In this brief forum article, I draw from the disciplinary orientation of linguistic anthropology to discuss how a collection of linguistic and semiotic resources gets enregistered as the “language” for specific communicative activities. Enregisterment is an ongoing social and ideological process whereby a semiotic corpus gets identified as conventional for an activity or identity (see Agha, 2005). At a larger scale of consideration, it can also help explain what is identified as “English” in any given time and place. It is more appropriate to focus on communicative activity as the unit of analysis for the diverse semiotic resources constituting it, rather than assuming a labeled language as the starting point for our teaching or research. In place of relying on formal proficiency in English grammar, which might have variable relevance in communicative practices, we must prepare students for the diverse semiotic repertoires needed for their purposes and develop in them the dispositions to always attune to the mix of entangled resources in any activity.
{"title":"Diversifying “English” at the Decolonial Turn","authors":"Suresh Canagarajah","doi":"10.1002/tesq.3306","DOIUrl":"https://doi.org/10.1002/tesq.3306","url":null,"abstract":"In this brief forum article, I draw from the disciplinary orientation of linguistic anthropology to discuss how a collection of linguistic and semiotic resources gets <i>enregistered</i> as the “language” for specific communicative activities. Enregisterment is an ongoing social and ideological process whereby a semiotic corpus gets identified as conventional for an activity or identity (see Agha, 2005). At a larger scale of consideration, it can also help explain what is identified as “English” in any given time and place. It is more appropriate to focus on communicative <i>activity</i> as the unit of analysis for the diverse semiotic resources constituting it, rather than assuming a labeled language as the starting point for our teaching or research. In place of relying on formal proficiency in English grammar, which might have variable relevance in communicative practices, we must prepare students for the diverse semiotic repertoires needed for their purposes and develop in them the dispositions to always attune to the mix of entangled resources in any activity.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"9 5","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139461701","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}
Although Global Englishes (GE) research continues to grow in English language teaching (ELT), the role of technology in enhancing GE awareness remains underexplored. Addressing this gap, the study investigates the potential of English as a lingua franca (ELF) interactions with artificial intelligence (AI) chatbots in raising GE awareness. Using a quasi-experimental design, 97 South Korean pre-service English teachers were divided into a control group (CG, n = 32) and two experimental groups (EG1, n = 31; EG2, n = 34) for 16-week teacher-training courses. The CG received no GE instruction, while EG1 conducted a presentation task and EG2 interacted with AI chatbots in 3D metaverse environments. We used a mixed-methods approach of pre- and post-test surveys and interviews. ANCOVA results for survey data showed that both tasks had positive effects on all facets of GE awareness (e.g., acceptance of one's local English, acceptance of other Englishes, native-speakerism, ELF confidence and intention, and willingness to incorporate GELT into teaching), with the AI chatbot task exerting a stronger effect on ELF confidence and intention. For practical implications, the findings outlined pedagogical strategies for integrating GELT into computer-assisted (CA) language learning. Theoretically, we proposed the CA-GELT approach for future research in the era of generative AI technology.
{"title":"Enhancing Pre-Service Teachers' Global Englishes Awareness with Technology: A Focus on AI Chatbots in 3D Metaverse Environments","authors":"Seongyong Lee, Jaeho Jeon, Hohsung Choe","doi":"10.1002/tesq.3300","DOIUrl":"https://doi.org/10.1002/tesq.3300","url":null,"abstract":"Although Global Englishes (GE) research continues to grow in English language teaching (ELT), the role of technology in enhancing GE awareness remains underexplored. Addressing this gap, the study investigates the potential of English as a lingua franca (ELF) interactions with artificial intelligence (AI) chatbots in raising GE awareness. Using a quasi-experimental design, 97 South Korean pre-service English teachers were divided into a control group (CG, <i>n</i> = 32) and two experimental groups (EG1, <i>n</i> = 31; EG2, <i>n</i> = 34) for 16-week teacher-training courses. The CG received no GE instruction, while EG1 conducted a presentation task and EG2 interacted with AI chatbots in 3D metaverse environments. We used a mixed-methods approach of pre- and post-test surveys and interviews. ANCOVA results for survey data showed that both tasks had positive effects on all facets of GE awareness (e.g., acceptance of one's local English, acceptance of other Englishes, native-speakerism, ELF confidence and intention, and willingness to incorporate GELT into teaching), with the AI chatbot task exerting a stronger effect on ELF confidence and intention. For practical implications, the findings outlined pedagogical strategies for integrating GELT into computer-assisted (CA) language learning. Theoretically, we proposed the CA-GELT approach for future research in the era of generative AI technology.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"32 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139461854","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}
Although explicit instruction is effective in helping second language (L2) learners develop intelligible pronunciation, it is necessary to understand why and how L2 teachers implement such explicit pronunciation instruction systematically in class. Because of its key role in enhancing learners’ pronunciation skills, understanding the rationale behind the implementation of explicit instruction by teachers in different contexts is necessary. A key aspect of analysis in the implementation of explicit pronunciation instruction is the teacher's metalanguage knowledge, which could showcase a key component of pronunciation teachers’ ability to present phonetic-phonological content in an accessible manner to learners during explicit instruction. This case study analyzed an experienced English-as-a-foreign-language (EFL) teacher's metalanguage knowledge in L2 pronunciation instruction. Using qualitative data-collection methods (e.g., semi-structured interviews, classroom observations, and stimulated-recall interviews), and Freeman's (2020) Knowledge Base of Language Teaching Framework, the results of this study showcase the way an experienced teacher's metalanguage knowledge influenced the implementation of explicit L2 pronunciation instruction, and how the teacher's metalanguage shaped the type of language available to learners in different activities in class. These results are also discussed in terms of their implications for training teachers in L2 pronunciation pedagogy.
{"title":"“The Most Important Thing Is to Make Them Aware”: A Case Study of Teacher Metalanguage Knowledge and Explicit L2 Pronunciation Instruction","authors":"Joshua Gordon, Roger Segura Arias","doi":"10.1002/tesq.3301","DOIUrl":"https://doi.org/10.1002/tesq.3301","url":null,"abstract":"Although explicit instruction is effective in helping second language (L2) learners develop intelligible pronunciation, it is necessary to understand why and how L2 teachers implement such explicit pronunciation instruction systematically in class. Because of its key role in enhancing learners’ pronunciation skills, understanding the rationale behind the implementation of explicit instruction by teachers in different contexts is necessary. A key aspect of analysis in the implementation of explicit pronunciation instruction is the teacher's metalanguage knowledge, which could showcase a key component of pronunciation teachers’ ability to present phonetic-phonological content in an accessible manner to learners during explicit instruction. This case study analyzed an experienced English-as-a-foreign-language (EFL) teacher's metalanguage knowledge in L2 pronunciation instruction. Using qualitative data-collection methods (e.g., semi-structured interviews, classroom observations, and stimulated-recall interviews), and Freeman's (2020) <i>Knowledge Base of Language Teaching Framework</i>, the results of this study showcase the way an experienced teacher's metalanguage knowledge influenced the implementation of explicit L2 pronunciation instruction, and how the teacher's metalanguage shaped the type of language available to learners in different activities in class. These results are also discussed in terms of their implications for training teachers in L2 pronunciation pedagogy.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"26 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139423361","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}
Issues of intelligibility may arise amongst English learners when acquiring new words and phrases in North American academic settings, perhaps in part due to limited linguistic data available to the learner for understanding language use patterns. To this end, this paper examines the effects of Data‐Driven Learning for Pronunciation (DDLfP) on lexical stress and prominence in the US academic context. 65 L2 English learners in North American universities completed a diagnostic and pretest with listening and speaking items before completing four online lessons and a posttest on academic words and formulas (i.e., multi‐word sequences). Experimental group participants (n = 40) practiced using an audio corpus of highly proficient L2 speakers while comparison group participants (n = 25) were given teacher‐created pronunciation materials. Logistic regression results indicated that the group who used the corpus significantly increased their recognition of prominence in academic formulas. In the spoken tasks, both groups improved in their lexical stress pronunciation, but only the DDLfP learners improved their production of prominence in academic formulas. Learners reported that they valued DDLfP efforts for pronunciation learning across contexts and speakers. Findings have implications for teachers of L2 pronunciation and support the use of corpora for language teaching and learning.
{"title":"Data‐Driven Learning for Pronunciation: Perception and Production of Lexical Stress and Prominence in Academic English","authors":"K. Hirschi, Okim Kang","doi":"10.1002/tesq.3302","DOIUrl":"https://doi.org/10.1002/tesq.3302","url":null,"abstract":"Issues of intelligibility may arise amongst English learners when acquiring new words and phrases in North American academic settings, perhaps in part due to limited linguistic data available to the learner for understanding language use patterns. To this end, this paper examines the effects of Data‐Driven Learning for Pronunciation (DDLfP) on lexical stress and prominence in the US academic context. 65 L2 English learners in North American universities completed a diagnostic and pretest with listening and speaking items before completing four online lessons and a posttest on academic words and formulas (i.e., multi‐word sequences). Experimental group participants (n = 40) practiced using an audio corpus of highly proficient L2 speakers while comparison group participants (n = 25) were given teacher‐created pronunciation materials. Logistic regression results indicated that the group who used the corpus significantly increased their recognition of prominence in academic formulas. In the spoken tasks, both groups improved in their lexical stress pronunciation, but only the DDLfP learners improved their production of prominence in academic formulas. Learners reported that they valued DDLfP efforts for pronunciation learning across contexts and speakers. Findings have implications for teachers of L2 pronunciation and support the use of corpora for language teaching and learning.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"65 30","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139449085","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}
Tieu Thuy Chung, Peter Crosthwaite, Cam Thi Hong Cao, Carolina Tavares de Carvalho
Data-driven learning (DDL) is an increasingly popular area of research for language teaching and is gradually being incorporated into teacher education programs globally. However, assessing teacher trainees' (self-reported) corpus literacy, and its impact on eventually (and successfully) incorporating corpora into language teaching, is an ongoing issue. This paper explores the experiences of in-service English language teacher trainees in developing both corpus literacy and corpus-based language pedagogy skills in Vietnam. The study finds a disconnect between participants' high self-reported corpus literacy skills, high intention to conduct corpus-based language teaching, and their ability to convert said intention and literacy into viable ideas for corpus-based language teaching within their lesson planning. Potential reasons include difficulties conceptualizing DDL's integration into lesson objectives, selection of inappropriate corpora for the target audience, issues planning DDL activities for primary-age learners, and Vietnamese-specific issues mainly around access to technology. Accordingly, we present several recommendations for improving the assessment of DDL trainees' actual integration of DDL into their teaching practice.
{"title":"Walking the Walk? (Mis)alignment of EFL Teachers' Self-Reported Corpus Literacy Skills and Their Competence in Planning and Implementing Corpus-Based Language Pedagogy","authors":"Tieu Thuy Chung, Peter Crosthwaite, Cam Thi Hong Cao, Carolina Tavares de Carvalho","doi":"10.1002/tesq.3299","DOIUrl":"https://doi.org/10.1002/tesq.3299","url":null,"abstract":"Data-driven learning (DDL) is an increasingly popular area of research for language teaching and is gradually being incorporated into teacher education programs globally. However, assessing teacher trainees' (self-reported) corpus literacy, and its impact on eventually (and successfully) incorporating corpora into language teaching, is an ongoing issue. This paper explores the experiences of in-service English language teacher trainees in developing both corpus literacy and corpus-based language pedagogy skills in Vietnam. The study finds a disconnect between participants' high self-reported corpus literacy skills, high intention to conduct corpus-based language teaching, and their ability to convert said intention and literacy into viable ideas for corpus-based language teaching within their lesson planning. Potential reasons include difficulties conceptualizing DDL's integration into lesson objectives, selection of inappropriate corpora for the target audience, issues planning DDL activities for primary-age learners, and Vietnamese-specific issues mainly around access to technology. Accordingly, we present several recommendations for improving the assessment of DDL trainees' actual integration of DDL into their teaching practice.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"71 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139376331","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}
This article comprises two international studies. Study 1 aimed to develop a scale to measure the frequency of learners' voluntary, informal, out‐of‐school engagement with English, so‐called Extramural English (EE) activities. It involved three stages – pilot study, exploratory factor analysis, and confirmatory factor analysis – followed by measuring the test–retest reliability and known‐groups validity of the scale. L2 English learners (N = 907; mean age: 17) from Scandinavia (Denmark, Norway, and Sweden) and Turkey participated. The analyses led to a 32‐item EE Scale that loaded onto eight factors: EE Digital Creativity, Gaming, Internalized, Music, Niche Activities, Reading and Listening, Social Interaction, and Viewing. Study 2, in which the scale was implemented, aimed to explore the frequency of EE activities and examined whether EE predicts learners' perceived speaking ability in different settings. Learners from Scandinavia (N = 197) and Asia (N = 125; China and Turkey) participated. Data analyses showed that both samples engaged most frequently in EE Music, Viewing and Reading and Listening. Ordinal regression analysis revealed that EE predicts perceived speaking ability in both contexts, but differently so. Thus, EE seems to play different roles for learning English in the different settings. Implications are discussed regarding the context‐specific nature of EE.
本文包括两项国际研究。研究 1 的目的是制定一个量表，测量学习者自愿、非正式、校外参与英语（即所谓的校外英语（EE）活动）的频率。研究包括三个阶段--试点研究、探索性因素分析和确认性因素分析--然后测量量表的重测信度和已知群体效度。来自斯堪的纳维亚（丹麦、挪威和瑞典）和土耳其的 L2 英语学习者（N = 907；平均年龄：17 岁）参加了研究。分析得出了一个包含 32 个项目的 EE 量表，该量表包含 8 个因子：EE 数字创意、游戏、内化、音乐、利基活动、阅读与聆听、社交互动和观看。研究 2 采用了该量表，旨在探索 EE 活动的频率，并研究 EE 是否能预测学习者在不同环境中的感知口语能力。来自斯堪的纳维亚（N = 197）和亚洲（N = 125；中国和土耳其）的学习者参加了这项研究。数据分析显示，这两个样本最常参与的 EE 活动是音乐、观看和阅读与聆听。序数回归分析表明，在这两种情境中，EE 对感知的口语能力都有预测作用，但作用不同。因此，在不同的环境中，英语环境似乎对英语学习起着不同的作用。本文还讨论了 EE 的特定语境性质所带来的影响。
{"title":"Extramural English in Scandinavia and Asia: Scale Development, Learner Engagement, and Perceived Speaking Ability","authors":"Pia Sundqvist, M. S. Uztosun","doi":"10.1002/tesq.3296","DOIUrl":"https://doi.org/10.1002/tesq.3296","url":null,"abstract":"This article comprises two international studies. Study 1 aimed to develop a scale to measure the frequency of learners' voluntary, informal, out‐of‐school engagement with English, so‐called Extramural English (EE) activities. It involved three stages – pilot study, exploratory factor analysis, and confirmatory factor analysis – followed by measuring the test–retest reliability and known‐groups validity of the scale. L2 English learners (N = 907; mean age: 17) from Scandinavia (Denmark, Norway, and Sweden) and Turkey participated. The analyses led to a 32‐item EE Scale that loaded onto eight factors: EE Digital Creativity, Gaming, Internalized, Music, Niche Activities, Reading and Listening, Social Interaction, and Viewing. Study 2, in which the scale was implemented, aimed to explore the frequency of EE activities and examined whether EE predicts learners' perceived speaking ability in different settings. Learners from Scandinavia (N = 197) and Asia (N = 125; China and Turkey) participated. Data analyses showed that both samples engaged most frequently in EE Music, Viewing and Reading and Listening. Ordinal regression analysis revealed that EE predicts perceived speaking ability in both contexts, but differently so. Thus, EE seems to play different roles for learning English in the different settings. Implications are discussed regarding the context‐specific nature of EE.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"302 4","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139152422","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}
Amanda K. Kibler, Virginia Lesser, Martha Castellón Palacios, Martha Sandstead, Sara Wiger, Karrie S. Woodruff, Jaclyn B. Bovee
Collaborative teaching models serving secondary multilingual learners designated as English Learners (ELs) have become increasingly prominent but remain understudied. This study draws upon an ecological framework and uses quantitative and qualitative survey findings from a national sample of school districts in the United States to investigate the prevalence and use of collaborative practices. The study examines variations in how collaborative models are structured and implemented, as well as how they vary by district characteristics. Findings suggest that collaborative practices are present in many types of districts but are typically more common in larger, urban districts with higher percentages of EL-designated students. Collaborative practices are more prevalent at middle school (grades 6–8) than high school (grades 9–12) levels but tend to occur across multiple key content areas. In relation to coteaching in particular, findings align with previous research on inequitable status and teaching responsibilities faced by some ESL teachers. District supports for collaboration vary, with professional development more prominent than teacher release time for collaborative planning. Overall, findings indicate that district resources and instructional capacity play important roles in the implementation of collaborative practices, and organizational capacity may influence the status of ESL teachers in these models.
{"title":"A National Survey of Collaborative Practices for Secondary Multilingual Learners Designated as English Learners","authors":"Amanda K. Kibler, Virginia Lesser, Martha Castellón Palacios, Martha Sandstead, Sara Wiger, Karrie S. Woodruff, Jaclyn B. Bovee","doi":"10.1002/tesq.3295","DOIUrl":"https://doi.org/10.1002/tesq.3295","url":null,"abstract":"Collaborative teaching models serving secondary multilingual learners designated as English Learners (ELs) have become increasingly prominent but remain understudied. This study draws upon an ecological framework and uses quantitative and qualitative survey findings from a national sample of school districts in the United States to investigate the prevalence and use of collaborative practices. The study examines variations in how collaborative models are structured and implemented, as well as how they vary by district characteristics. Findings suggest that collaborative practices are present in many types of districts but are typically more common in larger, urban districts with higher percentages of EL-designated students. Collaborative practices are more prevalent at middle school (grades 6–8) than high school (grades 9–12) levels but tend to occur across multiple key content areas. In relation to coteaching in particular, findings align with previous research on inequitable status and teaching responsibilities faced by some ESL teachers. District supports for collaboration vary, with professional development more prominent than teacher release time for collaborative planning. Overall, findings indicate that district resources and instructional capacity play important roles in the implementation of collaborative practices, and organizational capacity may influence the status of ESL teachers in these models.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"132 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139063467","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}
Numerous studies have compared the effect of input mode (video-based vs. audio-only) on the listening comprehension of adult second language (L2) learners. However, there is a notable absence of research regarding how various types of audio-visual input in a listening test affect young learners' listening comprehension. To address this gap, this study examined the effects of audio-visual input type and text listenability on the listening comprehension performance of 50 English language learners (ELLs) in Grades 3–5 in the U.S. In this study, participants completed a computer-delivered English listening test comprising three test forms, each containing six passages. These passages included a combination of three video passages and three audio-only passages. The video passages were carefully designed to balance two key variables in a counter-balancing manner: the listenability of the text, assessed using Lexile Audio Measure, and the nature of visual elements, which encompassed speaker-only visuals, visual-only elements, and a combination of speaker-and-visuals. This study found that students performed equally well on both video-based and audio-only passages, and the type of visuals accompanying the content did not have a statistically significant impact on students' listening comprehension scores. However, the listenability of the text significantly influenced students' listening scores, especially in the context of audio-only passages. Furthermore, responses to a post-test questionnaire revealed that students had a positive perception of all three types of audio-visual input. This study contributes to our understanding of how audio-visual input types and text listenability affect the listening comprehension performance of Grades 3–5 ELLs.
{"title":"Effects of the Type of Audio-visual Input and Listenability on Young L2 Learners' Listening Comprehension","authors":"Sun-Young Shin, Senyung Lee","doi":"10.1002/tesq.3298","DOIUrl":"https://doi.org/10.1002/tesq.3298","url":null,"abstract":"Numerous studies have compared the effect of input mode (video-based vs. audio-only) on the listening comprehension of adult second language (L2) learners. However, there is a notable absence of research regarding how various types of audio-visual input in a listening test affect young learners' listening comprehension. To address this gap, this study examined the effects of audio-visual input type and text listenability on the listening comprehension performance of 50 English language learners (ELLs) in Grades 3–5 in the U.S. In this study, participants completed a computer-delivered English listening test comprising three test forms, each containing six passages. These passages included a combination of three video passages and three audio-only passages. The video passages were carefully designed to balance two key variables in a counter-balancing manner: the listenability of the text, assessed using Lexile Audio Measure, and the nature of visual elements, which encompassed speaker-only visuals, visual-only elements, and a combination of speaker-and-visuals. This study found that students performed equally well on both video-based and audio-only passages, and the type of visuals accompanying the content did not have a statistically significant impact on students' listening comprehension scores. However, the listenability of the text significantly influenced students' listening scores, especially in the context of audio-only passages. Furthermore, responses to a post-test questionnaire revealed that students had a positive perception of all three types of audio-visual input. This study contributes to our understanding of how audio-visual input types and text listenability affect the listening comprehension performance of Grades 3–5 ELLs.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"205 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139056380","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}
Learner corpora have been used extensively in corpus research to identify gaps and errors within learner writing but have rarely been directly used in corpus-informed instruction (CII). Importantly, scholars in CII have pointed out that “it is as important to see what learners can do as well as what they can't” when using learner corpora (Boulton & Thomas, 2012; p. 13). Learner corpora can also offer greater alignment with the genres students are writing (Seidlhofer, 2002). In our Brief Report, we take up Lu, Casal, and Liu's (2021) call for greater synergy of genre and corpus pedagogy by examining the impact of using a learner corpus to enhance students' language awareness and genre-specific knowledge within an English as an Additional Language (EAL) first-year writing classroom. We also move beyond error analysis to encourage an asset-based model to learner CII (Staples, 2022).
{"title":"Learner Corpora in Corpus-Informed Instruction: Moving Toward an Asset- and Genre-Based Model","authors":"Shelley Staples, Anh Dang, Hui Wang","doi":"10.1002/tesq.3293","DOIUrl":"https://doi.org/10.1002/tesq.3293","url":null,"abstract":"Learner corpora have been used extensively in corpus research to identify gaps and errors within learner writing but have rarely been directly used in corpus-informed instruction (CII). Importantly, scholars in CII have pointed out that “it is as important to see what learners can do as well as what they can't” when using learner corpora (Boulton & Thomas, 2012; p. 13). Learner corpora can also offer greater alignment with the genres students are writing (Seidlhofer, 2002). In our Brief Report, we take up Lu, Casal, and Liu's (2021) call for greater synergy of genre and corpus pedagogy by examining the impact of using a learner corpus to enhance students' language awareness and genre-specific knowledge within an English as an Additional Language (EAL) first-year writing classroom. We also move beyond error analysis to encourage an asset-based model to learner CII (Staples, 2022).","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"32 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139056510","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}
The existing literature in TESOL has revealed the multilayered, dynamic, and situated nature of teacher identity, but how language teachers construct their identities during curriculum reforms receives relatively limited attention, particularly in the context of teaching English for specific purposes (ESP). Theoretically anchored by the notion of contradiction in activity theory, this study investigates an ESP teacher's identity transformation in a Chinese university. Drawing on data from semi‐structured interviews, classroom observations, and artifacts (policy documents and course materials), the findings reveal that the participant constructed her identities including “a skiff drifting in the dark,” “an optimistic warrior,” and “a nonconformist” through the teaching reform mediated by the corporatized culture and accountability system in higher education. The process of identity transformation was accompanied by her identity‐driven efforts to resolve various contradictions and seek the delicate equilibrium between her agency and object‐oriented reform. The study offers practical recommendations on teacher development and curriculum reforms for both language teachers and other stakeholders (e.g., teacher educators and school leaders) in different educational contexts.
{"title":"Exploring Contradiction‐Driven Language Teacher Identity Transformation During Curriculum Reforms: A Chinese Tale","authors":"Kailun Wang, R. Yuan, Icy Lee","doi":"10.1002/tesq.3294","DOIUrl":"https://doi.org/10.1002/tesq.3294","url":null,"abstract":"The existing literature in TESOL has revealed the multilayered, dynamic, and situated nature of teacher identity, but how language teachers construct their identities during curriculum reforms receives relatively limited attention, particularly in the context of teaching English for specific purposes (ESP). Theoretically anchored by the notion of contradiction in activity theory, this study investigates an ESP teacher's identity transformation in a Chinese university. Drawing on data from semi‐structured interviews, classroom observations, and artifacts (policy documents and course materials), the findings reveal that the participant constructed her identities including “a skiff drifting in the dark,” “an optimistic warrior,” and “a nonconformist” through the teaching reform mediated by the corporatized culture and accountability system in higher education. The process of identity transformation was accompanied by her identity‐driven efforts to resolve various contradictions and seek the delicate equilibrium between her agency and object‐oriented reform. The study offers practical recommendations on teacher development and curriculum reforms for both language teachers and other stakeholders (e.g., teacher educators and school leaders) in different educational contexts.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":"89 10","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139154857","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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