This study aims to investigate the representation of gender and the presence of male dominance in spoken discourse in two selected English Language textbooks for junior high school year one students: Longman English EDGE (2nd Edition) 1A and 1B in Hong Kong, and New Horizon: English Course Book 1 in Japan, respectively. This research employs both qualitative and quantitative analyses to examine the content of dialogues in each unit. Key areas of analysis include the number of domestic and occupational roles assigned to male, female, and gender-neutral characters, the range of activities undertaken by these characters, the character initiating conversations, the occurrence of males, females and gender-neutral characters in dialogues, and the number of spoken words and turns by them. The findings indicated an improvement in gender equality in both textbooks in various aspects, compared with other earlier textbooks which were examined by other researchers (Lee & Collins, 2008, 2010; Lee, 2018). In terms of role allocation and activities, a relatively balanced representation of male and female characters was observed. Female characters demonstrated a higher frequency of initiating conversations and taking turns. The average number of words spoken per turn by male and female characters was similar in the LE1A and LE1B textbooks, but male characters still spoke more per turn in NH1 textbook despite female characters taking more turns. Moreover, LE1A and LE1B employed gender-neutral names to mitigate gender stereotypes but gender-neutral names were not utilized in the Japanese textbook, despite the author’s effort to achieve gender equality. Considering these findings, this study reveals that male characters were underrepresented in the textbooks in Hong Kong and suggests that it is crucial to enhance gender awareness among English as a Foreign Language (EFL) teachers, provide explicit gender-sensitive instruction, and establish specific guidelines by educational authorities to assist textbook authors in creating gender-inclusive educational materials.
{"title":"A comparative study of gender representation in junior high school EFL textbooks of Hong Kong and Japan","authors":"Dexter Yim, Rolian Lee","doi":"10.54475/jlt.2023.027","DOIUrl":"https://doi.org/10.54475/jlt.2023.027","url":null,"abstract":"This study aims to investigate the representation of gender and the presence of male dominance in spoken discourse in two selected English Language textbooks for junior high school year one students: Longman English EDGE (2nd Edition) 1A and 1B in Hong Kong, and New Horizon: English Course Book 1 in Japan, respectively. This research employs both qualitative and quantitative analyses to examine the content of dialogues in each unit. Key areas of analysis include the number of domestic and occupational roles assigned to male, female, and gender-neutral characters, the range of activities undertaken by these characters, the character initiating conversations, the occurrence of males, females and gender-neutral characters in dialogues, and the number of spoken words and turns by them. The findings indicated an improvement in gender equality in both textbooks in various aspects, compared with other earlier textbooks which were examined by other researchers (Lee & Collins, 2008, 2010; Lee, 2018). In terms of role allocation and activities, a relatively balanced representation of male and female characters was observed. Female characters demonstrated a higher frequency of initiating conversations and taking turns. The average number of words spoken per turn by male and female characters was similar in the LE1A and LE1B textbooks, but male characters still spoke more per turn in NH1 textbook despite female characters taking more turns. Moreover, LE1A and LE1B employed gender-neutral names to mitigate gender stereotypes but gender-neutral names were not utilized in the Japanese textbook, despite the author’s effort to achieve gender equality. Considering these findings, this study reveals that male characters were underrepresented in the textbooks in Hong Kong and suggests that it is crucial to enhance gender awareness among English as a Foreign Language (EFL) teachers, provide explicit gender-sensitive instruction, and establish specific guidelines by educational authorities to assist textbook authors in creating gender-inclusive educational materials.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135392183","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}
In the era of human-computer symbiosis, extensive research has examined the influence of educational technologies on education. The nascent field, metaverse, driven by advancements in 5G, VR, and AR, has emerged as a new frontier. Although some scholars have explored the application of the metaverse in education, there is a lack of research specifically focusing on its implications for language education. This systematic literature review aims to comprehensively examine empirical studies on the use of metaverse in language education, including, research topics, methodologies, common tools, impacts, and challenges. Through searching authoritative databases (i.e., Web of Science and Scopus) following the Preferred Reporting Items for Systematic Review and Meta-Analyses guidelines (i.e., PRISMA), 12 relevant articles were selected. Statistical analysis showed that South Korea and China are active contributors in this field, primarily investigating university students. Platforms like Ifland, Gather Town, and Metaverse Studio were commonly used for metaverse construction, along with tools such as VR. Quantitative and mixed-method approaches were favored, with research mostly focused on student and teacher perspectives and language proficiency outcomes. Overall, findings suggest positive attitudes towards metaverse implementation and its beneficial impact on learning outcomes, but caution against considering it a complete solution for language learning. Despite valuable insights, the existing literature on metaverse in language education remains limited compared to other technological domains. Further research is necessary to enrich the understanding of research directions, sample choice, experimental findings and so on.
在人机共生时代，广泛的研究考察了教育技术对教育的影响。在5G、虚拟现实和增强现实技术的推动下，新兴领域“元宇宙”已经成为一个新的前沿领域。虽然一些学者已经探索了元宇宙在教育中的应用，但缺乏专门关注其对语言教育意义的研究。本文系统地回顾了在语言教育中使用元宇宙的实证研究，包括研究主题、方法、常用工具、影响和挑战。通过检索权威数据库(即Web of Science和Scopus)，按照系统评价和meta分析的首选报告项目指南(即PRISMA)，筛选出12篇相关文章。统计分析显示，韩国和中国在这一领域非常活跃，主要调查大学生。Ifland, Gather Town和Metaverse Studio等平台通常用于构建Metaverse，以及VR等工具。定量和混合方法受到青睐，研究主要集中在学生和教师的观点以及语言能力的结果上。总体而言，研究结果表明，人们对元生态实施及其对学习成果的有益影响持积极态度，但不要认为它是语言学习的完整解决方案。尽管有宝贵的见解，但与其他技术领域相比，现有的关于语言教育中的元宇宙的文献仍然有限。需要进一步的研究来丰富对研究方向、样本选择、实验结果等方面的认识。
{"title":"A systematic review of the application of metaverse in language education: Prominent themes, research methods, impacts, and future challenges","authors":"Liangjie Fan, Juiching Chiang","doi":"10.54475/jlt.2023.026","DOIUrl":"https://doi.org/10.54475/jlt.2023.026","url":null,"abstract":"In the era of human-computer symbiosis, extensive research has examined the influence of educational technologies on education. The nascent field, metaverse, driven by advancements in 5G, VR, and AR, has emerged as a new frontier. Although some scholars have explored the application of the metaverse in education, there is a lack of research specifically focusing on its implications for language education. This systematic literature review aims to comprehensively examine empirical studies on the use of metaverse in language education, including, research topics, methodologies, common tools, impacts, and challenges. Through searching authoritative databases (i.e., Web of Science and Scopus) following the Preferred Reporting Items for Systematic Review and Meta-Analyses guidelines (i.e., PRISMA), 12 relevant articles were selected. Statistical analysis showed that South Korea and China are active contributors in this field, primarily investigating university students. Platforms like Ifland, Gather Town, and Metaverse Studio were commonly used for metaverse construction, along with tools such as VR. Quantitative and mixed-method approaches were favored, with research mostly focused on student and teacher perspectives and language proficiency outcomes. Overall, findings suggest positive attitudes towards metaverse implementation and its beneficial impact on learning outcomes, but caution against considering it a complete solution for language learning. Despite valuable insights, the existing literature on metaverse in language education remains limited compared to other technological domains. Further research is necessary to enrich the understanding of research directions, sample choice, experimental findings and so on.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136019413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines the benefits of using Concept-Based Instruction, (CBI), grounded on Vygotsky’s Theory of Mind (Vygotsky, 1986), to develop heritage Spanish students’ metalinguistic knowledge on the Spanish subjunctive mood. Metalinguistic knowledge refers to the explicit and conscious knowledge students have about the linguist structures and overall characteristics of a language. It “is knowledge that students can explain and verbalize. Vygotsky’s Theory of Mind is based on the notion that development of language takes place when it is internalized and verbalized.Heritage Spanish (HS) students acquire the heritage language (HL) in informal, natural settings through interaction with family, friends, and community members. However, the heritage language input starts to diminish once students are enrolled in formal education, and English becomes the language of instruction (Montrul, 2020). It is then, that at an early age, HS students begin formal schooling in English, and many of the Spanish linguistic features, which had started to be acquired are halted. The lack of opportunities to have formal instruction in the heritage language has been one of the causes of incomplete heritage language acquisition, language attrition, or language loss (Rothman 2007; Pires & Rothman, 2009; Delgado, 2009). The Spanish subjunctive is one of the first linguistic features that suffers erosion since it is not fully developed when HSs enter formal education, and the main language of instruction is English (Potowski, Regerski, & Morgan-Short, 2009).Unfortunately, when HS students attempt to re-learn their heritage language in higher education, the instructional approaches are meant to meet the needs of the non-native Spanish students (Eckerson, 2015), which are mixed with HS students in most higher education institutions in the United States. Vygotsky’s Theory of Mind (Vygotsky, 1986) has motivated concept-based instruction to learn conceptual categories of a language such as mood, aspect, and tense. The main tenet of CBI is to develop performance not just competence on language concepts.
{"title":"Concept-based instruction grounded on Vygotsky’s Theory of Mind: Developing heritage Spanish students’ metalinguistic knowledge on the subjunctive mood","authors":"Ana Sanchez","doi":"10.54475/jlt.2023.025","DOIUrl":"https://doi.org/10.54475/jlt.2023.025","url":null,"abstract":"This paper examines the benefits of using Concept-Based Instruction, (CBI), grounded on Vygotsky’s Theory of Mind (Vygotsky, 1986), to develop heritage Spanish students’ metalinguistic knowledge on the Spanish subjunctive mood. Metalinguistic knowledge refers to the explicit and conscious knowledge students have about the linguist structures and overall characteristics of a language. It “is knowledge that students can explain and verbalize. Vygotsky’s Theory of Mind is based on the notion that development of language takes place when it is internalized and verbalized.Heritage Spanish (HS) students acquire the heritage language (HL) in informal, natural settings through interaction with family, friends, and community members. However, the heritage language input starts to diminish once students are enrolled in formal education, and English becomes the language of instruction (Montrul, 2020). It is then, that at an early age, HS students begin formal schooling in English, and many of the Spanish linguistic features, which had started to be acquired are halted. The lack of opportunities to have formal instruction in the heritage language has been one of the causes of incomplete heritage language acquisition, language attrition, or language loss (Rothman 2007; Pires & Rothman, 2009; Delgado, 2009). The Spanish subjunctive is one of the first linguistic features that suffers erosion since it is not fully developed when HSs enter formal education, and the main language of instruction is English (Potowski, Regerski, & Morgan-Short, 2009).Unfortunately, when HS students attempt to re-learn their heritage language in higher education, the instructional approaches are meant to meet the needs of the non-native Spanish students (Eckerson, 2015), which are mixed with HS students in most higher education institutions in the United States. Vygotsky’s Theory of Mind (Vygotsky, 1986) has motivated concept-based instruction to learn conceptual categories of a language such as mood, aspect, and tense. The main tenet of CBI is to develop performance not just competence on language concepts.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135824064","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}
The study provides an exploration into the dynamics of the teacher-student relationship within an EFL context. Through the use of qualitative analysis, it investigates the effect of immediacy, credibility, and pedagogical love on student engagement and motivation within a Saudi Arabian higher education setting. The study reveals that the three dispositions, when interconnected, can foster a conducive learning environment that encourages active student participation and enhances academic learning. The importance of prioritizing emotional connections over purely linguistic goals and integrating cultural and social beliefs into pedagogical practices were also explored. It also underscored the importance of using the vernacular in promoting cultural identity and positioning teachers as influential role models. The study further identifies student perceptions of respect from authoritative figures as significant and that teacher energy, both physical and intellectual, as critical in shaping student acceptance of the learning environment. Lastly, it highlights a generational shift in teaching methodologies towards a more modern, humanistic style in line with changing generations. The research ends with recommendations for professional development to engage language learners effectively and improve educational outcomes.
{"title":"Student perceptions of teacher immediacy, credibility, and love of pedagogy in enhancing learner engagement and motivation in higher EFL education","authors":"Amel Shoaib","doi":"10.54475/jlt.2023.024","DOIUrl":"https://doi.org/10.54475/jlt.2023.024","url":null,"abstract":"The study provides an exploration into the dynamics of the teacher-student relationship within an EFL context. Through the use of qualitative analysis, it investigates the effect of immediacy, credibility, and pedagogical love on student engagement and motivation within a Saudi Arabian higher education setting. The study reveals that the three dispositions, when interconnected, can foster a conducive learning environment that encourages active student participation and enhances academic learning. The importance of prioritizing emotional connections over purely linguistic goals and integrating cultural and social beliefs into pedagogical practices were also explored. It also underscored the importance of using the vernacular in promoting cultural identity and positioning teachers as influential role models. The study further identifies student perceptions of respect from authoritative figures as significant and that teacher energy, both physical and intellectual, as critical in shaping student acceptance of the learning environment. Lastly, it highlights a generational shift in teaching methodologies towards a more modern, humanistic style in line with changing generations. The research ends with recommendations for professional development to engage language learners effectively and improve educational outcomes.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135824055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This feature article sets out to offer some ideas and provoke discussion on the future of Artificial Intelligence Large Language Models in language education. The brief I was given is simple, to draw on my own observation, understanding and experience to set out a positive take on the development of AI Large Language Models in the education sector. So, caveat lector, this is not written from a neutral perspective, all opinions are my own unless stated otherwise.I’ve set out to offer a brief survey of the major opportunities AI presents for language learners and teachers. These include an expansion in capacity and types of practice, support for the study environment and the roles of student and teacher. I set out a vision of a disruptive but ultimately beneficial impact on major aspects of language learning such as assessment and access to instruction. I have concluded by reflecting on the continuity and future possibilities of deep and ubiquitous AI augmentation of human language use.
{"title":"Artificial Intelligence – scary paradigm shift or opportunity to evolve?","authors":"Seán Timon","doi":"10.54475/jlt.2023.022","DOIUrl":"https://doi.org/10.54475/jlt.2023.022","url":null,"abstract":"This feature article sets out to offer some ideas and provoke discussion on the future of Artificial Intelligence Large Language Models in language education. The brief I was given is simple, to draw on my own observation, understanding and experience to set out a positive take on the development of AI Large Language Models in the education sector. So, caveat lector, this is not written from a neutral perspective, all opinions are my own unless stated otherwise.I’ve set out to offer a brief survey of the major opportunities AI presents for language learners and teachers. These include an expansion in capacity and types of practice, support for the study environment and the roles of student and teacher. I set out a vision of a disruptive but ultimately beneficial impact on major aspects of language learning such as assessment and access to instruction. I have concluded by reflecting on the continuity and future possibilities of deep and ubiquitous AI augmentation of human language use.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135258729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A common belief is that the earlier we begin learning a language, the better chance we have at mastering it. Some push this belief further, suggesting that after one reaches a certain critical age the odds of succeeding at attaining high proficiency in L2 are dropping dramatically. However, research remains inconclusive regarding not only at what age these cut off points should be, but also whether they are indeed a fact. Nevertheless, learners, teachers and policy makers tend to repeat after Krashen et al. (1979) that “adults and older children in general initially acquire the second language faster than young children (older-is-better for rate of acquisition), but child second language acquirers will usually be superior in terms of ultimate attainment (younger-is-better in the long run)” (p, 574). This article examines historical and recent empirical evidence gathered in relation to the views that age earlier onset of L2 acquisition impacts the ultimate attainment of the learner, and explore why older learners are seen as those learning faster. It also points out at an oversight regarding the comparison between younger and older learners without considering the setting in which the language acquisition takes place. Finally, pedagogical implications of juxtaposing the empirical evidence with the views often cemented in the mentality of students, teachers and policy makers are presented.
{"title":"Age as a factor determining effectiveness of L2 acquisition","authors":"Katarzyna Li","doi":"10.54475/jlt.2023.021","DOIUrl":"https://doi.org/10.54475/jlt.2023.021","url":null,"abstract":"A common belief is that the earlier we begin learning a language, the better chance we have at mastering it. Some push this belief further, suggesting that after one reaches a certain critical age the odds of succeeding at attaining high proficiency in L2 are dropping dramatically. However, research remains inconclusive regarding not only at what age these cut off points should be, but also whether they are indeed a fact. Nevertheless, learners, teachers and policy makers tend to repeat after Krashen et al. (1979) that “adults and older children in general initially acquire the second language faster than young children (older-is-better for rate of acquisition), but child second language acquirers will usually be superior in terms of ultimate attainment (younger-is-better in the long run)” (p, 574). This article examines historical and recent empirical evidence gathered in relation to the views that age earlier onset of L2 acquisition impacts the ultimate attainment of the learner, and explore why older learners are seen as those learning faster. It also points out at an oversight regarding the comparison between younger and older learners without considering the setting in which the language acquisition takes place. Finally, pedagogical implications of juxtaposing the empirical evidence with the views often cemented in the mentality of students, teachers and policy makers are presented.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135258732","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}
By adopting a theoretical framework based on constructivism and Content and Language Integrated Learning (CLIL), this study uses case study and action research methods to explore how to enhance medical students’ language skills, humanistic literacy, and research awareness under the perspective of curriculum ideology and politics. Observations and in-depth interviews revealed teachers’ and students’ views on English writing teaching, while action research explored and tested strategies for teaching reform. The results indicated that integrating the cultivation of language skills, humanistic literacy, and research awareness into the actual teaching process, along with providing ample practical opportunities and specific guidance, are key to improving medical students’ abilities. Continuous evaluation and adjustment are required in teaching reform to ensure its effectiveness and adaptability. This study provides empirical evidence for understanding how to optimize teaching activities under the perspective of ideological and political education in the curriculum to enhance the language skills, humanistic literacy, and research awareness of medical students, and provides guidance for future teaching reforms.
本研究以建构主义和内容与语言整合学习(Content and Language Integrated Learning, CLIL)为理论框架，运用个案研究法和行动研究法，探讨在课程思想政治视角下，如何提升医学生的语言技能、人文素养和研究意识。观察和深度访谈揭示了教师和学生对英语写作教学的看法，行动研究探索和测试了教学改革的策略。结果表明，将语言技能、人文素养和科研意识的培养融入到实际教学过程中，并提供充分的实践机会和针对性的指导，是提高医学生能力的关键。教学改革需要不断的评估和调整，以保证教学改革的有效性和适应性。本研究为理解如何优化课程思想政治教育视角下的教学活动，提高医学生的语言技能、人文素养和科研意识提供了实证依据，并为今后的教学改革提供了指导。
{"title":"A study on the optimization of English writing teaching system in medical colleges and universities based on the perspective of curriculum ideology and politics","authors":"Yu Pan","doi":"10.54475/jlt.2023.023","DOIUrl":"https://doi.org/10.54475/jlt.2023.023","url":null,"abstract":"By adopting a theoretical framework based on constructivism and Content and Language Integrated Learning (CLIL), this study uses case study and action research methods to explore how to enhance medical students’ language skills, humanistic literacy, and research awareness under the perspective of curriculum ideology and politics. Observations and in-depth interviews revealed teachers’ and students’ views on English writing teaching, while action research explored and tested strategies for teaching reform. The results indicated that integrating the cultivation of language skills, humanistic literacy, and research awareness into the actual teaching process, along with providing ample practical opportunities and specific guidance, are key to improving medical students’ abilities. Continuous evaluation and adjustment are required in teaching reform to ensure its effectiveness and adaptability. This study provides empirical evidence for understanding how to optimize teaching activities under the perspective of ideological and political education in the curriculum to enhance the language skills, humanistic literacy, and research awareness of medical students, and provides guidance for future teaching reforms.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135258728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to explore the teaching model of medical universities’ English education based on peer feedback in writing classes under the new liberal arts perspective. Using construstivism as the theoretical framework, the scaffolding theory as the analytical framework, this study employs experimental control methods and utilizes SPSS software for data analysis to evaluate the effectiveness of peer feedback in improving writing abilities. In-depth text analyses of questionnaires and reflection reports are conducted to examine the mediating effects of this strategy on students’ text revision, academic discourse knowledge, cultural literacy, and research awareness, and to investigate how peer feedback contributes to the cultivation of autonomous learning, self-assessment, and critical thinking. The findings confirm that peer feedback not only enhances students’ writing levels but also fosters their deep learning habits. This study provides an effective teaching model that integrates deep learning and ideological education for medical universities’ English instruction based on peer feedback in writing classes under the new liberal arts perspective.
{"title":"College English teaching based on peer feedback in writing tasks under the perspective of New Liberal Arts","authors":"Yu-hong Pan","doi":"10.54475/jlt.2023.020","DOIUrl":"https://doi.org/10.54475/jlt.2023.020","url":null,"abstract":"This study aims to explore the teaching model of medical universities’ English education based on peer feedback in writing classes under the new liberal arts perspective. Using construstivism as the theoretical framework, the scaffolding theory as the analytical framework, this study employs experimental control methods and utilizes SPSS software for data analysis to evaluate the effectiveness of peer feedback in improving writing abilities. In-depth text analyses of questionnaires and reflection reports are conducted to examine the mediating effects of this strategy on students’ text revision, academic discourse knowledge, cultural literacy, and research awareness, and to investigate how peer feedback contributes to the cultivation of autonomous learning, self-assessment, and critical thinking. The findings confirm that peer feedback not only enhances students’ writing levels but also fosters their deep learning habits. This study provides an effective teaching model that integrates deep learning and ideological education for medical universities’ English instruction based on peer feedback in writing classes under the new liberal arts perspective.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83016158","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}
Planning is the core of writing process and the key to successful English writing. This study examines the effects of planning type on language complexity, accuracy and fluency in two different English writing tasks (practical writing and integral writing) of Chinese high school students. The results show that online planning promotes students’ language complexity and accuracy, while pre-task planning improves fluency. Planning and task types have an interactive effect in writing accuracy. This study promotes an understanding of planning mechanisms in high school students’ English writing and has implications for high school English instruction.
{"title":"The effects of planning and task on Chinese high school students’ English language performance","authors":"Yanshu Sun, Tong Wang","doi":"10.54475/jlt.2023.019","DOIUrl":"https://doi.org/10.54475/jlt.2023.019","url":null,"abstract":"Planning is the core of writing process and the key to successful English writing. This study examines the effects of planning type on language complexity, accuracy and fluency in two different English writing tasks (practical writing and integral writing) of Chinese high school students. The results show that online planning promotes students’ language complexity and accuracy, while pre-task planning improves fluency. Planning and task types have an interactive effect in writing accuracy. This study promotes an understanding of planning mechanisms in high school students’ English writing and has implications for high school English instruction.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77122441","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}
Keren Goldfrad, Simone Sandler, J. Borenstein, E. Ben-Artzi
The purpose of the research project described in this paper is to examine the salient features of motivation driving tertiary level learners of English for Academic Purposes (EAP) in the Israeli student population at Bar Ilan University. The quantitative study included 228 undergraduate university EAP students studying in various disciplines. Dornyei’s L2 Motivational Self-System Questionnaire was translated to Hebrew and modified for cultural appropriateness and language clarity. Exploratory factor analysis of the students' answers revealed seven salient features, ranked from highest to lowest, underlying motivation in second language learning with varying degrees of perceived importance. The results present an Israeli perspective which differs from other studies conducted on English Foreign Language (EFL) populations. This leads to the conclusion that a broad perspective toward motivation in the language classroom is important in order to understand motivation among EAP students. Implications for pedagogy and suggestions for future research are explored and discussed.
{"title":"The Motivation Conundrum: What motivates university students in an EAP program?","authors":"Keren Goldfrad, Simone Sandler, J. Borenstein, E. Ben-Artzi","doi":"10.54475/jlt.2023.018","DOIUrl":"https://doi.org/10.54475/jlt.2023.018","url":null,"abstract":"The purpose of the research project described in this paper is to examine the salient features of motivation driving tertiary level learners of English for Academic Purposes (EAP) in the Israeli student population at Bar Ilan University. The quantitative study included 228 undergraduate university EAP students studying in various disciplines. Dornyei’s L2 Motivational Self-System Questionnaire was translated to Hebrew and modified for cultural appropriateness and language clarity. Exploratory factor analysis of the students' answers revealed seven salient features, ranked from highest to lowest, underlying motivation in second language learning with varying degrees of perceived importance. The results present an Israeli perspective which differs from other studies conducted on English Foreign Language (EFL) populations. This leads to the conclusion that a broad perspective toward motivation in the language classroom is important in order to understand motivation among EAP students. Implications for pedagogy and suggestions for future research are explored and discussed.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86356999","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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