Since 2005 there has been a surge in empirical and theoretical research in second language (L2) motivation. This phenomenon has been quantified as the equivalent of one paper being published every twenty-two days in 2005, and one paper every five days in 2014 (Boo, Dörnyei, & Ryan, 2015). This unprecedented boom is still on an incline, meriting the unique domain status of L2 motivation (Boo et al., 2015). This paper will give an overview of previous research in L2 motivation, discuss if such claims are still valid twenty-two years later, and discuss developments in the L2 motivation regarding engagement and visualisation.
自2005年以来，对第二语言学习动机的实证和理论研究激增。这一现象被量化为相当于2005年每22天发表一篇论文，2014年每5天发表一篇论文(Boo, Dörnyei， & Ryan, 2015)。这种前所未有的繁荣仍在上升，值得第二语言动机的独特领域地位(Boo et al.， 2015)。本文将概述以前在第二语言动机方面的研究，讨论这些主张在22年后是否仍然有效，并讨论第二语言动机在参与和可视化方面的发展。
{"title":"Language learner motivation, where it’s been and where it’s going","authors":"Yvonne Sewell","doi":"10.54475/jlt.2022.002","DOIUrl":"https://doi.org/10.54475/jlt.2022.002","url":null,"abstract":"Since 2005 there has been a surge in empirical and theoretical research in second language (L2) motivation. This phenomenon has been quantified as the equivalent of one paper being published every twenty-two days in 2005, and one paper every five days in 2014 (Boo, Dörnyei, & Ryan, 2015). This unprecedented boom is still on an incline, meriting the unique domain status of L2 motivation (Boo et al., 2015). This paper will give an overview of previous research in L2 motivation, discuss if such claims are still valid twenty-two years later, and discuss developments in the L2 motivation regarding engagement and visualisation.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":"37 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76831843","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 review provides a brief overview of relevant theories and empirical findings relating to the effects of age on second language acquisition and to evaluate the notion ‘the young is the better’ in educational language learning contexts. While some evidence suggests that age is a strong predictor of language learning, there are certain caveats required. The implications of research related to age on second language acquisition on language teaching are also explored.
{"title":"A brief review of the effects of age on second language acquisition: Is younger better?","authors":"Elise, Yi Wu","doi":"10.54475/jlt.2022.001","DOIUrl":"https://doi.org/10.54475/jlt.2022.001","url":null,"abstract":"The present review provides a brief overview of relevant theories and empirical findings relating to the effects of age on second language acquisition and to evaluate the notion ‘the young is the better’ in educational language learning contexts. While some evidence suggests that age is a strong predictor of language learning, there are certain caveats required. The implications of research related to age on second language acquisition on language teaching are also explored.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":"41 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78818396","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}
Purpose This study investigates the effectiveness of using translanguaging for note-taking on students’ lecture comprehension and retention by measuring their scores on two tests administered two weeks apart. Methods The participants were English L2 Chinese graduate students (n = 101) studying in English-language programs in various English-speaking countries at the time of the study. The study used a quasi-experimental three-arm parallel groups design to compare the relative effects of three alternative approaches to note-taking (Chinese, English, and translanguaging). All participants watched a five-minute English-language video without subtitles and took notes using their assigned strategies. Then participants immediately took a comprehension test. After two weeks, participants took a retention test. Results The results showed that those taking notes in English only outperformed those taking notes using Chinese only on low-level, fact-based questions in the comprehension test. There was no significant difference found among the three language groups (Chinese, English, and translanguaging) in other types of questions (main topic questions and numerical questions) and the overall score. In the retention test, those taking notes in English outperformed those taking notes in Chinese in the overall score and all question types except for number-based questions, with the translanguaging groups also outperforming the Chinese group in fact-based questions. In addition, students’ previous study abroad experience was not found to impact students’ comprehension and retention of the video lecture content. Conclusion It seems that translanguaging does not aid advanced L2 learners in immersion contexts; instead, translanguaging may be more helpful for lower proficiency L2 learners.
{"title":"An analysis of note-taking strategies: The effect of translanguaging on content comprehension and knowledge retention","authors":"Xinyi Wang","doi":"10.54475/jlt.2021.020","DOIUrl":"https://doi.org/10.54475/jlt.2021.020","url":null,"abstract":"Purpose This study investigates the effectiveness of using translanguaging for note-taking on students’ lecture comprehension and retention by measuring their scores on two tests administered two weeks apart. Methods The participants were English L2 Chinese graduate students (n = 101) studying in English-language programs in various English-speaking countries at the time of the study. The study used a quasi-experimental three-arm parallel groups design to compare the relative effects of three alternative approaches to note-taking (Chinese, English, and translanguaging). All participants watched a five-minute English-language video without subtitles and took notes using their assigned strategies. Then participants immediately took a comprehension test. After two weeks, participants took a retention test. Results The results showed that those taking notes in English only outperformed those taking notes using Chinese only on low-level, fact-based questions in the comprehension test. There was no significant difference found among the three language groups (Chinese, English, and translanguaging) in other types of questions (main topic questions and numerical questions) and the overall score. In the retention test, those taking notes in English outperformed those taking notes in Chinese in the overall score and all question types except for number-based questions, with the translanguaging groups also outperforming the Chinese group in fact-based questions. In addition, students’ previous study abroad experience was not found to impact students’ comprehension and retention of the video lecture content. Conclusion It seems that translanguaging does not aid advanced L2 learners in immersion contexts; instead, translanguaging may be more helpful for lower proficiency L2 learners.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":"30 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74203350","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}
Purpose The purpose of this study is to evaluate the vocabulary settings in two English textbooks used in Mainland China and Hong Kong respectively, and provide useful suggestions for teachers to choose or adapt English as a foreign language (EFL) textbook. The study centers on two English textbooks for grade-nine/ JS3 EFL learners in Mainland China and Hong Kong. Methods The two textbooks will firstly be compared and contrasted at the macro-level, covering perspectives such as organization, visual aids, glossary, and supplementary materials. Next, to study the treatment of vocabulary further at the micro-level, the study will focus on one unit in the two selected textbooks sharing the same theme. Results At the macro-level, the two textbooks are both clear and colored printed, theme-based, glossary included, visual aids provided, and practice given. They mainly differ in module components and word load in the glossary. At the micro-level, both of them give pre-teaching of new words before reading/listening, present words in context, provide scaffolding, follow a sequence of difficulty, integrate well with the development of other language skills, but they are different in some ways. Conclusion In terms of vocabulary treatment, results showed that both textbooks generally follow similar organization and presentation but differ in suggested teaching approaches. The textbook used in Mainland addresses on the word meaning while the textbook in Hong Kong follows a more implicit approach. In order to facilitate the evaluation of the vocabulary section in EFL textbooks, a new checklist and teaching implications for teachers are proposed in the thesis.
{"title":"Explicit and implicit vocabulary learning: A comparative study based on EFL textbooks in Mainland China and Hong Kong","authors":"Xin Liu","doi":"10.54475/jlt.v1i2.10","DOIUrl":"https://doi.org/10.54475/jlt.v1i2.10","url":null,"abstract":"Purpose The purpose of this study is to evaluate the vocabulary settings in two English textbooks used in Mainland China and Hong Kong respectively, and provide useful suggestions for teachers to choose or adapt English as a foreign language (EFL) textbook. The study centers on two English textbooks for grade-nine/ JS3 EFL learners in Mainland China and Hong Kong. Methods The two textbooks will firstly be compared and contrasted at the macro-level, covering perspectives such as organization, visual aids, glossary, and supplementary materials. Next, to study the treatment of vocabulary further at the micro-level, the study will focus on one unit in the two selected textbooks sharing the same theme. Results At the macro-level, the two textbooks are both clear and colored printed, theme-based, glossary included, visual aids provided, and practice given. They mainly differ in module components and word load in the glossary. At the micro-level, both of them give pre-teaching of new words before reading/listening, present words in context, provide scaffolding, follow a sequence of difficulty, integrate well with the development of other language skills, but they are different in some ways. Conclusion In terms of vocabulary treatment, results showed that both textbooks generally follow similar organization and presentation but differ in suggested teaching approaches. The textbook used in Mainland addresses on the word meaning while the textbook in Hong Kong follows a more implicit approach. In order to facilitate the evaluation of the vocabulary section in EFL textbooks, a new checklist and teaching implications for teachers are proposed in the thesis.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":"13 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86442649","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 choice of assessment method is particularly important in English writing testing and assessment. Analytical assessment and holistic assessment are two common methods in English writing assessment. The choice of assessment method usually depends on the content and focus of the test. This paper provides a review of previous empirical studies and compares the two assessment methods in terms of reliability, construct validity, practicability, and impact, followed by suggestions in the selection, design, and operation of the assessment methods.
{"title":"A comparative study of analytical assessment and holistic assessment in English writing tests","authors":"Hao Wu","doi":"10.54475/jlt.2021.001","DOIUrl":"https://doi.org/10.54475/jlt.2021.001","url":null,"abstract":"The choice of assessment method is particularly important in English writing testing and assessment. Analytical assessment and holistic assessment are two common methods in English writing assessment. The choice of assessment method usually depends on the content and focus of the test. This paper provides a review of previous empirical studies and compares the two assessment methods in terms of reliability, construct validity, practicability, and impact, followed by suggestions in the selection, design, and operation of the assessment methods.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":"124 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77333212","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}
Purpose In recent years, the incorporation of multimedia into linguistic input has opened a new horizon in the field of second language acquisition (SLA). In the reading aspect, the advent of virtual reality (VR) technology extends the landscape of reading repertoire by engaging learners with auditory, visual and tactile multimodal input. This study aimed to examine the pedagogical potential of VR technology in enhancing learners’ reading comprehension. Methods Three classes including 131 Chinese 8th grade EFL students participated in this study. This study adopted mixed methods methodology and triangulated pre-post-retention tests, questionnaires, learning journals and interview data to compare three modes of text input on learners’ reading performance and cognitive processing. Results The results indicated that VR-assisted multimodal input significantly improved learners’ macrostructural comprehension in the short term, whereas there was no significant difference in retention performance. The findings revealed that reading multimodal text did not exceed learners’ memory capacity or impose extraneous cognitive load. Participants mainly reported favorably on the efficacy of multimodal input in assisting their reading. Conclusion This study was the first attempt to integrate VR technology with input presentation and cognitive processing and offered a new line of theorization of VR-assisted multimodal learning in the cognitive field of SLA.
{"title":"Does ‘WOW’ translate to an ‘A’? Exploring the effects of virtual reality assisted multimodal text on Chinese Grade 8 EFL learners’ reading comprehension","authors":"Yudan Su","doi":"10.17863/CAM.46568","DOIUrl":"https://doi.org/10.17863/CAM.46568","url":null,"abstract":"Purpose In recent years, the incorporation of multimedia into linguistic input has opened a new horizon in the field of second language acquisition (SLA). In the reading aspect, the advent of virtual reality (VR) technology extends the landscape of reading repertoire by engaging learners with auditory, visual and tactile multimodal input. This study aimed to examine the pedagogical potential of VR technology in enhancing learners’ reading comprehension. Methods Three classes including 131 Chinese 8th grade EFL students participated in this study. This study adopted mixed methods methodology and triangulated pre-post-retention tests, questionnaires, learning journals and interview data to compare three modes of text input on learners’ reading performance and cognitive processing. Results The results indicated that VR-assisted multimodal input significantly improved learners’ macrostructural comprehension in the short term, whereas there was no significant difference in retention performance. The findings revealed that reading multimodal text did not exceed learners’ memory capacity or impose extraneous cognitive load. Participants mainly reported favorably on the efficacy of multimodal input in assisting their reading. Conclusion This study was the first attempt to integrate VR technology with input presentation and cognitive processing and offered a new line of theorization of VR-assisted multimodal learning in the cognitive field of SLA.","PeriodicalId":53931,"journal":{"name":"Journal of Language Teaching and Learning","volume":"48 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78249843","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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