Pub Date : 2024-10-22DOI: 10.1177/13621688241286661
Mahmoud Abdi Tabari, Phil Hiver, Reza Norouzian
This study explores the interplay between task repetition and task motivation in second language (L2) writing, specifically focusing on syntactic complexity, accuracy, and lexical complexity (CAL). Aligning with Dörnyei’s call to balance cognitive and affective factors in task-based language teaching (TBLT), the research involved 100 advanced mid-level learners of English as a second language (ESL) aged between 18 and 20 years. Participants completed both simple and complex argumentative writing tasks in a counterbalanced order, with a one-week interval between tasks. A perception questionnaire was administered immediately after each task performance to validate cognitive task complexity manipulations. Subsequently, participants repeated the same tasks with the same time interval, complemented by the completion of a task motivation questionnaire after each task. Written essays were collected and analysed for CAL measures. Employing a multivariate multilevel approach, the results were triangulated with self-report data. Findings indicate that task repetition significantly impacted CAL in L2 writing, with a positive moderation effect by task complexity. Additionally, task motivation enhanced syntactic complexity in both simple and complex tasks, with negligible effects on accuracy. Notably, task motivation exerted a more substantial influence on students’ repeated task performance concerning lexical complexity. The study’s results offer theoretical and pedagogical insights for TBLT researchers and L2 writing practitioners.
本研究探讨了第二语言（L2）写作中任务重复与任务动机之间的相互作用，特别关注句法复杂性、准确性和词汇复杂性（CAL）。根据 Dörnyei 关于在任务型语言教学（TBLT）中平衡认知和情感因素的呼吁，这项研究涉及 100 名年龄在 18 至 20 岁之间的英语作为第二语言（ESL）的中高级学习者。受试者按平衡顺序完成简单和复杂的议论文写作任务，任务之间间隔一周。每次完成任务后立即进行感知问卷调查，以验证认知任务复杂性操作。随后，受试者以相同的时间间隔重复相同的任务，并在每次任务后填写任务动机问卷。此外，还收集了书面论文，并对其进行了 CAL 测量分析。采用多变量多层次方法，将结果与自我报告数据进行了三角测量。研究结果表明，任务重复对 L2 写作中的 CAL 有显著影响，任务复杂性对 CAL 有正向调节作用。此外，任务动机提高了简单和复杂任务的句法复杂性，但对准确性的影响微乎其微。值得注意的是，在词汇复杂性方面，任务动机对学生的重复任务表现产生了更大的影响。研究结果为 TBLT 研究人员和 L2 写作实践者提供了理论和教学启示。
{"title":"Interactions between task complexity, task repetition, and task motivation in L2 writing","authors":"Mahmoud Abdi Tabari, Phil Hiver, Reza Norouzian","doi":"10.1177/13621688241286661","DOIUrl":"https://doi.org/10.1177/13621688241286661","url":null,"abstract":"This study explores the interplay between task repetition and task motivation in second language (L2) writing, specifically focusing on syntactic complexity, accuracy, and lexical complexity (CAL). Aligning with Dörnyei’s call to balance cognitive and affective factors in task-based language teaching (TBLT), the research involved 100 advanced mid-level learners of English as a second language (ESL) aged between 18 and 20 years. Participants completed both simple and complex argumentative writing tasks in a counterbalanced order, with a one-week interval between tasks. A perception questionnaire was administered immediately after each task performance to validate cognitive task complexity manipulations. Subsequently, participants repeated the same tasks with the same time interval, complemented by the completion of a task motivation questionnaire after each task. Written essays were collected and analysed for CAL measures. Employing a multivariate multilevel approach, the results were triangulated with self-report data. Findings indicate that task repetition significantly impacted CAL in L2 writing, with a positive moderation effect by task complexity. Additionally, task motivation enhanced syntactic complexity in both simple and complex tasks, with negligible effects on accuracy. Notably, task motivation exerted a more substantial influence on students’ repeated task performance concerning lexical complexity. The study’s results offer theoretical and pedagogical insights for TBLT researchers and L2 writing practitioners.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"45 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142487439","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 : 2024-10-22DOI: 10.1177/13621688241287501
Hitoshi Mikami, Tadashi Shiozawa
Evidence from recent studies has shown that sustained perseverance and passion for long-term goals in the domain of second language (L2) learning – a personality trait called L2 grit – is associated with various aspects of language learning, including positive psychological attributes (e.g. motivation, beliefs, and emotions), actions (e.g. learning efforts and strategy use), and achievement (e.g. course and task performance). Meanwhile, relatively little has been written about the mechanism through which such relationships emerge. Expanding upon L2 grit’s association with self-regulated learning (SRL) behaviors and SRL-related psychological variables, this study explores the development of L2 grit and its role in language achievement using the SRL framework. One hundred and eight English majors in Japan responded to a questionnaire, granted permission to access their L2 class records, and completed a standardized L2 test. The main findings include: (1) the psychological attributes that facilitate SRL may play a critical role in increasing levels of L2 grit, (2) the relationship between L2 grit and achievement in language classes was mediated by behavioral self-regulation (intensified learning efforts), and (3) L2 grit may promote different types of self-regulatory behaviors depending on learners’ status (i.e. learning experience and proficiency levels) and learning situations (e.g. learning content and goals). The results provide one explanation for the superior performance of gritty learners in L2 classes observed in previous studies.
{"title":"A self-regulation perspective on L2 grit development and its impact on language achievement","authors":"Hitoshi Mikami, Tadashi Shiozawa","doi":"10.1177/13621688241287501","DOIUrl":"https://doi.org/10.1177/13621688241287501","url":null,"abstract":"Evidence from recent studies has shown that sustained perseverance and passion for long-term goals in the domain of second language (L2) learning – a personality trait called L2 grit – is associated with various aspects of language learning, including positive psychological attributes (e.g. motivation, beliefs, and emotions), actions (e.g. learning efforts and strategy use), and achievement (e.g. course and task performance). Meanwhile, relatively little has been written about the mechanism through which such relationships emerge. Expanding upon L2 grit’s association with self-regulated learning (SRL) behaviors and SRL-related psychological variables, this study explores the development of L2 grit and its role in language achievement using the SRL framework. One hundred and eight English majors in Japan responded to a questionnaire, granted permission to access their L2 class records, and completed a standardized L2 test. The main findings include: (1) the psychological attributes that facilitate SRL may play a critical role in increasing levels of L2 grit, (2) the relationship between L2 grit and achievement in language classes was mediated by behavioral self-regulation (intensified learning efforts), and (3) L2 grit may promote different types of self-regulatory behaviors depending on learners’ status (i.e. learning experience and proficiency levels) and learning situations (e.g. learning content and goals). The results provide one explanation for the superior performance of gritty learners in L2 classes observed in previous studies.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"45 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142486782","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 : 2024-10-11DOI: 10.1177/13621688241284379
Fan Yang, Xiaoming Yang
While existing research has documented that the reading medium significantly impacts language learners’ reading comprehension processes and outcomes, empirical evidence on how the reading medium influences reading emotions is lacking. The present study contributes to the field by investigating whether reading emotions (i.e. enjoyment, anxiety, and boredom) of learners of Spanish as a second language (L2) differ between mobile-assisted and paper-based reading processes. In addition, it explores whether individual difference variables (i.e. L2 Spanish proficiency and preferences for the reading medium) moderate the relationship between the reading medium and reading emotions. The instruments used are reading comprehension tests and questionnaire surveys administered to a sample of 245 first-year college students majoring in Spanish. Paired samples t-tests indicate that L2 Spanish learners perceive more enjoyment and less negative emotions when reading from a paper-based format than those from a mobile-assisted mode. In addition, moderation analyses indicate that both L2 Spanish proficiency and preferences for the medium are moderators of the relationships between the medium and reading emotions. More proficient L2 Spanish readers perceive more enjoyment and less anxiety and boredom when reading from paper than those from mobile phones; less proficient L2 readers demonstrate the opposite pattern. Students’ preference for mobile-assisted language reading would significantly enhance their reading enjoyment while reducing reading anxiety and boredom when they engage in such a type of reading mode. These results imply that individual differences are crucial factors in shaping students’ emotions across different reading modes. Reasons for differences in reading emotions across mediums and the moderating roles of individual variables are discussed.
现有研究表明，阅读媒介会对语言学习者的阅读理解过程和结果产生重大影响，但关于阅读媒介如何影响阅读情绪的实证研究却十分缺乏。本研究通过调查西班牙语作为第二语言（L2）的学习者的阅读情绪（即享受、焦虑和厌倦）在手机辅助阅读和纸质阅读过程中是否存在差异，为该领域做出了贡献。此外，研究还探讨了个体差异变量（即第二语言西班牙语水平和对阅读媒介的偏好）是否会调节阅读媒介与阅读情绪之间的关系。研究使用的工具是阅读理解测试和问卷调查，对 245 名主修西班牙语的大学一年级学生进行了抽样调查。配对样本 t 检验表明，与手机辅助阅读方式相比，第二语言西班牙语学习者在纸质阅读方式下感受到的乐趣更多，负面情绪更少。此外，调节分析表明，第二语言西班牙语水平和对媒介的偏好是媒介与阅读情绪之间关系的调节因素。与手机阅读相比，熟练程度较高的第二语言西班牙语读者在纸质阅读时感受到更多的乐趣，焦虑和厌烦情绪较少；而熟练程度较低的第二语言读者则表现出相反的模式。学生对手机辅助语言阅读的偏好将显著提高他们的阅读乐趣，同时减少他们在这种阅读模式下的阅读焦虑和无聊感。这些结果表明，个体差异是影响学生在不同阅读模式下的情绪的关键因素。本文讨论了不同媒介阅读情感差异的原因以及个体变量的调节作用。
{"title":"Modelling the effects of the reading medium on L2 Spanish reading emotions: The moderating role of individual difference variables","authors":"Fan Yang, Xiaoming Yang","doi":"10.1177/13621688241284379","DOIUrl":"https://doi.org/10.1177/13621688241284379","url":null,"abstract":"While existing research has documented that the reading medium significantly impacts language learners’ reading comprehension processes and outcomes, empirical evidence on how the reading medium influences reading emotions is lacking. The present study contributes to the field by investigating whether reading emotions (i.e. enjoyment, anxiety, and boredom) of learners of Spanish as a second language (L2) differ between mobile-assisted and paper-based reading processes. In addition, it explores whether individual difference variables (i.e. L2 Spanish proficiency and preferences for the reading medium) moderate the relationship between the reading medium and reading emotions. The instruments used are reading comprehension tests and questionnaire surveys administered to a sample of 245 first-year college students majoring in Spanish. Paired samples t-tests indicate that L2 Spanish learners perceive more enjoyment and less negative emotions when reading from a paper-based format than those from a mobile-assisted mode. In addition, moderation analyses indicate that both L2 Spanish proficiency and preferences for the medium are moderators of the relationships between the medium and reading emotions. More proficient L2 Spanish readers perceive more enjoyment and less anxiety and boredom when reading from paper than those from mobile phones; less proficient L2 readers demonstrate the opposite pattern. Students’ preference for mobile-assisted language reading would significantly enhance their reading enjoyment while reducing reading anxiety and boredom when they engage in such a type of reading mode. These results imply that individual differences are crucial factors in shaping students’ emotions across different reading modes. Reasons for differences in reading emotions across mediums and the moderating roles of individual variables are discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"43 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142415567","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 : 2024-10-07DOI: 10.1177/13621688241283153
Heng-Tsung Danny Huang
Reverse dubbing represents the process of creating and presenting a video clip that translates the original first-language (L1) spoken dialogues to second/foreign language. This study investigated its effects on English speaking proficiency and English learning motivation (ELM). Two intact classes of English as a foreign language (EFL) college students were randomly assigned to either the reverse dubbing (RD) group or the comparison group. In the course of an academic semester, the RD group completed two RD tasks, for each of which they, in groups, (1) selected a Mandarin L1 video clip, (2) translated the subtitles to English, (3) rehearsed the translated subtitles, (4) created a new soundtrack, (5) combined the video clip with the new soundtrack to produce the dubbed video clip, and (6) played the dubbed video clip in class and then performed the live dubbing again. ANCOVAs and qualitative examinations performed on the numerical data and interview transcripts unveiled that reverse dubbing constituted a significant contributor to the development of English speaking proficiency and led to a statistically significant increase in the level of intrinsic motivation for the participating students. In light of these findings, implications are proposed for the theory and practice of technology-enhanced language teaching and learning.
{"title":"Investigating the effects of reverse dubbing tasks on English speaking proficiency and English learning motivation","authors":"Heng-Tsung Danny Huang","doi":"10.1177/13621688241283153","DOIUrl":"https://doi.org/10.1177/13621688241283153","url":null,"abstract":"Reverse dubbing represents the process of creating and presenting a video clip that translates the original first-language (L1) spoken dialogues to second/foreign language. This study investigated its effects on English speaking proficiency and English learning motivation (ELM). Two intact classes of English as a foreign language (EFL) college students were randomly assigned to either the reverse dubbing (RD) group or the comparison group. In the course of an academic semester, the RD group completed two RD tasks, for each of which they, in groups, (1) selected a Mandarin L1 video clip, (2) translated the subtitles to English, (3) rehearsed the translated subtitles, (4) created a new soundtrack, (5) combined the video clip with the new soundtrack to produce the dubbed video clip, and (6) played the dubbed video clip in class and then performed the live dubbing again. ANCOVAs and qualitative examinations performed on the numerical data and interview transcripts unveiled that reverse dubbing constituted a significant contributor to the development of English speaking proficiency and led to a statistically significant increase in the level of intrinsic motivation for the participating students. In light of these findings, implications are proposed for the theory and practice of technology-enhanced language teaching and learning.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"107 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142384441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-06DOI: 10.1177/13621688241286668
Hyeran Ryu, Sungmook Choi
Recent research highlights the value of metalinguistic explanations in facilitating second language (L2) grammar acquisition. Nevertheless, a notable research gap persists regarding how these explanations influence incidental grammar acquisition and their impact on overall reading processes and comprehension. Furthermore, whether the potentially positive effects of metalinguistic explanations transfer to the acquisition of subsequent constructions without explicit guidance is an unexplored domain. This study addresses these research gaps by recruiting 42 Korean undergraduate students and assigning them to the metalinguistic or baseline groups. The metalinguistic group read an English text supplemented with bottom-margin metalinguistic explanations, which elucidated the first half of the target grammar (without explanations for the second half), whereas the baseline group read the same text without explanations. This study used eye-tracking technology to register participants’ eye movements during reading, followed by an announced reading comprehension test and an unannounced error correction test. Statistical analyses using linear mixed-effects models (LMMs) and t-tests revealed that metalinguistic explanations significantly enhanced incidental grammar acquisition in L2 learners without compromising overall reading processes and comprehension. However, the benefits of metalinguistic explanations in the metalinguistic group failed to extend to the incidental learning of other unexplained constructions.
最近的研究强调了金属语言解释在促进第二语言语法习得方面的价值。然而，关于这些解释如何影响语法的附带习得及其对整体阅读过程和理解的影响，仍然存在明显的研究空白。此外，在没有明确指导的情况下，金属语言解释的潜在积极影响是否会转移到后续结构的习得上，这也是一个尚未探索的领域。本研究针对这些研究空白，招募了 42 名韩国本科生，将他们分配到金属语言组或基线组。金属语言组阅读一篇英语课文，该课文辅以底边金属语言解释，阐明了目标语法的前半部分（后半部分没有解释），而基线组则阅读同样的课文，没有解释。本研究使用眼动跟踪技术记录参与者在阅读过程中的眼球运动，然后进行已公布的阅读理解测试和未公布的纠错测试。使用线性混合效应模型（LMMs）和 t 检验进行的统计分析显示，金属语言解释显著提高了 L2 学习者的语法习得，而不会影响整体阅读过程和理解能力。然而，金属语言学解释在金属语言学组中的益处未能扩展到其他未解释结构的附带学习。
{"title":"Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study","authors":"Hyeran Ryu, Sungmook Choi","doi":"10.1177/13621688241286668","DOIUrl":"https://doi.org/10.1177/13621688241286668","url":null,"abstract":"Recent research highlights the value of metalinguistic explanations in facilitating second language (L2) grammar acquisition. Nevertheless, a notable research gap persists regarding how these explanations influence incidental grammar acquisition and their impact on overall reading processes and comprehension. Furthermore, whether the potentially positive effects of metalinguistic explanations transfer to the acquisition of subsequent constructions without explicit guidance is an unexplored domain. This study addresses these research gaps by recruiting 42 Korean undergraduate students and assigning them to the metalinguistic or baseline groups. The metalinguistic group read an English text supplemented with bottom-margin metalinguistic explanations, which elucidated the first half of the target grammar (without explanations for the second half), whereas the baseline group read the same text without explanations. This study used eye-tracking technology to register participants’ eye movements during reading, followed by an announced reading comprehension test and an unannounced error correction test. Statistical analyses using linear mixed-effects models (LMMs) and t-tests revealed that metalinguistic explanations significantly enhanced incidental grammar acquisition in L2 learners without compromising overall reading processes and comprehension. However, the benefits of metalinguistic explanations in the metalinguistic group failed to extend to the incidental learning of other unexplained constructions.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"12 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142383894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-30DOI: 10.1177/13621688241282259
Wei Zhang, Yi Liao, Hoang Trung Truong
The current study investigated the facilitatory effects of High Variability Phonetic Training (HVPT) in second language (L2) categorical perception (CP) of Mandarin lexical tones. It also explored whether and how individual differences in auditory processing predicted gains from such training. The participants were 32 native English-speaking adults aged over 60 years who were learning Mandarin Chinese as their L2. They were randomly divided into the HVPT group (HG) ( n = 16) and the control group (CG) ( n = 16). Their L2 CP performance was assessed through an identification task and discrimination task before training, immediately after training, and two months later. Auditory processing tests were also conducted to measure the participants’ ability to encode spectral and temporal details of sounds. Linear mixed-effects (LME) models showed that, compared to the CG, the HG exhibited a more pronounced improvement in tonal categorization. Furthermore, regression analysis confirmed that individual differences in perceptual acuity significantly predicted gains from training in L2 CP of Mandarin lexical tones.
{"title":"High variability phonetic training facilitates categorical perception of Mandarin lexical tones in L2 older adults: A link to auditory processing","authors":"Wei Zhang, Yi Liao, Hoang Trung Truong","doi":"10.1177/13621688241282259","DOIUrl":"https://doi.org/10.1177/13621688241282259","url":null,"abstract":"The current study investigated the facilitatory effects of High Variability Phonetic Training (HVPT) in second language (L2) categorical perception (CP) of Mandarin lexical tones. It also explored whether and how individual differences in auditory processing predicted gains from such training. The participants were 32 native English-speaking adults aged over 60 years who were learning Mandarin Chinese as their L2. They were randomly divided into the HVPT group (HG) ( n = 16) and the control group (CG) ( n = 16). Their L2 CP performance was assessed through an identification task and discrimination task before training, immediately after training, and two months later. Auditory processing tests were also conducted to measure the participants’ ability to encode spectral and temporal details of sounds. Linear mixed-effects (LME) models showed that, compared to the CG, the HG exhibited a more pronounced improvement in tonal categorization. Furthermore, regression analysis confirmed that individual differences in perceptual acuity significantly predicted gains from training in L2 CP of Mandarin lexical tones.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"22 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142360284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-26DOI: 10.1177/13621688241283541
Javad Zare, Ahmad Al-Issa
The recent introduction of positive psychology (PP) to second language acquisition (SLA) has led to increased interest in researching the relationship between language learning and various positive emotions. Despite this, the concept of learner altruistic teaching has been relatively understudied, compared to other PP aspects. In particular, studies on learner altruistic teaching and English reading comprehension skill have been notably absent. To address this gap, this intervention study aimed to investigate whether learners’ altruistic teaching had a significant effect on their English reading comprehension skill. The study used a mixed-methods sequential explanatory design with a comparison group pretest–posttest experimental design. It involved 116 Iranian learners of English as a foreign language (EFL). The study included three internet-based Test of English as a Foreign Language (TOEFL iBT) reading sections, reflective frames, and semi-structured interviews. The results of independent-samples t-tests and repeated-measures ANOVAs suggested that altruistic teaching had an instructional effect on learners’ English reading comprehension skill. Additionally, the results of the qualitative data pointed to several themes, including enjoyment, responsibility for one another, intimacy, engagement, motivation, success, and self-appreciation in learners. Altogether, the study suggested that learners’ altruistic teaching can significantly enhance their English reading comprehension skill by creating a sense of enjoyment, responsibility, intimacy, engagement, motivation, success, and self-appreciation among learners. The article concludes by discussing the theoretical and pedagogical implications of the study. Finally, it offers suggestions for further research and highlights limitations.
最近，积极心理学（PP）被引入第二语言习得（SLA）领域，这使得人们对语言学习与各种积极情绪之间关系的研究兴趣大增。尽管如此，与积极心理学的其他方面相比，对学习者利他主义教学概念的研究相对不足。特别是，关于学习者利他主义教学和英语阅读理解能力的研究明显不足。为了弥补这一空白，本干预研究旨在探讨学习者的利他主义教学是否对其英语阅读理解能力有显著影响。研究采用了混合方法序列解释设计和比较组前测后测实验设计。研究涉及 116 名伊朗英语作为外语（EFL）的学习者。研究包括三个基于互联网的托福（TOEFL iBT）阅读部分、反思框架和半结构式访谈。独立样本 t 检验和重复测量方差分析的结果表明，利他主义教学对学习者的英语阅读理解能力有指导作用。此外，定性数据的结果还指出了几个主题，包括学习者的乐趣、对彼此的责任感、亲密感、参与感、动机、成功感和自我欣赏。总之，研究表明，学习者的利他主义教学可以通过在学习者中营造一种享受感、责任感、亲密感、参与感、动机、成功感和自我欣赏感，从而显著提高他们的英语阅读理解能力。文章最后讨论了本研究的理论和教学意义。最后，文章提出了进一步研究的建议，并强调了研究的局限性。
{"title":"Positive psychology in action: Exploring the role of altruistic teaching in enhancing English reading comprehension among L2 learners","authors":"Javad Zare, Ahmad Al-Issa","doi":"10.1177/13621688241283541","DOIUrl":"https://doi.org/10.1177/13621688241283541","url":null,"abstract":"The recent introduction of positive psychology (PP) to second language acquisition (SLA) has led to increased interest in researching the relationship between language learning and various positive emotions. Despite this, the concept of learner altruistic teaching has been relatively understudied, compared to other PP aspects. In particular, studies on learner altruistic teaching and English reading comprehension skill have been notably absent. To address this gap, this intervention study aimed to investigate whether learners’ altruistic teaching had a significant effect on their English reading comprehension skill. The study used a mixed-methods sequential explanatory design with a comparison group pretest–posttest experimental design. It involved 116 Iranian learners of English as a foreign language (EFL). The study included three internet-based Test of English as a Foreign Language (TOEFL iBT) reading sections, reflective frames, and semi-structured interviews. The results of independent-samples t-tests and repeated-measures ANOVAs suggested that altruistic teaching had an instructional effect on learners’ English reading comprehension skill. Additionally, the results of the qualitative data pointed to several themes, including enjoyment, responsibility for one another, intimacy, engagement, motivation, success, and self-appreciation in learners. Altogether, the study suggested that learners’ altruistic teaching can significantly enhance their English reading comprehension skill by creating a sense of enjoyment, responsibility, intimacy, engagement, motivation, success, and self-appreciation among learners. The article concludes by discussing the theoretical and pedagogical implications of the study. Finally, it offers suggestions for further research and highlights limitations.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"22 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142325018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-23DOI: 10.1177/13621688241279834
Yujie Zhang, Lawrence Jun Zhang
Current willingness to communicate (WTC) scales center on WTC in general second language (L2) learning, while L2 writing WTC is underrepresented. This study intended to close this gap by developing and validating an L2 writing WTC scale. A three-phase sequential embedded mixed-methods design was adopted to overcome the over-reliance on quantitative data and provide adequate evidence of validity. Nineteen items were generated based on our literature search and thematic analysis of the interview data ( n = 10). With quantitative data collected from 288 learners of English as a foreign language (EFL), the psychometric properties of the initial scale were examined by exploratory factor analysis. After that, the revised 17-item questionnaire was validated by confirmatory factor analysis and other validation methods with data from 224 EFL learners. The results indicated that the underlying structure involved writing task traits, English language ideology, writing teacher support, interest in English language, and self-perception of English language proficiency. The scale was further validated through factor analysis of the quantitative data ( n = 173) and thematic analysis of the immediate retrospective interview data ( n = 12) from EFL learners to test its generalizability in other L2 learning contexts and for face validity evidence. The findings showcased a promising mixed-methods design for scale development and clarified the underlying factors of L2 writing WTC. Implications for scale development and the teaching and learning of L2 writing were discussed.
{"title":"Developing and validating an L2 writing willingness to communicate scale: A sequential embedded mixed-methods approach","authors":"Yujie Zhang, Lawrence Jun Zhang","doi":"10.1177/13621688241279834","DOIUrl":"https://doi.org/10.1177/13621688241279834","url":null,"abstract":"Current willingness to communicate (WTC) scales center on WTC in general second language (L2) learning, while L2 writing WTC is underrepresented. This study intended to close this gap by developing and validating an L2 writing WTC scale. A three-phase sequential embedded mixed-methods design was adopted to overcome the over-reliance on quantitative data and provide adequate evidence of validity. Nineteen items were generated based on our literature search and thematic analysis of the interview data ( n = 10). With quantitative data collected from 288 learners of English as a foreign language (EFL), the psychometric properties of the initial scale were examined by exploratory factor analysis. After that, the revised 17-item questionnaire was validated by confirmatory factor analysis and other validation methods with data from 224 EFL learners. The results indicated that the underlying structure involved writing task traits, English language ideology, writing teacher support, interest in English language, and self-perception of English language proficiency. The scale was further validated through factor analysis of the quantitative data ( n = 173) and thematic analysis of the immediate retrospective interview data ( n = 12) from EFL learners to test its generalizability in other L2 learning contexts and for face validity evidence. The findings showcased a promising mixed-methods design for scale development and clarified the underlying factors of L2 writing WTC. Implications for scale development and the teaching and learning of L2 writing were discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"204 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142313739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-21DOI: 10.1177/13621688241278868
Beatriz de Souza Andrade Maciel, Diego Fernandes Coelho Nunes, Thelma Christina Ribeiro Côrtes
In this article, we address collegiality among students and teachers and its potential for promoting meaningful experiences in teaching-learning processes. We analyse episodes drawn from the pedagogical practices of two of the authors of this text, who have taught English (Episode 1) and Portuguese (Episode 2). These episodes took place in two Brazilian public sector schools located in the state of Rio de Janeiro. Throughout our discussion, as Brazilian teacher-researchers, we align ourselves with studies on teaching-learning and language teacher education developed by the Exploratory Practice Group of Rio de Janeiro, with studies on autoethnography, as well as with the theoretical-analytical tools of narrative studies. As a result, we found that teaching proposals that encourage collaboration between students and teachers can promote meaningful experiences in the teaching-learning process. These proposals may not be easily negotiated due to power relations in the interactions between teachers and students.
{"title":"When we learn together: Teachers and students as co-practitioners of learning and living through exploratory practice","authors":"Beatriz de Souza Andrade Maciel, Diego Fernandes Coelho Nunes, Thelma Christina Ribeiro Côrtes","doi":"10.1177/13621688241278868","DOIUrl":"https://doi.org/10.1177/13621688241278868","url":null,"abstract":"In this article, we address collegiality among students and teachers and its potential for promoting meaningful experiences in teaching-learning processes. We analyse episodes drawn from the pedagogical practices of two of the authors of this text, who have taught English (Episode 1) and Portuguese (Episode 2). These episodes took place in two Brazilian public sector schools located in the state of Rio de Janeiro. Throughout our discussion, as Brazilian teacher-researchers, we align ourselves with studies on teaching-learning and language teacher education developed by the Exploratory Practice Group of Rio de Janeiro, with studies on autoethnography, as well as with the theoretical-analytical tools of narrative studies. As a result, we found that teaching proposals that encourage collaboration between students and teachers can promote meaningful experiences in the teaching-learning process. These proposals may not be easily negotiated due to power relations in the interactions between teachers and students.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"32 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142306194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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