Pub Date : 2024-01-29DOI: 10.1177/13621688241227584
Zhipeng Zhang, Ting Liu, X. Gao, Chwee Beng Lee
This study examines the evolution and regulation of group-level enjoyment of online collaborative language learning. Three Chinese undergraduate learners of English as a foreign language (EFL) collaborated to finish a series of English writing tasks via an online group enabled by WeChat, a popular social instant messaging app in Chinese-speaking communities. The data were collected in three sessions over a single semester using an idiodynamic approach for participants’ ratings of enjoyment intensity and stimulated recall interviews for participants’ descriptions of emotion regulation types. The data were analysed using deductive qualitative thematic analysis and quantitative descriptive analysis. The findings indicate that group-level enjoyment fluctuated within each session of online collaborative learning and tended to last longer in later sessions. Furthermore, the participants reported enacting three different types of regulation – namely self-regulation, co-regulation, and socially shared regulation – to achieve and sustain the dynamic evolution of group-level enjoyment in online collaborative learning. Of these, socially shared regulation was the most prevalent overall, and this increased in prevalence with time. The findings also reveal specific emotion regulation processes within these three types, including planning, evaluating, and the use of emojis. The implications of the findings are discussed, and future research directions are provided.
{"title":"A longitudinal examination of language learners’ group-level enjoyment and emotion regulation in online collaborative learning","authors":"Zhipeng Zhang, Ting Liu, X. Gao, Chwee Beng Lee","doi":"10.1177/13621688241227584","DOIUrl":"https://doi.org/10.1177/13621688241227584","url":null,"abstract":"This study examines the evolution and regulation of group-level enjoyment of online collaborative language learning. Three Chinese undergraduate learners of English as a foreign language (EFL) collaborated to finish a series of English writing tasks via an online group enabled by WeChat, a popular social instant messaging app in Chinese-speaking communities. The data were collected in three sessions over a single semester using an idiodynamic approach for participants’ ratings of enjoyment intensity and stimulated recall interviews for participants’ descriptions of emotion regulation types. The data were analysed using deductive qualitative thematic analysis and quantitative descriptive analysis. The findings indicate that group-level enjoyment fluctuated within each session of online collaborative learning and tended to last longer in later sessions. Furthermore, the participants reported enacting three different types of regulation – namely self-regulation, co-regulation, and socially shared regulation – to achieve and sustain the dynamic evolution of group-level enjoyment in online collaborative learning. Of these, socially shared regulation was the most prevalent overall, and this increased in prevalence with time. The findings also reveal specific emotion regulation processes within these three types, including planning, evaluating, and the use of emojis. The implications of the findings are discussed, and future research directions are provided.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"173 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488231","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 : 2024-01-22DOI: 10.1177/13621688231221599
Andrew Barfield, Tim Ashwell, Alison Stewart
We are three members of a Special Interest Group (SIG) of teachers in Japan that has long been committed to writing and publishing for inclusive practitioner research about learner development. In the last several years, we have worked together with others on initiating, promoting, and sustaining the Learner Development Journal (LDJ), a new journal of practitioner research (PR) that explores different issues and themes to do with learner development. In this article, we initially consider the relationships between PR, writing, and publishing. Because PR differs fundamentally from academic research, writing about PR entails not only a rejection of traditional forms of academic writing, but also a quest for different forms of writing that prioritize the practitioner’s voice and experience, and include the voices and experiences of learners. We then re-examine the evolving practices and processes of the LDJ and reflect on how PR writing has developed in our local context so that practitioner-researchers can write about their practices and inquiries in alternative, practitioner-friendly ways. We conclude with a proposal for the importance of personalized, reflective writing for PR before raising some of the broader, unresolved questions we continue to face in writing about and publishing inclusive practitioner research.
{"title":"Writing and publishing for inclusive practitioner research: Local practices and wider issues","authors":"Andrew Barfield, Tim Ashwell, Alison Stewart","doi":"10.1177/13621688231221599","DOIUrl":"https://doi.org/10.1177/13621688231221599","url":null,"abstract":"We are three members of a Special Interest Group (SIG) of teachers in Japan that has long been committed to writing and publishing for inclusive practitioner research about learner development. In the last several years, we have worked together with others on initiating, promoting, and sustaining the Learner Development Journal (LDJ), a new journal of practitioner research (PR) that explores different issues and themes to do with learner development. In this article, we initially consider the relationships between PR, writing, and publishing. Because PR differs fundamentally from academic research, writing about PR entails not only a rejection of traditional forms of academic writing, but also a quest for different forms of writing that prioritize the practitioner’s voice and experience, and include the voices and experiences of learners. We then re-examine the evolving practices and processes of the LDJ and reflect on how PR writing has developed in our local context so that practitioner-researchers can write about their practices and inquiries in alternative, practitioner-friendly ways. We conclude with a proposal for the importance of personalized, reflective writing for PR before raising some of the broader, unresolved questions we continue to face in writing about and publishing inclusive practitioner research.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"38 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139606656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-29DOI: 10.1177/13621688231220447
Yoshitaka Kato
This article delves into the concept of ‘puzzles’ in exploratory practice (EP), an innovative branch of inclusive practitioner research. EP encourages teachers and learners to define their own agendas (i.e. puzzles) to explore their practice. It has been argued that puzzles are most effective when framed as why questions (e.g. Why do we cheat?) rather than other types of questions. This is because why questions are believed to assist practitioners in gaining a deeper understanding of their practice. However, I have observed that learners often generate other forms of questions, such as what or how. Additionally, exploring a why question did not always lead to a deeper understanding. To address this issue, I conducted an investigation with my own 66 second-year undergraduate students in Japan to determine whether the puzzle had to be a why question in EP. The students created and investigated their puzzles using a preferred format of what, how, and why questions and shared their thoughts with their classmates through poster presentations. This was followed by questionnaires and focus group discussions where I asked for their thoughts on the differences between the three puzzles. The results revealed a general affinity between EP and why questions, but the qualitative analysis of EP posters suggested that, rather than the puzzle format itself, ensuring process-oriented puzzling in EP could be key to developing practitioners’ local understandings. This article highlights the significance of curiosity-driven ongoing engagement in practitioner research and discusses ways to cultivate this ‘I/we wonder’ mindset among practitioners.
{"title":"Puzzles in exploratory practice: The role of why questions","authors":"Yoshitaka Kato","doi":"10.1177/13621688231220447","DOIUrl":"https://doi.org/10.1177/13621688231220447","url":null,"abstract":"This article delves into the concept of ‘puzzles’ in exploratory practice (EP), an innovative branch of inclusive practitioner research. EP encourages teachers and learners to define their own agendas (i.e. puzzles) to explore their practice. It has been argued that puzzles are most effective when framed as why questions (e.g. Why do we cheat?) rather than other types of questions. This is because why questions are believed to assist practitioners in gaining a deeper understanding of their practice. However, I have observed that learners often generate other forms of questions, such as what or how. Additionally, exploring a why question did not always lead to a deeper understanding. To address this issue, I conducted an investigation with my own 66 second-year undergraduate students in Japan to determine whether the puzzle had to be a why question in EP. The students created and investigated their puzzles using a preferred format of what, how, and why questions and shared their thoughts with their classmates through poster presentations. This was followed by questionnaires and focus group discussions where I asked for their thoughts on the differences between the three puzzles. The results revealed a general affinity between EP and why questions, but the qualitative analysis of EP posters suggested that, rather than the puzzle format itself, ensuring process-oriented puzzling in EP could be key to developing practitioners’ local understandings. This article highlights the significance of curiosity-driven ongoing engagement in practitioner research and discusses ways to cultivate this ‘I/we wonder’ mindset among practitioners.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139143764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-29DOI: 10.1177/13621688231217665
E. D. Zhang, Nan Zhou, Shulin Yu
While student feedback literacy has garnered increasing attention in second language education, there is a paucity of research on the relationship between second language (L2) student writing feedback literacy and L2 student writing performance, especially in secondary school contexts. Based on two independent samples of 600 (54.3% female) and 727 (46.2% female) secondary students, the present study validated the L2-Student Writing Feedback Literacy Scale (L2-SWFLS) for secondary students in the Chinese context of English as a foreign language (EFL) and probed into the association between L2 secondary student writing feedback literacy and L2 writing performance. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were carried out to examine the factorial structure of the L2-SWFLS for secondary students. Structural equation modeling (SEM) was performed to examine the relationship between L2 secondary student writing feedback literacy and L2 writing performance. The findings revealed that the L2 secondary student writing feedback literacy comprised two factors, i.e. Using Feedback (10 items) and Evaluating Feedback (4 items), which had acceptable reliability. However, the L2 secondary students’ writing feedback literacy was not associated with their writing performance, which might be due to the existence of some mediators between the two and the students’ limited level of writing feedback literacy. This study advances the understanding of L2 student writing feedback literacy and provides notable insights for L2 secondary teachers to foster students’ capabilities of using feedback and evaluating feedback.
{"title":"Assessing L2 secondary student writing feedback literacy and its predictive effect on their L2 writing performance","authors":"E. D. Zhang, Nan Zhou, Shulin Yu","doi":"10.1177/13621688231217665","DOIUrl":"https://doi.org/10.1177/13621688231217665","url":null,"abstract":"While student feedback literacy has garnered increasing attention in second language education, there is a paucity of research on the relationship between second language (L2) student writing feedback literacy and L2 student writing performance, especially in secondary school contexts. Based on two independent samples of 600 (54.3% female) and 727 (46.2% female) secondary students, the present study validated the L2-Student Writing Feedback Literacy Scale (L2-SWFLS) for secondary students in the Chinese context of English as a foreign language (EFL) and probed into the association between L2 secondary student writing feedback literacy and L2 writing performance. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were carried out to examine the factorial structure of the L2-SWFLS for secondary students. Structural equation modeling (SEM) was performed to examine the relationship between L2 secondary student writing feedback literacy and L2 writing performance. The findings revealed that the L2 secondary student writing feedback literacy comprised two factors, i.e. Using Feedback (10 items) and Evaluating Feedback (4 items), which had acceptable reliability. However, the L2 secondary students’ writing feedback literacy was not associated with their writing performance, which might be due to the existence of some mediators between the two and the students’ limited level of writing feedback literacy. This study advances the understanding of L2 student writing feedback literacy and provides notable insights for L2 secondary teachers to foster students’ capabilities of using feedback and evaluating feedback.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139142002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-29DOI: 10.1177/13621688231216201
Yupeng Lin, Ruihua Niu, Zhonggen Yu
Ambiguity tolerance reflects learners’ abilities to accept unpredictable and unfamiliar contexts in language learning without frustration and discomfort. However, it has yet to be thoroughly explored when associated with engagement, motivation, and peer collaboration collaborative learning in course of English as a foreign language (EFL) learning. Relying on questionnaire survey data, this study adopts structural equation modeling techniques based on 1,200 Chinese high school students’ responses. The findings ascertain that engagement and volition significantly and positively predict ambiguity tolerance and learning effectiveness. Additionally, ambiguity tolerance predicts learning effectiveness. For peer collaborative learning, ambiguity tolerance and learning effectiveness are also critical predictors. They significantly and positively predict collaborative learning willingness. Moreover, ambiguity tolerance predicts peer feedback acceptance but not sensitivity to peer pressure. Learning effectiveness significantly and negatively predicts sensitivity to peer pressure, but its impact on peer feedback acceptance is insignificant. Dominant strategies for high school English learners to cope with unfamiliar and uncertain contexts are external help-seeking from dictionaries and instructors. The findings in this study contribute to educational research on psychological mechanisms behind ambiguity tolerance, language education in high school, learning effectiveness, and collaborative learning. As such, this study encourages continued efforts to explore such topics and the consideration of ambiguity tolerance in teaching practice.
{"title":"Roles of ambiguity tolerance and learning effectiveness: Structural equation modeling evidence from EFL students’ perceptions of factors influencing peer collaboration","authors":"Yupeng Lin, Ruihua Niu, Zhonggen Yu","doi":"10.1177/13621688231216201","DOIUrl":"https://doi.org/10.1177/13621688231216201","url":null,"abstract":"Ambiguity tolerance reflects learners’ abilities to accept unpredictable and unfamiliar contexts in language learning without frustration and discomfort. However, it has yet to be thoroughly explored when associated with engagement, motivation, and peer collaboration collaborative learning in course of English as a foreign language (EFL) learning. Relying on questionnaire survey data, this study adopts structural equation modeling techniques based on 1,200 Chinese high school students’ responses. The findings ascertain that engagement and volition significantly and positively predict ambiguity tolerance and learning effectiveness. Additionally, ambiguity tolerance predicts learning effectiveness. For peer collaborative learning, ambiguity tolerance and learning effectiveness are also critical predictors. They significantly and positively predict collaborative learning willingness. Moreover, ambiguity tolerance predicts peer feedback acceptance but not sensitivity to peer pressure. Learning effectiveness significantly and negatively predicts sensitivity to peer pressure, but its impact on peer feedback acceptance is insignificant. Dominant strategies for high school English learners to cope with unfamiliar and uncertain contexts are external help-seeking from dictionaries and instructors. The findings in this study contribute to educational research on psychological mechanisms behind ambiguity tolerance, language education in high school, learning effectiveness, and collaborative learning. As such, this study encourages continued efforts to explore such topics and the consideration of ambiguity tolerance in teaching practice.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"190 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139145569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-29DOI: 10.1177/13621688231217095
Sha Luo, Zhengdong Gan
While motivational regulation strategies (MRSs) both as a core facet of self-regulated learning and as a pedagogical issue have attracted increasing attention from researchers and practitioners, what motivational regulation strategies learners of English as a foreign language (EFL) or English as a second language (ESL) tend to use and how these strategies may be associated with learner motivational beliefs in English learning remain under-researched. To fill this research gap, this study aims to contribute to a holistic understanding of Chinese EFL students’ use of MRSs and its relations to English learning motivational beliefs. Data were collected from 638 non-English major undergraduate students through two self-report questionnaires in a College English Course context. Results showed that students reported high frequency use of performance-enhancement or interest-related strategies while reporting using other types of regulation strategies (e.g. performance-avoidance self-talk) to a lesser extent. Structural equation modeling (SEM) analyses suggested that among the four types of motivational beliefs investigated in this study, control of learning beliefs, intrinsic goal orientation, and extrinsic goal orientation were the top three most powerful predictors of the students’ use of MRSs in English learning. Pedagogical implications and directions for future research were also discussed.
{"title":"Use of motivational regulation strategies and its relations to motivational beliefs in a college English course context","authors":"Sha Luo, Zhengdong Gan","doi":"10.1177/13621688231217095","DOIUrl":"https://doi.org/10.1177/13621688231217095","url":null,"abstract":"While motivational regulation strategies (MRSs) both as a core facet of self-regulated learning and as a pedagogical issue have attracted increasing attention from researchers and practitioners, what motivational regulation strategies learners of English as a foreign language (EFL) or English as a second language (ESL) tend to use and how these strategies may be associated with learner motivational beliefs in English learning remain under-researched. To fill this research gap, this study aims to contribute to a holistic understanding of Chinese EFL students’ use of MRSs and its relations to English learning motivational beliefs. Data were collected from 638 non-English major undergraduate students through two self-report questionnaires in a College English Course context. Results showed that students reported high frequency use of performance-enhancement or interest-related strategies while reporting using other types of regulation strategies (e.g. performance-avoidance self-talk) to a lesser extent. Structural equation modeling (SEM) analyses suggested that among the four types of motivational beliefs investigated in this study, control of learning beliefs, intrinsic goal orientation, and extrinsic goal orientation were the top three most powerful predictors of the students’ use of MRSs in English learning. Pedagogical implications and directions for future research were also discussed.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":" 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139145229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-29DOI: 10.1177/13621688231218816
Sung-Yeon Kim, Ian Moodie
Many countries have developed co-teaching programs pairing native-English-speaking teachers with local English teachers. Despite the optimistic aims of these programs, research has revealed challenges for co-teaching, such as with teachers’ contrasting belief systems or cultural differences. However, research has yet to examine the models of co-teaching applied and the extent of collaboration observed with multiple co-teaching pairs across different teaching contexts as is done in the present study. The study uses qualitative analysis, aiming to examine the approaches to co-teaching and the degree of collaboration with 14 pairs of co-teachers across different school levels (primary, middle, and high schools) in South Korea. Based on classroom observations and interview data, the study found that of seven models of English-language co-teaching (one teaching / one assisting, team teaching, one teaching / one assessing, parallel teaching, alternative teaching [pre-teaching], alternative teaching [re-teaching], and station teaching), the one teaching / one assisting model was prevalent for 10 dyads and the team-teaching model for four dyads. The other models of coteaching were not used or reported to be used by these participants. In addition, by focusing on the observed and stated practices of these participants, the study adds to the literature by showing how co-teaching collaboration occurs across a spectrum, from no collaboration to full collaboration, with differing levels of engagement throughout. The study suggests that this proposed spectrum will be useful for researching and assessing co-teaching practices, and it implies that the efficacy of co-teaching could be increased by supporting fuller collaboration and multiple approaches to co-teaching beyond the dominant one teaching / one assisting model.
{"title":"The models of co-teaching and a spectrum for assessing collaboration: Examining English language co-teaching practices in South Korea","authors":"Sung-Yeon Kim, Ian Moodie","doi":"10.1177/13621688231218816","DOIUrl":"https://doi.org/10.1177/13621688231218816","url":null,"abstract":"Many countries have developed co-teaching programs pairing native-English-speaking teachers with local English teachers. Despite the optimistic aims of these programs, research has revealed challenges for co-teaching, such as with teachers’ contrasting belief systems or cultural differences. However, research has yet to examine the models of co-teaching applied and the extent of collaboration observed with multiple co-teaching pairs across different teaching contexts as is done in the present study. The study uses qualitative analysis, aiming to examine the approaches to co-teaching and the degree of collaboration with 14 pairs of co-teachers across different school levels (primary, middle, and high schools) in South Korea. Based on classroom observations and interview data, the study found that of seven models of English-language co-teaching (one teaching / one assisting, team teaching, one teaching / one assessing, parallel teaching, alternative teaching [pre-teaching], alternative teaching [re-teaching], and station teaching), the one teaching / one assisting model was prevalent for 10 dyads and the team-teaching model for four dyads. The other models of coteaching were not used or reported to be used by these participants. In addition, by focusing on the observed and stated practices of these participants, the study adds to the literature by showing how co-teaching collaboration occurs across a spectrum, from no collaboration to full collaboration, with differing levels of engagement throughout. The study suggests that this proposed spectrum will be useful for researching and assessing co-teaching practices, and it implies that the efficacy of co-teaching could be increased by supporting fuller collaboration and multiple approaches to co-teaching beyond the dominant one teaching / one assisting model.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"19 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139145389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-29DOI: 10.1177/13621688231221350
Dana Therova, Andrew McKay
As an effective writing course should focus on disciplines and their unique characteristics, practitioners of English for academic purposes (EAP) are often faced with the challenge of addressing the different needs of learners from various fields of study. This article reports on how a data-driven learning (DDL) approach can be applied to enhance student written production in a multidisciplinary classroom in a 10-week PhD pre-sessional programme at a British University. The participants were six international students who used a do-it-yourself (DIY) corpus in weekly DDL sessions to familiarize themselves with discipline-specific academic writing conventions and applying them in their writing. The effectiveness of this approach was investigated through a ‘talk around texts’ technique employed in semi-structured interviews with individual students and their supervisors on programme completion. The findings show that a DDL approach utilizing a DIY corpus has the potential of enhancing PhD student writing in a multidisciplinary classroom on a pre-sessional programme. This article suggests that DDL could be successfully implemented not only in PhD pre-sessional programmes, but also in wider EAP contexts.
{"title":"Enhancing student writing with do-it-yourself corpora on a PhD pre-sessional programme","authors":"Dana Therova, Andrew McKay","doi":"10.1177/13621688231221350","DOIUrl":"https://doi.org/10.1177/13621688231221350","url":null,"abstract":"As an effective writing course should focus on disciplines and their unique characteristics, practitioners of English for academic purposes (EAP) are often faced with the challenge of addressing the different needs of learners from various fields of study. This article reports on how a data-driven learning (DDL) approach can be applied to enhance student written production in a multidisciplinary classroom in a 10-week PhD pre-sessional programme at a British University. The participants were six international students who used a do-it-yourself (DIY) corpus in weekly DDL sessions to familiarize themselves with discipline-specific academic writing conventions and applying them in their writing. The effectiveness of this approach was investigated through a ‘talk around texts’ technique employed in semi-structured interviews with individual students and their supervisors on programme completion. The findings show that a DDL approach utilizing a DIY corpus has the potential of enhancing PhD student writing in a multidisciplinary classroom on a pre-sessional programme. This article suggests that DDL could be successfully implemented not only in PhD pre-sessional programmes, but also in wider EAP contexts.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139143166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-29DOI: 10.1177/13621688231211664
R. Yuan, Zhaoxuan Wang, Shuwen Liu
This article reports a classroom-based inquiry in which a group of pre-service language teachers were guided to engage in a lesson study project focusing on the incorporation of the framework of big ideas into language teaching. Specifically, the study zooms in on the student teachers’ exercise and development of critical thinking (CT) through the lesson study process. Relying on data from semi-structured interviews and classroom artifacts, the findings reveal that the introduction of big ideas in lesson study served as a crucial knowledge base for the participants’ pedagogical sense-making, thus contributing to their CT. The process of lesson study, characterized by a progressive structure, tailored scaffolding, and constructive feedback, also facilitated their development of CT skills and dispositions, which in turn contributed to their understanding and application of the big idea framework within the lesson study process. While the participants encountered some negative feelings in the process (e.g. due to the competitive atmosphere brought by the ‘same topic and different design’ arrangement), they tried to turn such emotions into a stimulating source for their CT growth and professional learning. In light of the research results, pedagogical implications for teaching and teacher education were put forward in the end.
{"title":"When big ideas meet critical thinking in lesson study: Insights from a pre-service language teacher education course","authors":"R. Yuan, Zhaoxuan Wang, Shuwen Liu","doi":"10.1177/13621688231211664","DOIUrl":"https://doi.org/10.1177/13621688231211664","url":null,"abstract":"This article reports a classroom-based inquiry in which a group of pre-service language teachers were guided to engage in a lesson study project focusing on the incorporation of the framework of big ideas into language teaching. Specifically, the study zooms in on the student teachers’ exercise and development of critical thinking (CT) through the lesson study process. Relying on data from semi-structured interviews and classroom artifacts, the findings reveal that the introduction of big ideas in lesson study served as a crucial knowledge base for the participants’ pedagogical sense-making, thus contributing to their CT. The process of lesson study, characterized by a progressive structure, tailored scaffolding, and constructive feedback, also facilitated their development of CT skills and dispositions, which in turn contributed to their understanding and application of the big idea framework within the lesson study process. While the participants encountered some negative feelings in the process (e.g. due to the competitive atmosphere brought by the ‘same topic and different design’ arrangement), they tried to turn such emotions into a stimulating source for their CT growth and professional learning. In light of the research results, pedagogical implications for teaching and teacher education were put forward in the end.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139210608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-22DOI: 10.1177/13621688231206905
Hyeonah Kang, Masha Fedzechkina, Janet Nicol
Classroom studies have shown that learning new vocabulary from reading can be enhanced if the reading task is followed by a word-focused activity, such as a fill-in-the-blank activity. However, little is known about: (1) whether a post-reading word-focused activity can also positively affect vocabulary uptake in out-of-classroom contexts when there is no instructor support, (2) whether vocabulary gains differ based on proficiency levels, and (3) whether awareness of an upcoming post-reading word-focused activity influences learning gains. The present study addresses these issues by having native (high-proficient) or nonnative (L2 high-intermediate) English speakers read a narrative containing 16 recurring non-word target items. Within each proficiency group, one subgroup of participants was instructed that they would be given the word-focused activity after they finished reading, another subgroup was not. Participants then engaged in a word-focused activity that involved either the non-word target items or real words from the narrative. Finally, all participants were given a vocabulary test. We found that, compared to the real-word activity, the target-item activity led to significantly greater vocabulary gains, especially for the L2 high-intermediate learners, regardless of whether or not participants were forewarned of an upcoming word-focused activity.
{"title":"L2 Vocabulary learning from reading: Effects of word-focused activity type, learner variables, and announcement","authors":"Hyeonah Kang, Masha Fedzechkina, Janet Nicol","doi":"10.1177/13621688231206905","DOIUrl":"https://doi.org/10.1177/13621688231206905","url":null,"abstract":"Classroom studies have shown that learning new vocabulary from reading can be enhanced if the reading task is followed by a word-focused activity, such as a fill-in-the-blank activity. However, little is known about: (1) whether a post-reading word-focused activity can also positively affect vocabulary uptake in out-of-classroom contexts when there is no instructor support, (2) whether vocabulary gains differ based on proficiency levels, and (3) whether awareness of an upcoming post-reading word-focused activity influences learning gains. The present study addresses these issues by having native (high-proficient) or nonnative (L2 high-intermediate) English speakers read a narrative containing 16 recurring non-word target items. Within each proficiency group, one subgroup of participants was instructed that they would be given the word-focused activity after they finished reading, another subgroup was not. Participants then engaged in a word-focused activity that involved either the non-word target items or real words from the narrative. Finally, all participants were given a vocabulary test. We found that, compared to the real-word activity, the target-item activity led to significantly greater vocabulary gains, especially for the L2 high-intermediate learners, regardless of whether or not participants were forewarned of an upcoming word-focused activity.","PeriodicalId":508028,"journal":{"name":"Language Teaching Research","volume":"132 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139248533","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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