Tensions between external sources of power and internal feeling rules in the workplace, i.e., emotion labour, can have a profound effect on professional dimensions. The purpose of this article is to report on a study that explored a secondary language teacher’s emotion labour and its influence on her professional (de)motivation and agency. Framed in narrative inquiry, this longitudinal study collected data through narrative interviews and drawings between February 2020 and March 2022. The participant was an EFL (English as foreign language) teacher who held teaching posts at three different state secondary schools and a private language centre in Argentina. During this period, the teacher grappled with emergency online teaching due to the Covid-19 pandemic and lengthy teacher strikes. Drawing on analysis of the short stories constructed from the narrative interviews, the tensions between external and internal feeling rules and their interplay with (de)motivation and agency are chronologically mapped out.
{"title":"“I’ve just lived inside a tumble dryer”: a narrative of emotion labour, (de)motivation, and agency in the life of a language teacher","authors":"D. Banegas","doi":"10.1515/iral-2024-0074","DOIUrl":"https://doi.org/10.1515/iral-2024-0074","url":null,"abstract":"\u0000 Tensions between external sources of power and internal feeling rules in the workplace, i.e., emotion labour, can have a profound effect on professional dimensions. The purpose of this article is to report on a study that explored a secondary language teacher’s emotion labour and its influence on her professional (de)motivation and agency. Framed in narrative inquiry, this longitudinal study collected data through narrative interviews and drawings between February 2020 and March 2022. The participant was an EFL (English as foreign language) teacher who held teaching posts at three different state secondary schools and a private language centre in Argentina. During this period, the teacher grappled with emergency online teaching due to the Covid-19 pandemic and lengthy teacher strikes. Drawing on analysis of the short stories constructed from the narrative interviews, the tensions between external and internal feeling rules and their interplay with (de)motivation and agency are chronologically mapped out.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140380051","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}
This brief Commentary examines how the nine articles in the Special Issue on Second Language Teacher Emotion Labor build on sociologist Arlie Hochschild's conceptualization of emotional labor as well as more recent poststructuralist orientations to language teacher emotion labor by scholars in applied linguistics. To that end, it focuses on two common themes that run throughout these articles: the effects of feeling rules on language teachers and the role of power and its beneficiaries. It discusses how the articles in this Special Issue expand and develop our understanding of language teacher emotion labor through applying it to new contexts by drawing on additional, complementary theoretical perspectives, and through using a broader range of research methods. Recommendations for future research are offered in the conclusion.
{"title":"Commentary: exploring “the pinch” of emotion labor in language teacher research","authors":"Elizabeth R. Miller","doi":"10.1515/iral-2024-0077","DOIUrl":"https://doi.org/10.1515/iral-2024-0077","url":null,"abstract":"\u0000 This brief Commentary examines how the nine articles in the Special Issue on Second Language Teacher Emotion Labor build on sociologist Arlie Hochschild's conceptualization of emotional labor as well as more recent poststructuralist orientations to language teacher emotion labor by scholars in applied linguistics. To that end, it focuses on two common themes that run throughout these articles: the effects of feeling rules on language teachers and the role of power and its beneficiaries. It discusses how the articles in this Special Issue expand and develop our understanding of language teacher emotion labor through applying it to new contexts by drawing on additional, complementary theoretical perspectives, and through using a broader range of research methods. Recommendations for future research are offered in the conclusion.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140209985","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}
With advances in artificial intelligence (AI), many language teachers have started exploring the classroom implications of AI-powered technology, including machine translation (MT). To examine the usefulness of MT technology in writing instruction, we conducted a mixed-methods study comparing two types of written feedback: comprehensive direct Teacher Corrective Feedback (TCF), and MT feedback. Participants were 23 Japanese university students in an intact L2 writing classroom. Sample size adequacy was confirmed through a priori power analysis. Participants were instructed to describe a picture prompt in L2 English and then in L1 Japanese. Half the participants received first TCF then MT on their L2 English text, while the order was reversed for the other half. Participants in both conditions were then asked to study the feedback and describe the same picture prompt without the feedback. In the following phase, both groups completed the same tasks in reverse order. Participants also responded to a survey exploring their engagement with the feedback. Results reveal that: 1) TCF improved complexity; 2) MT improved accuracy and fluency; and 3) variation in outcomes may be explained by the different ways in which participants engaged with both TCF and MT. Implications for appropriate classroom use of MT are discussed.
{"title":"Machine translation as a form of feedback on L2 writing","authors":"Miyuki Sasaki, Atsushi Mizumoto, P. Matsuda","doi":"10.1515/iral-2023-0223","DOIUrl":"https://doi.org/10.1515/iral-2023-0223","url":null,"abstract":"\u0000 With advances in artificial intelligence (AI), many language teachers have started exploring the classroom implications of AI-powered technology, including machine translation (MT). To examine the usefulness of MT technology in writing instruction, we conducted a mixed-methods study comparing two types of written feedback: comprehensive direct Teacher Corrective Feedback (TCF), and MT feedback. Participants were 23 Japanese university students in an intact L2 writing classroom. Sample size adequacy was confirmed through a priori power analysis. Participants were instructed to describe a picture prompt in L2 English and then in L1 Japanese. Half the participants received first TCF then MT on their L2 English text, while the order was reversed for the other half. Participants in both conditions were then asked to study the feedback and describe the same picture prompt without the feedback. In the following phase, both groups completed the same tasks in reverse order. Participants also responded to a survey exploring their engagement with the feedback. Results reveal that: 1) TCF improved complexity; 2) MT improved accuracy and fluency; and 3) variation in outcomes may be explained by the different ways in which participants engaged with both TCF and MT. Implications for appropriate classroom use of MT are discussed.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140210049","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}
A teacher’s mindset significantly affects their engagement, development, teaching quality, and well-being. This is crucial for pre-service teachers acquiring competencies for effective teaching. While research often focuses on English language teaching in Western contexts, little explores non-Western language teaching mindsets. Given the intersections of associated social, cultural, and linguistic variables with mindset, this study investigates Chinese as a foreign language (CFL) pre-service teachers’ mindsets on teaching competencies. The study utilized Q methodology, which is a philosophical and conceptual framework for examining subjectivity, and post-sort questionnaires with 39 pre-service teachers in China. The research findings provide important insights into the diverse and contradictory mindsets of pre-service CFL teachers, and the ideologies influencing beliefs as to what constitutes effective language teaching in the Chinese socio-cultural and socio-political context, providing insights into how teacher training programs need to be tailored to challenge and extend the complex mindsets held by pre-service language teachers.
{"title":"A Q methodological study into pre-service Chinese as a foreign language (CFL) teachers’ mindsets about teaching competencies","authors":"Chengwen Yuan, Yong Zhu, Y. Slaughter","doi":"10.1515/iral-2023-0228","DOIUrl":"https://doi.org/10.1515/iral-2023-0228","url":null,"abstract":"\u0000 A teacher’s mindset significantly affects their engagement, development, teaching quality, and well-being. This is crucial for pre-service teachers acquiring competencies for effective teaching. While research often focuses on English language teaching in Western contexts, little explores non-Western language teaching mindsets. Given the intersections of associated social, cultural, and linguistic variables with mindset, this study investigates Chinese as a foreign language (CFL) pre-service teachers’ mindsets on teaching competencies. The study utilized Q methodology, which is a philosophical and conceptual framework for examining subjectivity, and post-sort questionnaires with 39 pre-service teachers in China. The research findings provide important insights into the diverse and contradictory mindsets of pre-service CFL teachers, and the ideologies influencing beliefs as to what constitutes effective language teaching in the Chinese socio-cultural and socio-political context, providing insights into how teacher training programs need to be tailored to challenge and extend the complex mindsets held by pre-service language teachers.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140218571","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}
This study utilized T-unit and character-unit indices to assess learners’ written production and evaluate their writing development in second language (L2) Chinese. Through a cross-sectional design, three L2 Chinese learner groups at different instructional levels completed a timed letter-writing task within 30 min. Guided by prior research, respective T-unit and character-unit measures were selected to assess fluency and accuracy of the collected writing data. The results showed that fluency was overall positively related to learners’ instructional level, regardless of the indices (T-unit vs. character-unit). Hence, T-units per minute and characters per minute are considered both valid tools to assess fluency in L2 Chinese writing. However, only errors per character, among the accuracy measures, was found to decline linearly with the increasing level, thus suggested to be valid for tapping accuracy development in L2 Chinese writing. Based on the findings, implications regarding the assessment of L2 Chinese texts were discussed.
{"title":"Assessing written production in L2 Mandarin Chinese: fluency and accuracy","authors":"Li Yang, Zenan Zhao","doi":"10.1515/iral-2023-0250","DOIUrl":"https://doi.org/10.1515/iral-2023-0250","url":null,"abstract":"\u0000 This study utilized T-unit and character-unit indices to assess learners’ written production and evaluate their writing development in second language (L2) Chinese. Through a cross-sectional design, three L2 Chinese learner groups at different instructional levels completed a timed letter-writing task within 30 min. Guided by prior research, respective T-unit and character-unit measures were selected to assess fluency and accuracy of the collected writing data. The results showed that fluency was overall positively related to learners’ instructional level, regardless of the indices (T-unit vs. character-unit). Hence, T-units per minute and characters per minute are considered both valid tools to assess fluency in L2 Chinese writing. However, only errors per character, among the accuracy measures, was found to decline linearly with the increasing level, thus suggested to be valid for tapping accuracy development in L2 Chinese writing. Based on the findings, implications regarding the assessment of L2 Chinese texts were discussed.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140220198","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}
This study attempted to extend Jung and Lee’s (2023. Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement. International Review of Applied Linguistics in Language Teaching.) study to gain further insight into the pedagogical potential of text-audio synchronized enhancement on L2 collocation learning from reading-while-listening. Eighty-seven Cantonese ESL speakers read two English stories under one of four conditions, i.e., reading-only, reading-while-listening, reading-while-listening with colouring, and reading-while-listening with synchronized colouring. The stories contained 12 target adjective-pseudonoun collocations, and participants’ learning was assessed with immediate and one-week delayed posttests that consisted of recall and recognition tests. Lastly, two participants from each group produced stimulated recall comments. The results revealed that both colouring techniques significantly promoted receptive knowledge about the target collocations in the immediate posttest. Synchronized colouring, in particular, was also effective in improving immediate pseudonoun meaning recall scores and reducing reaction times to collocation recognition tests. Stimulated recalls indicated that synchronized colouring allowed for more uninterrupted processing of the stories in close alignment with the audio.
本研究试图扩展 Jung 和 Lee（2023.边听边读中的偶然搭配学习和文本同步增强的影响。International Review of Applied Linguistics in Language Teaching.87 名讲广东话的 ESL 学生在四种条件下阅读了两个英语故事，即纯粹阅读、边听边读、边听边读并着色、边听边读并同步着色。故事包含 12 个目标形容词-假名词搭配，参与者的学习情况通过即时和延迟一周的后测进行评估，后测包括回忆和识别测试。最后，每组有两名参与者进行了刺激性回忆评论。结果表明，在即时后测中，两种涂色技术都能显著促进目标词组的接受性知识。尤其是同步涂色，还能有效提高假名词意义的即时回忆得分，并缩短搭配识别测试的反应时间。受刺激的回忆表明，同步上色可以让学生更不间断地处理故事，并与音频紧密结合。
{"title":"The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)","authors":"Jookyoung Jung, Wenrui Zhang","doi":"10.1515/iral-2023-0232","DOIUrl":"https://doi.org/10.1515/iral-2023-0232","url":null,"abstract":"\u0000 This study attempted to extend Jung and Lee’s (2023. Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement. International Review of Applied Linguistics in Language Teaching.) study to gain further insight into the pedagogical potential of text-audio synchronized enhancement on L2 collocation learning from reading-while-listening. Eighty-seven Cantonese ESL speakers read two English stories under one of four conditions, i.e., reading-only, reading-while-listening, reading-while-listening with colouring, and reading-while-listening with synchronized colouring. The stories contained 12 target adjective-pseudonoun collocations, and participants’ learning was assessed with immediate and one-week delayed posttests that consisted of recall and recognition tests. Lastly, two participants from each group produced stimulated recall comments. The results revealed that both colouring techniques significantly promoted receptive knowledge about the target collocations in the immediate posttest. Synchronized colouring, in particular, was also effective in improving immediate pseudonoun meaning recall scores and reducing reaction times to collocation recognition tests. Stimulated recalls indicated that synchronized colouring allowed for more uninterrupted processing of the stories in close alignment with the audio.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140252978","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}
While the use of cohesive devices has received considerable attention in L2 writing research, scant attention has been devoted to exploring local, global, and textual cohesive features across two genres at different time points using indices generated by the computational tool for automatic analysis of cohesion (TAACO). Inspired by this gap, this study attempted to: (a) identify TAACO indices that are predictive of human ratings of essay organization, (b) investigate which of the identified TAACO indices differ between narrative and argumentative genres, and (c) explore which of the identified TAACO indices might change over time. To achieve these purposes, 270 narrative and argumentative essays were collected from 45 L2 writers in counterbalanced order at six different time points. The results of mixed-effects modeling revealed textual cohesive devices to be significant predictors of human ratings of essay organization regardless of genre and indicated sustained development in the use of textual cohesive devices over time. This study has important implications for L2 writing assessment including the potential to enhance assessment practices by incorporating computational tools like TAACO. The findings emphasize the importance of considering textual cohesive devices as significant predictors of essay organization, regardless of genre.
{"title":"Using automated indices of cohesion to explore the growth of cohesive features in L2 writing","authors":"Mahmoud Abdi Tabari, Mark D. Johnson, Jianwu Gao","doi":"10.1515/iral-2023-0185","DOIUrl":"https://doi.org/10.1515/iral-2023-0185","url":null,"abstract":"\u0000 While the use of cohesive devices has received considerable attention in L2 writing research, scant attention has been devoted to exploring local, global, and textual cohesive features across two genres at different time points using indices generated by the computational tool for automatic analysis of cohesion (TAACO). Inspired by this gap, this study attempted to: (a) identify TAACO indices that are predictive of human ratings of essay organization, (b) investigate which of the identified TAACO indices differ between narrative and argumentative genres, and (c) explore which of the identified TAACO indices might change over time. To achieve these purposes, 270 narrative and argumentative essays were collected from 45 L2 writers in counterbalanced order at six different time points. The results of mixed-effects modeling revealed textual cohesive devices to be significant predictors of human ratings of essay organization regardless of genre and indicated sustained development in the use of textual cohesive devices over time. This study has important implications for L2 writing assessment including the potential to enhance assessment practices by incorporating computational tools like TAACO. The findings emphasize the importance of considering textual cohesive devices as significant predictors of essay organization, regardless of genre.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140411995","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}
For young learners of English as a foreign language (EFL), the initial acquisition of English vocabulary is crucial to English proficiency. This study conducted a systematic review of studies of primary school students’ EFL vocabulary learning to identify types of activities for learning new vocabulary. A total of 57 vocabulary learning activities from 22 studies were coded, yielding ten types of intentional and eight types of incidental learning activities. The intentional learning activities involved more psychological conditions than the incidental ones. Following the involvement load hypothesis (ILH), we identified activities encompassing various combinations of psychological conditions inducing the highest and lowest involvement loads (ILs); the more such conditions an activity encompasses, the deeper the vocabulary learning processes, and the higher the IL, the better the retention. The comparison between the activity types provides useful information for teachers and researchers to design age-appropriate English vocabulary learning activities.
{"title":"A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students","authors":"Sylvia Liu, B. Reynolds","doi":"10.1515/iral-2023-0193","DOIUrl":"https://doi.org/10.1515/iral-2023-0193","url":null,"abstract":"\u0000 For young learners of English as a foreign language (EFL), the initial acquisition of English vocabulary is crucial to English proficiency. This study conducted a systematic review of studies of primary school students’ EFL vocabulary learning to identify types of activities for learning new vocabulary. A total of 57 vocabulary learning activities from 22 studies were coded, yielding ten types of intentional and eight types of incidental learning activities. The intentional learning activities involved more psychological conditions than the incidental ones. Following the involvement load hypothesis (ILH), we identified activities encompassing various combinations of psychological conditions inducing the highest and lowest involvement loads (ILs); the more such conditions an activity encompasses, the deeper the vocabulary learning processes, and the higher the IL, the better the retention. The comparison between the activity types provides useful information for teachers and researchers to design age-appropriate English vocabulary learning activities.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140435752","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}
Distinct from English, Mandarin verbs are not inflected to encode Past Tense, but perfective aspect is typically marked by aspectual markers -le and -guo. Moreover, resultative verb compounds are often viewed as accomplishment verbs, denoting telicity of an event. This study attempts to examine whether such linguistic properties transfer to the acquisition of English. We tested 22 English learning Chinese adolescents in two experiments, respectively using a Story Restatements Task and an Elicited Production Task. Overall, the experiments generated three major findings. First, the participants marked irregular verbs 13 % higher than regular ones. Second, the participants used bare verbs to express English Past Tense 12 % of the situations. Third, the participants adopted Mandarin-like RVCs to denote English Past Tense 10 % of the cases. Taken together, the findings indicate that besides morphophonological transfer, English learning Chinese adolescents adopt Mandarin word-formation rules to encode English Past Tense, which is new evidence of cross-linguistic transfer. We discuss the implications of our findings.
{"title":"Language transfer in tense acquisition: new evidence from English learning Chinese adolescents","authors":"Haiquan Huang, Lina Qian, Yixiong Chen","doi":"10.1515/iral-2023-0191","DOIUrl":"https://doi.org/10.1515/iral-2023-0191","url":null,"abstract":"\u0000 Distinct from English, Mandarin verbs are not inflected to encode Past Tense, but perfective aspect is typically marked by aspectual markers -le and -guo. Moreover, resultative verb compounds are often viewed as accomplishment verbs, denoting telicity of an event. This study attempts to examine whether such linguistic properties transfer to the acquisition of English. We tested 22 English learning Chinese adolescents in two experiments, respectively using a Story Restatements Task and an Elicited Production Task. Overall, the experiments generated three major findings. First, the participants marked irregular verbs 13 % higher than regular ones. Second, the participants used bare verbs to express English Past Tense 12 % of the situations. Third, the participants adopted Mandarin-like RVCs to denote English Past Tense 10 % of the cases. Taken together, the findings indicate that besides morphophonological transfer, English learning Chinese adolescents adopt Mandarin word-formation rules to encode English Past Tense, which is new evidence of cross-linguistic transfer. We discuss the implications of our findings.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139958466","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}
Drawing on a proposed theoretical framework that integrates a social cognitive perspective of self-regulation and a process genre approach to L2 writing, this research describes the development and validation process of a new instrument, Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS). QSRLWS was validated with satisfactory psychometric qualities. Nine hundred eighty Chinese university EFL learners participated in the study (N = 960 after data screening). The study first described the questionnaire development process and adopted exploratory factor analysis to validate the factorial structure with half of the sample (n = 480). It further confirmed the structure with confirmatory factor analysis with another half of the sample (n = 480). Model comparisons confirmed a four-factor second-order structure in which QSRLWS comprised 12 SRL writing strategy types into four dimensions of strategy groups, i.e., metacognitive, cognitive, social, and motivational/affective regulation. Predictive validity of these strategies on students’ English writing performance was also reported. Theoretical and pedagogical implications are discussed.
{"title":"Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners","authors":"Bin Shen, Lu Wang","doi":"10.1515/iral-2023-0192","DOIUrl":"https://doi.org/10.1515/iral-2023-0192","url":null,"abstract":"\u0000 Drawing on a proposed theoretical framework that integrates a social cognitive perspective of self-regulation and a process genre approach to L2 writing, this research describes the development and validation process of a new instrument, Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS). QSRLWS was validated with satisfactory psychometric qualities. Nine hundred eighty Chinese university EFL learners participated in the study (N = 960 after data screening). The study first described the questionnaire development process and adopted exploratory factor analysis to validate the factorial structure with half of the sample (n = 480). It further confirmed the structure with confirmatory factor analysis with another half of the sample (n = 480). Model comparisons confirmed a four-factor second-order structure in which QSRLWS comprised 12 SRL writing strategy types into four dimensions of strategy groups, i.e., metacognitive, cognitive, social, and motivational/affective regulation. Predictive validity of these strategies on students’ English writing performance was also reported. Theoretical and pedagogical implications are discussed.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140451001","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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