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Extramural English in Scandinavia and Asia: Scale Development, Learner Engagement, and Perceived Speaking Ability 斯堪的纳维亚和亚洲的校外英语:量表开发、学习者参与度和感知口语能力
IF 3.2 1区 文学 Q1 Arts and Humanities Pub Date : 2023-12-28 DOI: 10.1002/tesq.3296
Pia Sundqvist, M. S. Uztosun
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。
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引用次数: 0
A National Survey of Collaborative Practices for Secondary Multilingual Learners Designated as English Learners 针对被指定为英语学习者的中学多语种学习者的合作实践全国调查
IF 3.2 1区 文学 Q1 Arts and Humanities Pub Date : 2023-12-28 DOI: 10.1002/tesq.3295
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.
为被指定为英语学习者(ELs)的中学多语种学习者服务的合作教学模式已变得日益突出,但仍未得到充分研究。本研究借鉴生态学框架,利用美国全国学区样本的定量和定性调查结果,调查协作实践的普遍性和使用情况。本研究探讨了合作模式的结构和实施方式的变化,以及不同学区的特点。研究结果表明,合作实践在许多类型的学区都存在,但通常在较大的城市学区更为普遍,这些学区的指定英语语言学生比例较高。合作实践在初中(6-8 年级)比高中(9-12 年级)更普遍,但往往发生在多个关键内容领域。特别是在同课异构方面,研究结果与以往关于一些 ESL 教师所面临的地位和教学责任不平等的研究结果相一致。学区对合作的支持各不相同,专业发展比教师合作规划的脱产时间更为突出。总之,研究结果表明,地区资源和教学能力在合作实践的实施中发挥着重要作用,组织能力可能会影响 ESL 教师在这些模式中的地位。
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引用次数: 0
Effects of the Type of Audio-visual Input and Listenability on Young L2 Learners' Listening Comprehension 视听输入类型和可听性对年轻 L2 学习者听力理解的影响
IF 3.2 1区 文学 Q1 Arts and Humanities Pub Date : 2023-12-26 DOI: 10.1002/tesq.3298
Sun-Young Shin, Senyung Lee
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.
许多研究都比较了输入模式(视频输入与纯音频输入)对成人第二语言(L2)学习者听力理解能力的影响。然而,关于听力测试中的各种视听输入如何影响青少年学习者的听力理解能力的研究却明显不足。为了弥补这一空白,本研究考察了视听输入类型和文本可听性对 50 名美国 3-5 年级英语学习者(ELLs)听力理解成绩的影响。这些段落包括三个视频段落和三个纯音频段落。视频段落经过精心设计,以平衡两个关键变量:文本的可听性(使用 Lexile 音频测量法进行评估)和视觉元素的性质(包括纯说话者视觉元素、纯视觉元素以及说话者和视觉元素的组合)。本研究发现,学生在视频和纯音频段落上的表现不相上下,内容所配的视觉类型对学生的听力理解得分没有显著的统计学影响。然而,文本的可听性对学生的听力得分有显著影响,尤其是在纯音频段落中。此外,对测试后问卷的答复显示,学生对所有三种视听输入都有积极的看法。本研究有助于我们了解视听输入类型和文本可听性如何影响 3-5 年级英语语言学习者的听力理解成绩。
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引用次数: 0
Learner Corpora in Corpus-Informed Instruction: Moving Toward an Asset- and Genre-Based Model 语料库启发式教学中的学习者语料库:迈向基于资产和体裁的模式
IF 3.2 1区 文学 Q1 Arts and Humanities Pub Date : 2023-12-26 DOI: 10.1002/tesq.3293
Shelley Staples, Anh Dang, Hui Wang
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).
学习者语料库在语料库研究中被广泛用于识别学习者写作中的差距和错误,但很少直接用于语料库启发式教学(CII)。重要的是,CII 学者指出,在使用学习者语料库时,"既要看学习者能做什么,也要看他们不能做什么"(Boulton & Thomas, 2012; p.13)。学习者语料库还能更好地与学生的写作体裁保持一致(Seidlhofer,2002 年)。在我们的简要报告中,我们响应了 Lu、Casal 和 Liu(2021 年)关于加强体裁和语料库教学法协同作用的号召,研究了在英语作为附加语言(EAL)的一年级写作课堂上使用学习者语料库来提高学生的语言意识和体裁特定知识的影响。我们还超越了错误分析,鼓励以资产为基础的学习者 CII 模型(Staples,2022 年)。
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引用次数: 0
Exploring Contradiction‐Driven Language Teacher Identity Transformation During Curriculum Reforms: A Chinese Tale 探索课程改革中矛盾驱动的语文教师身份转变:一个中国故事
IF 3.2 1区 文学 Q1 Arts and Humanities Pub Date : 2023-12-26 DOI: 10.1002/tesq.3294
Kailun Wang, R. Yuan, Icy Lee
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.
现有的 TESOL 文献揭示了教师身份的多层次性、动态性和情景性,但语言教师如何在课程改革中构建自己的身份,尤其是在特定目的英语(ESP)教学中,受到的关注相对有限。本研究以活动理论中的矛盾概念为理论基础,调查了一位中国大学 ESP 教师的身份转变。通过半结构式访谈、课堂观察和人工制品(政策文件和课程材料)等数据,研究结果表明,受试者通过以企业化文化和高等教育问责制度为中介的教学改革,构建了自己的身份,包括 "黑暗中漂泊的小舟"、"乐观的战士 "和 "不拘一格的人"。在身份转变的过程中,她以身份为导向,努力化解各种矛盾,寻求自身能动性与改革客体之间的微妙平衡。本研究为不同教育背景下的语文教师和其他利益相关者(如教师教育者和学校领导)提供了教师发展和课程改革方面的实用建议。
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引用次数: 0
“Good for me to Leave it for Good”: A Longitudinal Study on How Emotion Labor in Teaching Contributes to a Beginning EFL Teacher's Resignation "永远离开对我有好处":教学中的情感劳动如何导致初任英语教师辞职的纵向研究
IF 3.2 1区 文学 Q1 Arts and Humanities Pub Date : 2023-12-25 DOI: 10.1002/tesq.3289
Yujie Zhang, Lawrence Jun Zhang
Seldom have studies linked the early-career teacher attrition problem to teachers' emotion labor, especially with a longitudinal design. Grounded in the poststructural approach, we designed a longitudinal study to investigate qualitatively how a second-year English-as-a-foreign-language (EFL) teacher's emotion labor triggered by implicit feeling rules contributed to her resignation. We interviewed the novice EFL teacher about her experiences of teaching practice and emotion labor. Findings revealed that: (1) The sources of feeling rules could be complex but were mainly institutional wills, professional norms, and social expectations; (2) many factors triggering emotion labor existed in educational institutions, indicating the necessity of institutional reform; (3) the long-term residual effects of emotion labor led to teacher attrition through the mediation of elevated burnout and decreased teacher wellbeing. Our study considers the teacher's resignation as her resistance to feeling rules and provides empirical evidence for the link between the power imbalance behind emotion labor and early-career resignation. These findings point to a possible need for institutional support and reform as effective methods to increase teachers' wellbeing and career longevity.
很少有研究将职业初期教师的流失问题与教师的情绪劳动联系起来,尤其是采用纵向设计。我们以后结构方法为基础,设计了一项纵向研究,定性调查一位二年级英语外语(EFL)教师的情绪劳动是如何由隐性感觉规则引发并导致其辞职的。我们采访了这位英语为外语(EFL)的新手教师,了解她在教学实践和情绪劳动中的经历。研究结果显示(1)情感规则的来源可能很复杂,但主要是制度意志、职业规范和社会期望;(2)教育机构中存在许多引发情感劳动的因素,这表明制度改革的必要性;(3)情感劳动的长期残余效应通过倦怠感上升和教师幸福感下降的中介作用导致教师流失。我们的研究将教师的辞职视为其对感受规则的反抗,并为情感劳动背后的权力失衡与早期职业辞职之间的联系提供了实证证据。这些研究结果表明,机构支持和改革可能是提高教师幸福感和职业寿命的有效方法。
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引用次数: 0
What's in the Syllabus? Deconstructing Global Englishes Course Syllabi 教学大纲里有什么?解构全球英语》课程提纲
IF 3.2 1区 文学 Q1 Arts and Humanities Pub Date : 2023-12-25 DOI: 10.1002/tesq.3288
Ali Fuad Selvi
Despite the recent proliferation of Global Englishes courses both quantitatively (in terms of the number of programs offered worldwide) and qualitatively (in various sizes, forms, modes, and modalities), large-scale systematic investigations across various contexts are conspicuously underrepresented within the existing body of literature. Departing from this foundational premise, the current study seeks to address this gap through an exploratory content analysis of Global Englishes course syllabi (n = 104) offered within English, TESOL, or applied linguistics programs situated in diverse geographical settings. Positioning course syllabi as a primary data source and deconstructing them with a critical interpretative lens offer powerful insights into teacher educators' positionality of Global Englishes and the pedagogical parameters that shape their instructional decisions. Research results indicated that the courses within the dataset predominantly positioned Global Englishes in terms of its globalinguistic status, geospatial variation, and the heterogeneity characterizing its uses and users. Furthermore, the pedagogical goals of these courses primarily gravitated toward the cultivation of lower-order thinking skills mainly through scholarship emanating from the Global North and were assessed by written assignments, examinations, and oral presentations. The apparent gap in pedagogical content, practices, and experiences needed to cultivate a robust professional knowledge base centered on Global Englishes suggests that these courses, as currently structured, run the risk of being perceived merely as “politically correct”, tokenistic and trivialized additions “about” and not “for” Global Englishes.
尽管近来全球英语课程在数量上(全球开设的课程数量)和质量上(各种规模、形式、模式和方式)都在激增,但在现有的文献中,跨越各种背景的大规模系统性调查却明显不足。从这一基本前提出发,本研究试图通过对位于不同地理环境中的英语、TESOL 或应用语言学课程中提供的全球英语课程大纲(n = 104)进行探索性内容分析来弥补这一不足。将课程大纲定位为主要数据源,并以批判性的解释视角对其进行解构,为教师教育者对全球英语的定位以及影响其教学决策的教学参数提供了有力的见解。研究结果表明,数据集中的课程主要从全球英语的全球语言地位、地理空间变化以及其用途和用户的异质性等方面来定位全球英语。此外,这些课程的教学目标主要倾向于通过来自全球北方的学术成果培养低阶思维能力,并通过书面作业、考试和口头报告进行评估。在培养以全球英语为中心的强大专业知识基础所需的教学内容、实践和经验方面存在的明显差距表明,这些课程目前的结构有可能被视为仅仅是 "政治正确 "的、象征性的和琐碎的 "关于 "而不是 "为了 "全球英语的补充。
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引用次数: 0
“It's Just a Feeling!”: Emotions and Intersectionality in Language Teacher Narratives "这只是一种感觉!":语文教师叙事中的情感与交叉性
IF 3.2 1区 文学 Q1 Arts and Humanities Pub Date : 2023-12-25 DOI: 10.1002/tesq.3297
Gergana Vitanova
Language teacher identities and emotions are deeply sociocultural phenomena. Although intersectionality has asserted itself as a powerful framework in other fields, it is just beginning to emerge in language teacher education. This article argues that intersectionality provides a powerful conceptual lens for analyzing the complex and varied connections between language teacher identity and emotions. It also claims that emotions originate in the spaces between different social factors. Specifically, the article investigates the following questions: How do English-as a-second-language teachers construct their emotions in narratives and what discourses of emotion do they evoke? How are emotions generated within the intersectional spaces of facets of their social identities? To address these, the article focuses on the micro-level of analysis and the daily emotional experiences of two language teachers. The findings show how the focal participants navigate the complex emotional landscapes of teaching and how these are mediated by the intersections of different social identity markers such as gender, race, non-native speaking status, and socioeconomic status.
语文教师的身份和情感是一种深刻的社会文化现象。尽管交叉性在其他领域已经成为一个强有力的框架,但在语言教师教育领域才刚刚开始出现。本文认为,交叉性为分析语言教师身份与情感之间复杂多样的联系提供了一个强有力的概念视角。文章还声称,情感起源于不同社会因素之间的空间。具体而言,文章探讨了以下问题:英语作为第二语言的教师如何在叙事中构建自己的情感?情感是如何在其社会身份各方面的交叉空间中产生的?为了解决这些问题,文章重点从微观层面分析了两位语言教师的日常情感体验。研究结果表明了重点参与者如何驾驭教学中复杂的情感景观,以及这些景观是如何通过不同社会身份标记(如性别、种族、非母语地位和社会经济地位)的交叉而产生的。
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引用次数: 0
Addressing Anti‐Black Racism in English Language Teaching: Experiences from Duoethnography Research 应对英语教学中的反黑人种族主义:双人学研究的经验
IF 3.2 1区 文学 Q1 Arts and Humanities Pub Date : 2023-12-22 DOI: 10.1002/tesq.3291
Wales Wong, Yecid Ortega
Anti‐Black racism can be difficult to discuss in English language teaching because teachers often feel unprepared. This article describes our experiences as researchers and educators from a duoethnographic self‐study to understanding the possibilities of addressing social justice issues in an adult English as a second language (ESL) classroom. Using the concepts of anti‐racism and solidarity, we explored how teachers can plan, deliver, and evaluate lessons that resonate with the students' academic needs, while also addressing discrimination against marginalized communities. We gathered data from conversations via Zoom and electronic communications as well as various classroom materials and analyzed them to find emerging themes. The data revealed that addressing anti‐Black racism in the ESL classroom comes with tensions about sparking trauma among students, a lack of time to prepare the content, and how to create safe spaces for students. This article proposes that despite the difficulties teachers might experience when addressing these topics, vigorous work must be done to actively challenge the privileges and oppression that are present not only in classroom practices but also in personal experiences.
在英语教学中,反黑人种族主义可能是难以讨论的问题,因为教师往往感到毫无准备。本文介绍了我们作为研究者和教育者通过双人人种学自我研究了解在成人英语作为第二语言(ESL)课堂上解决社会正义问题的可能性的经验。利用反种族主义和团结的概念,我们探讨了教师如何规划、讲授和评估既能与学生的学习需求产生共鸣,又能解决对边缘化群体歧视问题的课程。我们从通过 Zoom 和电子通讯进行的对话以及各种课堂材料中收集数据,并对其进行分析,以找到新出现的主题。数据显示,在 ESL 课堂上解决反黑人种族主义问题时,会遇到引发学生心理创伤、缺乏时间准备内容以及如何为学生创造安全空间等紧张问题。本文建议,尽管教师在处理这些主题时可能会遇到困难,但必须积极开展工作,挑战不仅存在于课堂实践中,而且存在于个人经历中的特权和压迫。
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引用次数: 0
Feminist Pedagogy in the EFL Classroom in Japan: Evaluating a One‐Shot Intervention Approach 日本 EFL 课堂中的女性主义教学法:评估一次性干预方法
IF 3.2 1区 文学 Q1 Arts and Humanities Pub Date : 2023-12-21 DOI: 10.1002/tesq.3287
Yuzuko Nagashima, Luke Lawrence
At the turn of the century, bell hooks described the overarching lay view of feminism as a negative, man‐hating ideology. Despite the enormous societal overhauls that have occurred in the decades since, it appears that in Japan little has changed. The marginalized position that women occupy in Japanese society is starkly illustrated by Japan's continually low ranking on the Global Gender Gap Index. In this study, we use a single university lesson in advanced elective English classes to stage a one‐shot intervention in feminist pedagogy. The purpose of the study was to assess the students' understanding of and attitude toward feminism and issues related to male privilege before and after the class. We were also interested in evaluating the suitability of the English language class as a vehicle for feminist pedagogy. The results indicated that many students showed a shift in consciousness away from a largely negative view of feminism and an abstract understanding of gender inequality, to a more positive attitude toward feminism and a clearer understanding of the systemic nature of gender inequality. It also found that English language teaching classes were very conducive to feminist pedagogy with language input, group discussion, and reflective writing providing space for consciousness‐raising.
在本世纪初,贝尔-胡克斯(Bell hooks)曾将女权主义描述为一种负面的、仇视男人的意识形态。尽管几十年来日本社会发生了翻天覆地的变化,但似乎并没有什么改变。日本在 "全球性别差距指数"(Global Gender Gap Index)中的排名一直很低,这充分说明了女性在日本社会中的边缘化地位。在本研究中,我们利用大学高级英语选修课中的一堂课,对女权主义教学法进行了一次性干预。研究的目的是评估学生在课前和课后对女权主义和男性特权相关问题的理解和态度。我们还想评估英语课是否适合作为女权主义教学法的载体。结果表明,许多学生的意识发生了转变,从对女权主义的消极看法和对性别不平等的抽象理解,转变为对女权主义持更积极的态度,对性别不平等的系统性有了更清晰的认识。研究还发现,英语语言教学课堂非常有利于女权主义教学法,语言输入、小组讨论和反思性写作为提高意识提供了空间。
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引用次数: 0
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Tesol Quarterly
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