Pub Date : 2024-10-30DOI: 10.1177/13621688241289724
Lawrence Farrugia Caruana, Jacqueline Żammit
Second language acquisition is a complex process that involves numerous challenges and is influenced by various factors, including linguistic competence and classroom settings. This study examines the concerns and emotions experienced by 43 adult international students learning Maltese as a second language. By employing a mixed-methods approach, the research collected both qualitative and quantitative data through questionnaires and interviews. The results reveal a spectrum of positive and negative emotions experienced by students during a Maltese language learning session that incorporated digital resources. The evidence presented in this research shows that students have both personal and practical goals concerning second language acquisition. The use of non-traditional technological interventions aligned with the learners’ beliefs and motivations, makes the learning process more effective, particularly by eliciting positive emotions. This study underscores the importance of addressing students’ concerns and emotions in second language acquisition and the benefits of integrating technology into language learning. Pedagogically, this study advocates for a nuanced approach to address learners’ emotional concerns, emphasizing the imperative for language instructors to be trained in emotion regulation strategies to help students manage their emotions during the learning process. Moreover, integrating cultural components into language pedagogy can serve as a compass, guiding students through social norms and intricacies, thereby fostering a sense of belonging within the local community. Furthermore, the study highlights the pedagogical merit of immediate feedback mechanisms and the implementation of diverse, inclusive teaching methods and resources tailored to accommodate various learning styles and paces. These pedagogical implications advocate for a holistic and adaptive language teaching paradigm, aiming to foster a more inclusive and emotionally supportive learning environment for international students.
{"title":"Exploring beliefs, motivations and emotions: Insights from learning Maltese as a second language","authors":"Lawrence Farrugia Caruana, Jacqueline Żammit","doi":"10.1177/13621688241289724","DOIUrl":"https://doi.org/10.1177/13621688241289724","url":null,"abstract":"Second language acquisition is a complex process that involves numerous challenges and is influenced by various factors, including linguistic competence and classroom settings. This study examines the concerns and emotions experienced by 43 adult international students learning Maltese as a second language. By employing a mixed-methods approach, the research collected both qualitative and quantitative data through questionnaires and interviews. The results reveal a spectrum of positive and negative emotions experienced by students during a Maltese language learning session that incorporated digital resources. The evidence presented in this research shows that students have both personal and practical goals concerning second language acquisition. The use of non-traditional technological interventions aligned with the learners’ beliefs and motivations, makes the learning process more effective, particularly by eliciting positive emotions. This study underscores the importance of addressing students’ concerns and emotions in second language acquisition and the benefits of integrating technology into language learning. Pedagogically, this study advocates for a nuanced approach to address learners’ emotional concerns, emphasizing the imperative for language instructors to be trained in emotion regulation strategies to help students manage their emotions during the learning process. Moreover, integrating cultural components into language pedagogy can serve as a compass, guiding students through social norms and intricacies, thereby fostering a sense of belonging within the local community. Furthermore, the study highlights the pedagogical merit of immediate feedback mechanisms and the implementation of diverse, inclusive teaching methods and resources tailored to accommodate various learning styles and paces. These pedagogical implications advocate for a holistic and adaptive language teaching paradigm, aiming to foster a more inclusive and emotionally supportive learning environment for international students.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"16 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142555882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-30DOI: 10.1177/13621688241292277
Amparo Lázaro-Ibarrola
Although multiple factors influence language proficiency in instructed settings, the prevalence of content and language integrated learning (CLIL) research in recent decades has placed intensity of exposure (via CLIL lessons) at center stage, sidelining other variables. This study aims to rectify this by examining the impact of CLIL alongside three additional factors: extramural English (EE), socioeconomic status (SES), and non-verbal intelligence (NVI). Specifically, this study analyses the interplay of these variables in the proficiency of 171 young English learners (aged 10–11 years) in Navarre, Spain. The participants were divided into a low-intensity (LI) ( n = 54) group and a high-intensity (HI) ( n = 117) group depending on exposure to English in school. Results indicate that HI learners are superior in reading, and even more clearly in speaking. EE is very frequent in both groups but more abundant among HI learners, and it shows several positive associations with learners’ scores. Higher NVI levels positively correlate with all skills in both groups, except for speaking, which appears to be affected by EE and, to a lesser extent, by SES.
{"title":"What factors contribute to the proficiency of young EFL learners in primary school? Assessing the role of CLIL intensity, extramural English, non-verbal intelligence and socioeconomic status","authors":"Amparo Lázaro-Ibarrola","doi":"10.1177/13621688241292277","DOIUrl":"https://doi.org/10.1177/13621688241292277","url":null,"abstract":"Although multiple factors influence language proficiency in instructed settings, the prevalence of content and language integrated learning (CLIL) research in recent decades has placed intensity of exposure (via CLIL lessons) at center stage, sidelining other variables. This study aims to rectify this by examining the impact of CLIL alongside three additional factors: extramural English (EE), socioeconomic status (SES), and non-verbal intelligence (NVI). Specifically, this study analyses the interplay of these variables in the proficiency of 171 young English learners (aged 10–11 years) in Navarre, Spain. The participants were divided into a low-intensity (LI) ( n = 54) group and a high-intensity (HI) ( n = 117) group depending on exposure to English in school. Results indicate that HI learners are superior in reading, and even more clearly in speaking. EE is very frequent in both groups but more abundant among HI learners, and it shows several positive associations with learners’ scores. Higher NVI levels positively correlate with all skills in both groups, except for speaking, which appears to be affected by EE and, to a lesser extent, by SES.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"11 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142555883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-25DOI: 10.1177/13621688241291336
Long Quoc Nguyen, Phung Dao, Bao Trang Thi Nguyen
The potential of model texts as a feedback instrument (MTFI) in second language (L2) writing has been explored for about two decades and continues to receive increasing interest from L2 scholars. However, to date, there is still an absence of a comprehensive review of studies in this particular area. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure, this study aims to fill this gap by systematically reviewing 25 empirical studies on MTFI dating up to 1 April 2023, specifically focusing on three main aspects: study contexts, methodological characteristics, and primary areas of focus and key findings. The results revealed that existing MTFI studies (1) largely targeted low-intermediate English as a foreign language (EFL) learners at primary schools, (2) primarily adopted a quasi-experimental design involving a three-stage narrative writing task in a classroom-based setting, (3) predominantly focused on writing as a process, and (4) consistently reported MTFI’s potential for promoting L2 writing gains, especially in terms of lexical aspects. These results not only further our understanding about the effect of MTFI on different dimensions of task performance and L2 learning (i.e. L2 writing), but also provide some pedagogical implications for practices. Suggestions for addressing methodological issues in future studies are provided to advance this research domain.
{"title":"Model texts as a feedback instrument in second language writing: A systematic review","authors":"Long Quoc Nguyen, Phung Dao, Bao Trang Thi Nguyen","doi":"10.1177/13621688241291336","DOIUrl":"https://doi.org/10.1177/13621688241291336","url":null,"abstract":"The potential of model texts as a feedback instrument (MTFI) in second language (L2) writing has been explored for about two decades and continues to receive increasing interest from L2 scholars. However, to date, there is still an absence of a comprehensive review of studies in this particular area. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure, this study aims to fill this gap by systematically reviewing 25 empirical studies on MTFI dating up to 1 April 2023, specifically focusing on three main aspects: study contexts, methodological characteristics, and primary areas of focus and key findings. The results revealed that existing MTFI studies (1) largely targeted low-intermediate English as a foreign language (EFL) learners at primary schools, (2) primarily adopted a quasi-experimental design involving a three-stage narrative writing task in a classroom-based setting, (3) predominantly focused on writing as a process, and (4) consistently reported MTFI’s potential for promoting L2 writing gains, especially in terms of lexical aspects. These results not only further our understanding about the effect of MTFI on different dimensions of task performance and L2 learning (i.e. L2 writing), but also provide some pedagogical implications for practices. Suggestions for addressing methodological issues in future studies are provided to advance this research domain.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"61 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142490880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-23DOI: 10.1177/13621688241288792
Merih Welay Welesilassie, Marianne Nikolov
Research into second or foreign language (L2) learning has demonstrated that L2 anxiety, perceived proficiency, and L2 willingness to communicate (L2WTC) profoundly impact language learning outcomes. However, the complex interplay between these variables has yet to be fully explored, as these factors are dynamic and context-specific and can vary across different learners and learning environments. The study, therefore, utilized a cross-sectional quantitative survey research design to scrutinize the causal relationships between L2 anxiety, English proficiency, and L2WTC of 609 Ethiopian preparatory school students. The model for the L2WTC, both inside and outside the classroom, has been expanded to include an additional sub-scale known as the L2WTC in a digital setting. Moreover, in contrast to the commonly recognized debilitative-focused L2 anxiety, the construct of L2 anxiety has been divided into facilitative and debilitative anxiety. This method allows us to measure not only the presence or absence of anxiety but also evaluate if anxiety helps or hinders the L2 learning experience. A self-assessment proficiency measure was also developed specifically for Ethiopian high school students. The study treated facilitative and debilitative anxiety as independent variables while considering English proficiency and L2WTC in the classroom, outside the classroom, and in digital settings as dependent variables. English proficiency was also used as an independent variable to predict L2WTC in these three settings. Our proposed model, including these variables, was tested using structural equation modelling (SEM). According to the descriptive analysis, the mean scores of L2WTC in the three settings were generally low, ranging from 2.30 to 2.84. Debilitative anxiety casts a shadow on the positive aspects of anxiety. The English proficiency was also too low. According to SEM, debilitative anxiety displayed a statistically significant negative impact on L2WTC inside and outside the classroom, in digital settings, and English proficiency. In contrast, facilitative anxiety was found to positively contribute to L2WTC outside the classroom, in digital settings, and in English proficiency. English proficiency made a statistically significant and positive contribution to L2WTC within and outside the classroom and in digital contexts. L2WTC inside the classroom positively contributed to L2WTC outside the classrooms and in digital contexts. We systematically compared the findings with existing studies in the discussion and elucidated the pedagogical implications, limitations, and potential future research avenues. The outcomes of our study have the potential to significantly contribute to the advancement of theoretical and empirical knowledge about improving English education, learning, and communication not only in Ethiopia but also in similar contexts of English as a foreign language (EFL).
{"title":"L2 anxiety, proficiency, and communication across the classroom, non-classroom, and digital settings: Insights from Ethiopian preparatory schools","authors":"Merih Welay Welesilassie, Marianne Nikolov","doi":"10.1177/13621688241288792","DOIUrl":"https://doi.org/10.1177/13621688241288792","url":null,"abstract":"Research into second or foreign language (L2) learning has demonstrated that L2 anxiety, perceived proficiency, and L2 willingness to communicate (L2WTC) profoundly impact language learning outcomes. However, the complex interplay between these variables has yet to be fully explored, as these factors are dynamic and context-specific and can vary across different learners and learning environments. The study, therefore, utilized a cross-sectional quantitative survey research design to scrutinize the causal relationships between L2 anxiety, English proficiency, and L2WTC of 609 Ethiopian preparatory school students. The model for the L2WTC, both inside and outside the classroom, has been expanded to include an additional sub-scale known as the L2WTC in a digital setting. Moreover, in contrast to the commonly recognized debilitative-focused L2 anxiety, the construct of L2 anxiety has been divided into facilitative and debilitative anxiety. This method allows us to measure not only the presence or absence of anxiety but also evaluate if anxiety helps or hinders the L2 learning experience. A self-assessment proficiency measure was also developed specifically for Ethiopian high school students. The study treated facilitative and debilitative anxiety as independent variables while considering English proficiency and L2WTC in the classroom, outside the classroom, and in digital settings as dependent variables. English proficiency was also used as an independent variable to predict L2WTC in these three settings. Our proposed model, including these variables, was tested using structural equation modelling (SEM). According to the descriptive analysis, the mean scores of L2WTC in the three settings were generally low, ranging from 2.30 to 2.84. Debilitative anxiety casts a shadow on the positive aspects of anxiety. The English proficiency was also too low. According to SEM, debilitative anxiety displayed a statistically significant negative impact on L2WTC inside and outside the classroom, in digital settings, and English proficiency. In contrast, facilitative anxiety was found to positively contribute to L2WTC outside the classroom, in digital settings, and in English proficiency. English proficiency made a statistically significant and positive contribution to L2WTC within and outside the classroom and in digital contexts. L2WTC inside the classroom positively contributed to L2WTC outside the classrooms and in digital contexts. We systematically compared the findings with existing studies in the discussion and elucidated the pedagogical implications, limitations, and potential future research avenues. The outcomes of our study have the potential to significantly contribute to the advancement of theoretical and empirical knowledge about improving English education, learning, and communication not only in Ethiopia but also in similar contexts of English as a foreign language (EFL).","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"58 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142488657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
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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。
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