Pub Date : 2024-01-30DOI: 10.1080/09571736.2024.2305409
Kevin Wai Ho Yung, Shu Fai Philip Wong
With a focus on the neglected ‘L2 learning experience’ component in Dörnyei’s L2 Motivational Self System (L2MSS), this study investigated secondary students’ L2 motivation in the context of online...
{"title":"L2 motivation in shadow education: analysing students’ L2 learning experience in online English private tutoring","authors":"Kevin Wai Ho Yung, Shu Fai Philip Wong","doi":"10.1080/09571736.2024.2305409","DOIUrl":"https://doi.org/10.1080/09571736.2024.2305409","url":null,"abstract":"With a focus on the neglected ‘L2 learning experience’ component in Dörnyei’s L2 Motivational Self System (L2MSS), this study investigated secondary students’ L2 motivation in the context of online...","PeriodicalId":501371,"journal":{"name":"The Language Learning Journal","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139752186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-14DOI: 10.1080/09571736.2023.2301604
Faeze Safari, Alireza Ahmadi
Integrated writing tasks, which require students to incorporate information from multiple sources into their writing, are gaining attention in language assessment and writing instruction due to the...
{"title":"L2 learners’ challenges in integrated writing tasks: implications for writing teachers and developers of diagnostic assessments","authors":"Faeze Safari, Alireza Ahmadi","doi":"10.1080/09571736.2023.2301604","DOIUrl":"https://doi.org/10.1080/09571736.2023.2301604","url":null,"abstract":"Integrated writing tasks, which require students to incorporate information from multiple sources into their writing, are gaining attention in language assessment and writing instruction due to the...","PeriodicalId":501371,"journal":{"name":"The Language Learning Journal","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139470883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-24DOI: 10.1080/09571736.2023.2294058
Concepción Soto, Monika S. Schmid
Despite the extensive research on bilingual development, our understanding of how lexical competition unfolds in the bilingual mind remains limited. Previous studies have predominantly focused on c...
{"title":"Carrot or parrot? An eye-tracking study on spoken word recognition in a language attrition context","authors":"Concepción Soto, Monika S. Schmid","doi":"10.1080/09571736.2023.2294058","DOIUrl":"https://doi.org/10.1080/09571736.2023.2294058","url":null,"abstract":"Despite the extensive research on bilingual development, our understanding of how lexical competition unfolds in the bilingual mind remains limited. Previous studies have predominantly focused on c...","PeriodicalId":501371,"journal":{"name":"The Language Learning Journal","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139035233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-21DOI: 10.1080/09571736.2023.2293024
Glyn Hicks, Laura Domínguez, E Jamieson, Monika S. Schmid
This article sheds light on the linguistic and extralinguistic conditions that determine the likelihood of L1 grammatical attrition in late sequential bilinguals. We explore whether aspectual inter...
{"title":"L1 grammatical attrition in late Spanish-English bilinguals in the UK: aspectual interpretations of present tense in Spanish","authors":"Glyn Hicks, Laura Domínguez, E Jamieson, Monika S. Schmid","doi":"10.1080/09571736.2023.2293024","DOIUrl":"https://doi.org/10.1080/09571736.2023.2293024","url":null,"abstract":"This article sheds light on the linguistic and extralinguistic conditions that determine the likelihood of L1 grammatical attrition in late sequential bilinguals. We explore whether aspectual inter...","PeriodicalId":501371,"journal":{"name":"The Language Learning Journal","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138824377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-20DOI: 10.1080/09571736.2023.2293010
Rachel McKee, Sara Pivac Alexander
Like language teachers everywhere, Deaf teachers of New Zealand Sign Language (NZSL) had to suddenly move classes online when COVID-19 restrictions were implemented from March 2020. NZSL is convent...
{"title":"Teaching sign language remotely in the COVID-19 pandemic","authors":"Rachel McKee, Sara Pivac Alexander","doi":"10.1080/09571736.2023.2293010","DOIUrl":"https://doi.org/10.1080/09571736.2023.2293010","url":null,"abstract":"Like language teachers everywhere, Deaf teachers of New Zealand Sign Language (NZSL) had to suddenly move classes online when COVID-19 restrictions were implemented from March 2020. NZSL is convent...","PeriodicalId":501371,"journal":{"name":"The Language Learning Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138824494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-19DOI: 10.1080/09571736.2023.2294060
Nana Lehtinen, Anna Kautto, Kati Renvall
Verbal Fluency (VF) task total scores are widely used in language attrition studies, but they do not provide insight into the processes underlying optimal performance. We analyse the efficacy of cl...
{"title":"Efficacy of clustering and switching strategies in verbal fluency tasks in a Finnish-English language attrition population","authors":"Nana Lehtinen, Anna Kautto, Kati Renvall","doi":"10.1080/09571736.2023.2294060","DOIUrl":"https://doi.org/10.1080/09571736.2023.2294060","url":null,"abstract":"Verbal Fluency (VF) task total scores are widely used in language attrition studies, but they do not provide insight into the processes underlying optimal performance. We analyse the efficacy of cl...","PeriodicalId":501371,"journal":{"name":"The Language Learning Journal","volume":"69 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138824470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-27DOI: 10.1080/09571736.2023.2286239
Nguyen Thien An Bach, Samuel Barclay
Choosing which words to teach is a key consideration for language teachers and materials writers. Some studies have shown that teaching words in semantically related clusters can make learning more...
{"title":"The effect of semantic and physical similarity on vocabulary learning","authors":"Nguyen Thien An Bach, Samuel Barclay","doi":"10.1080/09571736.2023.2286239","DOIUrl":"https://doi.org/10.1080/09571736.2023.2286239","url":null,"abstract":"Choosing which words to teach is a key consideration for language teachers and materials writers. Some studies have shown that teaching words in semantically related clusters can make learning more...","PeriodicalId":501371,"journal":{"name":"The Language Learning Journal","volume":"81 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138523064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-02DOI: 10.1080/09571736.2022.2081713
Carmen Durham
ABSTRACT Although educators can use digital tools to meet emergent bilingual students’ unique needs, language teachers generally feel unprepared to use technology with students, and language teacher education programs face challenges in implementing technology. This study uses ethnographic methods to explore 12 pre-service teachers’ (PSTs) experiences learning about digital tools in ways intended to support emergent bilingual students. I interviewed the PSTs and observed their participation across student teaching and a concurrent practicum course, and I analyzed these data through the lens of activity theory. PSTs perceived that their participation in teacher education was characterised by a shared responsibility where all the PSTs, their teacher educator, and mentor teachers contributed new knowledge about digital tools. The co-construction of knowledge afforded the PSTs opportunities to learn in the moment, and many described their learning as ‘playing around’. This study has implications for teacher education programs and theory related to teacher learning. Through shared responsibility and playfulness, all educational stakeholders can take on roles as learners and experts where they leverage one another’s experiences and contributions to support PSTs’ instructional practices, challenging traditional roles between PSTs and their multiple mentors.
{"title":"‘We just learned from each other’: ESOL pre-service teachers learning to use digital tools across coursework and student teaching","authors":"Carmen Durham","doi":"10.1080/09571736.2022.2081713","DOIUrl":"https://doi.org/10.1080/09571736.2022.2081713","url":null,"abstract":"ABSTRACT Although educators can use digital tools to meet emergent bilingual students’ unique needs, language teachers generally feel unprepared to use technology with students, and language teacher education programs face challenges in implementing technology. This study uses ethnographic methods to explore 12 pre-service teachers’ (PSTs) experiences learning about digital tools in ways intended to support emergent bilingual students. I interviewed the PSTs and observed their participation across student teaching and a concurrent practicum course, and I analyzed these data through the lens of activity theory. PSTs perceived that their participation in teacher education was characterised by a shared responsibility where all the PSTs, their teacher educator, and mentor teachers contributed new knowledge about digital tools. The co-construction of knowledge afforded the PSTs opportunities to learn in the moment, and many described their learning as ‘playing around’. This study has implications for teacher education programs and theory related to teacher learning. Through shared responsibility and playfulness, all educational stakeholders can take on roles as learners and experts where they leverage one another’s experiences and contributions to support PSTs’ instructional practices, challenging traditional roles between PSTs and their multiple mentors.","PeriodicalId":501371,"journal":{"name":"The Language Learning Journal","volume":"149 1","pages":"783 - 796"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139290658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-27DOI: 10.1080/09571736.2023.2251711
Simon Coffey, Peter De Costa
Published in The Language Learning Journal (Vol. 51, No. 5, 2023)
发表于《语言学习学报》2023年第51卷第5期
{"title":"Guest editorial: Emotion and creativity in language learning research and teaching","authors":"Simon Coffey, Peter De Costa","doi":"10.1080/09571736.2023.2251711","DOIUrl":"https://doi.org/10.1080/09571736.2023.2251711","url":null,"abstract":"Published in The Language Learning Journal (Vol. 51, No. 5, 2023)","PeriodicalId":501371,"journal":{"name":"The Language Learning Journal","volume":"81 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138523063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-24DOI: 10.1080/09571736.2023.2225360
Walaa El-Henawy, Maria-del-Mar Suárez
Published in The Language Learning Journal (Vol. 51, No. 4, 2023)
发表于《语言学习学报》2023年第51卷第4期
{"title":"Guest editorial: digital language learning and teaching: practices and perspectives","authors":"Walaa El-Henawy, Maria-del-Mar Suárez","doi":"10.1080/09571736.2023.2225360","DOIUrl":"https://doi.org/10.1080/09571736.2023.2225360","url":null,"abstract":"Published in The Language Learning Journal (Vol. 51, No. 4, 2023)","PeriodicalId":501371,"journal":{"name":"The Language Learning Journal","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138523065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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