Pub Date : 2024-03-22DOI: 10.1177/13621688241235019
Nicola Brocca, Viviana Masia, Davide Garassino
This article proposes the use of a textual analysis technique involving the recognition of linguistic implicitness to promote Critical Digital Literacy (CDL) in the English as a foreign language (EFL) classroom. The technique, called Implicit Content Extraction (ICE), allows for the detection and analysis of (non- bona fide) presuppositions, thus enabling students to identify how much and what potentially manipulative information is being conveyed in a text. ICE has been tested on ready-to-use communicative materials. The materials were evaluated by EFL teachers ( N = 10) who participated in a semi-structured interview. The analysis shows a positive reception of the materials, which meet the need for CDL, and a willingness on the part of teachers to implement the technique. Concerns are also raised about the explicit treatment of presuppositions, pointing to a low ability of students and teachers to analyse implicit strategies in a text.
{"title":"Empowering critical digital literacy in EFL: Teachers’ evaluation of didactic materials involving the recognition of presupposed information","authors":"Nicola Brocca, Viviana Masia, Davide Garassino","doi":"10.1177/13621688241235019","DOIUrl":"https://doi.org/10.1177/13621688241235019","url":null,"abstract":"This article proposes the use of a textual analysis technique involving the recognition of linguistic implicitness to promote Critical Digital Literacy (CDL) in the English as a foreign language (EFL) classroom. The technique, called Implicit Content Extraction (ICE), allows for the detection and analysis of (non- bona fide) presuppositions, thus enabling students to identify how much and what potentially manipulative information is being conveyed in a text. ICE has been tested on ready-to-use communicative materials. The materials were evaluated by EFL teachers ( N = 10) who participated in a semi-structured interview. The analysis shows a positive reception of the materials, which meet the need for CDL, and a willingness on the part of teachers to implement the technique. Concerns are also raised about the explicit treatment of presuppositions, pointing to a low ability of students and teachers to analyse implicit strategies in a text.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140192729","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 : 2024-03-20DOI: 10.1177/13621688241237214
Hui Wang, Meagan M. Patterson, Anqi Peng
Teachers and scholars argue that willingness to communicate is crucial to language learning, but many language learners are reluctant to engage in such communication, in or out of class. In addition, much of the existing research on willingness to communicate is based on English language learners, but there are meaningful motivational and structural differences in English learning versus learning languages other than English. The purpose of the present study was to examine the impact of classroom social climate, language mindset, and academic emotions (i.e. anxiety, boredom, enjoyment, and pride) on second language willingness to communicate (L2WTC) in and out of class among 547 undergraduate students learning languages other than English in the United States. Analysis using structural equation modeling indicated that the emotions of anxiety, boredom, and enjoyment were associated with students’ L2WTC in class. In addition, although classroom social climate and language mindset did not have direct effects on L2WTC in class, both showed indirect effects on L2WTC in class through emotions, especially enjoyment. The findings also showed that students’ L2WTC inside the classroom relates to self-reported readiness to use the second language (L2) outside of class.
{"title":"Predictors of second language willingness to communicate among US undergraduate students: Classroom social climate, emotions, and language mindset","authors":"Hui Wang, Meagan M. Patterson, Anqi Peng","doi":"10.1177/13621688241237214","DOIUrl":"https://doi.org/10.1177/13621688241237214","url":null,"abstract":"Teachers and scholars argue that willingness to communicate is crucial to language learning, but many language learners are reluctant to engage in such communication, in or out of class. In addition, much of the existing research on willingness to communicate is based on English language learners, but there are meaningful motivational and structural differences in English learning versus learning languages other than English. The purpose of the present study was to examine the impact of classroom social climate, language mindset, and academic emotions (i.e. anxiety, boredom, enjoyment, and pride) on second language willingness to communicate (L2WTC) in and out of class among 547 undergraduate students learning languages other than English in the United States. Analysis using structural equation modeling indicated that the emotions of anxiety, boredom, and enjoyment were associated with students’ L2WTC in class. In addition, although classroom social climate and language mindset did not have direct effects on L2WTC in class, both showed indirect effects on L2WTC in class through emotions, especially enjoyment. The findings also showed that students’ L2WTC inside the classroom relates to self-reported readiness to use the second language (L2) outside of class.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140196169","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 : 2024-03-16DOI: 10.1177/13621688241236286
Xiaoyue Zhang, Lianjiang Jiang
Families of dual language learners (DLLs) and their linguistic resources play a crucial role in fostering children’s language development. However, there is still a dearth of empirical studies investigating whether bilingual teachers view the families of DLLs and their language resources as assets, and how they implement family engagement practices to leverage these language assets in teaching DLLs. This study examined the family engagement perspectives and practices of five bilingual teachers in New York City (NYC) early childhood classrooms. Qualitative data were collected using online questionnaires and semi-structured interviews. The findings suggest that bilingual teachers hold a strength-based view of DLLs’ parents and their language resources to support their children’s language learning. Controversially, they demonstrated a mixture of deficit- and strength-based approaches to parental engagement, ranging from educating parents about English homework strategies to arranging classroom events in which parents could highlight their home language practices. Concurrently, teachers were fully aware of the importance of DLLs’ home linguistic resources in supporting students’ language learning, yet they maintained instructional practices that kept DLLs’ home and school language repertoires separate. The implications for fostering strength-based perspectives on DLL families and strength-based DLL family engagement strategies are discussed.
{"title":"Enhancing dual language learners’ language learning through parent–teacher partnerships","authors":"Xiaoyue Zhang, Lianjiang Jiang","doi":"10.1177/13621688241236286","DOIUrl":"https://doi.org/10.1177/13621688241236286","url":null,"abstract":"Families of dual language learners (DLLs) and their linguistic resources play a crucial role in fostering children’s language development. However, there is still a dearth of empirical studies investigating whether bilingual teachers view the families of DLLs and their language resources as assets, and how they implement family engagement practices to leverage these language assets in teaching DLLs. This study examined the family engagement perspectives and practices of five bilingual teachers in New York City (NYC) early childhood classrooms. Qualitative data were collected using online questionnaires and semi-structured interviews. The findings suggest that bilingual teachers hold a strength-based view of DLLs’ parents and their language resources to support their children’s language learning. Controversially, they demonstrated a mixture of deficit- and strength-based approaches to parental engagement, ranging from educating parents about English homework strategies to arranging classroom events in which parents could highlight their home language practices. Concurrently, teachers were fully aware of the importance of DLLs’ home linguistic resources in supporting students’ language learning, yet they maintained instructional practices that kept DLLs’ home and school language repertoires separate. The implications for fostering strength-based perspectives on DLL families and strength-based DLL family engagement strategies are discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140142125","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 : 2024-03-04DOI: 10.1177/13621688241231628
Asmaa Shehata
Previous studies have shown that native language backgrounds of both talkers and listeners affect speech intelligibility. This study investigated the interlanguage speech intelligibility benefit (ISIB) that is also known as the advantage in understanding second language (L2) speech that non-native listeners have over native listeners when both groups listen to speakers with the same first language (L1). More specifically, it looked into the ISIB in relation to the Arabic language spoken by both native Arabic (NA) and English speakers. To this end, 15 NA and 15 native English (NE) subjects listened to Arabic produced by two groups of talkers (5 NA talkers and 5 NE talkers) and were asked to identify the words they heard. Results showed evidence for the interlanguage speech intelligibility for listeners (i.e. NE listeners were more accurate than NA listeners at identifying English-accented Arabic speech). However, no evidence for the ISIB for talkers was found. That is, NE listeners did not find English-accented speech more intelligible than NA speech. By examining L2 learners’ recognition of L2 consonant contrasts, the study contributes to the body of knowledge on L2 sound acquisition as well as the ISIB literature. It also provides some insight into the problem of adult L2 learners’ ability to learn novel L2 consonants.
{"title":"Arabic speech intelligibility: Perception of spoken Arabic by native and non-native speakers","authors":"Asmaa Shehata","doi":"10.1177/13621688241231628","DOIUrl":"https://doi.org/10.1177/13621688241231628","url":null,"abstract":"Previous studies have shown that native language backgrounds of both talkers and listeners affect speech intelligibility. This study investigated the interlanguage speech intelligibility benefit (ISIB) that is also known as the advantage in understanding second language (L2) speech that non-native listeners have over native listeners when both groups listen to speakers with the same first language (L1). More specifically, it looked into the ISIB in relation to the Arabic language spoken by both native Arabic (NA) and English speakers. To this end, 15 NA and 15 native English (NE) subjects listened to Arabic produced by two groups of talkers (5 NA talkers and 5 NE talkers) and were asked to identify the words they heard. Results showed evidence for the interlanguage speech intelligibility for listeners (i.e. NE listeners were more accurate than NA listeners at identifying English-accented Arabic speech). However, no evidence for the ISIB for talkers was found. That is, NE listeners did not find English-accented speech more intelligible than NA speech. By examining L2 learners’ recognition of L2 consonant contrasts, the study contributes to the body of knowledge on L2 sound acquisition as well as the ISIB literature. It also provides some insight into the problem of adult L2 learners’ ability to learn novel L2 consonants.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140032379","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 : 2024-03-04DOI: 10.1177/13621688241233840
Joshua Gordon, Lena Barrantes-Elizondo
One aspect in second language (L2) pronunciation that has not been explored in depth in contexts of English as a foreign language (EFL) is language teacher identity of pronunciation teachers, particularly of nonnative-speaking (NNS) teachers. Examining the factors that underlie their professional identity is of particular relevance to pronunciation instruction. Using a case study design that included semi-structured individual interviews, reflexive personal documents, and a focus-group interview, this study identifies and analyses factors that underlie a group of NNS pronunciation teachers’ professional identity. The participants in this study were NNS pronunciation teachers at a higher-education institution in Costa Rica (Central America), an EFL context. The findings indicate a lack of formal pronunciation-teaching training at all levels in their careers for these teachers. However, while these teachers made a clear distinction between being native speakers (NSs) and NNS through a clear idealization of nativeness, they gained linguistic and professional legitimacy for teaching pronunciation because of their knowledge of English phonetics/phonology, and general language teaching pedagogy. The results are discussed in terms of implications for teacher training in pronunciation pedagogy.
{"title":"Idealizing nativeness vs. embracing nonnativeness: A case study on L2 pronunciation teachers’ identity","authors":"Joshua Gordon, Lena Barrantes-Elizondo","doi":"10.1177/13621688241233840","DOIUrl":"https://doi.org/10.1177/13621688241233840","url":null,"abstract":"One aspect in second language (L2) pronunciation that has not been explored in depth in contexts of English as a foreign language (EFL) is language teacher identity of pronunciation teachers, particularly of nonnative-speaking (NNS) teachers. Examining the factors that underlie their professional identity is of particular relevance to pronunciation instruction. Using a case study design that included semi-structured individual interviews, reflexive personal documents, and a focus-group interview, this study identifies and analyses factors that underlie a group of NNS pronunciation teachers’ professional identity. The participants in this study were NNS pronunciation teachers at a higher-education institution in Costa Rica (Central America), an EFL context. The findings indicate a lack of formal pronunciation-teaching training at all levels in their careers for these teachers. However, while these teachers made a clear distinction between being native speakers (NSs) and NNS through a clear idealization of nativeness, they gained linguistic and professional legitimacy for teaching pronunciation because of their knowledge of English phonetics/phonology, and general language teaching pedagogy. The results are discussed in terms of implications for teacher training in pronunciation pedagogy.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140032374","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 : 2024-03-04DOI: 10.1177/13621688241232208
Eunseok Ro
This study examines interactions in an extensive reading (ER) book club intended to provide opportunities for students to practice English as their second language (L2). Utilizing multimodal conversation analysis, the study shows how students display willingness to participate (WTP) when they are free to initiate or avoid communication. The analysis of seven and a half hours of videorecordings of meetings held over six weeks at a Korean university demonstrates that several practices, particularly responding to questions and expanding on storytelling, reflect WTP. The study particularly highlights the importance of non-verbal cues in signaling and managing the WTP. The study suggests that student initiative can lead to more interactive and engaging learning environments, which may be especially significant in L2 settings where promoting student talk is a primary objective. The findings have implications for educators regarding the dynamics of student participation and agency, and contribute to our understanding of the nuanced relationships between learner initiative and WTP in fluency-oriented language learning contexts.
{"title":"Students’ display of willingness to participate in an extensive reading book club","authors":"Eunseok Ro","doi":"10.1177/13621688241232208","DOIUrl":"https://doi.org/10.1177/13621688241232208","url":null,"abstract":"This study examines interactions in an extensive reading (ER) book club intended to provide opportunities for students to practice English as their second language (L2). Utilizing multimodal conversation analysis, the study shows how students display willingness to participate (WTP) when they are free to initiate or avoid communication. The analysis of seven and a half hours of videorecordings of meetings held over six weeks at a Korean university demonstrates that several practices, particularly responding to questions and expanding on storytelling, reflect WTP. The study particularly highlights the importance of non-verbal cues in signaling and managing the WTP. The study suggests that student initiative can lead to more interactive and engaging learning environments, which may be especially significant in L2 settings where promoting student talk is a primary objective. The findings have implications for educators regarding the dynamics of student participation and agency, and contribute to our understanding of the nuanced relationships between learner initiative and WTP in fluency-oriented language learning contexts.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140032371","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 : 2024-03-04DOI: 10.1177/13621688241234225
Elvira Barrios, Marta Napiórkowska
This study examined out-of-school oral willingness to communicate (WTC) in two modes of communication – face-to-face (FtF) and digital – among secondary school students of English as a foreign language (EFL) in Poland and Spain. It also examined the associations between affective factors and intercultural sensitivity with WTC in both settings. A total of 1,480 students from 17 schools in Poland and 1,128 students from 11 schools in Spain participated in this study. The study found that learners from both national contexts shared extremely similar levels of out-of-class oral WTC in the two settings. After controlling for sociodemographic factors (age, gender, socioeconomic status, and relative self-assessed spoken competence), hierarchical regression analyses revealed that Foreign Classroom Language Anxiety (FLCA), Foreign Language Enjoyment (FLE), and intercultural sensitivity were predictors of the two communicative settings in both contexts, although the relative importance of predictors differed in each case, as determined by the dominance analyses. Intercultural sensitivity, a factor that has seldom been investigated in relation to WTC, emerged as the most influential predictor for oral WTC in both communication environments within the two study samples. The study also discusses the implications for both research and foreign language pedagogy.
{"title":"Affective factors, intercultural sensitivity, and willingness to communicate orally outside class: A study with EFL secondary school learners in Poland and Spain","authors":"Elvira Barrios, Marta Napiórkowska","doi":"10.1177/13621688241234225","DOIUrl":"https://doi.org/10.1177/13621688241234225","url":null,"abstract":"This study examined out-of-school oral willingness to communicate (WTC) in two modes of communication – face-to-face (FtF) and digital – among secondary school students of English as a foreign language (EFL) in Poland and Spain. It also examined the associations between affective factors and intercultural sensitivity with WTC in both settings. A total of 1,480 students from 17 schools in Poland and 1,128 students from 11 schools in Spain participated in this study. The study found that learners from both national contexts shared extremely similar levels of out-of-class oral WTC in the two settings. After controlling for sociodemographic factors (age, gender, socioeconomic status, and relative self-assessed spoken competence), hierarchical regression analyses revealed that Foreign Classroom Language Anxiety (FLCA), Foreign Language Enjoyment (FLE), and intercultural sensitivity were predictors of the two communicative settings in both contexts, although the relative importance of predictors differed in each case, as determined by the dominance analyses. Intercultural sensitivity, a factor that has seldom been investigated in relation to WTC, emerged as the most influential predictor for oral WTC in both communication environments within the two study samples. The study also discusses the implications for both research and foreign language pedagogy.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140032378","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 : 2024-02-26DOI: 10.1177/13621688241233718
Heejin Chang, Scott Windeatt
Fluency is usually defined in relation to temporal features such as speed of delivery and pauses, and such features are generally the focus of research on fluency. The reasons why pauses occur, however, have received much less attention. This study first explores the distribution and location of pauses in short academic presentations given by students as part of an English for academic purposes (EAP) course at an Australian university. This data is then used to investigate the reasons for a sample of those pauses, using the researchers’ interpretations, followed by student explanations in stimulated recall interviews (SRIs). The main findings provide confirmation that the location and the reasons for those pauses which are likely to affect the fluency of the presentations are a result not only of linguistic and cognitive issues, but also of psychological factors. The results underline the importance of taking all of these factors into account in EAP programmes by encouraging student awareness of their pausing behaviour, its causes, the effect on their audience, and of strategies for dealing with psycholinguistic, as well as linguistic and cognitive issues. The results confirm the value of SRI as a technique in exploring assumptions about the reasons for pauses, and the limitation of focusing solely on statistical analyses of pausing phenomena.
流畅性通常是根据时间特征（如语速和停顿）来定义的，这些特征通常是流畅性研究的重点。然而，停顿出现的原因却很少受到关注。本研究首先探讨了在澳大利亚一所大学的学术英语（EAP）课程中，学生在简短学术报告中停顿的分布和位置。然后，通过研究人员的解释和学生在刺激回忆访谈（SRIs）中的解释，利用这些数据对这些停顿的原因进行抽样调查。主要研究结果证实，停顿的位置和原因可能会影响演讲的流畅性，这不仅是语言和认知问题造成的，也是心理因素造成的。研究结果强调了在 EAP 课程中考虑所有这些因素的重要性，即鼓励学生意识到他们的停顿行为、停顿的原因、对听众的影响，以及处理心理语言、语言和认知问题的策略。研究结果证实了 SRI 作为一种技术在探索停顿原因假设方面的价值，以及仅关注停顿现象统计分析的局限性。
{"title":"Fluency issues in L2 academy presentations: Linguistic, cognitive and psychological influences on pausing behaviour","authors":"Heejin Chang, Scott Windeatt","doi":"10.1177/13621688241233718","DOIUrl":"https://doi.org/10.1177/13621688241233718","url":null,"abstract":"Fluency is usually defined in relation to temporal features such as speed of delivery and pauses, and such features are generally the focus of research on fluency. The reasons why pauses occur, however, have received much less attention. This study first explores the distribution and location of pauses in short academic presentations given by students as part of an English for academic purposes (EAP) course at an Australian university. This data is then used to investigate the reasons for a sample of those pauses, using the researchers’ interpretations, followed by student explanations in stimulated recall interviews (SRIs). The main findings provide confirmation that the location and the reasons for those pauses which are likely to affect the fluency of the presentations are a result not only of linguistic and cognitive issues, but also of psychological factors. The results underline the importance of taking all of these factors into account in EAP programmes by encouraging student awareness of their pausing behaviour, its causes, the effect on their audience, and of strategies for dealing with psycholinguistic, as well as linguistic and cognitive issues. The results confirm the value of SRI as a technique in exploring assumptions about the reasons for pauses, and the limitation of focusing solely on statistical analyses of pausing phenomena.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139976750","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 : 2024-02-22DOI: 10.1177/13621688241231453
Maura A. E. Pilotti, Huda Al-Mulhem, Khadija El Alaoui, Arifi N. Waked
Individual differences matter in foreign language writing. Yet, little information exists on female students in Saudi Arabia, a patriarchal society that is being re-engineered to foster gender equity. This study asked whether particular psychological dispositions can account for the performance in English composition of STEM (science, technology, engineering, and mathematics) and non-STEM Saudi female students (i.e. an understudied population whose first language is Arabic). Examined were dispositions such as anxiety, which was expected to be detrimental to attainment, and self-efficacy and emotional intelligence, which were expected to be beneficial. A sample of 430 Saudi female students for whom English was their second language was surveyed. Students had completed a required English composition course the previous semester. Cluster analysis illustrated three distinct groups of students. Students who did not report anxiety were either STEM or a subsection of non-STEM students. The remaining non-STEM students reported anxiety as well as lower self-efficacy, emotional intelligence, and writing attainment than the other two groups. Findings suggest that, within this particular understudied population, consideration of individual differences can inform the selection of remedies for at-risk students in English composition courses.
{"title":"Implications of dispositions for foreign language writing: The case of the Arabic–English learner","authors":"Maura A. E. Pilotti, Huda Al-Mulhem, Khadija El Alaoui, Arifi N. Waked","doi":"10.1177/13621688241231453","DOIUrl":"https://doi.org/10.1177/13621688241231453","url":null,"abstract":"Individual differences matter in foreign language writing. Yet, little information exists on female students in Saudi Arabia, a patriarchal society that is being re-engineered to foster gender equity. This study asked whether particular psychological dispositions can account for the performance in English composition of STEM (science, technology, engineering, and mathematics) and non-STEM Saudi female students (i.e. an understudied population whose first language is Arabic). Examined were dispositions such as anxiety, which was expected to be detrimental to attainment, and self-efficacy and emotional intelligence, which were expected to be beneficial. A sample of 430 Saudi female students for whom English was their second language was surveyed. Students had completed a required English composition course the previous semester. Cluster analysis illustrated three distinct groups of students. Students who did not report anxiety were either STEM or a subsection of non-STEM students. The remaining non-STEM students reported anxiety as well as lower self-efficacy, emotional intelligence, and writing attainment than the other two groups. Findings suggest that, within this particular understudied population, consideration of individual differences can inform the selection of remedies for at-risk students in English composition courses.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139938966","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 : 2024-02-21DOI: 10.1177/13621688241230945
Zia Tajeddin, Abbas Mansouri
Research into language teacher cognition has expanded over the past two decades. This line of inquiry has contributed to our understanding of teachers’ pedagogical beliefs and classroom behaviors. Whereas prior studies have investigated teachers’ cognition of tasks in task-based language teaching (TBLT), to date exploring their cognition in task-supported language teaching (TSLT), particularly in the Iranian context, has received scant attention. To fill this research gap, the present study aimed to provide insights into English as a foreign language (EFL) teachers’ cognition of tasks and task implementation in a TSLT setting. Data were collected through classroom observations and semi-structured interviews with four Iranian EFL teachers. Findings revealed that the teachers perceived tasks as a worthwhile area for their teaching as these pedagogical tools provide learners with opportunities to practice previously taught language items orally and enhance motivation and interaction among learners. However, the participants’ cognition of tasks and task implementation were not completely aligned with the conceptualizations proposed in the literature. On the other hand, there was a relatively strong consistency between teachers’ cognition of tasks and their task implementation practices. In light of the present findings, possible implications for teacher-preparation programs in TSLT including equipping teachers with professional knowledge about tasks and task implementation are presented.
{"title":"Teachers’ cognition and classroom implementation of tasks in task-supported language teaching (TSLT)","authors":"Zia Tajeddin, Abbas Mansouri","doi":"10.1177/13621688241230945","DOIUrl":"https://doi.org/10.1177/13621688241230945","url":null,"abstract":"Research into language teacher cognition has expanded over the past two decades. This line of inquiry has contributed to our understanding of teachers’ pedagogical beliefs and classroom behaviors. Whereas prior studies have investigated teachers’ cognition of tasks in task-based language teaching (TBLT), to date exploring their cognition in task-supported language teaching (TSLT), particularly in the Iranian context, has received scant attention. To fill this research gap, the present study aimed to provide insights into English as a foreign language (EFL) teachers’ cognition of tasks and task implementation in a TSLT setting. Data were collected through classroom observations and semi-structured interviews with four Iranian EFL teachers. Findings revealed that the teachers perceived tasks as a worthwhile area for their teaching as these pedagogical tools provide learners with opportunities to practice previously taught language items orally and enhance motivation and interaction among learners. However, the participants’ cognition of tasks and task implementation were not completely aligned with the conceptualizations proposed in the literature. On the other hand, there was a relatively strong consistency between teachers’ cognition of tasks and their task implementation practices. In light of the present findings, possible implications for teacher-preparation programs in TSLT including equipping teachers with professional knowledge about tasks and task implementation are presented.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139938973","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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