Although digital storytelling (DST) has been a potent pedagogical approach in language learning, robust statistical evidence of its effect has yet to be determined. As such, in an attempt to assess the influence of DST on language learning and explore factors modulating its effectiveness, the current study conducted a thorough meta-analysis to address the research gap. The current meta-analysis consisted of 34 experimental studies published between 2006 and 2023 with 3,208 participants and 45 independent effect sizes. The results of the Bayesian meta-analysis showed a moderate-to-large effect size of 0.74 that confirmed the facilitative effect of DST in language learning. Furthermore, the results of moderator analyses revealed that multimodality, learning activities, intervention duration, and assessment format significantly modulate the effectiveness of DST on language achievement. The research findings are discussed, and suggestions for future research are also provided.
{"title":"Voices beyond the screen: Charting language learning with digital storytelling","authors":"Thi Hue Dong, Sufen Chen, Wen-Ta Tseng, Xuesong (Andy) Gao","doi":"10.1177/13621688251387048","DOIUrl":"https://doi.org/10.1177/13621688251387048","url":null,"abstract":"Although digital storytelling (DST) has been a potent pedagogical approach in language learning, robust statistical evidence of its effect has yet to be determined. As such, in an attempt to assess the influence of DST on language learning and explore factors modulating its effectiveness, the current study conducted a thorough meta-analysis to address the research gap. The current meta-analysis consisted of 34 experimental studies published between 2006 and 2023 with 3,208 participants and 45 independent effect sizes. The results of the Bayesian meta-analysis showed a moderate-to-large effect size of 0.74 that confirmed the facilitative effect of DST in language learning. Furthermore, the results of moderator analyses revealed that multimodality, learning activities, intervention duration, and assessment format significantly modulate the effectiveness of DST on language achievement. The research findings are discussed, and suggestions for future research are also provided.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"150 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145752972","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 : 2025-12-15DOI: 10.1177/13621688251391526
Juan de Dios Martínez Agudo
Framed within cognitive and sociocultural perspectives on second language learning, which draws together individual, social and environmental factors, this phenomenological qualitative study aims to shed some light on the largely unknown reality of Teaching English as a Foreign Language (TEFL) in rural multigrade classrooms as clear evidence of diversity within diversity, with a particular focus on English as a foreign language (EFL) teachers’ self-reported pedagogical practices and challenges. An ecological perspective on foreign language education, based on complexity theory, is adopted to understand the complex and dynamic relationships and interactions between language learners and the learning environment. While a qualitative approach was employed using open-ended questions, the content analysis technique was applied during the analysis. Based on respondents’ narratives, findings stress the need for a flexible and differentiated instruction to accommodate individuality and diversity of educational demands to ensure inclusive education, with classroom time management being the main challenge of multigrade instruction followed by unavailability of effective instructional materials and resources specifically tailored for teaching English in multigrade classes. Lastly, the need for further specific training on multigrade instruction with a view to the provision of quality L2 education in rural environments is suggested.
{"title":"Teaching English as a foreign language in rural multigrade classrooms: Unheard voices on diversity within diversity management","authors":"Juan de Dios Martínez Agudo","doi":"10.1177/13621688251391526","DOIUrl":"https://doi.org/10.1177/13621688251391526","url":null,"abstract":"Framed within cognitive and sociocultural perspectives on second language learning, which draws together individual, social and environmental factors, this phenomenological qualitative study aims to shed some light on the largely unknown reality of Teaching English as a Foreign Language (TEFL) in rural multigrade classrooms as clear evidence of diversity within diversity, with a particular focus on English as a foreign language (EFL) teachers’ self-reported pedagogical practices and challenges. An ecological perspective on foreign language education, based on complexity theory, is adopted to understand the complex and dynamic relationships and interactions between language learners and the learning environment. While a qualitative approach was employed using open-ended questions, the content analysis technique was applied during the analysis. Based on respondents’ narratives, findings stress the need for a flexible and differentiated instruction to accommodate individuality and diversity of educational demands to ensure inclusive education, with classroom time management being the main challenge of multigrade instruction followed by unavailability of effective instructional materials and resources specifically tailored for teaching English in multigrade classes. Lastly, the need for further specific training on multigrade instruction with a view to the provision of quality L2 education in rural environments is suggested.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"11 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145752970","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 : 2025-12-12DOI: 10.1177/13621688251389358
Scott Aubrey, Lan Zhang, Mianmian Rebecca Zhou
Although Csikszentmihalyi’s concept of flow was introduced 50 years ago, it was not until 2003 when Egbert established a research stream exploring flow in language learning. Since then, empirical studies have increasingly used the construct to gain a better understanding of learners’ optimal experiences. To understand the methodological characteristics of research during this period, we conducted a systematic review of 123 empirical studies on flow in second language (L2) learning published between 2003 and 2025. These studies were coded for sampling features, learner demographics, research methods, research foci, and operationalization features of flow. The findings revealed that research on flow has rapidly grown, especially since 2016, with studies skewed towards samples involving Asian English as a foreign language (EFL) participants in computer-mediated instructional contexts. The results also showed that research most commonly operationalizes flow as a continuous construct (as opposed to a categorical construct) with prominent dimensions of ‘focus/concentration’, ‘control’, ‘challenge–skills balance’, ‘interest’, and ‘time distortion’. The majority of research aimed to examine the impact of task features/context on flow or the relationship between flow and individual differences. Fewer studies examined changes in flow over time or connected flow to language learning outcomes. Furthermore, flow tended to be measured with componential, Likert-type scales, with a minority of studies adopting qualitative self-report or observable measures. Based on these findings and comparisons with flow research across other disciplines, we offer pedagogical suggestions for promoting flow in L2 classrooms and recommendations for undertaking future research on flow in the language learning domain.
{"title":"Flow in language learning: A systematic review of methodological features","authors":"Scott Aubrey, Lan Zhang, Mianmian Rebecca Zhou","doi":"10.1177/13621688251389358","DOIUrl":"https://doi.org/10.1177/13621688251389358","url":null,"abstract":"Although Csikszentmihalyi’s concept of flow was introduced 50 years ago, it was not until 2003 when Egbert established a research stream exploring flow in language learning. Since then, empirical studies have increasingly used the construct to gain a better understanding of learners’ optimal experiences. To understand the methodological characteristics of research during this period, we conducted a systematic review of 123 empirical studies on flow in second language (L2) learning published between 2003 and 2025. These studies were coded for sampling features, learner demographics, research methods, research foci, and operationalization features of flow. The findings revealed that research on flow has rapidly grown, especially since 2016, with studies skewed towards samples involving Asian English as a foreign language (EFL) participants in computer-mediated instructional contexts. The results also showed that research most commonly operationalizes flow as a continuous construct (as opposed to a categorical construct) with prominent dimensions of ‘focus/concentration’, ‘control’, ‘challenge–skills balance’, ‘interest’, and ‘time distortion’. The majority of research aimed to examine the impact of task features/context on flow or the relationship between flow and individual differences. Fewer studies examined changes in flow over time or connected flow to language learning outcomes. Furthermore, flow tended to be measured with componential, Likert-type scales, with a minority of studies adopting qualitative self-report or observable measures. Based on these findings and comparisons with flow research across other disciplines, we offer pedagogical suggestions for promoting flow in L2 classrooms and recommendations for undertaking future research on flow in the language learning domain.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"367 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145731720","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 : 2025-12-01DOI: 10.1177/13621688251379941
Emilia Luukka
Scholarship on literature in foreign language education has tended to see textbooks as an arch enemy that not only marginalize authentic literary texts in foreign language classrooms but also offer students inauthentic texts and an incoherent literary syllabus to learn from. Studies on literature in textbooks have found it challenging to operationalize definitions of ‘literature’ and have overlooked the role of textbook images in shaping students’ understanding of what literature is and can be. This study constructs a multimodal framework for analysing visual and written references to literary texts in textbooks, and applies the framework to two Finnish textbooks of English as a foreign language. The study shows that the proposed framework successfully builds a coherent understanding of literature as conceptualized in foreign language textbooks. Applying the framework to the textbooks, the article argues that the textbooks include mostly references to parts and kinds of literary texts, with some symbolic references. By emphasizing references to parts and kinds of literary texts, the textbooks equip students with the meta-skills and knowledge to read, produce and evaluate literary texts through both visual and textual references to literary texts. The numerous references to parts of literary texts support students’ multiliteracy skills, and while the references to kinds of literary texts do not form a coherent literary syllabus, neither is this the intent in light of the curricula the textbooks are founded on. For foreign language pedagogy, the key conclusion to draw is that the polar relationship of literary texts versus textbook texts is not as stark as one might presume: conceptions of literature are embedded in textbooks and their images, and the textbooks thus contribute to shaping learners’ conceptions of literature. The study provides a fresh perspective and means to consider conceptions of literature conveyed through other multimodal teaching materials, also.
{"title":"Identifying conceptions of literature in EFL textbooks through a multimodal analytic framework","authors":"Emilia Luukka","doi":"10.1177/13621688251379941","DOIUrl":"https://doi.org/10.1177/13621688251379941","url":null,"abstract":"Scholarship on literature in foreign language education has tended to see textbooks as an arch enemy that not only marginalize authentic literary texts in foreign language classrooms but also offer students inauthentic texts and an incoherent literary syllabus to learn from. Studies on literature in textbooks have found it challenging to operationalize definitions of ‘literature’ and have overlooked the role of textbook images in shaping students’ understanding of what literature is and can be. This study constructs a multimodal framework for analysing visual and written references to literary texts in textbooks, and applies the framework to two Finnish textbooks of English as a foreign language. The study shows that the proposed framework successfully builds a coherent understanding of literature as conceptualized in foreign language textbooks. Applying the framework to the textbooks, the article argues that the textbooks include mostly references to parts and kinds of literary texts, with some symbolic references. By emphasizing references to parts and kinds of literary texts, the textbooks equip students with the meta-skills and knowledge to read, produce and evaluate literary texts through both visual and textual references to literary texts. The numerous references to parts of literary texts support students’ multiliteracy skills, and while the references to kinds of literary texts do not form a coherent literary syllabus, neither is this the intent in light of the curricula the textbooks are founded on. For foreign language pedagogy, the key conclusion to draw is that the polar relationship of literary texts versus textbook texts is not as stark as one might presume: conceptions of literature are embedded in textbooks and their images, and the textbooks thus contribute to shaping learners’ conceptions of literature. The study provides a fresh perspective and means to consider conceptions of literature conveyed through other multimodal teaching materials, also.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"9 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145651491","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 : 2025-12-01DOI: 10.1177/13621688251368637
Yan Wang
Although formative assessment has been gaining increasing importance, most of the previous research focuses more on how formative assessment affects the cognitive aspects of students’ learning process and less on the emotional aspects. This research aims to explore whether formative assessment can reduce second-language students’ writing anxiety and how different types of formative assessment achieve the results. The researcher designed a writing course according to Black and Wiliam’s theory of formative assessment, and integrated self-assessment, peer assessment, and teacher conferencing into a 17-week teaching schedule. By adopting a mixed-methods approach, the researcher measured second-language students’ writing anxiety before and after the program, and collected students’ perceptions on self-assessment, peer assessment, and teacher conferencing with open-ended questions. The findings show that students’ second-language writing anxiety was successfully reduced after 4 months’ teaching with formative assessment. Their low self-confidence in writing English, aversiveness to writing in English, and evaluation apprehension were all significantly reduced. The effects of three formative assessments vary. Peer assessment and teacher conferencing were more effective than self-assessment in alleviating anxiety. Self-assessment provides students with clear criteria and task requirements, which reduces their blind fear and boosts their confidence. Peer assessment ensures an encouraging and pressure-free environment by offering positive feedback. Teacher conferencing solves students’ problems efficiently by real-time and one-on-one tutoring, and provides emotional supports. In a word, formative assessment achieves results through solving writing problems and fostering positive emotions at the same time. However, because of individual differences and other reasons, formative assessment may even increase anxiety among a small number of people. This study highlights the great potential of formative assessment in enhancing emotional support in second-language learning.
{"title":"Can formative assessment reduce second-language writing anxiety?","authors":"Yan Wang","doi":"10.1177/13621688251368637","DOIUrl":"https://doi.org/10.1177/13621688251368637","url":null,"abstract":"Although formative assessment has been gaining increasing importance, most of the previous research focuses more on how formative assessment affects the cognitive aspects of students’ learning process and less on the emotional aspects. This research aims to explore whether formative assessment can reduce second-language students’ writing anxiety and how different types of formative assessment achieve the results. The researcher designed a writing course according to Black and Wiliam’s theory of formative assessment, and integrated self-assessment, peer assessment, and teacher conferencing into a 17-week teaching schedule. By adopting a mixed-methods approach, the researcher measured second-language students’ writing anxiety before and after the program, and collected students’ perceptions on self-assessment, peer assessment, and teacher conferencing with open-ended questions. The findings show that students’ second-language writing anxiety was successfully reduced after 4 months’ teaching with formative assessment. Their low self-confidence in writing English, aversiveness to writing in English, and evaluation apprehension were all significantly reduced. The effects of three formative assessments vary. Peer assessment and teacher conferencing were more effective than self-assessment in alleviating anxiety. Self-assessment provides students with clear criteria and task requirements, which reduces their blind fear and boosts their confidence. Peer assessment ensures an encouraging and pressure-free environment by offering positive feedback. Teacher conferencing solves students’ problems efficiently by real-time and one-on-one tutoring, and provides emotional supports. In a word, formative assessment achieves results through solving writing problems and fostering positive emotions at the same time. However, because of individual differences and other reasons, formative assessment may even increase anxiety among a small number of people. This study highlights the great potential of formative assessment in enhancing emotional support in second-language learning.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"30 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145651496","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 : 2025-12-01DOI: 10.1177/13621688251389188
Lin Lin, Nuo Xu
Self-regulated learning (SRL) is crucial to online language learning. Previous studies have shown that learners’ self-efficacy, task value, and SRL strategies improve SRL in online language learning contexts. However, how self-efficacy and task value affect different types of online SRL strategies is understudied. This study investigated the determinants of different types of online SRL strategies in online language learning courses to determine whether task value mediated self-efficacy and online SRL strategies. A total of 425 international university students who studied online Chinese language courses were recruited to complete self-report questionnaires measuring self-efficacy, task value and four types of online SRL strategies. Structural equation modelling showed that self-efficacy had significantly direct and positive effects on two types of strategies, including management of time and effort and complex cognitive strategies. Self-efficacy indirectly predicted simple cognitive strategies and contact with others through the full mediation of task value in online learning contexts. Task value had direct and positive effects on all four types of online SRL strategies. The pedagogical implications for improving online Chinese language education were also discussed.
{"title":"The role of self-efficacy and task value in self-regulated learning strategies in online Chinese language learning","authors":"Lin Lin, Nuo Xu","doi":"10.1177/13621688251389188","DOIUrl":"https://doi.org/10.1177/13621688251389188","url":null,"abstract":"Self-regulated learning (SRL) is crucial to online language learning. Previous studies have shown that learners’ self-efficacy, task value, and SRL strategies improve SRL in online language learning contexts. However, how self-efficacy and task value affect different types of online SRL strategies is understudied. This study investigated the determinants of different types of online SRL strategies in online language learning courses to determine whether task value mediated self-efficacy and online SRL strategies. A total of 425 international university students who studied online Chinese language courses were recruited to complete self-report questionnaires measuring self-efficacy, task value and four types of online SRL strategies. Structural equation modelling showed that self-efficacy had significantly direct and positive effects on two types of strategies, including management of time and effort and complex cognitive strategies. Self-efficacy indirectly predicted simple cognitive strategies and contact with others through the full mediation of task value in online learning contexts. Task value had direct and positive effects on all four types of online SRL strategies. The pedagogical implications for improving online Chinese language education were also discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"214 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145651492","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 : 2025-11-30DOI: 10.1177/13621688251381268
Junge Liu, Yinjie Tang
This study systematically reviewed previous research on the effects of task repetition (TR) on second language (L2) learners’ writing performance (WP) and conducted a meta-analysis to analyse the moderating variables. A total of 17 independent studies involving 442 participants were included. The results showed that TR could significantly enhance L2 learners’ WP ( g = 0.25, p < .01), though the effect size varied across different dimensions. Specifically, a significant positive medium effect size was found for fluency in L2 learners’ WP ( g = 0.51, p < .01), while accuracy and lexical complexity showed significant positive small effect sizes ( g = 0.24 for both, p < .01 for both). In contrast, the positive effect on syntactic complexity was minimal and not statistically significant ( g = 0.06, p = .57). Three variables including repetition interval, writing genre, and writing medium, exhibited distinct moderating effects. TR was found to be more effective with a one-week interval, in argumentative writing tasks, and when conducted in a computer-mediated environment. Although other factors, such as the repetition number, repetition type, language proficiency and age of the learners, and interaction style did not moderate the effect, they indicated general trends that offer valuable guidance for implementing TR. For instance, it can be argued that one repetition is sufficient to improve learners’ WP and that TR may serve as a more efficient tool for adult learners. Overall, TR is an effective strategy for improving L2 learners’ WP, regardless of their language proficiency, repetition type, or interaction style. The results of this study can serve as valuable guidance for L2 instructors in implementing TR effectively in their teaching practices. Given the current scarcity of research on TR’s impact on L2 learners’ WP, further studies are recommended to explore how TR can be optimized to enhance L2 learners’ WP.
本研究系统回顾了以往关于任务重复（TR）对第二语言学习者写作表现影响的研究，并进行了meta分析来分析调节变量。共纳入17项独立研究，涉及442名参与者。结果表明，虽然不同维度的效应大小不同，但TR可以显著提高二语学习者的WP （g = 0.25, p < 0.01）。具体而言，第二语言学习者的语言流畅性具有显著的正中等效应量（g = 0.51, p < 0.01），而准确性和词汇复杂性具有显著的正小效应量（g = 0.24, p < 0.01）。相比之下，对句法复杂性的积极影响很小，没有统计学意义（g = 0.06, p = 0.57）。重复时间间隔、写作体裁和写作媒介三个变量均表现出明显的调节作用。研究发现，在议论文写作任务中，以及在计算机介导的环境中，一周间隔的TR更有效。虽然其他因素，如重复次数、重复类型、学习者的语言熟练程度和年龄、互动方式等，并没有调节这种效果，但它们表明了总体趋势，为实施TR提供了有价值的指导。例如，可以认为一次重复足以提高学习者的WP，而TR可能是成人学习者更有效的工具。总的来说，无论语言水平、重复类型或互动方式如何，训练都是提高二语学习者WP的有效策略。本研究的结果可以为二语教师在教学实践中有效实施TR提供有价值的指导。鉴于目前关于TR对二语学习者工作效率影响的研究较少，建议进一步研究如何优化TR以提高二语学习者的工作效率。
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Pub Date : 2025-11-30DOI: 10.1177/13621688251379942
Agnieszka Stachnik
The article attempts to present the recognized ways in which parents support their children in learning English as a foreign language (EFL) in the home environment. The research was of a qualitative nature, as described by Denzin and Lincoln. The research methodology consisted of in-depth semi-structured qualitative research interviews based on a prepared interview guide. The research group was 12 parents (3 men and 9 women) of children aged 7 to 9 years attending grades 1–3 of early school education in one public school in Wroclaw, Poland. The analysis was formal and qualitative. The following main categories emerged, showing parents’ in-depth and complex experiences: the importance given by parents to learning English; their motivation, various strategies and ways of supporting children in learning English at home; the nature of parents’ knowledge (and its sources) regarding the ways of supporting children; parents’ difficulties, concerns, expectations in this regard, underlying the need for cooperation with the school environment.
{"title":"Parents’ experiences in supporting young children in learning English as a foreign language in the home environment: A case study from Poland","authors":"Agnieszka Stachnik","doi":"10.1177/13621688251379942","DOIUrl":"https://doi.org/10.1177/13621688251379942","url":null,"abstract":"The article attempts to present the recognized ways in which parents support their children in learning English as a foreign language (EFL) in the home environment. The research was of a qualitative nature, as described by Denzin and Lincoln. The research methodology consisted of in-depth semi-structured qualitative research interviews based on a prepared interview guide. The research group was 12 parents (3 men and 9 women) of children aged 7 to 9 years attending grades 1–3 of early school education in one public school in Wroclaw, Poland. The analysis was formal and qualitative. The following main categories emerged, showing parents’ in-depth and complex experiences: the importance given by parents to learning English; their motivation, various strategies and ways of supporting children in learning English at home; the nature of parents’ knowledge (and its sources) regarding the ways of supporting children; parents’ difficulties, concerns, expectations in this regard, underlying the need for cooperation with the school environment.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"21 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145619588","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 : 2025-11-29DOI: 10.1177/13621688251391954
Jun-Jie Tseng, Fang-Yuh Lo, Chien-Rong Lu
Previous studies have recommended employing genre analysis as a supportive framework for English scientific content in the content and language integrated learning (CLIL) context. However, little is known about how CLIL teachers collaborate to co-create genre-based scaffolds and how they perceive the benefits and challenges of genre analysis for material development through interdisciplinary teacher collaborations. This study aims to fill these gaps by exploring how two physics teachers and two English teachers paired to co-create scaffolds to improve students’ comprehension of English scientific materials. This study also investigates the teachers’ perceptions of their genre-based scaffolding design experiences via interdisciplinary teacher collaborations. This study is a qualitative case study, collecting data from scaffolds in English scientific materials, reflective reports, and interviews. The findings show that the teachers developed explicit tutorials, color-marking, and comprehension questions to develop students’ genre knowledge, linguistic awareness, and content understanding. This study also reveals that the teachers gained insights into analysing English scientific texts through input processing techniques, thus developing their genre literacy and pedagogical knowledge through interdisciplinary teacher collaborations. This study contributes to the literature on genre-based pedagogy in the CLIL context by highlighting the use of input processing scaffolds to develop learners’ linguistic awareness about textual genres in English scientific materials.
{"title":"Scaffolding English scientific materials through genre analysis in the CLIL context","authors":"Jun-Jie Tseng, Fang-Yuh Lo, Chien-Rong Lu","doi":"10.1177/13621688251391954","DOIUrl":"https://doi.org/10.1177/13621688251391954","url":null,"abstract":"Previous studies have recommended employing genre analysis as a supportive framework for English scientific content in the content and language integrated learning (CLIL) context. However, little is known about how CLIL teachers collaborate to co-create genre-based scaffolds and how they perceive the benefits and challenges of genre analysis for material development through interdisciplinary teacher collaborations. This study aims to fill these gaps by exploring how two physics teachers and two English teachers paired to co-create scaffolds to improve students’ comprehension of English scientific materials. This study also investigates the teachers’ perceptions of their genre-based scaffolding design experiences via interdisciplinary teacher collaborations. This study is a qualitative case study, collecting data from scaffolds in English scientific materials, reflective reports, and interviews. The findings show that the teachers developed explicit tutorials, color-marking, and comprehension questions to develop students’ genre knowledge, linguistic awareness, and content understanding. This study also reveals that the teachers gained insights into analysing English scientific texts through input processing techniques, thus developing their genre literacy and pedagogical knowledge through interdisciplinary teacher collaborations. This study contributes to the literature on genre-based pedagogy in the CLIL context by highlighting the use of input processing scaffolds to develop learners’ linguistic awareness about textual genres in English scientific materials.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"106 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145614131","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 : 2025-11-29DOI: 10.1177/13621688251380944
Xiaosheng Zhou
This study introduces ‘seamless Chinese vocabulary learning’ (SCVL), a mobile-assisted initiative designed to bridge learners’ everyday experiences with formal language instruction. The SCVL framework integrates mobile technologies to foster vocabulary acquisition through artefact creation in a seamless learning environment. Employing a design-based research (DBR) methodology with mixed-methods design, 32 participants of varying proficiency levels took part in a 16-week intervention facilitated via the DingTalk platform. Quantitative analysis of 2,397 artefacts using the type–token ratio (TTR) indicated significant improvements in lexical variety across sentences, paragraphs, and essays across performance groups. Two-way ANOVA and post-hoc tests revealed significant main effects of time and group. A notable Group × Time interaction was observed for TTR Sentence and TTR Paragraph, but not for TTR Essay. These findings suggest that vocabulary development under SCVL is non-linear and shaped by learners’ proficiency levels. Qualitative data from interviews and learner feedback highlighted two major themes: (1) affective engagement, reflecting heightened motivation and emotional involvement, and (2) challenges, including technological barriers and frustration with peer review processes. Despite these difficulties, students reported that SCVL was both engaging and effective in enhancing their vocabulary learning. This study contributes to seamless learning research by addressing limitations in earlier work that often overlooked learners’ perspectives and the obstacles they encounter. Pedagogically, the findings highlight the potential of the ‘sentence–paragraph–essay’ artefact creation process to guide language instructors in developing more effective, sustainable strategies for vocabulary instruction.
{"title":"Mobile-assisted seamless Chinese vocabulary learning: learners’ perspectives on lexical variety, engagement, and challenges","authors":"Xiaosheng Zhou","doi":"10.1177/13621688251380944","DOIUrl":"https://doi.org/10.1177/13621688251380944","url":null,"abstract":"This study introduces ‘seamless Chinese vocabulary learning’ (SCVL), a mobile-assisted initiative designed to bridge learners’ everyday experiences with formal language instruction. The SCVL framework integrates mobile technologies to foster vocabulary acquisition through artefact creation in a seamless learning environment. Employing a design-based research (DBR) methodology with mixed-methods design, 32 participants of varying proficiency levels took part in a 16-week intervention facilitated via the DingTalk platform. Quantitative analysis of 2,397 artefacts using the type–token ratio (TTR) indicated significant improvements in lexical variety across sentences, paragraphs, and essays across performance groups. Two-way ANOVA and post-hoc tests revealed significant main effects of time and group. A notable Group × Time interaction was observed for TTR Sentence and TTR Paragraph, but not for TTR Essay. These findings suggest that vocabulary development under SCVL is non-linear and shaped by learners’ proficiency levels. Qualitative data from interviews and learner feedback highlighted two major themes: (1) affective engagement, reflecting heightened motivation and emotional involvement, and (2) challenges, including technological barriers and frustration with peer review processes. Despite these difficulties, students reported that SCVL was both engaging and effective in enhancing their vocabulary learning. This study contributes to seamless learning research by addressing limitations in earlier work that often overlooked learners’ perspectives and the obstacles they encounter. Pedagogically, the findings highlight the potential of the ‘sentence–paragraph–essay’ artefact creation process to guide language instructors in developing more effective, sustainable strategies for vocabulary instruction.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"1 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145614125","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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