Educational Intercultural Bilingualism (EIB), this approach to language education in multi-ethnic integration countries has received attention from a wide range of experts and scholars. This is because the right to be educated in one's mother tongue and to speak a dialect based on indigenous people often does not coexist with the official language of cultural identity at the national level. Better inclusion and valuing the place of indigenous people in the national cultural identity makes language education a social movement for equity and adaptation progress. This paper will focus on the EIB in Mexico, through a multi-level analysis of the historical processes and challenges encountered in language education for indigenous populations decolonization. The richness of Mexico's linguistic diversity and changing social relations will be useful in helping to build on-board experience in language teaching around the world.
{"title":"How Educational Intercultural Bilingualism has shaped indigenous people language learning in Mexico: Decolonial challenges","authors":"Xushan Wei","doi":"10.54475/jlt.2023.003","DOIUrl":"https://doi.org/10.54475/jlt.2023.003","url":null,"abstract":"Educational Intercultural Bilingualism (EIB), this approach to language education in multi-ethnic integration countries has received attention from a wide range of experts and scholars. This is because the right to be educated in one's mother tongue and to speak a dialect based on indigenous people often does not coexist with the official language of cultural identity at the national level. Better inclusion and valuing the place of indigenous people in the national cultural identity makes language education a social movement for equity and adaptation progress.\u0000This paper will focus on the EIB in Mexico, through a multi-level analysis of the historical processes and challenges encountered in language education for indigenous populations decolonization. The richness of Mexico's linguistic diversity and changing social relations will be useful in helping to build on-board experience in language teaching around the world.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91213224","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 explores whether the generativist account, specifically the integration theory, could explain children’s percentage of errors in questions in general and whether it also applies to yes-no and non-subject wh-question. The current study adopts a corpus-based method to compare 2-to-3-year-old children’s percentages of errors in questions (and in yes-no and wh-question separately) including auxiliary DO and auxiliary HAVE. The results show that children’s rate of errors in questions including auxiliary DO is higher than that including auxiliary HAVE, which is also applicable to yes-no and non-subject wh-questions. The findings indicate that the generativist theory of child language acquisition could successfully explain children’s patterns of errors in questions. This study also emphasises the impact of the question type which should be carefully considered when constructing and improving the generativist theory of child question formation. The study provides empirical evidence for improving and refining the generativist account of child language acquisition generally and language question acquisition specifically.
{"title":"A corpus-based study to evaluate the generativist explanation of children’s error patterns in questions","authors":"Yiran Du","doi":"10.54475/jlt.2023.007","DOIUrl":"https://doi.org/10.54475/jlt.2023.007","url":null,"abstract":"This study explores whether the generativist account, specifically the integration theory, could explain children’s percentage of errors in questions in general and whether it also applies to yes-no and non-subject wh-question. The current study adopts a corpus-based method to compare 2-to-3-year-old children’s percentages of errors in questions (and in yes-no and wh-question separately) including auxiliary DO and auxiliary HAVE. The results show that children’s rate of errors in questions including auxiliary DO is higher than that including auxiliary HAVE, which is also applicable to yes-no and non-subject wh-questions. The findings indicate that the generativist theory of child language acquisition could successfully explain children’s patterns of errors in questions. This study also emphasises the impact of the question type which should be carefully considered when constructing and improving the generativist theory of child question formation. The study provides empirical evidence for improving and refining the generativist account of child language acquisition generally and language question acquisition specifically.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":"2 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89609288","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 applies bibliometrics visualization analysis software CiteSpace-6.1.6 and CNKI as the data source and analyzes the literature published in domestic journals during 1994-2022, in order to understand the development trend and main issues of cross-cultural communication in the field of international Chinese education. The results of bibliometric cluster analysis show that in the past 30 years, the research topics in this field mainly focus on 17 clusters, including “culture”, “Chinese language”, “cultural communication”, “differences”, “international students”, “cultural differences”, “Chinese as a foreign language”, “cultural connotation”, “foreign language teaching” and “cross-cultural”. According to the analysis of cited information, “cultural difference”, “pragmatic mistakes”, “Chinese as a foreign language”, “cultural communication”, “cross-culture”, “cultural teaching” and “cultural difference” are the most concerned topics. “Case study” and “teaching design” are the research trends and hot spots in this field in the past two years. This paper not only reviews the history of cross-cultural studies in international Chinese education, but also looks forward to the future development of cross-cultural studies in international Chinese education.
{"title":"A CiteSpace-based review of cross-cultural communication in international Chinese language education in China (1994-2022)","authors":"C. Ma, Shuang Zhang, Ruixin Wang, T. Yi, Chili Li","doi":"10.54475/jlt.2023.004","DOIUrl":"https://doi.org/10.54475/jlt.2023.004","url":null,"abstract":"This paper applies bibliometrics visualization analysis software CiteSpace-6.1.6 and CNKI as the data source and analyzes the literature published in domestic journals during 1994-2022, in order to understand the development trend and main issues of cross-cultural communication in the field of international Chinese education. The results of bibliometric cluster analysis show that in the past 30 years, the research topics in this field mainly focus on 17 clusters, including “culture”, “Chinese language”, “cultural communication”, “differences”, “international students”, “cultural differences”, “Chinese as a foreign language”, “cultural connotation”, “foreign language teaching” and “cross-cultural”. According to the analysis of cited information, “cultural difference”, “pragmatic mistakes”, “Chinese as a foreign language”, “cultural communication”, “cross-culture”, “cultural teaching” and “cultural difference” are the most concerned topics. “Case study” and “teaching design” are the research trends and hot spots in this field in the past two years. This paper not only reviews the history of cross-cultural studies in international Chinese education, but also looks forward to the future development of cross-cultural studies in international Chinese education.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78154483","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 review explores how sociolinguistics expands our understanding of second language acquisition (SLA) by drawing upon two typical sociolinguistic strands: the variationist approach and the investment perspective. Accordingly, two empirical studies are used to illustrate the contributions of each strand, with Han’s (2019) study adopting a variationist approach and Sung’s (2020) study taking an investment perspective. Through a critical analysis, this paper argues that both theoretical strands contribute to the “social turn” of SLA by providing different insights into the social shaping of second language (L2) knowledge and learning, as well as the interplay between identity construction and L2 learning. Implications, limitations, and suggestions for future studies are discussed at the end.
{"title":"A critical understanding of second language acquisition from two sociolinguistic strands: The Variationist approach and the Investment Perspective","authors":"Chang Liu","doi":"10.54475/jlt.2023.006","DOIUrl":"https://doi.org/10.54475/jlt.2023.006","url":null,"abstract":"This review explores how sociolinguistics expands our understanding of second language acquisition (SLA) by drawing upon two typical sociolinguistic strands: the variationist approach and the investment perspective. Accordingly, two empirical studies are used to illustrate the contributions of each strand, with Han’s (2019) study adopting a variationist approach and Sung’s (2020) study taking an investment perspective. Through a critical analysis, this paper argues that both theoretical strands contribute to the “social turn” of SLA by providing different insights into the social shaping of second language (L2) knowledge and learning, as well as the interplay between identity construction and L2 learning. Implications, limitations, and suggestions for future studies are discussed at the end.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":"116 6 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86439741","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 addition to anxiety, academic boredom has also begun to enter the vision of educational researchers in recent years. However, studies on academic boredom in the English as a foreign language (EFL) domain could be more comprehensive, especially the mediating mechanism of academic boredom on EFL achievement needs to be further explored. The present study investigated the direct and indirect effects of academic boredom on EFL achievement in a sample of two hundred and thirty-five Chinese secondary EFL learners. SPSS Process and Mplus were utilized to analyze the data. The findings revealed that academic boredom and behavioral engagement scales were valid and reliable in measuring Chinese secondary EFL learners’ boredom and engagement in learning English. Also, mediation analysis showed that behavioral engagement partially mediated between academic boredom and EFL achievement. Implications and directions for future studies are discussed.
{"title":"The relationship between academic boredom and EFL achievement: Examining the mediating role of behavioral engagement","authors":"Yajun Wu, Xia Kang","doi":"10.54475/jlt.2023.002","DOIUrl":"https://doi.org/10.54475/jlt.2023.002","url":null,"abstract":"In addition to anxiety, academic boredom has also begun to enter the vision of educational researchers in recent years. However, studies on academic boredom in the English as a foreign language (EFL) domain could be more comprehensive, especially the mediating mechanism of academic boredom on EFL achievement needs to be further explored. The present study investigated the direct and indirect effects of academic boredom on EFL achievement in a sample of two hundred and thirty-five Chinese secondary EFL learners. SPSS Process and Mplus were utilized to analyze the data. The findings revealed that academic boredom and behavioral engagement scales were valid and reliable in measuring Chinese secondary EFL learners’ boredom and engagement in learning English. Also, mediation analysis showed that behavioral engagement partially mediated between academic boredom and EFL achievement. Implications and directions for future studies are discussed.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":"16 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75262633","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}
Project-Based Learning (PBL), referred to as Project-Based Language Learning (PBLL) when students learn a second or foreign language through project work, is a growing field of research worldwide. Since the 1980s, PBLL has been empirically studied in numerous contexts: in K-12 and higher education settings, multiple target languages, and many regions and countries. However, as the number of PBLL studies has increased, the need for analyzing PBLL research on a global scale and through regional and country-level analyses has become of high importance. Through a case study review of countries with strong PBLL research, regional and global research trends, as well as gaps, can be identified, while areas that have been amply researched can be satisfactorily concluded. This paper will discuss findings based on a case study of PBLL in Turkey, Greece, and Cyprus, which were part of a larger global study on PBLL research (Beckett et al., 2020). We will highlight PBLL studies within the region, identifying regional trends in K-12 and higher education research, multi-country projects, and research gaps in technology and assessment, which are seen as gaps in PBLL research worldwide (Beckett and Slater., 2020).
基于项目的学习(PBL)，也称为基于项目的语言学习(PBLL)，指学生通过项目工作学习第二语言或外语，是世界范围内一个不断发展的研究领域。自20世纪80年代以来，PBLL在许多背景下进行了实证研究:在K-12和高等教育环境中，在多种目标语言中，在许多地区和国家。然而，随着PBLL研究数量的增加，在全球范围内以及通过区域和国家层面的分析来分析PBLL研究变得非常重要。通过对具有强大PBLL研究的国家进行案例研究，可以确定区域和全球研究趋势以及差距，同时可以对研究充分的领域得出令人满意的结论。本文将讨论基于土耳其、希腊和塞浦路斯PBLL案例研究的发现，该案例研究是全球PBLL研究的一部分(Beckett et al.， 2020)。我们将重点介绍该地区的PBLL研究，确定K-12和高等教育研究的区域趋势，多国项目以及技术和评估方面的研究差距，这些差距被视为全球PBLL研究的差距(Beckett和Slater)。, 2020)。
{"title":"Project-based language learning in Turkey, Greece, and Cyprus: A systematic review","authors":"Sebnem Kurt, J. Beck","doi":"10.54475/jlt.2023.001","DOIUrl":"https://doi.org/10.54475/jlt.2023.001","url":null,"abstract":"Project-Based Learning (PBL), referred to as Project-Based Language Learning (PBLL) when students learn a second or foreign language through project work, is a growing field of research worldwide. Since the 1980s, PBLL has been empirically studied in numerous contexts: in K-12 and higher education settings, multiple target languages, and many regions and countries. However, as the number of PBLL studies has increased, the need for analyzing PBLL research on a global scale and through regional and country-level analyses has become of high importance. Through a case study review of countries with strong PBLL research, regional and global research trends, as well as gaps, can be identified, while areas that have been amply researched can be satisfactorily concluded.\u0000This paper will discuss findings based on a case study of PBLL in Turkey, Greece, and Cyprus, which were part of a larger global study on PBLL research (Beckett et al., 2020). We will highlight PBLL studies within the region, identifying regional trends in K-12 and higher education research, multi-country projects, and research gaps in technology and assessment, which are seen as gaps in PBLL research worldwide (Beckett and Slater., 2020).","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":"66 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87148482","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 present paper provides a critical review of the trajectory of the status and teaching of the Amazigh language in Morocco in an attempt to contextualize its state of the art following the recent changes in the Moroccan language policy. The assumptions herein discussed are not based on fieldwork, but rather on previous literature, document analysis, and numerical data reported by the Ministry of Education between the years 2003 and 2010. Such an approach is expected to pave the path for future fieldwork research by investigating the extent to which some of the claims advanced tend to align with the de-facto reality of the Amazigh language in a variety of priority domains of public life, governed by the recently validated organic law 26.16, including the Moroccan educational system.
{"title":"The evolution of the status and teaching of Amazigh in Morocco: From marginalization to institutionalization","authors":"Abdellah Idhssaine","doi":"10.54475/jlt.2022.016","DOIUrl":"https://doi.org/10.54475/jlt.2022.016","url":null,"abstract":"The present paper provides a critical review of the trajectory of the status and teaching of the Amazigh language in Morocco in an attempt to contextualize its state of the art following the recent changes in the Moroccan language policy. The assumptions herein discussed are not based on fieldwork, but rather on previous literature, document analysis, and numerical data reported by the Ministry of Education between the years 2003 and 2010. Such an approach is expected to pave the path for future fieldwork research by investigating the extent to which some of the claims advanced tend to align with the de-facto reality of the Amazigh language in a variety of priority domains of public life, governed by the recently validated organic law 26.16, including the Moroccan educational system.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":"41 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88021650","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}
Indonesia holds incredible linguistic diversity with up to 750 distinct languages. According to the Indonesian Language Association (ILA), 728 native languages are spoken in Indonesia, whereas Kompas cites 720, Ethnologue (2005) lists 743, and LIPI reports 749. In 2016, UNESCO indicated that 139 native Indonesian languages were threatened with extinction, which makes up for almost 17% of their languages. In Indonesia, due to ideals of nationalism and to an extent, modernisation, Bahasa Indonesia poses the biggest threat to indigenous languages. After defining some key terms and giving an overview of Indonesia’s language policy, three Indonesian linguistic landscapes will be described through a lens of linguistic imperialism, followed by recommendations for the preservation and revitalisation of regional indigenous heritage languages (RIHLs).
{"title":"Linguistic pragmatism, lingua francae, and language death in Indonesia","authors":"Yvonne Sewell","doi":"10.54475/jlt.2022.015","DOIUrl":"https://doi.org/10.54475/jlt.2022.015","url":null,"abstract":"Indonesia holds incredible linguistic diversity with up to 750 distinct languages. According to the Indonesian Language Association (ILA), 728 native languages are spoken in Indonesia, whereas Kompas cites 720, Ethnologue (2005) lists 743, and LIPI reports 749. In 2016, UNESCO indicated that 139 native Indonesian languages were threatened with extinction, which makes up for almost 17% of their languages. In Indonesia, due to ideals of nationalism and to an extent, modernisation, Bahasa Indonesia poses the biggest threat to indigenous languages. After defining some key terms and giving an overview of Indonesia’s language policy, three Indonesian linguistic landscapes will be described through a lens of linguistic imperialism, followed by recommendations for the preservation and revitalisation of regional indigenous heritage languages (RIHLs).","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":"56 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86620143","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 COVID-19 pandemic meant fast changes for language educators. Understanding how teachers experienced online language teaching during the recent pandemic is crucial for the language teaching profession in order to better prepare instructors for future scenarios in which a move to online instruction may be necessary again. Language instructors’ experiences can help inform administrators and program directors about potential gaps in teacher training or support needed for effective language instruction. This study investigates the experiences and challenges that increased or decreased language teachers’ feelings of satisfaction with teaching online. As an exploratory study, both quantitative and qualitative methods are included in order to capture a broad picture of teacher job satisfaction. The results indicate common challenges faced by teachers during online instruction, and the qualitative analyses of correlations between pre-identified factors impacting job satisfaction allowed us to measure the strength between these factors and job satisfactions; pre-defined factors included familiarity and ease of technology, relevance of training, and expectations of how long online/distance education would last. We conclude this study with a discussion of how these findings can be used to better prepare for future shifts to online teaching, including strategic use of training, programmatic changes in teaching load, and the role of technology in facilitating the delivery of content and interaction between instructors and students.
{"title":"Surviving or Thriving? Experiences and job satisfaction of language instructors in the USA during the COVID-19 pandemic","authors":"Daniel R. Walter, Theresa Schenker","doi":"10.54475/jlt.2022.014","DOIUrl":"https://doi.org/10.54475/jlt.2022.014","url":null,"abstract":"The COVID-19 pandemic meant fast changes for language educators. Understanding how teachers experienced online language teaching during the recent pandemic is crucial for the language teaching profession in order to better prepare instructors for future scenarios in which a move to online instruction may be necessary again. Language instructors’ experiences can help inform administrators and program directors about potential gaps in teacher training or support needed for effective language instruction. This study investigates the experiences and challenges that increased or decreased language teachers’ feelings of satisfaction with teaching online. As an exploratory study, both quantitative and qualitative methods are included in order to capture a broad picture of teacher job satisfaction. The results indicate common challenges faced by teachers during online instruction, and the qualitative analyses of correlations between pre-identified factors impacting job satisfaction allowed us to measure the strength between these factors and job satisfactions; pre-defined factors included familiarity and ease of technology, relevance of training, and expectations of how long online/distance education would last. We conclude this study with a discussion of how these findings can be used to better prepare for future shifts to online teaching, including strategic use of training, programmatic changes in teaching load, and the role of technology in facilitating the delivery of content and interaction between instructors and students.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":"41 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87460269","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 this paper, I explored the reasons three pre-service teachers gave for why they accept and integrate Minecraft Education Edition into their growing practice. During a six-week online university course on technology in foreign language education, a group of twenty-one pre-service and in-service teachers created weekly Reflexive Digital Story (RDS) Journals to document their technology exploration along with lesson plans and projects that incorporated innovative technologies they wanted to integrate into their practice. Three of the pre-service teachers enrolled in this course became innovators and early adopters in comparison to their peers as they voluntarily integrated Minecraft Education Edition into their coursework. This allowed me to qualitatively analyze their coursework to identify the reasons they integrated the digital game into their developing practice. This work contributes to the field of digital game-based learning, technology acceptance and integration, and the study of teacher education by illuminating the factors that contribute to why pre-service teachers accept and use Virtual Worlds (VWs). I discovered the reasons these pre-service teachers gave for acceptance and use of VW technology embodied the recognition of a need for motivation and engagement in the classroom, beliefs about the social nature of culture and language, and perceptions of VWs as an opportunity to make the impossible possible.
{"title":"Minecraft Education Edition in foreign language education: Pre-service teachers’ reasons for acceptance and integration","authors":"Kristen Fung, Sara Smith, Enrico Gandolfi","doi":"10.54475/jlt.2022.013","DOIUrl":"https://doi.org/10.54475/jlt.2022.013","url":null,"abstract":"In this paper, I explored the reasons three pre-service teachers gave for why they accept and integrate Minecraft Education Edition into their growing practice. During a six-week online university course on technology in foreign language education, a group of twenty-one pre-service and in-service teachers created weekly Reflexive Digital Story (RDS) Journals to document their technology exploration along with lesson plans and projects that incorporated innovative technologies they wanted to integrate into their practice. Three of the pre-service teachers enrolled in this course became innovators and early adopters in comparison to their peers as they voluntarily integrated Minecraft Education Edition into their coursework. This allowed me to qualitatively analyze their coursework to identify the reasons they integrated the digital game into their developing practice. This work contributes to the field of digital game-based learning, technology acceptance and integration, and the study of teacher education by illuminating the factors that contribute to why pre-service teachers accept and use Virtual Worlds (VWs). I discovered the reasons these pre-service teachers gave for acceptance and use of VW technology embodied the recognition of a need for motivation and engagement in the classroom, beliefs about the social nature of culture and language, and perceptions of VWs as an opportunity to make the impossible possible.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":"13 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86677541","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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