Pub Date : 2025-10-16DOI: 10.1177/13621688251374424
Guillaume Roux, Germana Carolina Soler Millán, Edward Zuleta Alonso
This research analyzes the impact of a pedagogical approach that integrates argumentation and emotional intelligence into the teaching of French literature in university-level French as a Foreign Language courses. The objective is to examine how this method may contribute to reducing conflictual behaviors and fostering micro-processes of peace in Colombia. The literature classroom thus serves as a testing ground within a university environment characterized by the presence of politically engaged student groups that occasionally express strong opposition to institutional decisions. Two pedagogical models were compared: a traditional approach focused on textual analysis and a new method centered on argumentation and emotional intelligence. The study uses a mixed-methods design combining academic assessments, Diploma in French Language Studies level B2 results, and qualitative interviews. Findings indicate that the new approach enhances oral argumentative skills and emotional regulation, although it may limit the depth of written literary analysis; it also appears effective in reducing conflictual behaviors within the classroom. The conclusions advocate for a hybrid model and explore its potential application to other academic disciplines and in broader spaces of public dialogue.
{"title":"French literature in the service of micro-processes of peace in Colombia: An approach through argumentation and emotional intelligence","authors":"Guillaume Roux, Germana Carolina Soler Millán, Edward Zuleta Alonso","doi":"10.1177/13621688251374424","DOIUrl":"https://doi.org/10.1177/13621688251374424","url":null,"abstract":"This research analyzes the impact of a pedagogical approach that integrates argumentation and emotional intelligence into the teaching of French literature in university-level French as a Foreign Language courses. The objective is to examine how this method may contribute to reducing conflictual behaviors and fostering micro-processes of peace in Colombia. The literature classroom thus serves as a testing ground within a university environment characterized by the presence of politically engaged student groups that occasionally express strong opposition to institutional decisions. Two pedagogical models were compared: a traditional approach focused on textual analysis and a new method centered on argumentation and emotional intelligence. The study uses a mixed-methods design combining academic assessments, Diploma in French Language Studies level B2 results, and qualitative interviews. Findings indicate that the new approach enhances oral argumentative skills and emotional regulation, although it may limit the depth of written literary analysis; it also appears effective in reducing conflictual behaviors within the classroom. The conclusions advocate for a hybrid model and explore its potential application to other academic disciplines and in broader spaces of public dialogue.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"1 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145311018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-15DOI: 10.1177/13621688251368635
In Ji (Sera) Chun
Research on group dynamic assessment has predominantly focused on whole-class mediation, with limited attention given to alternative formats such as in smaller groups. Grounded in sociocultural theory, the present study explored how a small-group online dynamic assessment using video conferencing (i.e., Zoom) and Google Docs enhanced the English academic writing abilities of university-level second language (L2) learners. Twelve students in an intermediate academic writing course were divided into four groups, each consisting of three to four students. An adjusted cumulative group dynamic assessment approach was implemented over three week cycles. The analysis examined both quantitative and qualitative changes in teacher mediation and student responsiveness, as observed in relevant episodes both within and across sessions. For the within-session analysis, students’ initial silences in response to teacher prompts gradually decreased, showing a linear progression toward different forms of self-regulation. This trend indicated overall growth in the group’s zone of proximal development. In contrast, the across-session analysis focused on one group member (Sam), who exhibited a less even developmental trajectory. Although the quantity of teacher mediation did not significantly change, the peer comments exchanged (a)synchronously and the qualitative shifts in Sam's responses to teacher mediation pointed to an emerging understanding of L2 writing concepts. Additionally, the online multimodal affordances of Google Docs and video conferencing further reinforced mediating opportunities that supported group collaboration. Overall, the findings underscore the pedagogical potential of a small-group online dynamic assessment for fostering L2 writing development.
{"title":"Exploring teacher mediation and learner responsiveness in small-group online dynamic assessment for L2 academic writing development","authors":"In Ji (Sera) Chun","doi":"10.1177/13621688251368635","DOIUrl":"https://doi.org/10.1177/13621688251368635","url":null,"abstract":"Research on group dynamic assessment has predominantly focused on whole-class mediation, with limited attention given to alternative formats such as in smaller groups. Grounded in sociocultural theory, the present study explored how a small-group online dynamic assessment using video conferencing (i.e., Zoom) and Google Docs enhanced the English academic writing abilities of university-level second language (L2) learners. Twelve students in an intermediate academic writing course were divided into four groups, each consisting of three to four students. An adjusted cumulative group dynamic assessment approach was implemented over three week cycles. The analysis examined both quantitative and qualitative changes in teacher mediation and student responsiveness, as observed in relevant episodes both within and across sessions. For the within-session analysis, students’ initial silences in response to teacher prompts gradually decreased, showing a linear progression toward different forms of self-regulation. This trend indicated overall growth in the group’s zone of proximal development. In contrast, the across-session analysis focused on one group member (Sam), who exhibited a less even developmental trajectory. Although the quantity of teacher mediation did not significantly change, the peer comments exchanged (a)synchronously and the qualitative shifts in Sam's responses to teacher mediation pointed to an emerging understanding of L2 writing concepts. Additionally, the online multimodal affordances of Google Docs and video conferencing further reinforced mediating opportunities that supported group collaboration. Overall, the findings underscore the pedagogical potential of a small-group online dynamic assessment for fostering L2 writing development.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"25 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145295989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-09DOI: 10.1177/13621688251372908
Hamish Gillies, Peter Roger
The second-language motivational self system has not only served to explain language learning motivation in a wide range of contexts; it has also offered the potential for guiding motivational interventions in institutional learning contexts in particular. Although multiple studies have trialed interventions designed to train learners in creating powerful visions of their ideal second-language self, such approaches have not only shown varied success, but have either ignored the second-language learning experience component or limited its construct to attitudes to the second-language learning process. In contrast, the current study, adopting a broader conception of the second-language learning experience as second-language autobiographical memory, explored the utility of an English-through-drama program not only as a lens for exploring second-language identity and motivation from a holistic second-language narrative identity perspective, but also as a tool for developing it through self-awareness promotion. Thematic analysis was conducted on the participants’ reflective journal data in response to the program’s three main drama-based task sequences, triangulated by a parallel analysis of the instructor’s reflective journal entries. The program was found to be effective in terms of: (a) clarifying, transforming, and reinforcing the participants’ sense of second-language self; (b) fostering near-peer relatedness and inspiration; and (c) enhancing language learning motivation through (a) and (b), as well as through experiences of novelty and agency.
{"title":"Behind the mask: Using a drama-based English-as-a-foreign-language program to explore and develop second-language identity and motivation in a Japanese undergraduate context","authors":"Hamish Gillies, Peter Roger","doi":"10.1177/13621688251372908","DOIUrl":"https://doi.org/10.1177/13621688251372908","url":null,"abstract":"The second-language motivational self system has not only served to explain language learning motivation in a wide range of contexts; it has also offered the potential for guiding motivational interventions in institutional learning contexts in particular. Although multiple studies have trialed interventions designed to train learners in creating powerful visions of their ideal second-language self, such approaches have not only shown varied success, but have either ignored the second-language learning experience component or limited its construct to attitudes to the second-language learning process. In contrast, the current study, adopting a broader conception of the second-language learning experience as second-language autobiographical memory, explored the utility of an English-through-drama program not only as a lens for exploring second-language identity and motivation from a holistic second-language narrative identity perspective, but also as a tool for developing it through self-awareness promotion. Thematic analysis was conducted on the participants’ reflective journal data in response to the program’s three main drama-based task sequences, triangulated by a parallel analysis of the instructor’s reflective journal entries. The program was found to be effective in terms of: (a) clarifying, transforming, and reinforcing the participants’ sense of second-language self; (b) fostering near-peer relatedness and inspiration; and (c) enhancing language learning motivation through (a) and (b), as well as through experiences of novelty and agency.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"22 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145246677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-09DOI: 10.1177/13621688251374430
Arathai Din Eak, Nagaletchimee Annamalai
This qualitative case study investigates the impact of multimodal feedback on the narrative writing development of undergraduate ESL students in an online learning context. Narrative writing requires the integration of linguistic accuracy, rhetorical organization, and emotional expression, areas where ESL learners often face significant challenges. Traditional written feedback, while useful, can lack the clarity, engagement, and personalization needed to support complex revisions. This study involved eight ESL undergraduates who completed three narrative writing tasks over a 14-week period, producing 48 essays in total. Each task included initial and revised drafts informed by multimodal feedback delivered via written comments, video conferencing sessions, and screencast recordings. Data were analyzed using qualitative content analysis guided by Labov and Waletzky’s narrative structure framework. The analysis focused on global aspects (e.g., coherence, story structure) and local aspects (e.g., grammar, vocabulary, and mechanics). Findings reveal that multimodal feedback enhanced grammatical accuracy, lexical sophistication, narrative coherence, and emotional depth. The dynamic nature of video and screencast feedback supported clearer understanding, deeper reflection, and more autonomous revisions. These results reinforce the Cognitive Theory of Multimedia Learning, demonstrating how multimodal channels support more effective cognitive processing. The study offers insights into how multimodal feedback can be strategically employed to foster meaningful writing improvement and learner engagement in technology-mediated ESL instruction.
{"title":"Enhancing ESL learners’ narrative writing proficiency: The role of multimodal online feedback","authors":"Arathai Din Eak, Nagaletchimee Annamalai","doi":"10.1177/13621688251374430","DOIUrl":"https://doi.org/10.1177/13621688251374430","url":null,"abstract":"This qualitative case study investigates the impact of multimodal feedback on the narrative writing development of undergraduate ESL students in an online learning context. Narrative writing requires the integration of linguistic accuracy, rhetorical organization, and emotional expression, areas where ESL learners often face significant challenges. Traditional written feedback, while useful, can lack the clarity, engagement, and personalization needed to support complex revisions. This study involved eight ESL undergraduates who completed three narrative writing tasks over a 14-week period, producing 48 essays in total. Each task included initial and revised drafts informed by multimodal feedback delivered via written comments, video conferencing sessions, and screencast recordings. Data were analyzed using qualitative content analysis guided by Labov and Waletzky’s narrative structure framework. The analysis focused on global aspects (e.g., coherence, story structure) and local aspects (e.g., grammar, vocabulary, and mechanics). Findings reveal that multimodal feedback enhanced grammatical accuracy, lexical sophistication, narrative coherence, and emotional depth. The dynamic nature of video and screencast feedback supported clearer understanding, deeper reflection, and more autonomous revisions. These results reinforce the Cognitive Theory of Multimedia Learning, demonstrating how multimodal channels support more effective cognitive processing. The study offers insights into how multimodal feedback can be strategically employed to foster meaningful writing improvement and learner engagement in technology-mediated ESL instruction.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"84 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145246760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-09DOI: 10.1177/13621688251368653
Inmaculada López-Solà, Fernando Lillo-Fuentes
Despite its widespread use, the efficacy of written corrective feedback (WCF) in foreign language teaching remains a subject of debate. Furthermore, methodological challenges involved in its study, especially concerning vocabulary development, have resulted in contradictory and inconclusive findings in the field. This article assesses the effects of five WCF formats on the lexical development of 21 C1-level adult learners of second language (L2) Spanish in a real classroom setting. On one hand, we analysed four different tasks written by the participants, totaling 84, in terms of lexical sophistication, diversity, density, and accuracy. On the other hand, for every lexical error found, we annotated and tracked its type, the WCF format provided by the teacher, and whether it was subsequently corrected or repeated by the participants. Moreover, through questionnaires and post-intervention debriefings, we collected data on participants’ habits, beliefs, and preferences regarding WCF and further inquired about their understanding and application of the WCF they had received. Our results reveal that the lexical error rate decreased throughout tasks without compromising lexical complexity. Metalinguistic WCF proved to be the most effective and was preferred by participants. The type of error made influenced both the efficacy of the correction format and its recurrence. Additionally, participant habits and preferences were more closely linked to performance than their beliefs were. Therefore, careful consideration of what and how to correct is essential to facilitate language uptake.
{"title":"‘Yes, I recall that mistake. I think about it every time I write estos now’: A case study on written corrective feedback and lexical development in L2 Spanish","authors":"Inmaculada López-Solà, Fernando Lillo-Fuentes","doi":"10.1177/13621688251368653","DOIUrl":"https://doi.org/10.1177/13621688251368653","url":null,"abstract":"Despite its widespread use, the efficacy of written corrective feedback (WCF) in foreign language teaching remains a subject of debate. Furthermore, methodological challenges involved in its study, especially concerning vocabulary development, have resulted in contradictory and inconclusive findings in the field. This article assesses the effects of five WCF formats on the lexical development of 21 C1-level adult learners of second language (L2) Spanish in a real classroom setting. On one hand, we analysed four different tasks written by the participants, totaling 84, in terms of lexical sophistication, diversity, density, and accuracy. On the other hand, for every lexical error found, we annotated and tracked its type, the WCF format provided by the teacher, and whether it was subsequently corrected or repeated by the participants. Moreover, through questionnaires and post-intervention debriefings, we collected data on participants’ habits, beliefs, and preferences regarding WCF and further inquired about their understanding and application of the WCF they had received. Our results reveal that the lexical error rate decreased throughout tasks without compromising lexical complexity. Metalinguistic WCF proved to be the most effective and was preferred by participants. The type of error made influenced both the efficacy of the correction format and its recurrence. Additionally, participant habits and preferences were more closely linked to performance than their beliefs were. Therefore, careful consideration of what and how to correct is essential to facilitate language uptake.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"73 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145255588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-09DOI: 10.1177/13621688251368646
Jing Liu, Wei Su
Feedback engagement is believed to play a critical role in facilitating learning outcomes. Nevertheless, in contexts other than second language writing, little is known about how learners engage with teacher oral feedback over time or how it influences learning outcomes. This is associated with a lack of proper instruments to probe into the implicit process of engagement. In an attempt to address these questions, this study adopted a longitudinal perspective enabled by screen-casts to explore feedback engagement of three interpreting learners concerning their oral interpreting performance (i.e. simultaneous interpreting), and the relationships between engagement and learning outcomes. Based on multiple data sources of screen-casts, cued retrospective interviews, and tests, it was found that participants’ feedback engagement was imbalanced across three feedback foci: language, content, and voice, as well as across the three cycles of data collection. Specifically, their behavioral engagement with feedback on language peaked at the beginning and the end of data collection, while their cognitive engagement remained stable over time. Furthermore, participants’ self-regulation and a lack of interpreting proficiency mediated their cognitive and behavioral engagement, particularly at the beginning and the end of data collection. In addition, feedback engagement generally resulted in improved learning outcomes, with affective and cognitive engagement playing a more pronounced role. Consequently, more attention should be diverted to boosting learners’ behavioral engagement in the middle of a learning period, while also attending to enhancing their interpreting proficiency and self-regulation. The dynamic nature of engagement also requires special consideration in future studies.
{"title":"Using screen-cast to explore language learners’ engagement with teacher oral feedback across time","authors":"Jing Liu, Wei Su","doi":"10.1177/13621688251368646","DOIUrl":"https://doi.org/10.1177/13621688251368646","url":null,"abstract":"Feedback engagement is believed to play a critical role in facilitating learning outcomes. Nevertheless, in contexts other than second language writing, little is known about how learners engage with teacher oral feedback over time or how it influences learning outcomes. This is associated with a lack of proper instruments to probe into the implicit process of engagement. In an attempt to address these questions, this study adopted a longitudinal perspective enabled by screen-casts to explore feedback engagement of three interpreting learners concerning their oral interpreting performance (i.e. simultaneous interpreting), and the relationships between engagement and learning outcomes. Based on multiple data sources of screen-casts, cued retrospective interviews, and tests, it was found that participants’ feedback engagement was imbalanced across three feedback foci: language, content, and voice, as well as across the three cycles of data collection. Specifically, their behavioral engagement with feedback on language peaked at the beginning and the end of data collection, while their cognitive engagement remained stable over time. Furthermore, participants’ self-regulation and a lack of interpreting proficiency mediated their cognitive and behavioral engagement, particularly at the beginning and the end of data collection. In addition, feedback engagement generally resulted in improved learning outcomes, with affective and cognitive engagement playing a more pronounced role. Consequently, more attention should be diverted to boosting learners’ behavioral engagement in the middle of a learning period, while also attending to enhancing their interpreting proficiency and self-regulation. The dynamic nature of engagement also requires special consideration in future studies.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"87 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145255590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-09DOI: 10.1177/13621688251371142
Nan Fang, Irina Elgort, Zhuo Chen
This study investigated the effects of different retrieval formats on the acquisition and processing automaticity of second language (L2) verb–noun collocations. Chinese learners of English completed retrieval practice that included a familiarization stage (using flashcards and form–meaning matching practice) and two spaced retrieval attempts (i.e. verb-retrieval-twice, noun-retrieval-twice, verb/noun-retrieval-once) with corrective feedback for each target collocation. In near-immediate and one-week delayed posttests, the acquisition of L2 collocations was assessed by an off-line form recall task (explicit knowledge), and the processing automaticity was operationalized as collocation processing advantage (automatized-explicit knowledge) in an online acceptability judgment task and collocation priming (implicit knowledge) in an online primed lexical decision task. Results showed that: (1) all retrieval formats led to the development of explicit knowledge, initial automatized-explicit knowledge, and implicit knowledge; (2) the formats involving noun retrieval were particularly effective in retaining automatized-explicit knowledge over time; (3) the verb-retrieval-twice format was most beneficial in developing implicit knowledge, as evidenced by the largest priming effects. The findings suggest that focusing learners’ attention on specific components of verb–noun collocations may yield different learning outcomes for the different types of collocational knowledge.
{"title":"Effects of retrieval formats on the acquisition and processing automaticity of L2 verb–noun collocations","authors":"Nan Fang, Irina Elgort, Zhuo Chen","doi":"10.1177/13621688251371142","DOIUrl":"https://doi.org/10.1177/13621688251371142","url":null,"abstract":"This study investigated the effects of different retrieval formats on the acquisition and processing automaticity of second language (L2) verb–noun collocations. Chinese learners of English completed retrieval practice that included a familiarization stage (using flashcards and form–meaning matching practice) and two spaced retrieval attempts (i.e. verb-retrieval-twice, noun-retrieval-twice, verb/noun-retrieval-once) with corrective feedback for each target collocation. In near-immediate and one-week delayed posttests, the acquisition of L2 collocations was assessed by an off-line form recall task (explicit knowledge), and the processing automaticity was operationalized as collocation processing advantage (automatized-explicit knowledge) in an online acceptability judgment task and collocation priming (implicit knowledge) in an online primed lexical decision task. Results showed that: (1) all retrieval formats led to the development of explicit knowledge, initial automatized-explicit knowledge, and implicit knowledge; (2) the formats involving noun retrieval were particularly effective in retaining automatized-explicit knowledge over time; (3) the verb-retrieval-twice format was most beneficial in developing implicit knowledge, as evidenced by the largest priming effects. The findings suggest that focusing learners’ attention on specific components of verb–noun collocations may yield different learning outcomes for the different types of collocational knowledge.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"71 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145255799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-07DOI: 10.1177/13621688251376945
Lindsey Brown, Margarita Pivovarova
As a critical means of communication, literacy is a highly rewarded skill in the workplace. It is widely accepted that literacy development depends on both external and internal factors. One external factor, the Home Literacy Environment (HLE), has been shown to significantly influence literacy growth. Using a student sample (N = 7,552 unweighted observations) from the 2016 Canadian Progress in International Reading Study (PIRLS) exam, we conduct a multiple regression analysis to address the following questions: (1) Is there a relationship between the home literacy environment and reading achievement among all students? and (2) Is this relationship different for students with immigrant or emergent bilingual status compared to Canadian-born students who speak the language of the test? Results indicate a positive and significant association between several elements of the HLE and reading achievement – particularly with formal HLE activities, student readiness, and positive student reading perceptions. We found no association between PIRLS scores and informal HLE activities, attending pre-primary education programs, or school context variables. The significance of these findings extends across subgroup status. Our results suggest that policymakers should allocate public resources to programs that support, develop, and sustain the Home Literacy Environment.
{"title":"Does the home literacy environment matter: Reading achievement of immigrant and emergent bilingual students in Canada","authors":"Lindsey Brown, Margarita Pivovarova","doi":"10.1177/13621688251376945","DOIUrl":"https://doi.org/10.1177/13621688251376945","url":null,"abstract":"As a critical means of communication, literacy is a highly rewarded skill in the workplace. It is widely accepted that literacy development depends on both external and internal factors. One external factor, the Home Literacy Environment (HLE), has been shown to significantly influence literacy growth. Using a student sample (N = 7,552 unweighted observations) from the 2016 Canadian Progress in International Reading Study (PIRLS) exam, we conduct a multiple regression analysis to address the following questions: (1) Is there a relationship between the home literacy environment and reading achievement among all students? and (2) Is this relationship different for students with immigrant or emergent bilingual status compared to Canadian-born students who speak the language of the test? Results indicate a positive and significant association between several elements of the HLE and reading achievement – particularly with formal HLE activities, student readiness, and positive student reading perceptions. We found no association between PIRLS scores and informal HLE activities, attending pre-primary education programs, or school context variables. The significance of these findings extends across subgroup status. Our results suggest that policymakers should allocate public resources to programs that support, develop, and sustain the Home Literacy Environment.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"112 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145241867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-01DOI: 10.1177/13621688251368641
Haijing Zhang, Fangwei Huang
Second language (L2) writing is a complex process involving cognitive, emotional, and linguistic activities, which might be shaped by learners’ personal traits and psychological states. However, limited effort has been devoted to reveal how different dimensions of writing self-efficacy and motivational constructs interact to influence positive L2 writing experiences, particularly in non-English contexts such as Chinese as a second language (CSL). To address this gap, this study draws on control-value theory to explore the influence of L2 writing self-efficacy (linguistic, performance, and self-regulatory efficacy) and motivational constructs (the ideal and ought-to L2 selves) on positive writing experience among CSL learners. This research employs a dual analytic approach, combining structural equation modeling (SEM) and psychological network analysis (PNA), to examine the linear and non-linear relationships among these variables. The SEM findings reveal that while the three dimensions of L2 writing self-efficacy significantly predict motivational constructs, they do not directly predict positive L2 writing experiences. The ideal and ought-to L2 selves mediate the relationship between L2 writing self-efficacy and positive L2 writing experience. PNA results further underscore the centrality of self-regulatory efficacy in shaping motivation and the writing process. This research contributes to the theoretical understanding of writing processes in the CSL context and offers valuable pedagogical implications for educators.
{"title":"Demystifying positive second language writing experience: The role of writing self-efficacy and motivational dynamics","authors":"Haijing Zhang, Fangwei Huang","doi":"10.1177/13621688251368641","DOIUrl":"https://doi.org/10.1177/13621688251368641","url":null,"abstract":"Second language (L2) writing is a complex process involving cognitive, emotional, and linguistic activities, which might be shaped by learners’ personal traits and psychological states. However, limited effort has been devoted to reveal how different dimensions of writing self-efficacy and motivational constructs interact to influence positive L2 writing experiences, particularly in non-English contexts such as Chinese as a second language (CSL). To address this gap, this study draws on control-value theory to explore the influence of L2 writing self-efficacy (linguistic, performance, and self-regulatory efficacy) and motivational constructs (the ideal and ought-to L2 selves) on positive writing experience among CSL learners. This research employs a dual analytic approach, combining structural equation modeling (SEM) and psychological network analysis (PNA), to examine the linear and non-linear relationships among these variables. The SEM findings reveal that while the three dimensions of L2 writing self-efficacy significantly predict motivational constructs, they do not directly predict positive L2 writing experiences. The ideal and ought-to L2 selves mediate the relationship between L2 writing self-efficacy and positive L2 writing experience. PNA results further underscore the centrality of self-regulatory efficacy in shaping motivation and the writing process. This research contributes to the theoretical understanding of writing processes in the CSL context and offers valuable pedagogical implications for educators.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"24 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145247682","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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