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}
Pub Date : 2025-10-01DOI: 10.1177/13621688251371006
Jacqueline Zammit
This study investigates the challenges and pedagogical strategies in teaching Maltese as a second language (ML2) to international adults in Malta’s multilingual context. With both Maltese and English as official languages, the rise in migrant populations since 2014 has created a need for effective ML2 instruction, leading to the development of new teaching approaches and teacher training initiatives starting in 2018. Through qualitative research involving 36 experienced Maltese language teachers, the study examines the use of plurilingual approaches, the role of heritage languages in language transfer, and the challenges posed by the lack of digital resources, such as language-specific apps, films, and immersive technologies like virtual reality. Findings reveal the potential of leveraging learners’ first languages to aid comprehension, alongside the importance of inclusive strategies in multilingual classrooms. The study also identifies the urgent need for investment in digital tools and platforms to support learner engagement and autonomy. It concludes by emphasising the value of pedagogical innovation, enhanced digital access, and the strategic use of learners’ linguistic repertoires to strengthen outcomes in ML2 acquisition and integration.
{"title":"Cultivating the linguistic garden: Exploring the pedagogical approaches and challenges in teaching Maltese as a second language to international adults","authors":"Jacqueline Zammit","doi":"10.1177/13621688251371006","DOIUrl":"https://doi.org/10.1177/13621688251371006","url":null,"abstract":"This study investigates the challenges and pedagogical strategies in teaching Maltese as a second language (ML2) to international adults in Malta’s multilingual context. With both Maltese and English as official languages, the rise in migrant populations since 2014 has created a need for effective ML2 instruction, leading to the development of new teaching approaches and teacher training initiatives starting in 2018. Through qualitative research involving 36 experienced Maltese language teachers, the study examines the use of plurilingual approaches, the role of heritage languages in language transfer, and the challenges posed by the lack of digital resources, such as language-specific apps, films, and immersive technologies like virtual reality. Findings reveal the potential of leveraging learners’ first languages to aid comprehension, alongside the importance of inclusive strategies in multilingual classrooms. The study also identifies the urgent need for investment in digital tools and platforms to support learner engagement and autonomy. It concludes by emphasising the value of pedagogical innovation, enhanced digital access, and the strategic use of learners’ linguistic repertoires to strengthen outcomes in ML2 acquisition and integration.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"8 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145254564","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 : 2025-09-30DOI: 10.1177/13621688251369608
Xiaomei Sun
This longitudinal case study explores the adaptation process of an experienced English as a foreign language (EFL) teacher in a volunteer teaching environment. The primary objective is to identify the characteristics of language teacher adaptive expertise and the potential factors influencing its development. Data were collected through 75 teacher reflective journal entries, two semistructured interviews, students’ works, and relevant teaching materials. Data analysis followed the 6-step approach of thematic analysis. The findings of the study have been translated into a model for the development of adaptive expertise. This model accentuates individual and institutional characteristics as basis factors. Moreover, the model emphasizes continuous learning and student nurturing (i.e., how teachers can draw inspiration and strength from students’ performance and progress) as process factors. Implications of the study include strategies for organizing group reflection in large classes and teachers’ contribution to and benefits from community building. In addition, this study identifies some practical strategies for teacher–AI collaboration.
{"title":"Language teacher adaptive expertise: A case study of a volunteer EFL teacher","authors":"Xiaomei Sun","doi":"10.1177/13621688251369608","DOIUrl":"https://doi.org/10.1177/13621688251369608","url":null,"abstract":"This longitudinal case study explores the adaptation process of an experienced English as a foreign language (EFL) teacher in a volunteer teaching environment. The primary objective is to identify the characteristics of language teacher adaptive expertise and the potential factors influencing its development. Data were collected through 75 teacher reflective journal entries, two semistructured interviews, students’ works, and relevant teaching materials. Data analysis followed the 6-step approach of thematic analysis. The findings of the study have been translated into a model for the development of adaptive expertise. This model accentuates individual and institutional characteristics as basis factors. Moreover, the model emphasizes continuous learning and student nurturing (i.e., how teachers can draw inspiration and strength from students’ performance and progress) as process factors. Implications of the study include strategies for organizing group reflection in large classes and teachers’ contribution to and benefits from community building. In addition, this study identifies some practical strategies for teacher–AI collaboration.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"11 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145254562","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 : 2025-09-30DOI: 10.1177/13621688251368636
Nursaid Nursaid, Bima Mhd Ghaluh, Ella Wulandari
This study investigates the impact of an artificial intelligence (AI) assistant on reader response theory in novel analysis using a mixed-methods approach. It examines how AI-generated real-time feedback, powered by advanced machine learning and natural language processing, enhances interpretive possibilities beyond conventional methods, aligning with reader response theory’s emphasis on reader-text interaction. The AI assistant, designed with Real-Time Theme Identification, Character Relationship Mapping, Symbolism Detection, and Interactive Literary Simulation, supports nuanced interpretations, uncovers underlying patterns, and fosters deeper engagement with literary texts. Participants ( n = 100), aged 15–18 years, were divided into an experimental group ( n = 50), which used the AI assistant for novel analysis, and a control group ( n = 50), which relied on traditional literary analysis methods. Quantitative data were collected through pre- and post-study assessments of participants’ interpretive skills, measured on a 100-point scale, while qualitative insights were gathered via in-depth interviews and focus groups. The AI’s effectiveness in interpretive skills and comprehension was evaluated by comparing outcomes between groups. The results show that the experimental group markedly outperformed the control group, with a mean increase in interpretation scores from 70.5 (SD = 6.1) to 85.2 (SD = 5.8; t (49) = 5.23, p < .001), reflecting a 20.8% improvement in identifying textual connections and a 15% increase in offering diverse perspectives. In contrast, the control group’s scores rose modestly from 69.8 (SD = 6.3) to 75.1 (SD = 6.2; t (49) = 2.14, p < .05), showing only a 7.6% improvement in textual connections and a 5% increase in diverse perspectives. Qualitative findings indicated improved comprehension, critical thinking, motivation, and emotional engagement, with 80% of participants reporting increased analytical confidence due to the AI assistant. These results suggest that AI integration advances reader response theory, improves interpretation, and enhances accessibility for diverse students in digital literary education.
本研究采用混合方法探讨了人工智能（AI）助手对小说分析中读者反应理论的影响。它研究了人工智能生成的实时反馈，由先进的机器学习和自然语言处理提供支持，如何增强传统方法之外的解释可能性，与读者反应理论对读者-文本交互的强调保持一致。这款人工智能助手具有实时主题识别、角色关系映射、符号检测和交互式文学模拟功能，支持细致入微的解读，揭示潜在的模式，并促进与文学文本的更深入接触。参与者（n = 100），年龄在15-18岁之间，分为实验组（n = 50）和对照组（n = 50），实验组使用人工智能助手进行小说分析，对照组使用传统的文学分析方法。定量数据是通过研究前和研究后对参与者解释技能的评估收集的，以100分制衡量，而定性见解是通过深入访谈和焦点小组收集的。通过比较各组之间的结果来评估人工智能在解释技能和理解方面的有效性。结果表明，实验组的表现明显优于对照组，口译分数平均从70.5 （SD = 6.1）提高到85.2 (SD = 5.8; t (49) = 5.23, p < .001)，反映了识别文本连接方面提高了20.8%，提供多样化视角方面提高了15%。相比之下，对照组的得分从69.8 （SD = 6.3）小幅上升到75.1 (SD = 6.2; t (49) = 2.14, p < 0.05)，显示文本连接仅提高了7.6%，多样化视角仅提高了5%。定性研究结果表明，人工智能助手提高了理解能力、批判性思维、动机和情感投入，80%的参与者报告说，人工智能助手提高了他们的分析信心。这些结果表明，人工智能集成推进了读者反应理论，改善了解释，并增强了数字文学教育中不同学生的可及性。
{"title":"An artificial intelligence assistant to reader response theory: Pioneering novel analysis in the digital age","authors":"Nursaid Nursaid, Bima Mhd Ghaluh, Ella Wulandari","doi":"10.1177/13621688251368636","DOIUrl":"https://doi.org/10.1177/13621688251368636","url":null,"abstract":"This study investigates the impact of an artificial intelligence (AI) assistant on reader response theory in novel analysis using a mixed-methods approach. It examines how AI-generated real-time feedback, powered by advanced machine learning and natural language processing, enhances interpretive possibilities beyond conventional methods, aligning with reader response theory’s emphasis on reader-text interaction. The AI assistant, designed with Real-Time Theme Identification, Character Relationship Mapping, Symbolism Detection, and Interactive Literary Simulation, supports nuanced interpretations, uncovers underlying patterns, and fosters deeper engagement with literary texts. Participants ( <jats:italic>n</jats:italic> = 100), aged 15–18 years, were divided into an experimental group ( <jats:italic>n</jats:italic> = 50), which used the AI assistant for novel analysis, and a control group ( <jats:italic>n</jats:italic> = 50), which relied on traditional literary analysis methods. Quantitative data were collected through pre- and post-study assessments of participants’ interpretive skills, measured on a 100-point scale, while qualitative insights were gathered via in-depth interviews and focus groups. The AI’s effectiveness in interpretive skills and comprehension was evaluated by comparing outcomes between groups. The results show that the experimental group markedly outperformed the control group, with a mean increase in interpretation scores from 70.5 (SD = 6.1) to 85.2 (SD = 5.8; <jats:italic>t</jats:italic> (49) = 5.23, <jats:italic>p</jats:italic> < .001), reflecting a 20.8% improvement in identifying textual connections and a 15% increase in offering diverse perspectives. In contrast, the control group’s scores rose modestly from 69.8 (SD = 6.3) to 75.1 (SD = 6.2; <jats:italic>t</jats:italic> (49) = 2.14, <jats:italic>p</jats:italic> < .05), showing only a 7.6% improvement in textual connections and a 5% increase in diverse perspectives. Qualitative findings indicated improved comprehension, critical thinking, motivation, and emotional engagement, with 80% of participants reporting increased analytical confidence due to the AI assistant. These results suggest that AI integration advances reader response theory, improves interpretation, and enhances accessibility for diverse students in digital literary education.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"28 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145254565","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 : 2025-09-30DOI: 10.1177/13621688251368651
Mateusz Pietraszek
This study examines the effect of the listener’s mother tongue and competency level in second language (L2) English and L2 Spanish on the pronunciation ratings of Spanish-accented English. Pronunciation is operationalized by means of three constructs: intelligibility, comprehensibility and foreign-accentedness. Stimuli from 60 Spanish speakers of advanced English (levels B2–C2) were collected at a Spanish university. Subsequently, their speech samples were judged by 330 native and non-native speakers of English (Spanish, Polish and Other L1s) in an online test. Differences in intelligibility scores were associated with the listeners’ mother tongue, their English level, and their knowledge of Spanish with native English speakers outperforming all other groups. Foreign-accentedness was also affected by the listeners’ mother tongue: the Spanish listeners were the harshest accentedness judges although their understanding of the samples was not significantly hindered, which may suggest negative in-group attitudes towards Spanish-accented English among Spanish speakers. The native English listeners, conversely, were the most lenient raters. Moreover, comprehensibility differences were associated with the listeners’ mother tongue and their English level. Thus, evidence was found to support the existence of an interlanguage speech comprehensibility and intelligibility benefits, which stresses the role of the listener’s language background and their attitudes towards English as an international language.
{"title":"Intelligibility benefits and attitudinal disadvantages? The listener’s mother tongue and level as variables affecting the pronunciation ratings of Spanish speakers’ English","authors":"Mateusz Pietraszek","doi":"10.1177/13621688251368651","DOIUrl":"https://doi.org/10.1177/13621688251368651","url":null,"abstract":"This study examines the effect of the listener’s mother tongue and competency level in second language (L2) English and L2 Spanish on the pronunciation ratings of Spanish-accented English. Pronunciation is operationalized by means of three constructs: intelligibility, comprehensibility and foreign-accentedness. Stimuli from 60 Spanish speakers of advanced English (levels B2–C2) were collected at a Spanish university. Subsequently, their speech samples were judged by 330 native and non-native speakers of English (Spanish, Polish and Other L1s) in an online test. Differences in intelligibility scores were associated with the listeners’ mother tongue, their English level, and their knowledge of Spanish with native English speakers outperforming all other groups. Foreign-accentedness was also affected by the listeners’ mother tongue: the Spanish listeners were the harshest accentedness judges although their understanding of the samples was not significantly hindered, which may suggest negative in-group attitudes towards Spanish-accented English among Spanish speakers. The native English listeners, conversely, were the most lenient raters. Moreover, comprehensibility differences were associated with the listeners’ mother tongue and their English level. Thus, evidence was found to support the existence of an interlanguage speech comprehensibility and intelligibility benefits, which stresses the role of the listener’s language background and their attitudes towards English as an international language.","PeriodicalId":47852,"journal":{"name":"Language Teaching Research","volume":"114 1","pages":""},"PeriodicalIF":4.2,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145254607","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：