Pub Date : 2024-03-29DOI: 10.1177/13621688241241125
Yang (Frank) Gong, X. Gao
Language teachers’ experiences of identity tensions present valuable opportunities for researchers to understand the complex role of professional identity in shaping language teachers’ instructional practice. This exploratory sequential mixed-method study reports on identity tensions as experienced by teachers of Chinese as an additional language (CAL), and its role in mediating their instructional practice in intercultural teaching. First, seven types of professional and sociocultural identities related to intercultural teaching were generated based on interview responses and observation field notes from 10 CAL teachers. One hundred and three CAL teachers were then surveyed to identify the roles of these identities in mediating their approaches to intercultural teaching. An exploratory factor analysis of the survey data suggested that cultural learner identity, cultural bridge identity, and bearer of Chinese culture identity were significant predictors of fact-oriented or holistic development-oriented approaches to intercultural teaching. Furthermore, it was found that the tension and synergy among different identity components coexisted in mediating the participants’ efforts in intercultural teaching. The findings underscore the importance of adopting identity-oriented perspectives and approaches, and paying more attention to teacher identity tensions in supporting language teachers’ professional practice and development.
语言教师的身份紧张经历为研究人员了解专业身份在塑造语言教师教学实践中的复杂作用提供了宝贵的机会。这项探索性的连续混合方法研究报告了汉语作为第二语言（CAL）教师所经历的身份紧张，以及身份紧张在跨文化教学实践中的中介作用。首先，根据 10 名汉语教师的访谈回答和实地观察记录，得出了与跨文化教学相关的七种专业和社会文化身份。然后，对 103 名 CAL 教师进行了调查，以确定这些身份在跨文化教学方法中的中介作用。对调查数据进行的探索性因素分析表明，文化学习者身份、文化桥梁身份和中国文化传承者身份是跨文化教学中事实导向型或全面发展导向型方法的重要预测因素。此外，研究还发现，不同身份成分之间的张力和协同作用共存，对参与者的跨文化教学努力起着中介作用。研究结果强调了采用以身份认同为导向的视角和方法的重要性，以及在支持语言教师的专业实践和发展时更多关注教师身份认同张力的重要性。
{"title":"Language teachers’ identity tensions and professional practice in intercultural teaching","authors":"Yang (Frank) Gong, X. Gao","doi":"10.1177/13621688241241125","DOIUrl":"https://doi.org/10.1177/13621688241241125","url":null,"abstract":"Language teachers’ experiences of identity tensions present valuable opportunities for researchers to understand the complex role of professional identity in shaping language teachers’ instructional practice. This exploratory sequential mixed-method study reports on identity tensions as experienced by teachers of Chinese as an additional language (CAL), and its role in mediating their instructional practice in intercultural teaching. First, seven types of professional and sociocultural identities related to intercultural teaching were generated based on interview responses and observation field notes from 10 CAL teachers. One hundred and three CAL teachers were then surveyed to identify the roles of these identities in mediating their approaches to intercultural teaching. An exploratory factor analysis of the survey data suggested that cultural learner identity, cultural bridge identity, and bearer of Chinese culture identity were significant predictors of fact-oriented or holistic development-oriented approaches to intercultural teaching. Furthermore, it was found that the tension and synergy among different identity components coexisted in mediating the participants’ efforts in intercultural teaching. The findings underscore the importance of adopting identity-oriented perspectives and approaches, and paying more attention to teacher identity tensions in supporting language teachers’ professional practice and development.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"52 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140367706","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 : 2024-02-14DOI: 10.1177/13621688241227896
S. Ostovar-Namaghi, Mostafa Morady Moghaddam, Kosar Veysmorady
This study investigates the impact of cognitive apprenticeship on the speaking proficiency of English as a foreign language (EFL) learners. The study follows a randomized pre-test–post-test control group design, with an experimental group receiving instruction based on cognitive apprenticeship principles and a control group receiving conventional instruction. Sixty intermediate Iranian EFL learners participated in this study. The participants’ speaking proficiency was assessed using the Preliminary English Test (PET) and two IELTS speaking tests. Trained examiners evaluated the participants’ performance on the basis of established speaking proficiency criteria. The results indicate that the experimental group, which received instruction following cognitive apprenticeship principles, outperformed the control group in terms of speaking proficiency. The experimental group demonstrated significant improvement from pre-test to immediate and delayed post-tests in terms of IELTS speaking proficiency ( t (29) = −7.57 and −6.97, p = .000), with a large effect size (eta squared = −1.7 and −1.3). This study contributes to the understanding of effective language instruction and highlights that cognitive apprenticeship can be a valuable approach to enhance speaking skills in EFL learners. The interactive and learner-centered nature of cognitive apprenticeship promotes active engagement, autonomy, and meaningful language use. The findings have implications for language educators in creating dynamic and learner-centered learning environments that promote speaking proficiency.
{"title":"Empowering EFL learners through cognitive apprenticeship: A pathway to success in IELTS speaking proficiency","authors":"S. Ostovar-Namaghi, Mostafa Morady Moghaddam, Kosar Veysmorady","doi":"10.1177/13621688241227896","DOIUrl":"https://doi.org/10.1177/13621688241227896","url":null,"abstract":"This study investigates the impact of cognitive apprenticeship on the speaking proficiency of English as a foreign language (EFL) learners. The study follows a randomized pre-test–post-test control group design, with an experimental group receiving instruction based on cognitive apprenticeship principles and a control group receiving conventional instruction. Sixty intermediate Iranian EFL learners participated in this study. The participants’ speaking proficiency was assessed using the Preliminary English Test (PET) and two IELTS speaking tests. Trained examiners evaluated the participants’ performance on the basis of established speaking proficiency criteria. The results indicate that the experimental group, which received instruction following cognitive apprenticeship principles, outperformed the control group in terms of speaking proficiency. The experimental group demonstrated significant improvement from pre-test to immediate and delayed post-tests in terms of IELTS speaking proficiency ( t (29) = −7.57 and −6.97, p = .000), with a large effect size (eta squared = −1.7 and −1.3). This study contributes to the understanding of effective language instruction and highlights that cognitive apprenticeship can be a valuable approach to enhance speaking skills in EFL learners. The interactive and learner-centered nature of cognitive apprenticeship promotes active engagement, autonomy, and meaningful language use. The findings have implications for language educators in creating dynamic and learner-centered learning environments that promote speaking proficiency.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"115 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139837437","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 : 2024-02-14DOI: 10.1177/13621688241227896
S. Ostovar-Namaghi, Mostafa Morady Moghaddam, Kosar Veysmorady
This study investigates the impact of cognitive apprenticeship on the speaking proficiency of English as a foreign language (EFL) learners. The study follows a randomized pre-test–post-test control group design, with an experimental group receiving instruction based on cognitive apprenticeship principles and a control group receiving conventional instruction. Sixty intermediate Iranian EFL learners participated in this study. The participants’ speaking proficiency was assessed using the Preliminary English Test (PET) and two IELTS speaking tests. Trained examiners evaluated the participants’ performance on the basis of established speaking proficiency criteria. The results indicate that the experimental group, which received instruction following cognitive apprenticeship principles, outperformed the control group in terms of speaking proficiency. The experimental group demonstrated significant improvement from pre-test to immediate and delayed post-tests in terms of IELTS speaking proficiency ( t (29) = −7.57 and −6.97, p = .000), with a large effect size (eta squared = −1.7 and −1.3). This study contributes to the understanding of effective language instruction and highlights that cognitive apprenticeship can be a valuable approach to enhance speaking skills in EFL learners. The interactive and learner-centered nature of cognitive apprenticeship promotes active engagement, autonomy, and meaningful language use. The findings have implications for language educators in creating dynamic and learner-centered learning environments that promote speaking proficiency.
{"title":"Empowering EFL learners through cognitive apprenticeship: A pathway to success in IELTS speaking proficiency","authors":"S. Ostovar-Namaghi, Mostafa Morady Moghaddam, Kosar Veysmorady","doi":"10.1177/13621688241227896","DOIUrl":"https://doi.org/10.1177/13621688241227896","url":null,"abstract":"This study investigates the impact of cognitive apprenticeship on the speaking proficiency of English as a foreign language (EFL) learners. The study follows a randomized pre-test–post-test control group design, with an experimental group receiving instruction based on cognitive apprenticeship principles and a control group receiving conventional instruction. Sixty intermediate Iranian EFL learners participated in this study. The participants’ speaking proficiency was assessed using the Preliminary English Test (PET) and two IELTS speaking tests. Trained examiners evaluated the participants’ performance on the basis of established speaking proficiency criteria. The results indicate that the experimental group, which received instruction following cognitive apprenticeship principles, outperformed the control group in terms of speaking proficiency. The experimental group demonstrated significant improvement from pre-test to immediate and delayed post-tests in terms of IELTS speaking proficiency ( t (29) = −7.57 and −6.97, p = .000), with a large effect size (eta squared = −1.7 and −1.3). This study contributes to the understanding of effective language instruction and highlights that cognitive apprenticeship can be a valuable approach to enhance speaking skills in EFL learners. The interactive and learner-centered nature of cognitive apprenticeship promotes active engagement, autonomy, and meaningful language use. The findings have implications for language educators in creating dynamic and learner-centered learning environments that promote speaking proficiency.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"57 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139777761","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 : 2024-02-09DOI: 10.1177/13621688241227666
Xiaoqiu Fu, Chenyu Yang, Ting Zhang
Student engagement with written feedback (WF) in English as a second language (ESL) / English as a foreign language (EFL) learning has been widely researched from cognitive, affective, and behavioural dimensions. Students’ textual change is taken as the only indication of their behavioural engagement with feedback. Students’ no-revision operation or their unaction is usually considered as their disengagement or lack of engagement, or excluded from the examination of students’ WF engagement. How students have possibly engaged themselves with WF before they consequently disuptake (used in the context of feedback engagement, as an opposite to “uptake”) it is hardly touched upon in most studies. To visibilize students’ invisible engagement, we contextualized the study in a natural EFL writing class involving students’ writing and revisions after peer review and automatic writing evaluation (AWE). We used stimulated recalls and screen capturing to investigate students’ cognitive, affective and behavioural engagement with unactioned WF (hereafter UAWF). The findings show that 95.9% of the UAWF have been attended. The three participants, of different English proficiency levels, reported to have variably engaged themselves with their UAWF. Our findings also reveal feedback quality and students’ experience in using AWE system greatly influences their engagement with AWE feedback; student’s language proficiency has a stake in their engagement effectiveness; carefully designed peer review activities can make peer reviews more effective to benefit both feedback receivers and providers.
{"title":"Visibilizing invisible engagement behind students’ no-revision operation to written feedback","authors":"Xiaoqiu Fu, Chenyu Yang, Ting Zhang","doi":"10.1177/13621688241227666","DOIUrl":"https://doi.org/10.1177/13621688241227666","url":null,"abstract":"Student engagement with written feedback (WF) in English as a second language (ESL) / English as a foreign language (EFL) learning has been widely researched from cognitive, affective, and behavioural dimensions. Students’ textual change is taken as the only indication of their behavioural engagement with feedback. Students’ no-revision operation or their unaction is usually considered as their disengagement or lack of engagement, or excluded from the examination of students’ WF engagement. How students have possibly engaged themselves with WF before they consequently disuptake (used in the context of feedback engagement, as an opposite to “uptake”) it is hardly touched upon in most studies. To visibilize students’ invisible engagement, we contextualized the study in a natural EFL writing class involving students’ writing and revisions after peer review and automatic writing evaluation (AWE). We used stimulated recalls and screen capturing to investigate students’ cognitive, affective and behavioural engagement with unactioned WF (hereafter UAWF). The findings show that 95.9% of the UAWF have been attended. The three participants, of different English proficiency levels, reported to have variably engaged themselves with their UAWF. Our findings also reveal feedback quality and students’ experience in using AWE system greatly influences their engagement with AWE feedback; student’s language proficiency has a stake in their engagement effectiveness; carefully designed peer review activities can make peer reviews more effective to benefit both feedback receivers and providers.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"151 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139849027","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 : 2024-02-09DOI: 10.1177/13621688241227666
Xiaoqiu Fu, Chenyu Yang, Ting Zhang
Student engagement with written feedback (WF) in English as a second language (ESL) / English as a foreign language (EFL) learning has been widely researched from cognitive, affective, and behavioural dimensions. Students’ textual change is taken as the only indication of their behavioural engagement with feedback. Students’ no-revision operation or their unaction is usually considered as their disengagement or lack of engagement, or excluded from the examination of students’ WF engagement. How students have possibly engaged themselves with WF before they consequently disuptake (used in the context of feedback engagement, as an opposite to “uptake”) it is hardly touched upon in most studies. To visibilize students’ invisible engagement, we contextualized the study in a natural EFL writing class involving students’ writing and revisions after peer review and automatic writing evaluation (AWE). We used stimulated recalls and screen capturing to investigate students’ cognitive, affective and behavioural engagement with unactioned WF (hereafter UAWF). The findings show that 95.9% of the UAWF have been attended. The three participants, of different English proficiency levels, reported to have variably engaged themselves with their UAWF. Our findings also reveal feedback quality and students’ experience in using AWE system greatly influences their engagement with AWE feedback; student’s language proficiency has a stake in their engagement effectiveness; carefully designed peer review activities can make peer reviews more effective to benefit both feedback receivers and providers.
{"title":"Visibilizing invisible engagement behind students’ no-revision operation to written feedback","authors":"Xiaoqiu Fu, Chenyu Yang, Ting Zhang","doi":"10.1177/13621688241227666","DOIUrl":"https://doi.org/10.1177/13621688241227666","url":null,"abstract":"Student engagement with written feedback (WF) in English as a second language (ESL) / English as a foreign language (EFL) learning has been widely researched from cognitive, affective, and behavioural dimensions. Students’ textual change is taken as the only indication of their behavioural engagement with feedback. Students’ no-revision operation or their unaction is usually considered as their disengagement or lack of engagement, or excluded from the examination of students’ WF engagement. How students have possibly engaged themselves with WF before they consequently disuptake (used in the context of feedback engagement, as an opposite to “uptake”) it is hardly touched upon in most studies. To visibilize students’ invisible engagement, we contextualized the study in a natural EFL writing class involving students’ writing and revisions after peer review and automatic writing evaluation (AWE). We used stimulated recalls and screen capturing to investigate students’ cognitive, affective and behavioural engagement with unactioned WF (hereafter UAWF). The findings show that 95.9% of the UAWF have been attended. The three participants, of different English proficiency levels, reported to have variably engaged themselves with their UAWF. Our findings also reveal feedback quality and students’ experience in using AWE system greatly influences their engagement with AWE feedback; student’s language proficiency has a stake in their engagement effectiveness; carefully designed peer review activities can make peer reviews more effective to benefit both feedback receivers and providers.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":" 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139789190","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 : 2024-02-08DOI: 10.1177/13621688241227603
J. Fathi, M. Pawlak, Sam Saeedian, Ata Ghaderi
This study investigated the effects of growth mindset and self-efficacy on foreign language achievement (FLA) in a sample of 379 intermediate learners of English as a foreign language (EFL) while also incorporating the mediation of second language (L2) grit in a structural model. The measurement model was examined using confirmatory factor analysis, and mediation analysis was conducted following Baron and Kenny’s (1986) method to explore the mediating role of L2 grit in the relationship between growth mindset, self-efficacy, and FLA. The results revealed that both L2 grit and English self-efficacy directly predicted FLA. Moreover, the mediation analysis revealed that growth mindset influenced FLA indirectly through the mediating role of L2 grit. These findings suggest that fostering growth mindset and self-efficacy beliefs in language learners could enhance their FLA, and that the development of L2 grit may play a significant role in mediating the relationship between growth mindset and FLA. Implications of these results for language education are discussed, and suggestions for future research are considered.
{"title":"Exploring factors affecting foreign language achievement: The role of growth mindset, self-efficacy, and L2 grit","authors":"J. Fathi, M. Pawlak, Sam Saeedian, Ata Ghaderi","doi":"10.1177/13621688241227603","DOIUrl":"https://doi.org/10.1177/13621688241227603","url":null,"abstract":"This study investigated the effects of growth mindset and self-efficacy on foreign language achievement (FLA) in a sample of 379 intermediate learners of English as a foreign language (EFL) while also incorporating the mediation of second language (L2) grit in a structural model. The measurement model was examined using confirmatory factor analysis, and mediation analysis was conducted following Baron and Kenny’s (1986) method to explore the mediating role of L2 grit in the relationship between growth mindset, self-efficacy, and FLA. The results revealed that both L2 grit and English self-efficacy directly predicted FLA. Moreover, the mediation analysis revealed that growth mindset influenced FLA indirectly through the mediating role of L2 grit. These findings suggest that fostering growth mindset and self-efficacy beliefs in language learners could enhance their FLA, and that the development of L2 grit may play a significant role in mediating the relationship between growth mindset and FLA. Implications of these results for language education are discussed, and suggestions for future research are considered.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"2 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139854466","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 : 2024-02-08DOI: 10.1177/13621688241227603
J. Fathi, M. Pawlak, Sam Saeedian, Ata Ghaderi
This study investigated the effects of growth mindset and self-efficacy on foreign language achievement (FLA) in a sample of 379 intermediate learners of English as a foreign language (EFL) while also incorporating the mediation of second language (L2) grit in a structural model. The measurement model was examined using confirmatory factor analysis, and mediation analysis was conducted following Baron and Kenny’s (1986) method to explore the mediating role of L2 grit in the relationship between growth mindset, self-efficacy, and FLA. The results revealed that both L2 grit and English self-efficacy directly predicted FLA. Moreover, the mediation analysis revealed that growth mindset influenced FLA indirectly through the mediating role of L2 grit. These findings suggest that fostering growth mindset and self-efficacy beliefs in language learners could enhance their FLA, and that the development of L2 grit may play a significant role in mediating the relationship between growth mindset and FLA. Implications of these results for language education are discussed, and suggestions for future research are considered.
{"title":"Exploring factors affecting foreign language achievement: The role of growth mindset, self-efficacy, and L2 grit","authors":"J. Fathi, M. Pawlak, Sam Saeedian, Ata Ghaderi","doi":"10.1177/13621688241227603","DOIUrl":"https://doi.org/10.1177/13621688241227603","url":null,"abstract":"This study investigated the effects of growth mindset and self-efficacy on foreign language achievement (FLA) in a sample of 379 intermediate learners of English as a foreign language (EFL) while also incorporating the mediation of second language (L2) grit in a structural model. The measurement model was examined using confirmatory factor analysis, and mediation analysis was conducted following Baron and Kenny’s (1986) method to explore the mediating role of L2 grit in the relationship between growth mindset, self-efficacy, and FLA. The results revealed that both L2 grit and English self-efficacy directly predicted FLA. Moreover, the mediation analysis revealed that growth mindset influenced FLA indirectly through the mediating role of L2 grit. These findings suggest that fostering growth mindset and self-efficacy beliefs in language learners could enhance their FLA, and that the development of L2 grit may play a significant role in mediating the relationship between growth mindset and FLA. Implications of these results for language education are discussed, and suggestions for future research are considered.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"43 S204","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139794540","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 : 2024-02-07DOI: 10.1177/13621688241229534
Yabing Wang, Jian Xu, Huiyin Li, Jiamin Qi
While extensive research supported the facilitative role of motivation in general self-regulated learning (SRL) strategy use, its connection to writing-specific SRL strategy use remains underexplored. Furthermore, the exploration of the interplay between motivation and SRL strategy use in second or foreign (L2) writing was absent within the motivational-self system. Even less is known about the mechanism between motivational factors and SRL strategy use in L2 writing. This study aims to fill the gap by testing the mediating role of positive emotions (enjoyment, pride, and hope) between future L2 writing selves (ideal L2 self and ought-to L2 self) and SRL strategy use in the Chinese English as a foreign language (EFL) writing context with a mixed method design incorporating both quantitative and qualitative methods. Three hundred and sixty students enrolled in College English writing classes were recruited and they reported their responses to standardized measures. Results of structural equation modelling (SEM) showed that positive emotions partially mediated the link between ideal L2 writing selves and SRL but not between ought-to L2 writing selves and SRL. Semi-structured interviews about students’ in-depth perceptions of the three constructs complemented our quantitative results. Theoretical and pedagogical implications are also discussed.
{"title":"The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach","authors":"Yabing Wang, Jian Xu, Huiyin Li, Jiamin Qi","doi":"10.1177/13621688241229534","DOIUrl":"https://doi.org/10.1177/13621688241229534","url":null,"abstract":"While extensive research supported the facilitative role of motivation in general self-regulated learning (SRL) strategy use, its connection to writing-specific SRL strategy use remains underexplored. Furthermore, the exploration of the interplay between motivation and SRL strategy use in second or foreign (L2) writing was absent within the motivational-self system. Even less is known about the mechanism between motivational factors and SRL strategy use in L2 writing. This study aims to fill the gap by testing the mediating role of positive emotions (enjoyment, pride, and hope) between future L2 writing selves (ideal L2 self and ought-to L2 self) and SRL strategy use in the Chinese English as a foreign language (EFL) writing context with a mixed method design incorporating both quantitative and qualitative methods. Three hundred and sixty students enrolled in College English writing classes were recruited and they reported their responses to standardized measures. Results of structural equation modelling (SEM) showed that positive emotions partially mediated the link between ideal L2 writing selves and SRL but not between ought-to L2 writing selves and SRL. Semi-structured interviews about students’ in-depth perceptions of the three constructs complemented our quantitative results. Theoretical and pedagogical implications are also discussed.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"335 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139796381","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 : 2024-02-07DOI: 10.1177/13621688241229534
Yabing Wang, Jian Xu, Huiyin Li, Jiamin Qi
While extensive research supported the facilitative role of motivation in general self-regulated learning (SRL) strategy use, its connection to writing-specific SRL strategy use remains underexplored. Furthermore, the exploration of the interplay between motivation and SRL strategy use in second or foreign (L2) writing was absent within the motivational-self system. Even less is known about the mechanism between motivational factors and SRL strategy use in L2 writing. This study aims to fill the gap by testing the mediating role of positive emotions (enjoyment, pride, and hope) between future L2 writing selves (ideal L2 self and ought-to L2 self) and SRL strategy use in the Chinese English as a foreign language (EFL) writing context with a mixed method design incorporating both quantitative and qualitative methods. Three hundred and sixty students enrolled in College English writing classes were recruited and they reported their responses to standardized measures. Results of structural equation modelling (SEM) showed that positive emotions partially mediated the link between ideal L2 writing selves and SRL but not between ought-to L2 writing selves and SRL. Semi-structured interviews about students’ in-depth perceptions of the three constructs complemented our quantitative results. Theoretical and pedagogical implications are also discussed.
{"title":"The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach","authors":"Yabing Wang, Jian Xu, Huiyin Li, Jiamin Qi","doi":"10.1177/13621688241229534","DOIUrl":"https://doi.org/10.1177/13621688241229534","url":null,"abstract":"While extensive research supported the facilitative role of motivation in general self-regulated learning (SRL) strategy use, its connection to writing-specific SRL strategy use remains underexplored. Furthermore, the exploration of the interplay between motivation and SRL strategy use in second or foreign (L2) writing was absent within the motivational-self system. Even less is known about the mechanism between motivational factors and SRL strategy use in L2 writing. This study aims to fill the gap by testing the mediating role of positive emotions (enjoyment, pride, and hope) between future L2 writing selves (ideal L2 self and ought-to L2 self) and SRL strategy use in the Chinese English as a foreign language (EFL) writing context with a mixed method design incorporating both quantitative and qualitative methods. Three hundred and sixty students enrolled in College English writing classes were recruited and they reported their responses to standardized measures. Results of structural equation modelling (SEM) showed that positive emotions partially mediated the link between ideal L2 writing selves and SRL but not between ought-to L2 writing selves and SRL. Semi-structured interviews about students’ in-depth perceptions of the three constructs complemented our quantitative results. Theoretical and pedagogical implications are also discussed.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"42 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139856249","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 : 2024-01-31DOI: 10.1177/13621688231223819
Mingdan Luo, D. DeWitt, Norlidah Alias
In the twenty-first century one of the most significant challenges is preparing professionals to adequately communicate technical information when writing and speaking. A number of studies have been published on various aspects of technical communication (TC), but few studies in China have investigated the curriculum design for TC. In this study, expert consensus was sought to explore elements required for a TC module for vocational college students in the manufacturing sector using the fuzzy Delphi method (FDM). The FDM was employed to determine consensus among a panel of 12 experts. Two rounds of data collection were conducted to garner opinions from the experts. The first round was semi-structured interviews among five experts to design the items for the FDM questionnaire with a five-point linguistic scale. The designed FDM questionnaire was distributed to 12 experts to gather their opinions on the elements required for the TC module. The data analysis determined the consensus on the elements of the TC module in four categories: objectives, contents, learning activities, and assessment methods. Their levels of agreement were assessed to determine elements that needed to be highlighted for implementation in the classroom. These findings could be used to develop a more relevant instructional module for TC in the manufacturing sector.
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