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}
Pub Date : 2024-09-20DOI: 10.1177/13621688241277911
Binze Xu
As Chinese as a Foreign Language (CFL) becomes increasingly popular worldwide, it is also influenced by modern educational technology. This article seeks to comprehensively review the current research status of technology integration into CFL learning in higher education. Using the Web of Science as the primary database and employing VOSviewer and CitNetExplorer to visualize literature, we conducted bibliometric analysis and systematically reviewed 64 included articles published between 2000 and 2024. Visualization analysis shows popular issues, such as technology acceptance, technology-supported collaborative learning, Technological, Pedagogical, and Content Knowledge (TPACK), self-efficacy, and gender stereotypes. Educational technologies possess characteristics highly adaptable to CFL classrooms in higher education, with mobile- and computer-assisted language learning dominating the field. Regarding CFL skills, most studies focused on technology’s role in enhancing students’ speaking and communication skills. Overall, our research contributes valuable insights by summarizing the effectiveness of technology application in CFL higher education, paving the way for future studies and practices to further explore how technology can be maximally integrated into classrooms to enhance CFL students’ proficiency and learning experiences.
随着对外汉语（CFL）在世界范围内的日益普及，它也受到了现代教育技术的影响。本文试图全面回顾高等教育中技术融入对外汉语学习的研究现状。我们以 Web of Science 为主要数据库，使用 VOSviewer 和 CitNetExplorer 对文献进行可视化处理，进行了文献计量分析，并系统回顾了 2000 年至 2024 年间发表的 64 篇收录文章。可视化分析显示了一些热门话题，如技术接受度、技术支持的协作学习、技术、教学和内容知识（TPACK）、自我效能感和性别刻板印象。教育技术具有非常适合高等教育 CFL 课堂的特点，移动和计算机辅助语言学习在这一领域占主导地位。在语言学习技能方面，大多数研究侧重于技术在提高学生口语和交流技能方面的作用。总之，我们的研究通过总结技术在高等英语语言教学中的应用效果，提出了宝贵的见解，为今后的研究和实践铺平了道路，以进一步探索如何将技术最大限度地融入课堂，提高英语语言学生的能力和学习体验。
{"title":"Technology integration into Chinese as a foreign language learning in higher education: An integrated bibliometric analysis and systematic review (2000–2024)","authors":"Binze Xu","doi":"10.1177/13621688241277911","DOIUrl":"https://doi.org/10.1177/13621688241277911","url":null,"abstract":"As Chinese as a Foreign Language (CFL) becomes increasingly popular worldwide, it is also influenced by modern educational technology. This article seeks to comprehensively review the current research status of technology integration into CFL learning in higher education. Using the Web of Science as the primary database and employing VOSviewer and CitNetExplorer to visualize literature, we conducted bibliometric analysis and systematically reviewed 64 included articles published between 2000 and 2024. Visualization analysis shows popular issues, such as technology acceptance, technology-supported collaborative learning, Technological, Pedagogical, and Content Knowledge (TPACK), self-efficacy, and gender stereotypes. Educational technologies possess characteristics highly adaptable to CFL classrooms in higher education, with mobile- and computer-assisted language learning dominating the field. Regarding CFL skills, most studies focused on technology’s role in enhancing students’ speaking and communication skills. Overall, our research contributes valuable insights by summarizing the effectiveness of technology application in CFL higher education, paving the way for future studies and practices to further explore how technology can be maximally integrated into classrooms to enhance CFL students’ proficiency and learning experiences.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"139 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142306197","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 : 2024-09-19DOI: 10.1177/13621688241275733
Art Tsang, Susanna Siu-sze Yeung
Although research into emotions has flourished in second language (L2) / foreign language (FL) learning in recent decades, few attempts have been made to examine learners as clusters based on their emotional profiles. The current study set out to first investigate the nature of 98 Grade-4-to-5 English as a foreign language (EFL) learners’ emotional profiles, as represented by classroom anxiety, boredom, and enjoyment. The hierarchical clustering analysis revealed three distinct profiles: Negative Emotion (NE; 21.43%), High Enjoyment (HE; 46.93%), and high in both Enjoyment and Anxiety (EA; 31.63%). We then analysed FL motivation and family background (household income and parental education) between the three groups. We also compared the FL proficiency levels (listening, reading, speaking, and writing) between the three groups from three perspectives: baseline scores (T1), scores one year later (T2), and growth (from T1 to T2). Multiple significant differences were found. The most common pattern was HE demonstrated higher scores than NE (e.g. in various aspects of language proficiency). EA also had higher scores than NE in some areas. HE and EA were largely similar, the only significant difference being HE having higher listening and speaking motivation than EA did. Interestingly, no significant differences were found in family background between the three groups.
{"title":"A hierarchical clustering analysis of classroom emotional profiles of Grade-4-to-5 EFL learners: Classroom emotions, motivation, family backgrounds, and proficiency development","authors":"Art Tsang, Susanna Siu-sze Yeung","doi":"10.1177/13621688241275733","DOIUrl":"https://doi.org/10.1177/13621688241275733","url":null,"abstract":"Although research into emotions has flourished in second language (L2) / foreign language (FL) learning in recent decades, few attempts have been made to examine learners as clusters based on their emotional profiles. The current study set out to first investigate the nature of 98 Grade-4-to-5 English as a foreign language (EFL) learners’ emotional profiles, as represented by classroom anxiety, boredom, and enjoyment. The hierarchical clustering analysis revealed three distinct profiles: Negative Emotion (NE; 21.43%), High Enjoyment (HE; 46.93%), and high in both Enjoyment and Anxiety (EA; 31.63%). We then analysed FL motivation and family background (household income and parental education) between the three groups. We also compared the FL proficiency levels (listening, reading, speaking, and writing) between the three groups from three perspectives: baseline scores (T1), scores one year later (T2), and growth (from T1 to T2). Multiple significant differences were found. The most common pattern was HE demonstrated higher scores than NE (e.g. in various aspects of language proficiency). EA also had higher scores than NE in some areas. HE and EA were largely similar, the only significant difference being HE having higher listening and speaking motivation than EA did. Interestingly, no significant differences were found in family background between the three groups.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"50 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142245938","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 : 2024-09-14DOI: 10.1177/13621688241278625
Fakieh Alrabai, Abdullah Alamer
A central point that has attracted researchers’ attention for several decades is related to establishing the causal relationship between student motivation and second language (L2) achievement. Based on self-determination theory, we investigated the effects of motivational interventions applied by English language teachers on subsequent L2 achievement through the meditating effect of students’ basic psychological need for autonomy, intrinsic motivation, and motivational intensity. To obtain precise results, we applied structural equation modeling (SEM) to examine whether the impact of the intervention on L2 achievement was direct and/or indirect. The results of SEM indicated that the effect is both direct and indirect, and the model variables explained approximately 87% of the variance in students’ achievement. Moreover, the indirect effects of the intervention on L2 achievement were significant, suggesting the key role that autonomy and intrinsic motivation played in understanding the positive impact of teacher motivational strategies on students’ language achievement. The experimental-driven findings represented by the SEM model in the present study denote a strong empirical evidence of the role of teacher motivational practice on student L2 achievement and important implications for the English as a foreign language (EFL) profession in this regard.
几十年来，研究人员一直关注的一个核心问题是建立学生学习动机与第二语言（L2）成绩之间的因果关系。基于自我决定理论，我们通过学生自主性基本心理需求、内在动机和动机强度的中介效应，研究了英语教师实施的动机干预对学生后续第二语言学习成绩的影响。为了获得精确的结果，我们运用结构方程模型（SEM）来检验干预对学习成绩的影响是否是直接和/或间接的。结构方程模型的结果表明，干预对学习成绩的影响既有直接影响，也有间接影响，模型变量解释了学生学习成绩方差的约 87%。此外，干预对语言学习成绩的间接影响是显著的，这表明自主性和内在动机在理解教师激励策略对学生语言学习成绩的积极影响方面发挥了关键作用。本研究中的 SEM 模型所代表的实验驱动结果，为教师激励实践对学生 L2 成绩的作用提供了有力的实证证据，并对英语作为外语（EFL）专业在这方面的工作产生了重要影响。
{"title":"The effects of teacher motivational practice on learner L2 achievement: A self-determination theory perspective using structural equation modeling","authors":"Fakieh Alrabai, Abdullah Alamer","doi":"10.1177/13621688241278625","DOIUrl":"https://doi.org/10.1177/13621688241278625","url":null,"abstract":"A central point that has attracted researchers’ attention for several decades is related to establishing the causal relationship between student motivation and second language (L2) achievement. Based on self-determination theory, we investigated the effects of motivational interventions applied by English language teachers on subsequent L2 achievement through the meditating effect of students’ basic psychological need for autonomy, intrinsic motivation, and motivational intensity. To obtain precise results, we applied structural equation modeling (SEM) to examine whether the impact of the intervention on L2 achievement was direct and/or indirect. The results of SEM indicated that the effect is both direct and indirect, and the model variables explained approximately 87% of the variance in students’ achievement. Moreover, the indirect effects of the intervention on L2 achievement were significant, suggesting the key role that autonomy and intrinsic motivation played in understanding the positive impact of teacher motivational strategies on students’ language achievement. The experimental-driven findings represented by the SEM model in the present study denote a strong empirical evidence of the role of teacher motivational practice on student L2 achievement and important implications for the English as a foreign language (EFL) profession in this regard.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"6 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233297","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}
The aim of the current study was to analyse receptive and productive knowledge development of words belonging to 2000, 3000, and 5000 frequency levels in the Global South setting. The data were collected from 278 first-year university students after they finished both elementary and high school in the English as a foreign language (EFL) context of Bosnia and Herzegovina. The study researched the dependency of receptive and productive knowledge on a few variables, namely the students’ grammatical competence, the methods of vocabulary teaching, the use of English within EFL classes, and the outside-school exposure to it. The results revealed a significant relationship between all the aforementioned variables and students’ productive and receptive vocabulary knowledge. Such findings are expected to provide assistance to educators and students in similar environments, giving direct guidelines for practice leading to greater receptive and productive EFL vocabulary knowledge, i.e. showing how EFL vocabulary learning challenges can be faced to open up favorable opportunities for its development.
{"title":"English vocabulary development in the global south context","authors":"Vildana Dubravac, Amna Brdarević-Čeljo, Senad Bećirović","doi":"10.1177/13621688241273844","DOIUrl":"https://doi.org/10.1177/13621688241273844","url":null,"abstract":"The aim of the current study was to analyse receptive and productive knowledge development of words belonging to 2000, 3000, and 5000 frequency levels in the Global South setting. The data were collected from 278 first-year university students after they finished both elementary and high school in the English as a foreign language (EFL) context of Bosnia and Herzegovina. The study researched the dependency of receptive and productive knowledge on a few variables, namely the students’ grammatical competence, the methods of vocabulary teaching, the use of English within EFL classes, and the outside-school exposure to it. The results revealed a significant relationship between all the aforementioned variables and students’ productive and receptive vocabulary knowledge. Such findings are expected to provide assistance to educators and students in similar environments, giving direct guidelines for practice leading to greater receptive and productive EFL vocabulary knowledge, i.e. showing how EFL vocabulary learning challenges can be faced to open up favorable opportunities for its development.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"21 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233339","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 : 2024-09-14DOI: 10.1177/13621688241270803
Nathalie Dherbey Chapuis, Raphaël Berthele
The present study aims to measure the effects of the teaching of second language (L2) phonological forms on L2 receptive vocabulary learning. Two teaching methods were compared in a pre- and delayed post-test to evaluate their impact on L2 word learning. Participants ( n = 127; mean age = 12;6, i.e. 12 years and 6 months) were randomly divided in two groups that followed either an explicit teaching method focused on L2 phonological forms, or a communicative teaching method focused on meaning, in which L2 phonological forms were taught implicitly. The teaching methods in the two groups aimed to foster the skills and the learning of phonological forms involved in the development of receptive vocabulary. The two teaching methods trained the same skills and relied on the same vocabulary. They both targeted the phonological forms of two difficult phonemic contrasts in French as a foreign language. The two teaching sequences took place during mandatory lessons in French as a foreign language for six weeks (12 lessons), in a Swiss state school. Generalized mixed models were fitted to the data to test for differences across teaching methods in their impact on L2 word learning. Overall, the results indicate that participants made significant progress in word learning, with no significant differences between the two teaching methods. Pronunciation, discrimination, retention in verbal working memory, and the mastery of phoneme–grapheme correspondences are significant factors of vocabulary learning in French as foreign language. The teaching of L2 phonological representations and the training of their processing facilitated the learning of words in L2 French. However, the teaching of vocabulary in French as a foreign language rarely involves a focus on phonological representations.
{"title":"Teaching methods emphasizing phonological forms enhance L2 vocabulary learning","authors":"Nathalie Dherbey Chapuis, Raphaël Berthele","doi":"10.1177/13621688241270803","DOIUrl":"https://doi.org/10.1177/13621688241270803","url":null,"abstract":"The present study aims to measure the effects of the teaching of second language (L2) phonological forms on L2 receptive vocabulary learning. Two teaching methods were compared in a pre- and delayed post-test to evaluate their impact on L2 word learning. Participants ( n = 127; mean age = 12;6, i.e. 12 years and 6 months) were randomly divided in two groups that followed either an explicit teaching method focused on L2 phonological forms, or a communicative teaching method focused on meaning, in which L2 phonological forms were taught implicitly. The teaching methods in the two groups aimed to foster the skills and the learning of phonological forms involved in the development of receptive vocabulary. The two teaching methods trained the same skills and relied on the same vocabulary. They both targeted the phonological forms of two difficult phonemic contrasts in French as a foreign language. The two teaching sequences took place during mandatory lessons in French as a foreign language for six weeks (12 lessons), in a Swiss state school. Generalized mixed models were fitted to the data to test for differences across teaching methods in their impact on L2 word learning. Overall, the results indicate that participants made significant progress in word learning, with no significant differences between the two teaching methods. Pronunciation, discrimination, retention in verbal working memory, and the mastery of phoneme–grapheme correspondences are significant factors of vocabulary learning in French as foreign language. The teaching of L2 phonological representations and the training of their processing facilitated the learning of words in L2 French. However, the teaching of vocabulary in French as a foreign language rarely involves a focus on phonological representations.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"25 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233296","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 : 2024-09-10DOI: 10.1177/13621688241270840
Jookyoung Jung, Chin Lung Yang
This study explored how to promote incidental collocation learning from task-based reading. In this study, 101 Cantonese speakers read three English texts that contained 12 target collocations. Playing a role as an editor of a magazine, participants were asked to determine if the three texts were acceptable to be published in the next issue. While half of the participants (– Guidance, n = 50) were asked to simply accept or reject the texts after reading, the other half (+ Guidance, n = 51) received task guidance that contained a list of specific reviewing criteria. Participants’ eye-movements were recorded during the editor task, and 10 participants from each condition were asked to produce stimulated recalls while viewing their eye-movements. The rest of the participants’ ( n = 81) knowledge about the target collocations was measured with form recall and recognition tests immediately and two weeks after the task. The results revealed that task guidance led to greater fixation durations and counts on the target collocations, as well as improved performances in the immediate posttest. The stimulated recalls further indicated that task guidance encouraged more goal-oriented reading. The findings underscore the importance of careful task design to promote incidental collocation learning from reading.
{"title":"The impact of task guidance on incidental collocation learning from task-based reading","authors":"Jookyoung Jung, Chin Lung Yang","doi":"10.1177/13621688241270840","DOIUrl":"https://doi.org/10.1177/13621688241270840","url":null,"abstract":"This study explored how to promote incidental collocation learning from task-based reading. In this study, 101 Cantonese speakers read three English texts that contained 12 target collocations. Playing a role as an editor of a magazine, participants were asked to determine if the three texts were acceptable to be published in the next issue. While half of the participants (– Guidance, n = 50) were asked to simply accept or reject the texts after reading, the other half (+ Guidance, n = 51) received task guidance that contained a list of specific reviewing criteria. Participants’ eye-movements were recorded during the editor task, and 10 participants from each condition were asked to produce stimulated recalls while viewing their eye-movements. The rest of the participants’ ( n = 81) knowledge about the target collocations was measured with form recall and recognition tests immediately and two weeks after the task. The results revealed that task guidance led to greater fixation durations and counts on the target collocations, as well as improved performances in the immediate posttest. The stimulated recalls further indicated that task guidance encouraged more goal-oriented reading. The findings underscore the importance of careful task design to promote incidental collocation learning from reading.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"8 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142166078","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 : 2024-09-07DOI: 10.1177/13621688241270797
Juan García-Álvarez de Perea, Carolina Ramírez-García
The European Higher Education Area (EHEA) is an EU initiative aimed at harmonizing university degrees and attracting international students and staff. Proficiency in the English language is now regarded as a pre-requisite for all business students. By adopting a quasi-experimental design, this article focuses on the effects that teaching Accounting in English as a foreign language (three groups totalling 52 students) may exert on Spanish students’ academic performance (measured through final exam grades), and compares it to the performance of peers having been taught in their native Spanish language (five groups totalling 70 students), where all groups have the same instructor. The impact of language on the students’ test scores is also considered. The findings show that the group using English as a medium of instruction (EMI) obtained better results, which suggests that, in this research context, the language of instruction does not seem to compromise students’ learning of academic content. Furthermore, the achievement of content regarding questions of a more conceptual nature is not dependent on language skills, which seems to contradict previous research. These findings may help foster the implementation of EMI courses, thereby encouraging both universities and students to partake therein. Suggestions are provided to enhance lecturer involvement, drawing on the lecturer’s pedagogical approach.
{"title":"Students’ performance and English as a medium of instruction: Do students learn less?","authors":"Juan García-Álvarez de Perea, Carolina Ramírez-García","doi":"10.1177/13621688241270797","DOIUrl":"https://doi.org/10.1177/13621688241270797","url":null,"abstract":"The European Higher Education Area (EHEA) is an EU initiative aimed at harmonizing university degrees and attracting international students and staff. Proficiency in the English language is now regarded as a pre-requisite for all business students. By adopting a quasi-experimental design, this article focuses on the effects that teaching Accounting in English as a foreign language (three groups totalling 52 students) may exert on Spanish students’ academic performance (measured through final exam grades), and compares it to the performance of peers having been taught in their native Spanish language (five groups totalling 70 students), where all groups have the same instructor. The impact of language on the students’ test scores is also considered. The findings show that the group using English as a medium of instruction (EMI) obtained better results, which suggests that, in this research context, the language of instruction does not seem to compromise students’ learning of academic content. Furthermore, the achievement of content regarding questions of a more conceptual nature is not dependent on language skills, which seems to contradict previous research. These findings may help foster the implementation of EMI courses, thereby encouraging both universities and students to partake therein. Suggestions are provided to enhance lecturer involvement, drawing on the lecturer’s pedagogical approach.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"48 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142152418","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 : 2024-08-31DOI: 10.1177/13621688241270752
Sung-Yeon Kim, Young-Mee Suh
This study sought to identify the association between English-medium instruction (EMI) teachers’ beliefs and their practices of disciplinary writing (DW) in content courses. Drawing on qualitative research data from interviews with Korean college professors and their course materials, the study found that instructors prioritized content learning over language learning. They also placed relatively more emphasis on speaking than writing, which led to the use of speaking-integrated writing, such as writing scripts for oral presentations. Although they acknowledged writing proficiency to be an integral component of global competence, they confined the role of writing tasks to superficially displaying students’ content knowledge. Writing tasks varied according to disciplines, although many of them were not specifically related to the field in question. While most instructors used general writing tasks in a skill-integrated approach, very few adopted discipline-specific writing tasks. In implementing DW in their EMI courses, all the instructors viewed content as far more important than language and perceived themselves to be content experts, not language teachers. Their beliefs were manifest in their assessment practices, particularly in their feedback provision. They rarely offered feedback and, if they did, it was minimal, mostly addressing content issues. These findings have implications for teachers who conduct EMI for content courses in higher education.
{"title":"Disciplinary writing in EMI courses: Faculty beliefs and practices in the Korean higher education context","authors":"Sung-Yeon Kim, Young-Mee Suh","doi":"10.1177/13621688241270752","DOIUrl":"https://doi.org/10.1177/13621688241270752","url":null,"abstract":"This study sought to identify the association between English-medium instruction (EMI) teachers’ beliefs and their practices of disciplinary writing (DW) in content courses. Drawing on qualitative research data from interviews with Korean college professors and their course materials, the study found that instructors prioritized content learning over language learning. They also placed relatively more emphasis on speaking than writing, which led to the use of speaking-integrated writing, such as writing scripts for oral presentations. Although they acknowledged writing proficiency to be an integral component of global competence, they confined the role of writing tasks to superficially displaying students’ content knowledge. Writing tasks varied according to disciplines, although many of them were not specifically related to the field in question. While most instructors used general writing tasks in a skill-integrated approach, very few adopted discipline-specific writing tasks. In implementing DW in their EMI courses, all the instructors viewed content as far more important than language and perceived themselves to be content experts, not language teachers. Their beliefs were manifest in their assessment practices, particularly in their feedback provision. They rarely offered feedback and, if they did, it was minimal, mostly addressing content issues. These findings have implications for teachers who conduct EMI for content courses in higher education.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"7 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142100647","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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