Pub Date : 2024-06-07DOI: 10.1177/13621688241253617
Hye Won Shin
This study investigated which type of instructional modality is most conducive to vocabulary learning. A total of 6 classrooms ( N = 121), all from one 6th grade cohort, were randomly assigned to one of three conditions: (1) vocabulary training anchored in listening, (2) vocabulary training anchored in reading, or (3) vocabulary training anchored in writing. Three parallel versions of the tasks involved 21 target words embedded in contexts, but the students encountered these words explicitly through either listening or reading or writing modality. The study found, first, that there were statistically significant differences in favor of the reading and writing groups in terms of word association ability and vocabulary knowledge. Students in the reading and writing groups showed roughly the same level of vocabulary knowledge. Second, the study found that the results varied depending on the experience level of the teacher, which has implications for understanding how to improve vocabulary learning.
{"title":"Instructional task modality and teacher effects on L2 vocabulary learning: Evidence from adolescent learners","authors":"Hye Won Shin","doi":"10.1177/13621688241253617","DOIUrl":"https://doi.org/10.1177/13621688241253617","url":null,"abstract":"This study investigated which type of instructional modality is most conducive to vocabulary learning. A total of 6 classrooms ( N = 121), all from one 6th grade cohort, were randomly assigned to one of three conditions: (1) vocabulary training anchored in listening, (2) vocabulary training anchored in reading, or (3) vocabulary training anchored in writing. Three parallel versions of the tasks involved 21 target words embedded in contexts, but the students encountered these words explicitly through either listening or reading or writing modality. The study found, first, that there were statistically significant differences in favor of the reading and writing groups in terms of word association ability and vocabulary knowledge. Students in the reading and writing groups showed roughly the same level of vocabulary knowledge. Second, the study found that the results varied depending on the experience level of the teacher, which has implications for understanding how to improve vocabulary learning.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141372221","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 : 2024-06-07DOI: 10.1177/13621688241253546
Phung Dao, Trang Le Diem Bui, M. Nguyen
This exploratory study investigated second language (L2) teachers’ perceptions and assessment of young learners’ (aged 8–10 years) engagement, particularly focusing on the definition of engagement, its indicators, the teachers’ assessment of engagement during live task performances in intact classes, and their use of engagement-promoting strategies. The participants included 12 experienced L2 teachers recruited from various primary schools in Vietnam. Their perceptions regarding young learner engagement, its indicators, live engagement assessments, and engagement-promoting strategies were elicited using multiple tools, including semi-structured interviews, classroom observations, field notes, stimulated recalls, and reflective frames. The results revealed that teachers perceived young learner engagement as demonstrated by active participation and focus during task performance. They emphasized the behavioural and emotional aspects of engagement as key dimensions in assessing young learners’ engagement levels during task performance and thus tending to design tasks that largely foster these dimensions. The teachers also shared a variety of engagement-promoting strategies that were tailored to the characteristics of young learners. The overall results suggest the need to raise teachers’ awareness of a more comprehensive view of young learner engagement as well as reconsider task designs that could promote various aspects of engagement, rather than primarily or solely focusing on the aspect of ‘fun’ or emotional engagement.
{"title":"Public primary school teachers’ perceptions and assessment of young learners’ engagement","authors":"Phung Dao, Trang Le Diem Bui, M. Nguyen","doi":"10.1177/13621688241253546","DOIUrl":"https://doi.org/10.1177/13621688241253546","url":null,"abstract":"This exploratory study investigated second language (L2) teachers’ perceptions and assessment of young learners’ (aged 8–10 years) engagement, particularly focusing on the definition of engagement, its indicators, the teachers’ assessment of engagement during live task performances in intact classes, and their use of engagement-promoting strategies. The participants included 12 experienced L2 teachers recruited from various primary schools in Vietnam. Their perceptions regarding young learner engagement, its indicators, live engagement assessments, and engagement-promoting strategies were elicited using multiple tools, including semi-structured interviews, classroom observations, field notes, stimulated recalls, and reflective frames. The results revealed that teachers perceived young learner engagement as demonstrated by active participation and focus during task performance. They emphasized the behavioural and emotional aspects of engagement as key dimensions in assessing young learners’ engagement levels during task performance and thus tending to design tasks that largely foster these dimensions. The teachers also shared a variety of engagement-promoting strategies that were tailored to the characteristics of young learners. The overall results suggest the need to raise teachers’ awareness of a more comprehensive view of young learner engagement as well as reconsider task designs that could promote various aspects of engagement, rather than primarily or solely focusing on the aspect of ‘fun’ or emotional engagement.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141373590","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 : 2024-06-06DOI: 10.1177/13621688241254991
Özgehan Uştuk
The Covid-19 pandemic required a transformation into innovative classroom pedagogies that expected language learners to become more active and shoulder more responsibilities than before. In this article, I report on my first experience of doing exploratory practice to examine online flipped classrooms used to develop English as a foreign language (EFL) students’ self-directed learning. In a classroom-based mixed-methods study, I examined and puzzled over classroom practices that may promote learners’ self-directed readiness in the context of a university-level writing class. The results indicated a significant increase in my students’ desire for learning and self-control. They also showed that learners need technical assistance and psychological support to increase their self-directed learning skills and become more self-directed and autonomous language learners. The article concludes with a critical reflection on my first exploratory practice endeavor and what the whole process of puzzling about my classroom activities has brought to my teaching practice.
{"title":"Getting puzzled about puzzling: Doing my first exploratory practice on self-directed English language learning","authors":"Özgehan Uştuk","doi":"10.1177/13621688241254991","DOIUrl":"https://doi.org/10.1177/13621688241254991","url":null,"abstract":"The Covid-19 pandemic required a transformation into innovative classroom pedagogies that expected language learners to become more active and shoulder more responsibilities than before. In this article, I report on my first experience of doing exploratory practice to examine online flipped classrooms used to develop English as a foreign language (EFL) students’ self-directed learning. In a classroom-based mixed-methods study, I examined and puzzled over classroom practices that may promote learners’ self-directed readiness in the context of a university-level writing class. The results indicated a significant increase in my students’ desire for learning and self-control. They also showed that learners need technical assistance and psychological support to increase their self-directed learning skills and become more self-directed and autonomous language learners. The article concludes with a critical reflection on my first exploratory practice endeavor and what the whole process of puzzling about my classroom activities has brought to my teaching practice.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"142 1‐2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141381164","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 : 2024-06-06DOI: 10.1177/13621688241254907
Hussein Meihami, Ali Malmir
Developing teachers’ professional agency through standard models of instructional designs is critical in helping them deal with the barriers in designing and implementing online learning environments. Therefore, the purpose of this study was to explore the role of an ADDIE (Analysis–Design–Development–Implementation–Evaluation) model of the computer-assisted language learning (CALL) teacher preparation program (TPP) in developing TEFL (teaching English as a foreign language) student-teachers’ professional agency (PA). We conducted an instrumental (exploratory) case study to explore the PA development of 18 TEFL student-teachers who took a CALL course that was designed based on ADDIE. The deductive thematic analysis of student-teachers’ autobiographical narratives, unstructured interviews, and course projects showed that each stage of ADDIE contributed to developing the dimensions of the PA. We concluded that the constructive role of the ADDIE model of CALL TPP in developing TEFL student-teachers’ PA might be due to ADDIE’s capability to construct a context for developing student-teachers’ dynamic capacity to tackle educational concerns and provide a context of playing different professional roles. The study bears implications for TEFL teacher educators to consider the action-based nature of PA when the ADDIE model is implemented.
通过标准的教学设计模式培养教师的专业能力，对于帮助他们应对设计和实施在线学习环境的障碍至关重要。因此，本研究旨在探索计算机辅助语言学习（CALL）教师准备课程（TPP）的 ADDIE（分析-设计-开发-实施-评价）模式在发展 TEFL（英语作为外语教学）学生教师的专业代理（PA）中的作用。我们进行了一项工具性（探索性）案例研究，探讨了 18 名参加基于 ADDIE 设计的 CALL 课程的 TEFL 学生教师的专业代理发展情况。对学生教师的自传、非结构化访谈和课程项目进行的演绎主题分析表明，ADDIE 的每个阶段都有助于发展 PA 的各个维度。我们得出结论，CALL TPP 的 ADDIE 模型在发展 TEFL 师范生 PA 方面的建设性作用可能是由于 ADDIE 能够构建一个情境，以发展师范生解决教育问题的动态能力，并提供一个扮演不同专业角色的情境。本研究对 TEFL 师范教育者在实施 ADDIE 模式时考虑 PA 的行动性具有启示意义。
{"title":"Student-teachers’ professional agency development through ADDIE model of CALL teacher preparation","authors":"Hussein Meihami, Ali Malmir","doi":"10.1177/13621688241254907","DOIUrl":"https://doi.org/10.1177/13621688241254907","url":null,"abstract":"Developing teachers’ professional agency through standard models of instructional designs is critical in helping them deal with the barriers in designing and implementing online learning environments. Therefore, the purpose of this study was to explore the role of an ADDIE (Analysis–Design–Development–Implementation–Evaluation) model of the computer-assisted language learning (CALL) teacher preparation program (TPP) in developing TEFL (teaching English as a foreign language) student-teachers’ professional agency (PA). We conducted an instrumental (exploratory) case study to explore the PA development of 18 TEFL student-teachers who took a CALL course that was designed based on ADDIE. The deductive thematic analysis of student-teachers’ autobiographical narratives, unstructured interviews, and course projects showed that each stage of ADDIE contributed to developing the dimensions of the PA. We concluded that the constructive role of the ADDIE model of CALL TPP in developing TEFL student-teachers’ PA might be due to ADDIE’s capability to construct a context for developing student-teachers’ dynamic capacity to tackle educational concerns and provide a context of playing different professional roles. The study bears implications for TEFL teacher educators to consider the action-based nature of PA when the ADDIE model is implemented.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"77 s331","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141376626","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 : 2024-05-17DOI: 10.1177/13621688241248440
Maria-Lourdes Lira-Gonzales, Hossein Nassaji, Martha L. De Tejeda, Dora Vasquez, Kiara Saenz
This study seeks to address a gap in our understanding of how corrective feedback (CF) influences second language (L2) learning by examining the specific impacts of oral and written CF on acquiring the third person singular -s in the simple present tense. The study examines these effects on both explicit and implicit knowledge. The research was conducted in five intermediate adult English as a second language classrooms in Peru ( N = 101), using a pretest–posttest design with one control group ( n = 24) and four experimental groups: oral recast ( n = 21) oral metalinguistic CF ( n = 18) written direct CF ( n = 16) and written metalinguistic CF ( n = 22). The results revealed no significant difference between oral and written CF; however, differences were observed based on measurement types and CF subtypes used. This study’s findings carry theoretical and pedagogical implications, contributing valuable insights to both second language writing research and pedagogy.
{"title":"The differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge","authors":"Maria-Lourdes Lira-Gonzales, Hossein Nassaji, Martha L. De Tejeda, Dora Vasquez, Kiara Saenz","doi":"10.1177/13621688241248440","DOIUrl":"https://doi.org/10.1177/13621688241248440","url":null,"abstract":"This study seeks to address a gap in our understanding of how corrective feedback (CF) influences second language (L2) learning by examining the specific impacts of oral and written CF on acquiring the third person singular -s in the simple present tense. The study examines these effects on both explicit and implicit knowledge. The research was conducted in five intermediate adult English as a second language classrooms in Peru ( N = 101), using a pretest–posttest design with one control group ( n = 24) and four experimental groups: oral recast ( n = 21) oral metalinguistic CF ( n = 18) written direct CF ( n = 16) and written metalinguistic CF ( n = 22). The results revealed no significant difference between oral and written CF; however, differences were observed based on measurement types and CF subtypes used. This study’s findings carry theoretical and pedagogical implications, contributing valuable insights to both second language writing research and pedagogy.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140962679","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 : 2024-05-17DOI: 10.1177/13621688241249689
Mahmoud Abdi Tabari, Sima Khezrlou, H. Ghanbar
In the literature on task-based language teaching (TBLT), task repetition and task rehearsal have frequently been used interchangeably. However, this distinction, identified as potentially significant (Ellis, 2019), is noteworthy due to the potential impact of participants’ awareness of future repetitions on second language (L2) task performance. Given the lack of empirical exploration regarding task repetition and task rehearsal distinction in the context of L2 writing, this study investigates how task rehearsal and task repetition affect the narrative and argumentative writing performances of 120 students of English as a second language (ESL) from a U.S. university. They were randomly assigned to four groups. Groups 1 and 3 wrote the narrative text initially, repeated the same task, and then proceeded to write the argumentative text, which was also repeated. The intervals between these performances were one week apart. However, Group 3 knew in advance that they were going to repeat the task, whereas Group 1 lacked this knowledge. Conversely, Groups 2 and 4 began by writing the argumentative text, repeated that task, and then proceeded to complete the narrative text, which was also repeated within the same time intervals. Group 4 had forewarning of their future performance, while Group 2 did not. We analysed the essays using the complexity, accuracy, lexis, and fluency (CALF) measures. The results indicated that time significantly influenced almost all CALF measures in narrative and argumentative writing, irrespective of the forewarning condition. Additionally, task readiness and essay order had a significant impact on most CALF measures, particularly in narrative writing. Specifically, task readiness positively affected the majority of CALF measures in narratives, whereas essay order exhibited sporadic influence.
{"title":"Task repetition versus task rehearsal: Understanding effects of task-readiness factors and elemental genres on L2 writing task performance","authors":"Mahmoud Abdi Tabari, Sima Khezrlou, H. Ghanbar","doi":"10.1177/13621688241249689","DOIUrl":"https://doi.org/10.1177/13621688241249689","url":null,"abstract":"In the literature on task-based language teaching (TBLT), task repetition and task rehearsal have frequently been used interchangeably. However, this distinction, identified as potentially significant (Ellis, 2019), is noteworthy due to the potential impact of participants’ awareness of future repetitions on second language (L2) task performance. Given the lack of empirical exploration regarding task repetition and task rehearsal distinction in the context of L2 writing, this study investigates how task rehearsal and task repetition affect the narrative and argumentative writing performances of 120 students of English as a second language (ESL) from a U.S. university. They were randomly assigned to four groups. Groups 1 and 3 wrote the narrative text initially, repeated the same task, and then proceeded to write the argumentative text, which was also repeated. The intervals between these performances were one week apart. However, Group 3 knew in advance that they were going to repeat the task, whereas Group 1 lacked this knowledge. Conversely, Groups 2 and 4 began by writing the argumentative text, repeated that task, and then proceeded to complete the narrative text, which was also repeated within the same time intervals. Group 4 had forewarning of their future performance, while Group 2 did not. We analysed the essays using the complexity, accuracy, lexis, and fluency (CALF) measures. The results indicated that time significantly influenced almost all CALF measures in narrative and argumentative writing, irrespective of the forewarning condition. Additionally, task readiness and essay order had a significant impact on most CALF measures, particularly in narrative writing. Specifically, task readiness positively affected the majority of CALF measures in narratives, whereas essay order exhibited sporadic influence.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"38 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140966262","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 : 2024-05-16DOI: 10.1177/13621688241250364
Mostafa Azari Noughabi, Shanshan Yang, E. Botes, Jean–Marc Dewaele
Foreign language teaching enjoyment (FLTE) has recently been introduced as a broad positive emotion experienced by foreign language (FL) teachers, despite obstacles embedded in FL teaching. However, identifying its psychological outcomes – and the cultural specificity of these outcomes – has received scant research attention across different contexts. The present cross-cultural study aims to investigate whether teachers’ FLTE can predict and influence engagement and well-being in the English as a foreign language (EFL) context of Iran and China. A series of structural equation models (SEMs) indicated that EFL teachers’ FLTE affected their work engagement and well-being in both Iranian and Chinese samples, with structural invariance tests confirming the group-level differences between Iranian and Chinese EFL teachers in the light of FLTE outcomes. The study provides insight into the positive outcomes of positive emotions in FL teaching as framed by the lens of positive psychology. In addition, a rare non-Western cross-cultural comparison contributes to the ongoing discussions in literature regarding the influence of cultural contexts on the experience and outcome manifestation of positive emotions.
{"title":"The effect of positive emotion on foreign language teacher engagement and well-being: A cross-cultural comparison","authors":"Mostafa Azari Noughabi, Shanshan Yang, E. Botes, Jean–Marc Dewaele","doi":"10.1177/13621688241250364","DOIUrl":"https://doi.org/10.1177/13621688241250364","url":null,"abstract":"Foreign language teaching enjoyment (FLTE) has recently been introduced as a broad positive emotion experienced by foreign language (FL) teachers, despite obstacles embedded in FL teaching. However, identifying its psychological outcomes – and the cultural specificity of these outcomes – has received scant research attention across different contexts. The present cross-cultural study aims to investigate whether teachers’ FLTE can predict and influence engagement and well-being in the English as a foreign language (EFL) context of Iran and China. A series of structural equation models (SEMs) indicated that EFL teachers’ FLTE affected their work engagement and well-being in both Iranian and Chinese samples, with structural invariance tests confirming the group-level differences between Iranian and Chinese EFL teachers in the light of FLTE outcomes. The study provides insight into the positive outcomes of positive emotions in FL teaching as framed by the lens of positive psychology. In addition, a rare non-Western cross-cultural comparison contributes to the ongoing discussions in literature regarding the influence of cultural contexts on the experience and outcome manifestation of positive emotions.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140969541","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 : 2024-05-16DOI: 10.1177/13621688241248734
Yan Liang, Lawrence Jun Zhang
Despite previous research having demonstrated the comparative effects of processing instruction and output-based instruction, further investigation is required to examine the relationships between individual differences in cognitive abilities and these instructional types. This study investigated the associations among three instructional approaches and learners’ language aptitude and working memory in acquiring four Chinese classifiers. Eighty-six second language (L2) Chinese learners from one Chinese university were divided into three experimental groups – processing instruction (PI), meaning-based output instruction (MOI), combined instruction (CI) – and a control group. Tests measuring treatment effects included an untimed grammatical judgment test and an oral elicited imitation test. The LLAMA test and a counting span task were employed to assess learners’ language aptitude and working memory respectively. Multiple regression analysis suggested that phonetic coding ability was significantly predictive of the effects of PI and CI groups. Language analytic ability and working memory were not predictive of the effects of any experimental groups. The findings suggest that providing metalinguistic explanations followed by output-based language activities may mitigate learners’ cognitive differences in language analytic ability and working memory.
尽管之前的研究已经证明了加工式教学和输出式教学的比较效果，但仍需进一步研究认知能力的个体差异与这些教学类型之间的关系。本研究探讨了三种教学方法与学习者语言能力和工作记忆之间的关系，以帮助学习者掌握四个汉语分类词。来自一所中国大学的86名第二语言（L2）汉语学习者被分为三个实验组--加工教学（PI）、基于意义的输出教学（MOI）、综合教学（CI）--和一个对照组。衡量治疗效果的测试包括不计时语法判断测试和口语诱导模仿测试。LLAMA 测试和计数跨度任务分别用于评估学习者的语言能力和工作记忆。多元回归分析表明，语音编码能力对 PI 组和 CI 组的效果有明显的预测作用。语言分析能力和工作记忆则不能预测任何实验组的效果。研究结果表明，在提供金属语言解释后，再开展以输出为基础的语言活动，可以减轻学习者在语言分析能力和工作记忆方面的认知差异。
{"title":"The associations between individual differences in language aptitude and working memory, and the effectiveness of input and output based instruction","authors":"Yan Liang, Lawrence Jun Zhang","doi":"10.1177/13621688241248734","DOIUrl":"https://doi.org/10.1177/13621688241248734","url":null,"abstract":"Despite previous research having demonstrated the comparative effects of processing instruction and output-based instruction, further investigation is required to examine the relationships between individual differences in cognitive abilities and these instructional types. This study investigated the associations among three instructional approaches and learners’ language aptitude and working memory in acquiring four Chinese classifiers. Eighty-six second language (L2) Chinese learners from one Chinese university were divided into three experimental groups – processing instruction (PI), meaning-based output instruction (MOI), combined instruction (CI) – and a control group. Tests measuring treatment effects included an untimed grammatical judgment test and an oral elicited imitation test. The LLAMA test and a counting span task were employed to assess learners’ language aptitude and working memory respectively. Multiple regression analysis suggested that phonetic coding ability was significantly predictive of the effects of PI and CI groups. Language analytic ability and working memory were not predictive of the effects of any experimental groups. The findings suggest that providing metalinguistic explanations followed by output-based language activities may mitigate learners’ cognitive differences in language analytic ability and working memory.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"22 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140968475","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 : 2024-05-05DOI: 10.1177/13621688241242175
Rining Wei, Rong Wang, Jing Wang
With increasing attention paid to the effects of learning a foreign language (FL) on older adults in the currently ageing world, psychological individual difference (ID) variables (e.g. learning motivation) remain much under-investigated, compared with cognitive IDs. This exploratory study examined older adults’ English learning motivation in the Chinese context of English as a foreign language (EFL) by conducting a web-based survey ( n = 510) and semi-structured interviews ( n = 21). Results showed that (1) the selected sociobiographical variables influenced older adults’ English learning motivation to different degrees, among which education, use frequency of English and socioeconomic status (SES) emerged as very important predictors; and (2) four motivators for English learning by older adults emerged as traveling or visiting relatives abroad, keeping the brain in shape, supporting inter-generational communication, and having general interest in the target FL. As one of the first systematic attempts to explore English learning motivation among Chinese older adults, the present study (1) contributes to a further understanding of English learning motivation among older adults in the Chinese EFL context, and (2) provides pedagogical and policy implications for English language teaching targeting older adults.
{"title":"Exploring English learning motivation among Chinese older adults","authors":"Rining Wei, Rong Wang, Jing Wang","doi":"10.1177/13621688241242175","DOIUrl":"https://doi.org/10.1177/13621688241242175","url":null,"abstract":"With increasing attention paid to the effects of learning a foreign language (FL) on older adults in the currently ageing world, psychological individual difference (ID) variables (e.g. learning motivation) remain much under-investigated, compared with cognitive IDs. This exploratory study examined older adults’ English learning motivation in the Chinese context of English as a foreign language (EFL) by conducting a web-based survey ( n = 510) and semi-structured interviews ( n = 21). Results showed that (1) the selected sociobiographical variables influenced older adults’ English learning motivation to different degrees, among which education, use frequency of English and socioeconomic status (SES) emerged as very important predictors; and (2) four motivators for English learning by older adults emerged as traveling or visiting relatives abroad, keeping the brain in shape, supporting inter-generational communication, and having general interest in the target FL. As one of the first systematic attempts to explore English learning motivation among Chinese older adults, the present study (1) contributes to a further understanding of English learning motivation among older adults in the Chinese EFL context, and (2) provides pedagogical and policy implications for English language teaching targeting older adults.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"331 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141012171","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 : 2024-03-30DOI: 10.1177/13621688241239460
Qianqian Gu, Kris Van den Branden
Studies on on-line planning have been based upon the same definition in the past few decades, and they have operationalized on-line planning in similar ways. Drawing upon theories in cognitive psychology, the present study sets out to propose a revised definition of on-line planning that aims at capturing a greater variety of on-line planning behaviors. Two methods of eliciting on-line planning were implemented: providing students with listener’s feedback between two consecutive rounds of task performance, and providing them with criteria for successful task performance. Their effects on second language (L2) narrative task performance and the use of planning strategies were investigated with 90 Chinese learners of English as a foreign language (EFL) who were first-year English majors. To assess the quality of task performance, complexity, accuracy and fluency (CAF) measures and a measure of story completeness were employed. Post-task interviews were conducted to explore planning strategies. Results from the quantitative and the qualitative analyses suggest that utilizing listeners’ feedback successfully elicited an increased number of on-line planning activities. Participants under this on-line planning condition also produced significantly more complex and accurate output than the non-intervention group.
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