（未解析的音节簇）。观察到的错误可归因于来自阿拉伯语的负迁移：学习者插入元音，反映了阿拉伯音韵学对辅音-元音音节结构的倾向（例如，将roads发音为[r]]），以及由于阿拉伯语中缺乏类似的发音同化规则而导致的发音错误（例如，将reef发音为[ri] fz]）。有限的英语输入和不充分的纠正反馈可能加剧了这些问题。本研究说明了外语学习在识别发音挑战方面的有效性，并强调了影响阿拉伯语学习者的特定母语迁移效应。在教学上，分析支持通过聚类简化练习和发音对比练习集中发音指导。通过识别频繁的约束违规，教师可以更好地针对母语干扰形成的语音习惯。因此，将OT应用于复数化，既为跨语言音韵学提供了理论见解，也为改善阿拉伯语英语学习者的发音教学提供了实践指导。
{"title":"An optimality-theoretic analysis of Iraqi EFL students’ production of English plural forms","authors":"Aws Al Arabw","doi":"10.1177/13621688251385606","DOIUrl":"https://doi.org/10.1177/13621688251385606","url":null,"abstract":"Many Iraqi Arabic-speaking learners of English encounter challenges in pronouncing plural endings such as /s/, /z/, and /ɪz/. This study applies Optimality Theory (OT), a linguistic framework that explains pronunciation choices through ranked phonological constraints, to analyse how Iraqi university learners of English as a foreign language (EFL) generate English plural allomorphs (/s/, /z/, /ɪz/). Fifteen Iraqi undergraduate English majors pluralized three monosyllabic nouns ( <jats:italic toggle=\"yes\">dish</jats:italic> , <jats:italic toggle=\"yes\">reef</jats:italic> , <jats:italic toggle=\"yes\">road</jats:italic> ), each triggering a different plural allomorph. These words exemplify the range of phonological challenges Arabic-speaking learners face. Students’ outputs were evaluated against an OT constraint hierarchy (SS >> A <jats:sub>GREE</jats:sub> >> M <jats:sub>AX</jats:sub> >> D <jats:sub>EP</jats:sub> >> I <jats:sub>DENT</jats:sub> ) to identify optimal (correct) versus suboptimal (incorrect) pluralizations. Results showed that only nine of 45 plural productions were optimal. Accuracy was highest for <jats:italic toggle=\"yes\">road</jats:italic> (3/15 correct) and <jats:italic toggle=\"yes\">reef</jats:italic> (4/15), whereas <jats:italic toggle=\"yes\">dish</jats:italic> had the lowest accuracy (2/15). Suboptimal forms stemmed from constraint violations, such as breaching D <jats:sub>EP</jats:sub> (vowel insertion (epenthesis)), violating A <jats:sub>GREE</jats:sub> /I <jats:sub>DENT</jats:sub> (incorrect voicing assimilation), contravening M <jats:sub>AX</jats:sub> (omission of the plural suffix), and violating SS (unresolved sibilant clusters). The errors observed can be attributed to negative transfer from Arabic: Learners inserted vowels, reflecting Arabic phonology’s inclination towards consonant–vowel syllable structures (e.g. pronouncing <jats:italic toggle=\"yes\">roads</jats:italic> as [rəʊdɪz]), and misassigned voicing because of the absence of similar voicing assimilation rules in Arabic (e.g. pronouncing <jats:italic toggle=\"yes\">reef</jats:italic> as [riːfz]). Limited exposure to varied English inputs and insufficient corrective feedback possibly exacerbated these issues. This study illustrates the effectiveness of OT in identifying pronunciation challenges and emphasizes particular first language (L1) transfer effects impacting Arabic-speaking learners. Pedagogically, the analysis supports focused pronunciation instruction through cluster simplification drills and voicing contrast exercises. By discerning frequent constraint violations, teachers can better target phonological habits shaped by L1 interference. Thus, applying OT to pluralization yields both theoretical insight into cross-linguistic phonology and practical guidance for improving pronunciation teaching for Arabic EFL learners.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"8 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145830196","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: 10.1177/13621688251394494
M. Obaidul Hamid
This article examines the nature of Arabic as a second language (L2) pedagogy in the context of language beyond the formal curriculum. Although such non-curricular teaching of Arabic in offline and online settings is available in many countries including Australia, Canada, UK and USA, it has not received much research attention. The present pedagogical inquiry is based on a free Arabic class for Muslim adults in a major Australian city which is taught by an autodidactic teacher who is an IT professional and attended by students who are also professionals or academics or PhD researchers. Based on data from class observation and teaching recordings and teacher interviews, I describe multiple creative features of the pedagogy that support its theorizing as a holistic, passionate and generous act of giving. The teacher’s teaching practice demonstrates what an Islamically informed and inspired pedagogy looks like, how it manifests in practice, and what potential outcomes it may have in the context of language beyond the formal setting. Emerging from the classroom-based research is a hybrid pedagogical mode that combines the spiritual and the secular, the physical and the technological/virtual, and the Western and the Eastern traditions in teaching and learning engagement. The gift pedagogy builds the class as a community and promotes participant wellbeing and identity reinforcement. As language teaching and learning increasingly take place outside formal, mainstream and fee-paying contexts, this research can enrich readers’ understanding of L2 pedagogy in changing contexts and times.
{"title":"Pedagogy as bountiful giving: L2 Arabic for adult learners beyond formal education","authors":"M. Obaidul Hamid","doi":"10.1177/13621688251394494","DOIUrl":"https://doi.org/10.1177/13621688251394494","url":null,"abstract":"This article examines the nature of Arabic as a second language (L2) pedagogy in the context of language beyond the formal curriculum. Although such non-curricular teaching of Arabic in offline and online settings is available in many countries including Australia, Canada, UK and USA, it has not received much research attention. The present pedagogical inquiry is based on a free Arabic class for Muslim adults in a major Australian city which is taught by an autodidactic teacher who is an IT professional and attended by students who are also professionals or academics or PhD researchers. Based on data from class observation and teaching recordings and teacher interviews, I describe multiple creative features of the pedagogy that support its theorizing as a holistic, passionate and generous act of giving. The teacher’s teaching practice demonstrates what an Islamically informed and inspired pedagogy looks like, how it manifests in practice, and what potential outcomes it may have in the context of language beyond the formal setting. Emerging from the classroom-based research is a hybrid pedagogical mode that combines the spiritual and the secular, the physical and the technological/virtual, and the Western and the Eastern traditions in teaching and learning engagement. The gift pedagogy builds the class as a community and promotes participant wellbeing and identity reinforcement. As language teaching and learning increasingly take place outside formal, mainstream and fee-paying contexts, this research can enrich readers’ understanding of L2 pedagogy in changing contexts and times.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"126 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145830193","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 : 2025-12-24DOI: 10.1177/13621688251409490
{"title":"Retraction Notice: “An ecological exploration of the intersection between English language teachers’ agency and social justice instruction”","authors":"","doi":"10.1177/13621688251409490","DOIUrl":"https://doi.org/10.1177/13621688251409490","url":null,"abstract":"","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"56 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145812756","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 : 2025-12-24DOI: 10.1177/13621688251392992
Aleksandra Ljalikova, Aigi Heero, Tiina Anspal, Merike Saar, Terje Väljataga, Merilyn Meristo, Ekaterina Batrakova
Student engagement is broadly defined by scholars as a multidimensional concept, making it challenging to measure and operationalize in teaching and learning contexts. This study focuses on foreign language (FL) teachers’ experiences and conceptualization of student engagement, as well as how they integrate technology based on their understanding of engagement. An interpretive phenomenological analysis (IPA) of 10 in-depth interviews reveals that teachers clearly distinguish between disengagement and passive engagement, as well as between task, classroom and academic engagement. Estonian FL teachers primarily perceive task engagement, analysed through the framework of cognitive engagement, as constructive and interactive. At the same time, they connect task engagement to academic engagement by recognizing the importance of the socio-affective dimension, along with other key factors such as self-regulation, motivation, volition and meaningful learning. Academic engagement is perceived as crucial by FL teachers, but their use of technology in this context is less instrumental, leaving room for further discussion. Technology is mainly used to support active and constructive modes of cognitive engagement, and is often seen as a tool to capture the attention of students with low self-regulation, who are at risk of disengagement.
{"title":"Conceptualizing and enhancing student engagement through technology: Perspectives from foreign language teachers in Estonia","authors":"Aleksandra Ljalikova, Aigi Heero, Tiina Anspal, Merike Saar, Terje Väljataga, Merilyn Meristo, Ekaterina Batrakova","doi":"10.1177/13621688251392992","DOIUrl":"https://doi.org/10.1177/13621688251392992","url":null,"abstract":"Student engagement is broadly defined by scholars as a multidimensional concept, making it challenging to measure and operationalize in teaching and learning contexts. This study focuses on foreign language (FL) teachers’ experiences and conceptualization of student engagement, as well as how they integrate technology based on their understanding of engagement. An interpretive phenomenological analysis (IPA) of 10 in-depth interviews reveals that teachers clearly distinguish between disengagement and passive engagement, as well as between task, classroom and academic engagement. Estonian FL teachers primarily perceive task engagement, analysed through the framework of cognitive engagement, as constructive and interactive. At the same time, they connect task engagement to academic engagement by recognizing the importance of the socio-affective dimension, along with other key factors such as self-regulation, motivation, volition and meaningful learning. Academic engagement is perceived as crucial by FL teachers, but their use of technology in this context is less instrumental, leaving room for further discussion. Technology is mainly used to support active and constructive modes of cognitive engagement, and is often seen as a tool to capture the attention of students with low self-regulation, who are at risk of disengagement.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"28 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145812757","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 : 2025-12-24DOI: 10.1177/13621688251388282
William S. Pearson, Seyyed-Abdolhamid Mirhosseini
A central concern among qualitative researchers over the last two decades has been enhancing its visibility and credibility, particularly among quantitative researchers as well as general audiences. Addressing calls for top-down insights to help stakeholders of research take stock of an increasingly large and complex literature body, this bibliometric analysis provides quantitative insights into 3,758 qualitative studies in language education, published in 34 major academic journals from 1999 to 2021. It investigates patterns of research productivity across authors, their institutions and the countries these are located in, the journals authors publish in, the research approaches they use, the topics they address, and the sources they commonly cite. The study uncovered a sizeable increase in the literature body, particularly in 2019–21, driven by growing interest in staple topics relating to teaching and learning featuring predominantly case study, conversation analytic, and ethnographic methods. The literature body, starting off as largely Anglophone centric and individually authored has become more diversified. Implications largely in the form of gaps in the dataset and suggestions for future research are discussed.
{"title":"Qualitative language education research in the past quarter century: A bibliometric analysis","authors":"William S. Pearson, Seyyed-Abdolhamid Mirhosseini","doi":"10.1177/13621688251388282","DOIUrl":"https://doi.org/10.1177/13621688251388282","url":null,"abstract":"A central concern among qualitative researchers over the last two decades has been enhancing its visibility and credibility, particularly among quantitative researchers as well as general audiences. Addressing calls for top-down insights to help stakeholders of research take stock of an increasingly large and complex literature body, this bibliometric analysis provides quantitative insights into 3,758 qualitative studies in language education, published in 34 major academic journals from 1999 to 2021. It investigates patterns of research productivity across authors, their institutions and the countries these are located in, the journals authors publish in, the research approaches they use, the topics they address, and the sources they commonly cite. The study uncovered a sizeable increase in the literature body, particularly in 2019–21, driven by growing interest in staple topics relating to teaching and learning featuring predominantly case study, conversation analytic, and ethnographic methods. The literature body, starting off as largely Anglophone centric and individually authored has become more diversified. Implications largely in the form of gaps in the dataset and suggestions for future research are discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"45 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145812755","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 : 2025-12-23DOI: 10.1177/13621688251393481
Alice Lukešová, Petra Juna Jennings
This study explores how ChatGPT, used as a dialogic mediator, supports CEFR-based mediation and learner autonomy among multilingual university students at A1 to A2 proficiency levels in Spanish. A key finding is the contrast between learners’ observable autonomy during AI-mediated tasks and the deeper strategic awareness revealed in post-task reflections. Grounded in sociocultural theory and the CEFR (Common European Framework of Reference for Languages) Companion Volume (2020), the study examines how learners used ChatGPT to interpret texts, clarify vocabulary, and engage in structured argumentation. All tasks were conducted in Spanish, which was neither the students’ native language nor the primary language in which ChatGPT was trained. Twenty-four students completed structured Spanish-language tasks with ChatGPT and submitted written reflections in their native languages. Qualitative content analysis, guided by CEFR mediation descriptors, revealed frequent use of strategies related to Mediating Texts and Facilitating Communication. During the tasks, students often relied on ChatGPT for linguistic support. However, their reflections demonstrated higher levels of metacognitive autonomy, including goal-setting, critical evaluation of AI feedback, and comparison of digital tools. These findings highlight the importance of combining AI-supported interaction with structured reflection to promote communicative competence and digital agency. The study also points to the need for adapting CEFR mediation frameworks to better capture the dynamics of AI-mediated language learning.
{"title":"Beyond the interface: Supporting beginner-level CEFR mediation and learner autonomy with ChatGPT","authors":"Alice Lukešová, Petra Juna Jennings","doi":"10.1177/13621688251393481","DOIUrl":"https://doi.org/10.1177/13621688251393481","url":null,"abstract":"This study explores how ChatGPT, used as a dialogic mediator, supports CEFR-based mediation and learner autonomy among multilingual university students at A1 to A2 proficiency levels in Spanish. A key finding is the contrast between learners’ observable autonomy during AI-mediated tasks and the deeper strategic awareness revealed in post-task reflections. Grounded in sociocultural theory and the CEFR (Common European Framework of Reference for Languages) Companion Volume (2020), the study examines how learners used ChatGPT to interpret texts, clarify vocabulary, and engage in structured argumentation. All tasks were conducted in Spanish, which was neither the students’ native language nor the primary language in which ChatGPT was trained. Twenty-four students completed structured Spanish-language tasks with ChatGPT and submitted written reflections in their native languages. Qualitative content analysis, guided by CEFR mediation descriptors, revealed frequent use of strategies related to Mediating Texts and Facilitating Communication. During the tasks, students often relied on ChatGPT for linguistic support. However, their reflections demonstrated higher levels of metacognitive autonomy, including goal-setting, critical evaluation of AI feedback, and comparison of digital tools. These findings highlight the importance of combining AI-supported interaction with structured reflection to promote communicative competence and digital agency. The study also points to the need for adapting CEFR mediation frameworks to better capture the dynamics of AI-mediated language learning.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"5 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145808055","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 : 2025-12-17DOI: 10.1177/13621688251390278
Takaaki Hiratsuka, Mika Ishino, Nicholas Marx
This article introduces an analytical framework called ‘asynchronous multiple interpretation’ (AMI) that expands our understanding of temporal dimensions in qualitative data analysis. Inspired by Fanselow and Barnard’s ‘Take 1, Take 2, Take 3’ method, this approach involves multiple researchers examining the same dataset at different times, presenting their interpretations from their unique perspectives. The framework acknowledges and leverages the temporal aspects of research, including researchers’ distinct temporal-spatial circumstances, lived experiences, and data analysis engagement. This approach nurtures a more nuanced apprehension of qualitative data for both researchers and readers by underscoring the inherent variables and fluctuations in data interpretation over time. We applied this methodology to a case study in a ‘discussion and debate’ course at a Japanese university. Three researchers rendered individual interpretations of the data, resulting in more comprehensive discernment of the temporal layers influencing data interpretation. The findings accentuated the significance of temporal dimensions in research methodology and demonstrated the ways in which this approach can draw attention to the idiosyncratic nature of research findings. This study serves as an example of implementing AMI within language education research.
本文介绍了一种称为“异步多重解释”（AMI）的分析框架，它扩展了我们对定性数据分析中时间维度的理解。受Fanselow和Barnard的“Take 1, Take 2, Take 3”方法的启发，这种方法涉及多个研究人员在不同时间检查同一数据集，从他们独特的角度提出他们的解释。该框架承认并利用了研究的时间方面，包括研究人员不同的时空环境、生活经历和数据分析参与。这种方法通过强调数据解释随时间的内在变量和波动，为研究人员和读者培养了对定性数据更细致入微的理解。我们将这种方法应用到日本一所大学的“讨论与辩论”课程的案例研究中。三位研究人员对数据进行了各自的解释，从而对影响数据解释的时间层进行了更全面的识别。研究结果强调了研究方法中时间维度的重要性，并展示了这种方法可以引起人们对研究结果特质的注意的方式。本研究是在语言教育研究中实施AMI的一个范例。
{"title":"Asynchronous multiple interpretation (AMI): Expanding temporal dimensions in qualitative data analysis","authors":"Takaaki Hiratsuka, Mika Ishino, Nicholas Marx","doi":"10.1177/13621688251390278","DOIUrl":"https://doi.org/10.1177/13621688251390278","url":null,"abstract":"This article introduces an analytical framework called ‘asynchronous multiple interpretation’ (AMI) that expands our understanding of temporal dimensions in qualitative data analysis. Inspired by Fanselow and Barnard’s ‘Take 1, Take 2, Take 3’ method, this approach involves multiple researchers examining the same dataset at different times, presenting their interpretations from their unique perspectives. The framework acknowledges and leverages the temporal aspects of research, including researchers’ distinct temporal-spatial circumstances, lived experiences, and data analysis engagement. This approach nurtures a more nuanced apprehension of qualitative data for both researchers and readers by underscoring the inherent variables and fluctuations in data interpretation over time. We applied this methodology to a case study in a ‘discussion and debate’ course at a Japanese university. Three researchers rendered individual interpretations of the data, resulting in more comprehensive discernment of the temporal layers influencing data interpretation. The findings accentuated the significance of temporal dimensions in research methodology and demonstrated the ways in which this approach can draw attention to the idiosyncratic nature of research findings. This study serves as an example of implementing AMI within language education research.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"152 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145765092","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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