This study examines the degree to which low and high proficiency English as a foreign language (EFL) learners’ knowledge of base words (e.g. develop) overlaps with knowledge of their derivational forms (e.g. developer, redevelop) when reading. Low and high proficiency learners’ comprehension of derivational forms is also explored in relation to the frequency of occurrence of derivational forms and whether the derivational forms are presented with or without semantic context. A battery of meaning-recall tests measuring knowledge of base words and their derivational forms of varying frequencies of occurrence (high, mid, and low) in semantically contextualized and non-contextualized conditions were administered to 150 Japanese EFL learners. Results showed that learner knowledge of base words was not strongly indicative of equivalent knowledge of those base word’s derivational forms (i.e. low knowledge overlap). The analysis of knowledge overlap (Jaccard’s Index) showed that when participants knew a base word, they were likely to know its derivational form on average a little over 50% of the time. Mixed-effects ANOVA indicated that derivational forms’ frequency of occurrence in a written corpus strongly moderated their meaning recall. Learners’ lexical knowledge, however, only provided a negligible effect. Further, for both low and high proficiency learners, test items containing semantic context did not enhance learners’ meaning recall of derivational forms when reading.
{"title":"Examining EFL learners’ comprehension of derivational forms: The role of overlap with base word knowledge, word frequency, and contextual support","authors":"Brett Milliner, Kriss Lange, Joshua Matthews, Riko Umeki","doi":"10.1177/13621688231225704","DOIUrl":"https://doi.org/10.1177/13621688231225704","url":null,"abstract":"This study examines the degree to which low and high proficiency English as a foreign language (EFL) learners’ knowledge of base words (e.g. develop) overlaps with knowledge of their derivational forms (e.g. developer, redevelop) when reading. Low and high proficiency learners’ comprehension of derivational forms is also explored in relation to the frequency of occurrence of derivational forms and whether the derivational forms are presented with or without semantic context. A battery of meaning-recall tests measuring knowledge of base words and their derivational forms of varying frequencies of occurrence (high, mid, and low) in semantically contextualized and non-contextualized conditions were administered to 150 Japanese EFL learners. Results showed that learner knowledge of base words was not strongly indicative of equivalent knowledge of those base word’s derivational forms (i.e. low knowledge overlap). The analysis of knowledge overlap (Jaccard’s Index) showed that when participants knew a base word, they were likely to know its derivational form on average a little over 50% of the time. Mixed-effects ANOVA indicated that derivational forms’ frequency of occurrence in a written corpus strongly moderated their meaning recall. Learners’ lexical knowledge, however, only provided a negligible effect. Further, for both low and high proficiency learners, test items containing semantic context did not enhance learners’ meaning recall of derivational forms when reading.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139939019","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 : 2024-01-31DOI: 10.1177/13621688231224040
Ryotaro Hashizaki
In foreign or second language (L2) classrooms, learners often vocalize when learning new words. Indeed, previous studies have demonstrated that vocalization is effective for memorization and this is called the production effect (PE). Furthermore, PE has been observed in the learning of L2 word meanings as well. However, whether this can be applied to larger language items is unknown. Thus, the present study tested the effect of vocalization on learning L2 formulaic sequence (FS), a sequence of words such as collocations. To achieve this, the participants in the present study learned 90 verb–noun collocations and were tested on recognition of their forms and meanings both immediately and one week after the learning session. The result showed that vocalization enhances learning of forms and meanings of L2 FSs, and this effect is persistent over a one-week delay. This implies that PE is not affected by the nature of learned items and can be applied to larger units including L2 FSs such as collocations.
{"title":"Does vocalization enhance L2 formulaic sequence learning?","authors":"Ryotaro Hashizaki","doi":"10.1177/13621688231224040","DOIUrl":"https://doi.org/10.1177/13621688231224040","url":null,"abstract":"In foreign or second language (L2) classrooms, learners often vocalize when learning new words. Indeed, previous studies have demonstrated that vocalization is effective for memorization and this is called the production effect (PE). Furthermore, PE has been observed in the learning of L2 word meanings as well. However, whether this can be applied to larger language items is unknown. Thus, the present study tested the effect of vocalization on learning L2 formulaic sequence (FS), a sequence of words such as collocations. To achieve this, the participants in the present study learned 90 verb–noun collocations and were tested on recognition of their forms and meanings both immediately and one week after the learning session. The result showed that vocalization enhances learning of forms and meanings of L2 FSs, and this effect is persistent over a one-week delay. This implies that PE is not affected by the nature of learned items and can be applied to larger units including L2 FSs such as collocations.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139939009","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 : 2024-01-29DOI: 10.1177/13621688231221392
Mark Tutton, Doron L. Cohen
This article presents a small-scale study of students with medium to high levels of foreign language anxiety (FLA) enrolled in synchronous, online French classes at an Australian university. We conducted in-depth, semistructured interviews with 10 such students, focusing specifically on their experience with speaking activities and their perceptions of questions requiring self-disclosure that are routinely asked in foreign language classes. Thematic analysis was used to analyse the data. The findings reveal that students overwhelmingly prefer the physical classroom to the online environment, and that this is largely due to increased possibilities for easier interaction with fellow students. In addition, these students were all at ease with disclosing low-level personal information in class. This suggests that the social nature of language learning is a key feature of a positive second language (L2) learning experience. Second, all students had strategies in place to mitigate the negative effects of their FLA. These included not only preparation strategies (e.g. anticipating questions and preparing responses in advance) but also the use of technology (e.g. Google Translate and other online resources). We therefore suggest that low-level self-disclosure does not negatively impact students with moderate to high levels of FLA, and that technological tools provide useful scaffolds to support their learning and mitigate the negative effects of their FLA.
{"title":"Foreign language anxiety and self-disclosure in online university French classes","authors":"Mark Tutton, Doron L. Cohen","doi":"10.1177/13621688231221392","DOIUrl":"https://doi.org/10.1177/13621688231221392","url":null,"abstract":"This article presents a small-scale study of students with medium to high levels of foreign language anxiety (FLA) enrolled in synchronous, online French classes at an Australian university. We conducted in-depth, semistructured interviews with 10 such students, focusing specifically on their experience with speaking activities and their perceptions of questions requiring self-disclosure that are routinely asked in foreign language classes. Thematic analysis was used to analyse the data. The findings reveal that students overwhelmingly prefer the physical classroom to the online environment, and that this is largely due to increased possibilities for easier interaction with fellow students. In addition, these students were all at ease with disclosing low-level personal information in class. This suggests that the social nature of language learning is a key feature of a positive second language (L2) learning experience. Second, all students had strategies in place to mitigate the negative effects of their FLA. These included not only preparation strategies (e.g. anticipating questions and preparing responses in advance) but also the use of technology (e.g. Google Translate and other online resources). We therefore suggest that low-level self-disclosure does not negatively impact students with moderate to high levels of FLA, and that technological tools provide useful scaffolds to support their learning and mitigate the negative effects of their FLA.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139939044","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 : 2024-01-03DOI: 10.1177/13621688231219773
Ying Li
The present study aimed to investigate the effectiveness of an audio-visual high variability phonetic training (AV-HVPT) approach in improving the pronunciation of English interdental sounds /θ, ð/ and vowel /ɪ/ among a group of Chinese graduates. A total of 70 participants were randomly assigned to two groups: one received AV-HVPT instruction (Class 1) and the other one received traditional teacher-led instruction (Class 2). The overall findings showed that Class 1 significantly improved /θ, ð/ pronunciation but Class 2 did not. No improvement in /ɪ/ pronunciation was observed in either group. This may suggest that the effectiveness of the AV-HVPT approach in the classroom might be limited in the learning of sounds with salient articulatory gestures.
{"title":"Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom","authors":"Ying Li","doi":"10.1177/13621688231219773","DOIUrl":"https://doi.org/10.1177/13621688231219773","url":null,"abstract":"The present study aimed to investigate the effectiveness of an audio-visual high variability phonetic training (AV-HVPT) approach in improving the pronunciation of English interdental sounds /θ, ð/ and vowel /ɪ/ among a group of Chinese graduates. A total of 70 participants were randomly assigned to two groups: one received AV-HVPT instruction (Class 1) and the other one received traditional teacher-led instruction (Class 2). The overall findings showed that Class 1 significantly improved /θ, ð/ pronunciation but Class 2 did not. No improvement in /ɪ/ pronunciation was observed in either group. This may suggest that the effectiveness of the AV-HVPT approach in the classroom might be limited in the learning of sounds with salient articulatory gestures.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139387839","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 : 2023-12-19DOI: 10.1177/13621688231216869
Giulia Sulis
Given the complex language repertoire of a large number of students within Austrian schools, particularly in lower secondary schools, it would be critically important to understand their practices, attitudes, and beliefs towards the multiple languages they encounter in their different areas of life. In this study I redefine and expand on the construct of engagement with language to incorporate an investigation of the different languages (hereafter LX) that learners come into contact with in and outside of school. I propose the construct of ‘engagement with LX’ to depict how learners utilize, reflect on, and relate to the LX in their repertoires in all contexts of their lives, including English as a language of formal foreign language instruction. Participants in this study were nine learners from the same English class in an Austrian middle school. Data for this study were collected using a biodata questionnaire, classroom observations, video-audio recordings of the lesson, and semi-structured interviews. Findings revealed the complexity of learners’ multilingual lives within and beyond the classroom, as well as the interconnections between these domains. Findings have also shed light on the ways learners’ engagement with LX beyond the classroom can support their learning in the English classroom, and the kind of affordances for language learning they perceive across their multiple contexts. The study also offers practical implications in terms of how teachers can engage with learners’ whole LX repertoire to support their learning process.
{"title":"Exploring learner engagement with languages (LX) within and beyond the English classroom","authors":"Giulia Sulis","doi":"10.1177/13621688231216869","DOIUrl":"https://doi.org/10.1177/13621688231216869","url":null,"abstract":"Given the complex language repertoire of a large number of students within Austrian schools, particularly in lower secondary schools, it would be critically important to understand their practices, attitudes, and beliefs towards the multiple languages they encounter in their different areas of life. In this study I redefine and expand on the construct of engagement with language to incorporate an investigation of the different languages (hereafter LX) that learners come into contact with in and outside of school. I propose the construct of ‘engagement with LX’ to depict how learners utilize, reflect on, and relate to the LX in their repertoires in all contexts of their lives, including English as a language of formal foreign language instruction. Participants in this study were nine learners from the same English class in an Austrian middle school. Data for this study were collected using a biodata questionnaire, classroom observations, video-audio recordings of the lesson, and semi-structured interviews. Findings revealed the complexity of learners’ multilingual lives within and beyond the classroom, as well as the interconnections between these domains. Findings have also shed light on the ways learners’ engagement with LX beyond the classroom can support their learning in the English classroom, and the kind of affordances for language learning they perceive across their multiple contexts. The study also offers practical implications in terms of how teachers can engage with learners’ whole LX repertoire to support their learning process.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138960641","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 : 2023-12-18DOI: 10.1177/13621688231216199
Haijing Zhang, Fangwei Huang
Few previous studies have focused on the effect of online environment factors (teachers’ enthusiasm, group interaction, etc.) on learners’ willingness to communicate in the context of learning Chinese as a second language (CSL). To fill this gap, this study investigated 471 CSL learners (1) to explore the mediating role of online learning enjoyment and perceived group interaction on the perception of teachers’ enthusiasm and willingness to communicate in L2 in online CSL classes; and (2) to clarify whether gender, weekly self-online learning time and learning achievement moderate those relations. A moderated mediation structural equation model with good fitness revealed that both perceived group interaction and online learning enjoyment fully mediated the relationship between perceived teachers’ enthusiasm and willingness to communicate in L2, with perceived group interaction being a more vital mediator than learning enjoyment. The results illustrated that the structural mediating relationships significantly differ across genders, weekly self-learning times, and learners with different learning achievements. The findings advance the understanding of the pyramid model of willingness to communicate in online L2 learning and provide significant pedagogical implications.
{"title":"Perceived teachers’ enthusiasm and willingness to communicate in the online class: The mediating role of learning enjoyment and group interaction for Chinese as a second language","authors":"Haijing Zhang, Fangwei Huang","doi":"10.1177/13621688231216199","DOIUrl":"https://doi.org/10.1177/13621688231216199","url":null,"abstract":"Few previous studies have focused on the effect of online environment factors (teachers’ enthusiasm, group interaction, etc.) on learners’ willingness to communicate in the context of learning Chinese as a second language (CSL). To fill this gap, this study investigated 471 CSL learners (1) to explore the mediating role of online learning enjoyment and perceived group interaction on the perception of teachers’ enthusiasm and willingness to communicate in L2 in online CSL classes; and (2) to clarify whether gender, weekly self-online learning time and learning achievement moderate those relations. A moderated mediation structural equation model with good fitness revealed that both perceived group interaction and online learning enjoyment fully mediated the relationship between perceived teachers’ enthusiasm and willingness to communicate in L2, with perceived group interaction being a more vital mediator than learning enjoyment. The results illustrated that the structural mediating relationships significantly differ across genders, weekly self-learning times, and learners with different learning achievements. The findings advance the understanding of the pyramid model of willingness to communicate in online L2 learning and provide significant pedagogical implications.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138994970","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 : 2023-12-15DOI: 10.1177/13621688231216044
M. Cárdenas-Claros, T. Sydorenko, E. Huntley, Maribel Montero Perez
Multimodal input – which combines written, auditory, and/or visual modalities – is pervasive in everyday life and could serve as a source of rich input in language teaching. In recent years, research has determined that vocabulary learning is one of the clear benefits of being exposed to such input. Regrettably, only a handful of studies have investigated whether and how second language (L2) teachers approach multimodal input in teaching. To further contribute to the research–practice dialogue, we examined factors that influence L2 teachers’ use of multimodal input in L2 teaching. This qualitative case study presents an in-depth analysis of interview data derived from 21 practitioners in various L2 teaching contexts globally. Following three rounds of data analysis, 24 factors were identified and are presented in four themes. The results indicate that teachers: (1) paid close attention to their students’ needs and goals; (2) drew on their own learning and teaching experiences and training supported by research-based practices; (3) relied on sound pedagogical principles; and (4) faced a number of contextual challenges relevant to their curricula and teaching contexts.
{"title":"Teachers’ voices on multimodal input for second or foreign language learning","authors":"M. Cárdenas-Claros, T. Sydorenko, E. Huntley, Maribel Montero Perez","doi":"10.1177/13621688231216044","DOIUrl":"https://doi.org/10.1177/13621688231216044","url":null,"abstract":"Multimodal input – which combines written, auditory, and/or visual modalities – is pervasive in everyday life and could serve as a source of rich input in language teaching. In recent years, research has determined that vocabulary learning is one of the clear benefits of being exposed to such input. Regrettably, only a handful of studies have investigated whether and how second language (L2) teachers approach multimodal input in teaching. To further contribute to the research–practice dialogue, we examined factors that influence L2 teachers’ use of multimodal input in L2 teaching. This qualitative case study presents an in-depth analysis of interview data derived from 21 practitioners in various L2 teaching contexts globally. Following three rounds of data analysis, 24 factors were identified and are presented in four themes. The results indicate that teachers: (1) paid close attention to their students’ needs and goals; (2) drew on their own learning and teaching experiences and training supported by research-based practices; (3) relied on sound pedagogical principles; and (4) faced a number of contextual challenges relevant to their curricula and teaching contexts.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138999915","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 : 2023-12-14DOI: 10.1177/13621688231213030
Jiajing Li, Ronnel B. King, Chuang Wang
Past studies have shown gender differences among English as a foreign language (EFL) learners. However, most of these studies have focused on mean-level differences using variable-centered analyses. Studies have seldom explored similarities and differences in motivational profiles using person-centered approaches. To bridge this gap, we examined the motivational profiles of boys and girls and explored how these profiles were associated with basic psychological needs support, and academic achievement. A total of 582 Chinese EFL learners participated in the study. Profiles were created based on students’ scores on autonomous and controlled motivation. Results indicated that four distinct profiles emerged for both boys and girls: ‘low quantity motivation’ (low autonomous and controlled motivation), ‘poor quality motivation’ (low autonomous but high controlled motivation), ‘moderate motivation’ (moderate autonomous and controlled motivation), and ‘high quantity motivation’ (high autonomous and controlled motivation) EFL learners. Specifically, the ‘moderate motivation’ group had different levels of autonomous and controlled motivation, with boys exhibiting a higher controlled motivation and girls scoring higher in autonomous motivation. There was also a higher prevalence of ‘poor quality’ motivation among boys. Predictors of profile membership varied across genders. Competence was a stronger predictor of profile membership for boys but autonomy and relatedness were stronger predictors for girls. Theoretical and practical implications are discussed.
{"title":"Motivational profiles of EFL learners: A person-centered approach to uncovering gender differences","authors":"Jiajing Li, Ronnel B. King, Chuang Wang","doi":"10.1177/13621688231213030","DOIUrl":"https://doi.org/10.1177/13621688231213030","url":null,"abstract":"Past studies have shown gender differences among English as a foreign language (EFL) learners. However, most of these studies have focused on mean-level differences using variable-centered analyses. Studies have seldom explored similarities and differences in motivational profiles using person-centered approaches. To bridge this gap, we examined the motivational profiles of boys and girls and explored how these profiles were associated with basic psychological needs support, and academic achievement. A total of 582 Chinese EFL learners participated in the study. Profiles were created based on students’ scores on autonomous and controlled motivation. Results indicated that four distinct profiles emerged for both boys and girls: ‘low quantity motivation’ (low autonomous and controlled motivation), ‘poor quality motivation’ (low autonomous but high controlled motivation), ‘moderate motivation’ (moderate autonomous and controlled motivation), and ‘high quantity motivation’ (high autonomous and controlled motivation) EFL learners. Specifically, the ‘moderate motivation’ group had different levels of autonomous and controlled motivation, with boys exhibiting a higher controlled motivation and girls scoring higher in autonomous motivation. There was also a higher prevalence of ‘poor quality’ motivation among boys. Predictors of profile membership varied across genders. Competence was a stronger predictor of profile membership for boys but autonomy and relatedness were stronger predictors for girls. Theoretical and practical implications are discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139001793","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 : 2023-12-14DOI: 10.1177/13621688231215276
Jinfen Xu, Jiaqi Yang, Dengke He
Student engagement has long been recognized as a vital predictor of academic success, but how it associates with control-value appraisals and academic emotions of Chinese undergraduates of English as a foreign language (EFL) is underexplored. This article hence invoked the control-value theory and investigated the general profile of Chinese undergraduates’ control-value appraisals, academic emotions and student engagement in English learning, and the interrelationships between the three constructs. Descriptive statistics of the questionnaire data revealed that the 323 undergraduate participants generally showed a moderate level of control-value appraisals and engagement in English learning; furthermore, they experienced a variety of academic emotions, with positive emotions as more frequently experienced than negative ones. Correlation and regression analyses uncovered the significant predictive effect of control-value appraisals on academic emotions, and their profound impact on student engagement. Additionally, the influence of English control-value appraisals on student engagement was found to be mediated by academic emotions, with positive ones positively mediating and negative ones negatively mediating between the two. This study fills the research gap on related topics, and provides relevant pedagogical implications for EFL teaching at the tertiary level.
{"title":"Control-value appraisals, academic emotions, and student engagement: A case of Chinese EFL undergraduates","authors":"Jinfen Xu, Jiaqi Yang, Dengke He","doi":"10.1177/13621688231215276","DOIUrl":"https://doi.org/10.1177/13621688231215276","url":null,"abstract":"Student engagement has long been recognized as a vital predictor of academic success, but how it associates with control-value appraisals and academic emotions of Chinese undergraduates of English as a foreign language (EFL) is underexplored. This article hence invoked the control-value theory and investigated the general profile of Chinese undergraduates’ control-value appraisals, academic emotions and student engagement in English learning, and the interrelationships between the three constructs. Descriptive statistics of the questionnaire data revealed that the 323 undergraduate participants generally showed a moderate level of control-value appraisals and engagement in English learning; furthermore, they experienced a variety of academic emotions, with positive emotions as more frequently experienced than negative ones. Correlation and regression analyses uncovered the significant predictive effect of control-value appraisals on academic emotions, and their profound impact on student engagement. Additionally, the influence of English control-value appraisals on student engagement was found to be mediated by academic emotions, with positive ones positively mediating and negative ones negatively mediating between the two. This study fills the research gap on related topics, and provides relevant pedagogical implications for EFL teaching at the tertiary level.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138972398","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 : 2023-12-09DOI: 10.1177/13621688231214910
Carrie Xin Peng, N. Storch, Ute Knoch
Despite the proliferation of research on how second language (L2) learners engage with feedback on L2 writing in recent years, little is known about how young and low-proficiency L2 learners process teacher feedback. The present study investigated how Chinese lower-secondary school learners of English as a foreign language (EFL) cognitively and behaviourally engaged with teacher feedback in two conditions: individual written languaging and collaborative oral languaging. Eighty-one students (aged 13–14 years, A1–A2 English proficiency) from two classes and two English teachers at a public lower-secondary school in China participated in this study. Comprehensive teacher feedback (focusing on language errors, content, and organization) was provided to students on three writing tasks completed over six weeks. Findings showed that collaborative processing of teacher feedback elicited students’ deeper cognitive processing, drew their attention to issues beyond linguistic errors and encouraged learner autonomy. On the other hand, individual written languaging promoted students’ noticing of teacher feedback in their languaging process, although with a primary focus on grammar and mechanics. Written languaging also enabled students to act on more teacher feedback points in their revisions than the collaborative processing condition. Pedagogical implications from the comparison of the two feedback processing conditions are discussed.
{"title":"Greater coverage vs. deeper processing? Comparing individual and collaborative processing of teacher feedback","authors":"Carrie Xin Peng, N. Storch, Ute Knoch","doi":"10.1177/13621688231214910","DOIUrl":"https://doi.org/10.1177/13621688231214910","url":null,"abstract":"Despite the proliferation of research on how second language (L2) learners engage with feedback on L2 writing in recent years, little is known about how young and low-proficiency L2 learners process teacher feedback. The present study investigated how Chinese lower-secondary school learners of English as a foreign language (EFL) cognitively and behaviourally engaged with teacher feedback in two conditions: individual written languaging and collaborative oral languaging. Eighty-one students (aged 13–14 years, A1–A2 English proficiency) from two classes and two English teachers at a public lower-secondary school in China participated in this study. Comprehensive teacher feedback (focusing on language errors, content, and organization) was provided to students on three writing tasks completed over six weeks. Findings showed that collaborative processing of teacher feedback elicited students’ deeper cognitive processing, drew their attention to issues beyond linguistic errors and encouraged learner autonomy. On the other hand, individual written languaging promoted students’ noticing of teacher feedback in their languaging process, although with a primary focus on grammar and mechanics. Written languaging also enabled students to act on more teacher feedback points in their revisions than the collaborative processing condition. Pedagogical implications from the comparison of the two feedback processing conditions are discussed.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":null,"pages":null},"PeriodicalIF":4.2,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138585719","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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