Innovation in Language Learning and Teaching 

Volume 17, Issue 1-5,  2023

Innovation in Language Learning and Teaching（SSCI一区，2022 IF：3，排名：23/194）2023年第1-5期共发文77篇，其中论文共计63篇，文献综述14篇。主题包括教师教学工具的使用、英语教学模式、专业英语教学等。欢迎转发扩散！（2023年已更完）

往期推荐：

刊讯｜SSCI 期刊《语言学习和教学的创新》2022年第3-5期

刊讯｜SSCI 期刊《语言学习和教学的创新》2022年第1-2期

目录

ARTICLES

■PowerPoint as a multimodal retelling tool: students' slide design, collaboration, and goal-setting, by Cheryl Wei-yu Chen, Pages 1-14.

■L2 communicative competence analysis via synchronous computer-mediated communication (SCMC) as an alternative to formal classrooms, by Hanon Junn, Pages 15-31.

■Teachers learn to use critical incidents as a professional development tool in teaching young English learners, by Asqar Pourhassan & Mostafa Nazari, Pages 32-46.

■The effect of integrating automated writing evaluation on EFL writing apprehension and grammatical knowledge, by Hanan Waer, Pages 47-71.

■Multimodal postcards to future selves: exploring pre-service language teachers' process of transformative learning during one-year teacher education programme, by Minna Maijala, Pages 72-87.

■To praise or not to praise? Examining the effects of ability vs. effort praise on speaking anxiety and willingness to communicate in EFL classrooms, by Nourollah Zarrinabadi, Nigel Mantou Lou & Zeinab Darvishnezhad, Pages 88-101.

■Materials development in flexible learning amid the pandemic: perspectives from English language teachers in a Philippine state university, by Veronico N. Tarrayo & Ali G. Anudin, Pages 102-113.

■Designing and providing inclusive ELT materials in times of the global pandemic: a Chilean experience, by Katharina Glas, Erica Catalán, Marcel Donner & Carla Donoso, Pages 114-129.

■The shift to flexible learning amidst the pandemic: the case of English language teachers in a Philippine state university, by Veronico N. Tarrayo, Rafael Michael O. Paz & Emejidio C. Gepila Jr., Pages 130-143.

■Context-specific multilingual instruction: evolution of an instructional design, by Anuradha Gopalakrishnan, Pages 144-156.

■Reimagining crisis teaching through autoethnography: a case of an online Japanese course, by Julian Chen & Eriko Sato.  Pages 157-167.

■Differentiated instruction in L2 teaching: two extensive reading programmes conducted during COVID-19 pandemic, by Xiaomei Sun. Pages 177-190.

■Empowering students with authentic tasks to learn English beyond the classroom: a club-based model, by Huy Phung, Nhi Tran & Diem Hoang. Pages 191-201.

■Second and foreign language teachers' problem-solving schemata development through informal problem-solving: the relationship between experience and expertise, by Vyara V. Dimitrova, Susan McKenney & Paul A. Kirschner. Pages 202-216. 

■Foreign language learner autonomy in online learning environments: the teachers' perspectives, by Christian Ludwig & Maria Giovanna Tassinari. Pages 217-234.

■Motivation for learning EFL in Tunisia: an eclectic theoretical approach and a structural equation modeling approach, by Tarek Hermessi. Pages 235-253.

■Measuring real-time learner engagement in the Japanese EFL classroom, by Euan Bonner, Kevin Garvey, Matthew Miner, Sam Godin & Hayo Reinders. Pages 254-264.

■Contributions of a genre-based teacher education course to second language writing teachers' cognitions, by Mostafa Nazari & Parastoo Alizadeh Oghyanous. Pages 265-277.

■A goal-based writing program in the EFL writing context: implementation and results, by Quy Huynh Phu Pham. Pages 278-290.

■Applying augmented reality in a university English class: Learners' perceptions of creativity and learning motivation, by Yu-Ju Lin & Hung-chun Wang. Pages 291-305.

■Motivation, self-construal, and gender in project-based learning, by Mitsuko Tanaka, Pages 306-320.

■Modern foreign language learning: exploring the possible impact of parental experiences on student motivation, by Christopher Martin, Pages 321-339.

■Using digital differentiation to improve EFL achievement and self-regulation of tertiary learners: the Turkish context, by Esra Meşe & Enisa Mede. Pages 340-353.

■Developing a 'Virtual Go mode' on a mobile app to enhance primary students' vocabulary learning engagement: an exploratory study, by Yanjie Song, Yun Wen, Yin Yang & Jiaxin Cao. Pages 354-363.

■Promoting learner autonomy and improving reflective thinking skills through reflective practice and collaborative learning, by Burcu Şener & Enisa Mede. Pages 364-379.

■Using model essays in conjunction with noticing as a feedback instrument in IELTS writing preparation, by L.T.C. Tieu & John R. Baker. Pages 380-392.

■Young children’s perceptions of emergency online English learning during the Covid-19 pandemic: evidence from Kazakhstan, by Anas Hajar & Syed Abdul Manan. Pages 393-407.

■Language learning affordances of Instagram and TikTok, by 

Yeong-Ju Lee. Pages 408-423.

■Administrative staff learning and using English to communicate with international students, by Barry Lee Reynolds, Melissa H. Yu & Xuan Van Ha. Pages: 424-439.

■Guiding and assessing development of L2 writing process: the role of peer collaboration, by Dmitri Leontjev & Pirjo Pollari. Pages 440-452.

■Are enjoyment and anxiety specific to culture? An investigation into the sources of Turkish EFL learners’ foreign language enjoyment and anxiety, by S. Yeşilçınar & N. Erdemir. Pages 453-468.

■Negotiating pre-service EFL teachers’ identity orientations through telecollaboration, by Ömer Eren. Pages 469-484.

■Extending a learning ecology with virtual reality mobile technology: oral proficiency outcomes and students' perceptions,  by Diem Thi Ngoc Hoang, Maggie McAlinden & Nicola F. Johnson. Pages 491-504.

■Self-regulated pedagogical guidance for out-of-class listening practice: an empirical study of Japanese EFL learners, by Tomoko Yabukoshi. Pages 505-517.

■Integrating goal-setting and automated feedback to improve writing outcomes: a pilot study, by Joshua Wilson, Andrew Potter, Tania Cruz Cordero & Matthew C. Myers. Pages 518-534.

■The coming of age of LMOOC research. A systematic review (2019-21), by Paz Díez-Arcón & Elena Martín-Monje. Pages 535-551.

■Profiling the affective characteristics of EFL learners’ digital informal learning: A person-centered approach, by Ju Seong Lee & Qin Xie. Pages 552-566.

■Humor strategies in the foreign language class, by Peter Neff & Jean-Marc Dewaele. Pages 567-579.

■Eportfolio post tagging for student-teacher development, by James M. Hall. Pages 580-592.

■How does teacher support contribute to learners' grit? The role of learning enjoyment, by S. Yahya Hejazi & Majid Sadoughi. Pages 593-606.

■Our story of innovation: reforming the traditional approach to ELT in China's hinterlands, by Melissa K. Smith, Yongqiang Wu, Yiwen Wang, Rong Wu & Yan Wang. Pages 607-619.

■Translanguaging in preschools: evidence from Polish-English bilingual children, by Judyta Pawliszko. Pages 620-635.

■The effect of lexical tools and applications on L2 vocabulary learning: a case of English academic core words, by Yasaman Iravi & Ali Malmir. Pages 636-649.

■Identity reconstruction of an in-service teacher as a critical bilingual: an autoethnography, by Muhammet Yasar Yuzlu. Pages 650-663.

■Trialing alternative listening assessment tasks: interactions between text authenticity, item focus and item presentation condition, by Stefan O’Grady. Pages 664-677.

■Agency in conflict with contextual idiosyncrasies: implications for second language teacher identity construction, by Sedigheh Karimpour, Farhang Moradi & Mostafa Nazari. Pages 678-689.

■Higher-proficiency students’ engagement with and uptake of teacher and Grammarly feedback in an EFL writing course, by Nang Kham Thi, Marianne Nikolov & Krisztián Simon. Pages 690-705.

■Psychometric properties of speaking anxiety scale and an interdisciplinary investigation with serial mediation analysis, by Gökhan Demirdöken & Sinan Okur. Pages 706-722.

■The idiodynamic method in individual differences research: a review of applications and contributions, by Fatemeh Mardian & Musa Nushi. Pages 723-737.

■The effectiveness of multimedia input on vocabulary learning and retention, by Mark Feng Teng. Pages 738-754.

■Implementing digital multimodal composing in L2 writing instruction: a focus on developing L2 student writers, by Emily Di Zhang & Shulin Yu. Pages 769-777.

■Metacognition, motivation, self-efficacy belief, and English learning achievement in online learning: Longitudinal mediation modeling approach, by Mark Feng Teng & Zi Yang. Pages 778-794. 

■Effectiveness of metacognitive interventions in tertiary EFL contexts: evidence from a systematic review and meta-analysis, by Meechai Wongdaeng & Steve Higgins. Pages 795-811.

■Hands-on operation with a Rolling Alphabet-AR System improves English learning achievement, by Yuan-Chen Liu, Tzu-Hua Huang & I-Hsuan Lin. Pages 812-826.

■Anxiety and enjoyment among young teenagers learning English as a foreign language outdoors: a mixed-methods study, by Tone Stuler Myhre, Jean-Marc Dewaele, Tove Anita Fiskum & Anna Marie Holand. Pages 827-844.

■Revisiting Saudi EFL learners’ autonomy: a quantitative study, by Md Mahmudul Haque, Hasan M. Jaashan & Md Zobaer Hasan. Pages 845-858.

■Including diversity through cinema-based affective literacy practices: A case study with EFL/ESL pre-service teachers, by Elena Dominguez Romero & Jelena Bobkina. Pages 859-871.

■Preliminary development and validation of basic psychological needs fulfillment for ESP teachers in online instruction, by Yudhi Arifani, Jumadi Jumadi, Agus Wardhono, Syaadiah Arifin & Hidayat Ma’ruf. Pages 877-893.

■A systematic review of potential opportunities and challenges to the use of portfolios in Vietnam as an assessment tool, by Trang Tam Nguyen, Tony Richardson, Anh Ngoc Nguyen, Tung Ngoc Vu & Thao Thi Huong Dang. Pages 894-908.

■Young adolescents’ out-of-class language learning and their degree of autonomy: insights from visual and verbal narratives, by Anisa Cheung. Pages 909-931.

■Chatbot-based training on logical fallacy in EFL argumentative writing, by Ruofei Zhang, Di Zou & Gary Cheng. Pages 932-945.

■OASIS: one resource to widen the reach of research in language studies, by Inge Alferink & Emma Marsden. Pages 946-952.

■Chinese college students’ preferences for mobile-assisted language learning classes and their effects on student engagement in English language classrooms, by Xiaoming Yang & Jie Hu. Pages 953-966.

 Book Reviews

■Research methods for complexity theory in applied linguistics, by Phil Hiver and Ali Al-Hoorie, Bristol and Blue Ridge Summit, Multilingual Matters, 2019, 1st edition, 350 pp., $39.95 (paperback), ISBN 9781788925730 Pages i–v, by Mostafa Nazari. Pages 168-170.

■Reflective practice in ELT, by Thomas S.C. Farrell, Bristol (USA) and Sheffield (UK), Equinox Publishing Ltd., 2019, 1st edition, 186 pp., $29.95 (paperback), ISBN-13 978-1-78179-654-2, by Sara López Stoelting. Pages 170-172.

■Researching Second Language Acquisition in the Study Abroad Learning Environment: An Introduction for Student Researchers, by Christina L. Isabelli-García and Casilde A. Isabelli, Cham, Palgrave Macmillan, 2020, xxii+ 138 pp., $57.35 (hbk), ISBN: 978-3-030-25156-7, $47.39 (ebk), ISBN: 978-3-030-25157-4, by Hossein Davari & Saeed Nourzadeh. Pages 173-176.

■International Perspectives on Diversity in ELT, by Darío Luis Banegas, Griselda Beacon, and Mercedes Pérez Berbain (Eds.), Cham: Palgrave Macmillan, 2021, 322 pp., EUR 129.99, EUR 106.99 (eBook), ISBN: 978-3-030-74980-4, ISBN: 978-3-030-74983-5 (eBook), https://doi.org/10.1007/978-3-030-74981-1, by Veronico N. Tarrayo. Pages 485-487.

■Teaching and Researching Motivation, 3rd ed. by Zoltán Dörnyei and Ema Ushioda, London and New York: Routledge and Taylor & Francis Group, 2021, xii + 296 pp., £35.99 (paperback), ISBN 9781138543461, by Duyen Le Thi. Pages 487-490.

■Applied Linguistics and Language Teaching in the Neo-Nationalist Era, by Kyle McIntosh, Palgrave, 2020, XXV + 316 pp., £68.57 (Paperback), ISBN 978-3-030-56549-7,by Mostafa Morady Moghaddam & Golai Amiri. Pages 755-758.

■How to Learn Spanish: A Guide to Powerful Principles and Strategies for Successful Learning and Self-Empowerment, by  María Blanco, Hikari Press, 2021, xiii + 95 pp., £7.45 (paperback), ISBN 9781838414603, by Sara Cotterall. Pages 758-760.

■Critical thinking in academic writing: a cultural approach, by Shi Pu, London and New York, Routledge, 2022, ix + 173 pp., £120 (hardcover), ISBN 978-1-032-03882-7, by Hao Xu. Pages 760-762.

■Intercultural learning in language education and beyond: evolving concepts, perspectives and practices, edited by Troy McConachy, Irina Golubeva, and Manuela Wagner, Bristol, Multilingual Matters, 2022, xxix+357 pp., £34.95 (paperback), ISBN 978-1-80041-259-0, by Caihong Xie & Xuesong (Andy) Gao. Pages 762-764.

■The mysteries of bilingualism: unresolved issues, by François Grosjean, Hoboken, NJ, Wiley-Blackwell, 2022, 176pp., $36.95 (pbk), ISBN 978-1-119-60237-8, by Rui Zhang & Xueqing Lv. Pages 764-767.

■A dynamic systems theory perspective on L2 writing development, by Shaopeng Li, London and New York, Routledge, 2022, 1st ed., 206 pp., $160.00 (hardback), ISBN 978-1-032-22664-4, by Huafeng Wang & Chencen Cai. Pages 872-875.

■Gender Diversity and Sexuality in English Language Education: New Transnational Voices, by Darío Luis Banegas and Navan Govender (Eds.), London: Bloomsbury Publishing, 2022, 248 pp., $120.00 (Hardback), $108.00 (eBook-PDF), $108.00 (ePub and Mobi), ISBN: 9781350217560, by Veronico N. Tarrayo. Pages 967-969.

■Perspectives and good practices in English language teacher training, by Isabel Alonso (ed.), Raquel Criado (ed.), Gloria Luque and Laura Torres, Madrid, Editorial Sintesis, 2022, 180 pp., 23.50 Euros (paperback), ISBN 978-64-1357-163-8, by Ivor Timmis. Pages 969-971.

■Learner corpus research meets second language acquisition, edited by Bert Le Bruyn and Magali Paquot, Cambridge, Cambridge University Press, 2021, xii + 275 pp., $82.91 (hardcover), ISBN: 978-1-108-67457-7, by Yu Kyoung Shin. Pages 971-974.

摘要

PowerPoint as a multimodal retelling tool: students’ slide design, collaboration, and goal-setting

Cheryl Wei-yu Chen，Department of Applied Foreign Languages, National Taipei University of Business, Taipei City, Taiwan

Abstract   This study engaged a group of Taiwanese English-as-a-Foreign-Language (EFL) adolescent learners as multimodal composers who used PPT slides to retell important elements of Roald Dahl’s classic novel, Matilda (1988). A total of 158 slides were made by 9 groups of students, and a detailed analysis of the slides revealed that text was often accompanied by visual design and gestural design. The end-of-semester group interviews indicated that 8 out of 9 groups followed a composing in pieces model to finish their group slideshows. Only one group of students met in person to decide together what to put on each slide. Completing the PPT slides and presenting on stage propelled students to set various learning goals, ranging from practicing voice projection to managing time better. A few pedagogical implications and future research directions are offered to conclude the article.

Key words Powerpoint，retelling，multimodal composing，slide design，learner collaboration，goal setting

L2 communicative competence analysis via synchronous computer-mediated communication (SCMC) as an alternative to formal classrooms

Hanon Junn, Global Education Center, Chukyo University, Nagoya, Japan

Abstract   The Covid-19 pandemic has dramatically altered formal classrooms and traditional learning environments with many educational institutions forced to teach online. Communicative L2 classes are impacted as in-person, face-to-face interactions are key to developing communicative competence. This qualitative research study investigates if L2 communicative competence can be demonstrated via online synchronous computer-mediated communication (SCMC) platforms as an alternative to formal classrooms. Previous research on SCMC has focused on its implementation in a blended learning environment to support formal classrooms. The study analyzes seven recorded group interactions of 22 Japanese university students in a communication class for a presentation and discussion project done completely online while being physically isolated. The study observes whether L2 communicative competence can be demonstrated via expression, integration, and negotiation of meaning. Additionally, technological competence via procedural and technological negotiation is examined. The study shows that with careful planning, structured scaffolding from the instructor and technological familiarity and acceptance from the students, L2 communicative competence via SCMC platforms can be demonstrated, to varying degrees, when formal classrooms are not available. Formal classrooms may never be completely replaced but the development of SCMC platforms shows technological possibilities in future L2 learning environments.

Key words synchronous computer-mediated communication (SCMC), communicative competence, L2 motivation, negotiation of meaning, technological negotiation, computer-assisted language learning (CALL)

Teachers learn to use critical incidents as a professional development tool in teaching young English learners

Asqar Pourhassan, Department of Foreign Languages, Kharazmi University, Tehran, Iran

Mostafa Nazari, Department of Foreign Languages, Kharazmi University, Tehran, Iran

Abstract 

Purpose: Despite the growth of theory and research on young English learners and the widely-recognized importance of critical incidents (CIs) in teachers' professional development (PD), little research has examined young-learner teachers' CIs. This study investigated the impacts of a PD course structured around CIs sharing/discussing on 14 L2 teachers' understanding of teaching young learners.

Design: Narratives and semi-structured interviews were used to collect the data.

Findings: Data analyses indicated that the teachers reported various interpersonal, pedagogical, and professional CIs, especially problems with learner engagement and the learners who problematized the teachers' knowledge frequently. Additionally, the results of the interviews indicated that the teachers experienced conceptual, practical, and personal-professional changes in their treatment of CIs as a function of participation in the PD course.

Value: The study proposes a typology of young-learner teachers' CIs and argues that young-learner teaching requires its specific form of teacher education that fosters in the teachers awareness of emotional, pedagogical, and interpersonal dimensions for teaching this group of learners.

Key words Young learners, critical incidents, professional development, L2 teachers

The effect of integrating automated writing evaluation on EFL writing apprehension and grammatical knowledge

Hanan Waer, Department of Curriculum & Instruction, Faculty of Education, New Valley University, El Kharja, Egypt

Abstract   Recent years have witnessed an increased interest in automated writing evaluation (hereafter AWE). However, few studies have examined the use of AWE with apprehensive writers. Hence, this study extends research in this area, investigating the effect of using AWE on reducing writing apprehension and enhancing grammatical knowledge. The participants were English majors at an Egyptian university, divided into experimental and control groups. The experimental group used Cambridge ‘Write & Improve’ to evaluate their writing; whereas, the control group had an instructor evaluate their essays. Data were collected using the English Writing Apprehension Scale (EWAS, Abdel Latif [2015. “Sources of L2 Writing Apprehension: A Study of Egyptian University Students.” Journal of Research in Reading 38 (2): 194–212. doi:10.1111/j.1467–9817.2012.01549.x]) and a grammar knowledge test (hereafter GKT; adapted from TOEFL). The findings showed statistically significant differences in the post-administration in EWAS and GKT in favor of the experimental group. Additionally, the effect size of the intervention on apprehensive writers was large. The results indicated that AWE helped the apprehensive writers reduce their apprehension and slightly enhance the GKT of the non-apprehensive writers. Further, negative correlations were found between writing apprehension and grammatical knowledge. This study results suggest that AWE might be used as a remedial classroom treatment for struggling or apprehensive writers, purposefully integrating it as a formative tool, augmented with feedback practices.  

Key words  Automated writing evaluation, EFL writing apprehension, EFL grammatical knowledge, corrective feedback

Multimodal postcards to future selves: exploring pre-service language teachers’ process of transformative learning during one-year teacher education programme

Minna Maijala, School of Languages and Translation Studies, University of Turku, Turku, Finland

Abstract  Given that teaching is a complex task and that teacher education programmes (TEPs) are usually short, it can be difficult to examine the learning process of pre-service teachers. Based on an analysis of previous studies and empirical research, this study examines the learning process of trainee language teachers during a TEP at a Finnish university. Narrative-like visual and written data were collected from the trainee teachers at the onset (N = 51) and end (N = 43) of the one-year TEP. These multimodal data were qualitatively analysed using transformative learning as the theoretical framework. The results of the study revealed that the trainee teachers encountered several disorienting dilemmas at the start of the programme, mostly related to self-esteem as a teacher, classroom work, and subject-matter knowledge. The change during the TEP was seen especially in the increase of self-confidence and in the motivation to work with learners. Additionally, the findings showed that trainees needed more support from their mentoring teachers, especially in terms of working more creatively in the classroom. Moreover, our study provides a method for how pre-service teachers’ learning processes can be captured and reflected during the TEP.

Key words  Pre-service language teachers, teacher education, transformative learning theory, disorienting dilemma, multimodal narratives

To praise or not to praise? Examining the effects of ability vs. effort praise on speaking anxiety and willingness to communicate in EFL classrooms

Nourollah Zarrinabadi, Department of English, University of Isfahan, Isfahan, Iran

Nigel Mantou Lou, Department of Psychology, University of Alberta, Alberta, Canada

Zeinab Darvishnezhad, Department of English, University of Isfahan, Isfahan, Iran

Abstract   This study examined the effects of praise for intelligence and praise for effort on Iranian EFL learners’ language mindsets, perceived communication competence, speaking anxiety, and willingness to communicate (WTC). The students in three English classes (N = 63, all junior high school students) in a private language institute filled in self-report scales on language mindsets, perceived communication competence, speaking anxiety, and WTC, and then were assigned to praise for effort, praise for intelligence, and control conditions for 14 classroom communication sessions. They answered the same scales in the last session of the experiment. The results of quantitative analysis indicated that praise for effort enhanced learners’ growth mindsets, communicative competence, and WTC, and decreased their speaking anxiety. In contrast, praise for intelligence and no praise decreased students’ growth mindsets. Praise for intelligence further decreased students’ WTC and increased their speaking anxiety. Follow-up qualitative data gathered by interviews with 12 students further suggested that praise for effort facilitated learners’ WTC by increasing their growth mindsets and lowering their speaking anxiety. Finally, we discussed practical implications for how language teachers enhance students’ success in classroom communication.

Key words  Praise, willingness to communicate, language mindsets, speaking anxiety, perceived communication competence

Materials development in flexible learning amid the pandemic: perspectives from English language teachers in a Philippine state university

Veronico N. Tarrayo, Department of English, Faculty of Arts and Letters, University of Santo Tomas, Manila, the Philippines

Ali G. Anudin, Faculty of Arts and Languages, Philippine Normal University, Manila, the Philippines

Abstract   The literature’s focus on textbooks as an aspect of English language teaching (ELT) materials development (MD) has been significant and extensive. With the current setup of ELT within the context of online, distance, or flexible learning (FL) caused by the unprecedented and massive shift in education delivery during the pandemic, it remains unclear how ELT practitioners engage in MD in such modes of learning. Thus, studies on ELT MD in online or FL remain underexplored. Through both online semi-structured and follow-up email interviews among eight Filipino university teachers of English, this study explores English language teachers’ perceptions toward MD in FL. Findings indicated three salient ways of MD in FL: following guidelines set by the University, utilizing one’s creativity and resourcefulness, and focusing on collaboration among learners. The analysis also revealed the following perceived benefits of MD in FL: stimulating students’ learning process, fostering an inclusive classroom, improving one’s teaching insights and practices, and empowering one’s teaching motivation and autonomy. Further, the participants shared the following challenges in MD: time constraint in preparing instructional materials, limited resources, and difficulty in adjusting materials for online teaching.

Key words    English language teaching, distance learning, flexible learning, materials development, online teaching, Philippine state university

Designing and providing inclusive ELT materials in times of the global pandemic: a Chilean experience

Katharina Glas, Instituto de Literatura y Ciencias del Lenguaje, Pontificia Universidad Católica de Valparaíso, Viña del Mar, Chile

Erica Catalán, Instituto de Literatura y Ciencias del Lenguaje, Pontificia Universidad Católica de Valparaíso, Viña del Mar, Chile

Marcel Donner, Instituto de Literatura y Ciencias del Lenguaje, Pontificia Universidad Católica de Valparaíso, Viña del Mar, Chile

Carla Donoso, Instituto de Literatura y Ciencias del Lenguaje, Pontificia Universidad Católica de Valparaíso, Viña del Mar, Chile

Abstract

Purpose: The provision of inclusive learning materials has been a longstanding issue in FL education. During the 2020 pandemic, school closures have posed additional challenges to educators seeking to engage learners and provide egalitarian access to learning opportunities.

Approach: This case study documents a collaborative materials design process when the COVID-19 pandemic forced Chilean schools into remote lessons for a whole school year. The collaboration was based on a small professional learning network consisting of two pre-service teachers and two teacher educators. Two questions were posed:

What learning and circumstantial needs had to be considered for materials design and for the process of making the materials accessible to a diverse group of Year-9 EFL learners?

What were the benefits and challenges for this networked learning system when searching for solutions?

Findings: The combination of different access modes to materials, including paper-based worksheets and social networking, and the provision of internet access to facilitate video conferences, helped to overcome some but not all of the limitations caused by the lack of political commitment to offer solutions at a macro level. Based on a framework that combined principles of Differentiated Instruction, Universal Design for Learning, multimodality and bilingual support, the team developed materials at an appropriate level for most students. However, difficulties regarding differentiation between different learner levels persisted.

Value: This study sheds light on the affordances and challenges of a collaborative materials design process in which educators join perspectives to provide materials for greater educational justice in FL classrooms.

Key words   Teacher materials design, inclusion, differentiation, networked learning systems, COVID-19

The shift to flexible learning amidst the pandemic: the case of English language teachers in a Philippine state university

Veronico N. Tarrayo, Department of English, Faculty of Arts and Letters, University of Santo Tomas, Manila, the Philippines

Rafael Michael O. Paz, Department of English, Foreign Languages, and Linguistics, College of Arts and Letters, Polytechnic University of the Philippines, Manila, the Philippines

Emejidio C. Gepila Jr., Research Management Office, Department of Elementary and Secondary Education, College of Education, Polytechnic University of the Philippines, Manila, the Philippines

Abstract   While studies on online learning have been extensive, it remains unclear, however, how educators engage themselves in the sudden shift to online/remote learning or distance education because of the COVID-19 pandemic. Specifically, there is a lacuna in the literature concerning English language teachers’ perceptions of the shift from the classroom to online teaching. To date, in the Philippines, no single study exists, which has examined the same or related focus. Thus, through a survey and focus group discussions among 38 Filipino university teachers of English, this study explores how English language teachers view the problems, advantages and disadvantages, and points for improvement in flexible learning (FL) amidst the pandemic. Findings indicated that most of the problems were minor. However, the most crucial concerns include comprehension of learning content, student engagement, and internet connectivity, which were likewise claimed by the participants as disadvantages of FL. The analysis also revealed two benefits: convenience, and enhancement of teaching and learning. Further, the participants emphasized the following suggestions to improve FL: planning, implementation, and monitoring of school administration; provision of adequate internet and technological resources; and capacity-building and trainings.

Key words   English language teaching, distance learning, flexible learning, online teaching, Philippine state university

Context-specific multilingual instruction: evolution of an instructional design

Anuradha Gopalakrishnan, University of Minnesota, Minneapolis, MN, USA

Abstract  Target language instruction in multilingual settings cannot ignore the linguistic diversity of both the learners and the society. Rather than ignoring the individual and societal multilingualism, leveraging them as resources in learning the target language can be beneficial. Developing such multilingual instruction is an organic, iterative process that has to be planned and executed through a close collaboration of local stakeholders. In this paper, I trace the evolution of a multilingual instructional sequence that was designed by a practitioner-researcher collaborative team in an Indian German-as-foreign-language institute. The team first studied multilingual projects in other foreign language learning contexts and, with the help of these, identified a set of core components that formed part of the multilingual instruction on-site. Then, an instructional sequence focused on teaching chosen target grammatical aspects was designed and implemented iteratively in an adult, beginner level course. Every iteration was assessed from three vantage points – teachers' perspectives, feedback from learners and learners' language performance. Teachers' perspectives were gathered during weekly meetings and journal entries. Learners' feedback was from weekly reflection journals. Learners' language performance of the target grammatical aspects was assessed through obligatory occasion analysis of form-focused and meaning-focused tasks. At the end of each iteration, feedback from these three sources was triangulated to inform the redesign of the instructional sequence. The process of how the sequence evolved over three iterations through this feedback loop is elaborated here. This process can serve as a blueprint for other researchers and practitioners who wish to develop context-specific multilingual instruction.

Key words   Foreign languages, Indian language learners, design-based research, instructional design, multilingual pedagogies

Reimagining crisis teaching through autoethnography: a case of an online Japanese course

Julian Chen，Curtin University, Australia

Eriko Sato, Stony Brook University, USA

Abstract   The global pandemic has forced all language teachers, regardless of their affinity to and preparation for online teaching, to convert their face-to-face courses into online versions of crisis teaching. Despite being a crisis, it has also opened opportunities for language educators and researchers to identify innovative ways of evaluating, improving and revamping their current practices. This timely paper reports on emerging issues triggered by emergency remote teaching (ERT), gleaning from the in-depth observations and critical reflections of a Japanese language program coordinator (instructor). Through autoethnography, she provided her first-hand experience and critical reflection on the ERT phenomenon. Qualitative data were gathered from her journal reflections, course evaluations, student assessment outcomes, and communication records documented in Blackboard. The findings pinpoint the following aspects amid ERT: the primacy of tele-/co-presence and the issue of privacy; solutions for online test proctoring and technical malfunction; pedagogically-sound assessment methods in fully online contexts; the balance between asynchronous and synchronous modes and interactions among students. The salient aspects offer best practices that synergize pedagogy and technology for less commonly taught languages delivered in a fully online environment. These valuable lessons learned from ERT can be conducive to future remote teaching in the post-COVID-19 era.

Key words   Emergency remote teaching (ERT), autoethnography, Japanese teaching, synchronous and asynchronous modes, multimodality, online assessment

Differentiated instruction in L2 teaching: two extensive reading programmes conducted during COVID-19 pandemic

Xiaomei Sun, Moray House School of Education, The University of Edinburgh, Edinburgh, UK

Abstract 

Purpose: This study investigates two extensive reading (ER) programmes carried out in a secondary school in Beijing during the COVID-19 pandemic, with the aim of analysing how differentiated instruction (DI) is reflected in the ER implementation and how this forced online learning inform foreign/second language (L2) pedagogy in relation to ER and DI.

Design/methodology/approach: Adopting an exploratory case study approach, the study collected data from multiple sources: interview with six students and two teachers; questionnaire survey (N = 74 + 27); teachers’ reflective journal; documents related to the two reading programmes. Data collection lasted for a semester (six months). Thematic analysis was used to code and interpret data.

Findings: Following the five-category framework for differentiated instruction (Tomlinson, C. A., and T. Moon. 2013. Assessment and Student Success in a Differentiated Classroom. Alexandria: Association for Supervision & Curriculum Development), this study collects evidence of DI implementation in terms of content (three-tiered system of providing reading materials), process (personalised reading frequency and quantity), and product (diversified forms/platforms of presentation of reading results) of the reading programmes. However, due to the online teaching mode, DI was not fully reflected in aspects of affect (inadequate collaborative activities and interaction between students and teacher) and learning environment (lack of studying-together atmosphere). Results also indicate a widening gap between higher and lower achieving learners regarding engagement with ER activities due to differences in student autonomy and parental involvement.

Originality/value: This study provides some insights into differentiated instruction in ER implementation in the lockdown period, and proposes implications for L2 pedagogical design and innovation with a DI approach to ER.

Key words   Differentiated instruction, extensive reading, online learning, l2 teaching, secondary EFL teaching, high achieving students

Empowering students with authentic tasks to learn English beyond the classroom: a club-based model

Huy Phung, School of Foreign Languages, Thai Nguyen University, Thai Nguyen, Vietnam

Nhi Tran, School of Foreign Languages, Thai Nguyen University, Thai Nguyen, Vietnam

Diem Hoang, School of Foreign Languages, Thai Nguyen University, Thai Nguyen, Vietnam

Abstract  English learners in EFL contexts where grammar-based instruction is still dominant often lack opportunities to use the target language both within and outside the classroom. In 2010, we initiated a club-based approach to facilitate students’ learning beyond the classroom. It focused on meaningful communication, authentic tasks, student agency, community service, and learner leadership to help students develop their English ability while sharpening their twenty-first century skills for both personal and professional development. In this innovative practice paper, we will present the context, rationales and implementation of this student-led model so that other educators can learn from and adapt our innovation for their own contexts to solve the teaching and learning problems in their communities.

Key words   English club model, self-regulated learning, learning beyond classroom, innovation, interaction hypothesis, tasks

Second and foreign language teachers’ problem-solving schemata development through informal problem-solving: the relationship between experience and expertise

Vyara V. Dimitrova, Welten Institute, Open University, Heerlen, the Netherlands

Susan McKenney, Faculty of Behavioural, Management and Social Sciences/ELAN Teacher Development, University of Twente, Twente, the Netherlands

Paul A. Kirschner,  Welten Institute, Open University, Heerlen, the Netherlands;c Learning and Educational Technology Research Unit, University of Oulu, Oulu, Finland

Abstract 

Purpose: Second and foreign language (SL/FL) teachers’ informal problem-solving has received little explicit research attention while it is widely acknowledged that problem-solving is crucial to expertise development in any complex knowledge domain. To develop a clearer understanding of the role of informal problem-solving in SL/FL teachers’ expertise development, this study investigated how experience (i.e. time on the job) affects the level of problem-solving schemata development.

Design/methodology/approach: This situational analysis of teaching practices was conducted with 15 SL/FL teachers divided into three experience groups. Through qualitative coding of verbal reflections on teachers’ own lessons, the structural components of problem-solving schemata development were explored at two levels. The first or basic level represents the broader knowledge base which problem-solving utilizes in understanding and recognizing classroom situations. The second is the expert-level problem-solving knowledge level. Qualitative codes were quantified to enable descriptive statistics and t-tests for the analysis regarding the basic level. A descriptive analysis was performed to uncover expert-level knowledge.

Findings and Originality/value: The results show that experience affects problem-solving schemata development in qualitatively different ways at different levels. At the first or basic level, most teachers develop extensive and numerous domain-specific problem-solving schemata with experience. Few experienced teachers develop expert-level schemata. At this level, experience mostly affects the type of domain-specific knowledge and quality of feedback on effective strategies incorporated in these schemata. The findings suggest that future studies need to adopt a multi-level analysis of problem-solving schemata development.

Key words  Problem-solving, problem-solving schemata, teaching experience, informal learning

Foreign language learner autonomy in online learning environments: the teachers’ perspectives

Christian Ludwig, Department of English, Freie Universität Berlin, Berlin, Germany

Maria Giovanna Tassinari, Language Centre, Freie Universität Berlin, Berlin, Germany

Abstract 

Purpose: The purpose of this study was to get a better understanding of the challenges teachers are confronted with when suddenly moving from face-to-face to online teaching. It also aimed to investigate the change of power dynamics in sudden online learning environments, particularly focussing on the role of foreign language learner autonomy in emerging online learning.

Design/methodology/approach: An online survey in the form of a cross-sectional questionnaire was designed to provide a snapshot of classroom realities at the time of the survey. The survey was conducted based on snowball sampling, with the intent of collecting as much data as possible between the beginning of May and the beginning of July 2020. Participation in the survey was voluntary. The questionnaire was completed by 79 language teachers from 22 countries. The data obtained were analysed by identifying key themes and ideas (theme coding), using a grounded theory approach.

Findings and originality/value: The results indicate that the shift to online learning has created spaces for teachers and students to become more autonomous, especially as the participating teachers considered autonomy one of the main affordances of online learning. Furthermore, the results also show that teachers play a vital role in enhancing their students' autonomy. Since both the participants' understandings of and experience in fostering autonomy in online environments considerably differed, some implications for future practice in the fields of teacher training and professional development are suggested.

Key words  Language learner autonomy, online learning, teacher and learner roles, teacher professional development

Motivation for learning EFL in Tunisia: an eclectic theoretical approach and a structural equation modeling approach

Tarek Hermessi, English Department, Institut Supérieur des Langues de Tunis, University of Carthage, Tunis, Tunisia

Abstract

Purpose: The study was meant to investigate the motivational set-up among high school students of English.

Design and Methodology: The design of the study was quantitative and a Likert scale format questionnaire was used to collect data from 241 high school students of English in Tunisia. The structural equation modeling approach was used to analyze data and specify a model of EFL motivation.

Findings and Originality/value: Although all the variables considered in the study contributed to specifying the obtained model of motivation, these variables differentially feed in one another and directly and indirectly affect the criterion measures of motivation. Social attitudes proved to be the variable with the largest effect on motivational intensity and expectancy of success, as indirect criterion measures. In contrast, intrinsic orientation, attitude towards L2 and L2 learning experience, and self-efficacy proved to have the largest effects on achievement, as a direct measure of motivation. The present study proved that only an eclectic theoretical approach can allow for grasping the full picture of L2 motivation. It also showed that motivational variables differently as well as direclty and indirectly affect the criterion measures of L2 motivation. Finally, the study established that the relationship between self-efficacy, attitudes, and orientations and the indirect criterion measures of L2 motivation is different from that between the same variables and achievement, as a direct criterion measure.

Key words   Motivation, self-efficacy, attitudes, orientations, EFL, structural equation modeling

Measuring real-time learner engagement in the Japanese EFL classroom

Euan Bonner, Kanda University of International Studies, Chiba, Japan

Kevin Garvey, Kanda University of International Studies, Chiba, Japan

Matthew Miner, Kanda University of International Studies, Chiba, Japan

Sam Godin, Kanda University of International Studies, Chiba, Japan

Hayo Reinders, Graduate School of Education, Anaheim University, Anaheim, USA

Abstract    This paper reports on the development and piloting of Classmoto, an online application designed to measure learner engagement. The application enables teachers to collect real-time analytics of student social, affective, and cognitive engagement. The results are immediately visible to the teacher. We investigated and reported on the engagement levels of 124 learners over a period of 15 weeks. Our analysis explores learners’ perceptions of the usefulness of evaluating their engagement and the experiences of four teachers using the application in their courses. This paper demonstrates how engagement measures such as Classmoto can be used to innovate classroom teaching and learning. It also highlights limitations in the application, with recommendations for future development for the measurement of engagement.

Key words    learner engagement, learning analytics, foreign language learning, engagement variables, real-time analytics

Contributions of a genre-based teacher education course to second language writing teachers’ cognitions

Mostafa Nazari, Department of Foreign Languages, Kharazmi University, Tehran, Iran

Parastoo Alizadeh Oghyanous, Department of Foreign Languages, Kharazmi University, Tehran, Iran

Abstract

Purpose: While research on language teacher cognition is increasingly developing, the scope of research on writing teachers’ cognition is still limited, particularly on how teacher education influences their cognitions. The present study moves along this line of inquiry and investigates the impact of a teacher education course on second language teachers’ cognitions of argumentative writing.

Design: A teacher education course was initially designed to negotiate the central issues in genre-based instruction (GBI) focusing on argumentative writing, followed by the teachers’ argumentative writing instruction. Data were collected at three junctures of time before, during, and after both the teacher education course and the teachers’ writing instruction, from semi-structured interviews, classroom observations, stimulated recalls, and reflective journals.

Findings: The findings indicated that the teachers navigated through three lines of development: Enhanced awareness and a more professional authorial identity, enhanced pedagogical content knowledge, and developing GBI-featuring mental representations.

Value: The study concludes with implications for reducing the gap between teacher education programs and teachers’ subsequent writing instruction, especially helping the teachers develop and retain a professional language for representing their practice.

Key words   Second language writing, genre-based instruction, argumentative writing, writing teacher education, writing teacher cognition

A goal-based writing program in the EFL writing context: implementation and results

Quy Huynh Phu Pham, Ton Duc Thang University, Vietnam

Abstract  The purpose of the current study is to explore the potential impact of a goal-based writing program on EFL students’ writing competence and their attitudes toward goal-setting activities. The goal-based writing program was developed within goal-setting theory and launched in a writing class of 39 EFL Vietnamese university students over ten weeks. To evaluate the success of the program, students’ writing scores were collected and subjected to a statistical analysis, and their perspectives toward goal setting were examined through semi-structured interviews. Strong evidence was found in support of the custom goal-based writing program. In terms of students’ writing achievement, significant improvement was seen in all four writing areas, namely, task achievement, coherence and cohesion, lexical resource, and grammatical range and accuracy, with coherence and cohesion demonstrating the most significant development. Regarding students’ perspectives, the current goal-based writing program was found to improve their learning motivation and autonomy while creating a more supportive learning environment. However, the interview data indicate that students became less committed to goal setting at the end of the program. Valuable pedagogical implications and useful guidelines on the implementation of the goal-based writing program in the EFL context are highlighted in the current study.

Key words Goal setting, writing achievement, EFL students' perspectives, writing autonomy, learning motivation

Applying augmented reality in a university English class: Learners’ perceptions of creativity and learning motivation

Yu-Ju Lin, Teaching and Learning Technologies, Purdue University, West Lafayette, USA

Hung-chun Wang, Department of English, National Taiwan Normal University, Taipei City, Taiwan

Abstract   This study was conducted to explore the effects of an augmented-reality (AR) creative project on English L2 learners’ perceptions of creativity, as well as to investigate how to stimulate students’ learning motivation. The AR project was developed and integrated into the course syllabus of a university English class, and 39 Taiwanese freshmen completed the project step by step. Data for analysis primarily emerged from the Preference Scale, the Instructional Materials Motivation Survey (IMMS), and an AR student survey. Following a pretest-posttest design, this study showed that the participants demonstrated a higher level of favorable perceptions of creative thinking, such as preference for ideation and valuing new ideas, and a lower tendency for premature critical evaluation of ideas, although these differences were non-significant. However, working on the project also led to a significantly higher level of self-awareness of being too busy for new ideas. According to the results of the IMMS, attention yields significantly positive relationships with relevance, confidence, and satisfaction. This finding suggests that the students who were more engaged tended to see the project as relevant to their needs; they were also more confident and had a more satisfying AR experience. Based on the results, pedagogical implications are discussed.

Key words    Perceptions of creativity, ARCS model, immersive learning, augmented reality, learning motivation, English as a second/foreign language

Motivation, self-construal, and gender in project-based learning

Mitsuko Tanaka, Center for Multilingual Education, Osaka University, Toyonaka, Osaka, Japan

Abstract    Self-construal refers to the process by which individuals define the self in relation to others. It underpins cognition, motivation, and social behavior. While the importance of the self is well acknowledged in the field of second language (L2) learning motivation, how self-construal is associated with L2 learning motivation in project-based learning (PBL) settings remains understudied. Further, considering the observed link between self-construal and gender, self-construal may also account for how gender differences emerge in L2 learning motivation. This study examined the associations among self-construal, gender, and motivation to learn English as a foreign language (EFL) in a PBL context. Japanese university students responded to questionnaires on self-construal and motivation after being taught by the PBL approach for one year. The results showed a prominent impact of gender and self-construal on motivation. Female students and students with higher interdependent self-construal tended to be more motivated toward L2 learning, while male students and students with lower interdependent self-construal tended to be less motivated.

Key words    English as a foreign language, gender,  motivation,  project-based learning,  self-construal, self-determination theory

Modern foreign language learning: exploring the possible impact of parental experiences on student motivation

Christopher Martin, Faculty of Education, Health and Wellbeing, University of Wolverhampton, Wolverhampton, UK

Abstract 

Purpose: This present paper draws on a doctoral study which provides an innovative insight into the extent to which parents influence their child’s motivation to learn a foreign language.

Methodology: An exploratory methodology was adopted to approach this study from multiple angles, using a sequential mixed-methods research design. A questionnaire, co-created by a professional community of practice, was administered to parents (n = 107) and children (n = 495) in four secondary schools in the wider West Midlands conurbation. This was followed by semi-structured dyadic interviews with six sets of parents and their children (n = 12). This gave a rounded view of parental orientations towards language learning and how this could impact their child’s motivation.

Findings: Quantitative analysis shows that there are strong, positive correlations between parent and child data for five of the six motivation constructs. Linear regression shows that parental level of general education has a statistically significant impact on four student motivation constructs. Results from the qualitative analysis show that parents were largely indifferent, with mixed experiences of language learning. Parents were also cognisant of issues surrounding the availability of different language options and possible timetabling constraints which impact the flexibility for children to choose a language.

Originality: The present study is innovative through its inclusion of parental views towards learning a foreign language. Its research design paves the way for a widening of methodologies through the use of mixed methods to explore these orientations in greater detail as well as drawing on a professional community of practice as a partner in the research process.

Key words    MFL, foreign language learning, secondary education, parental engagement, motivation

Using digital differentiation to improve EFL achievement and self-regulation of tertiary learners: the Turkish context

Esra Meşe, English Preparatory School, Fatih Sultan Mehmet Vakıf University, İstanbul, Turkey

Enisa Mede, English Language Teaching, Bahçeşehir University, Istanbul, Turkey

Abstract 

Purpose: The current study examines the impact of Differentiated Instruction (DI) on students’ EFL speaking proficiency and Self-Regulated Learning (SRL) during online learning at a Turkish higher education institution’s English preparatory program.

Design/methodology/approach: Carried out as a sequential explanatory mixed-methods approach, this quasi-experimental study first collected quantitative data from two intact classrooms, experimental group (n = 16), control group (n = 15), through a speaking proficiency test and the Turkish translation of a Likert-type Online Self-Regulation Questionnaire (OSRLQ) as pre-/post-test; and qualitative data through a semi-structured focus group interview with six students. The qualitative data were coded and interpreted through content analysis.

Findings: Based on Tomlinson’s (2001) DI framework, the intervention plan of this study involved differentiating the process, product and learning environment of the online learners based on their readiness levels and interests. The results revealed that the DI-group improved its speaking significantly higher than the non-DI group whereas the overall SRL of the both groups did not differ meaningfully. The DI-group improved its help-seeking strategy use significantly. The analysis of qualitative data indicated that the students held positive views of online practices used for DI purposes such as formative assessment, differentiated speaking tasks while questioning group work arrangements. The participants also stated that they improved their use of target setting, help seeking and self-assessment.

Originality/value: This study contributes to the literature in providing insight into the effects of differentiation practices during online learning and suggests implications for designing innovative differentiated EFL learning experiences during remote learning.

Key words   Differentiated instruction, online education, self-regulated learning, speaking, EFL

Developing a ‘Virtual Go mode’ on a mobile app to enhance primary students’ vocabulary learning engagement: an exploratory study

Yanjie Song, Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong, People’s Republic of China

Yun Wen, National Institute of Education, Nanyang Technological University, Singapore

Yin Yang, Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong, People’s Republic of China

Jiaxin Cao, Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong, People’s Republic of China

Abstract    This article reports on an exploratory study on developing and adopting a ‘Virtual Go Mode’ feature embedded in a mobile vocabulary learning app, VocabGo, to enhance students’ vocabulary learning engagement. Distinguished from other virtual reality (VR) or augmented reality (AR) applications, the Virtual Go Mode is designed for students to practice and consolidate their newly learned words via virtual location-based tasks with 360° Google Street View or pre-photographed panoramas. Google Cloud Vision, using an AI model, is embedded to identify objects and their corresponding tasks for students. A total of 15 primary students in Hong Kong participated in this exploratory study for one week. Both quantitative and qualitative data were collected and analyzed. The results showed that students’ vocabulary learning engagement was high when using the Virtual Go Mode. It is suggested that future research focus on empirical studies when designing and implementing virtual location-based tasks supported by VR technologies in class to provide opportunities for students to practice and consolidate newly learned words and enhance their learning engagement after the COVID-19 pandemic.

Key words    Virtual reality, Virtual Go Mode, VocabGo, vocabulary learning, engagement

Promoting learner autonomy and improving reflective thinking skills through reflective practice and collaborative learning

Burcu Şener, School of Foreign Languages, Boğaziçi University, Istanbul, Turkey

Enisa Mede, Faculty of Educational Sciences, Department of English Language Teaching, Bahçeşehir University, Istanbul, Turkey

Abstract    In this study, the role of reflective practice and collaborative learning practice in promoting learner autonomy (LA) and improving reflective thinking skills (RT) and related learner perceptions were explored. A mixed-method design was preferred to investigate the issue, with participants enrolled in an Academic English Skills (EAP) course (N = 41). Quantitative data analysis of pre- and post-test scores of Learner Autonomy Scale (LAS) and Reflective Thinking Scale (RTS) detected no statistically significant difference in participants’ learner autonomy and reflective thinking skills. However, the results of Change in Learner Autonomy Scale (CLARTS) demonstrated a statistically significant change in LA and RT. Finally, the qualitative findings obtained from student interviews supported the results of CLARTS and revealed positive attitudes of learners towards reflective practice and collaborative practice.

Key words    Learner autonomy, reflective thinking skills, collaborative learning, EAP, online learning

Using model essays in conjunction with noticing as a feedback instrument in IELTS writing preparation

L.T.C. Tieu, Creative Language Center, Ton Duc Thang University, Ho Chi Minh City, Vietnam

John R. Baker, Faculty of Foreign Languages, Ton Duc Thang University, Ho Chi Minh City, Vietnam

Abstract  This study investigated the effects of using IELTS model essays in conjunction with noticing as a feedback instrument on Vietnamese undergraduates’ IELTS Task 2 writing performance. To investigate this, a quasi-experimental design was undertaken. The control group used the course textbook and received traditional writing feedback (i.e. direct, indirect, and peer feedback), which they drew on while composing their second drafts. Conversely, the experimental group utilized IELTS model essays in conjunction with noticing as a feedback instrument to compose their second drafts. To compare each group’s writing gains, pretest and posttest writing samples were evaluated using the IELTS Task 2 rubric’s overall and four subscale band scores. The data were analyzed using inferential statistics (paired-samples t-test, independent-samples t-test). The results indicated that the experimental group significantly outperformed the control group in all areas. As prior research specific to using IELTS model essays in conjunction with noticing as a feedback instrument with IELTS Writing Task 2 in the Vietnamese postsecondary context is noticeably absent, this paper is offered as a starting point for future investigations and discussions. The paper also discusses the topic and results’ relevancy to the larger Asian context and poses suggestions for further study.

Key words   Noticing hypothesis, Model essays, Second language writing, IELTS writing test, Task 2

Young children’s perceptions of emergency online English learning during the Covid-19 pandemic: evidence from Kazakhstan

Anas Hajar, Assistant Professor of Multilingual Education & PhD Program Director, Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan

Syed Abdul Manan, Assistant Professor of Multilingual Education & PhD Program Director, Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan

Abstract   This qualitative study explores the English learning experiences of 30 Grade 5 students from three mainstream schools in Kazakhstan during the Covid-19 pandemic. It was informed by Benson et al.'s (2011) four-dimensional model of language learning beyond the classroom: (a) location (physical vs. virtual), (b) formality (formal vs. informal agents), (c) locus of control (other-directed vs. self-directed goals) and (d) pedagogy. Data were collected through online individual interviews and students' drawings. The data suggest that the participants' English teachers used mainly Zoom and WhatsApp platforms for delivering the online classes. The participants were critical of their English teachers' practices, particularly, the overuse of WhatsApp, the scarcity of co-operative activities and delays in responding to inquiries. Consequently, 16 participants (53%) were receiving face-to-face and virtual private tutoring in English (PT-E). Although face-to-face PT-E may be unsafe during the pandemic, PT-E was a parental strategy to free themselves from the burden of tracking their children's progress. The participants acted agentively, not only reflecting on the disadvantages of online education but also on its benefits, including its being more convenient and able to help them improve their self-reliance and technology skills. The pedagogical implications and areas for further research are suggested.

Key words   Covid-19, emergency English eLearning, primary school students’ perceptions, qualitative inquiry

Language learning affordances of Instagram and TikTok

Yeong-Ju Lee, Macquarie University, Sydney, Australia

Abstract   This study examines creative uses of emerging image-based social media for informal language learning. Adopting the ecological concept of affordances, it investigates new technological features on Instagram and TikTok and how they are utilised as resources for language learning. Using public data of Instagram photo/video and TikTok video posts, the study is based on 200 posts from each application collected over two months. A qualitative content analysis was conducted based on four key dimensions of technological innovation: multimodality, mobility, instantaneous participation, and interactivity. The findings show how language learners’ use of the new technological features employed on the two platforms are related to these dimensions, and how they use agency and creativity to perceive affordances for language learning in features not originally designed for this purpose. The study contributes to understanding of the ways in which online informal language learning is adapting to technological innovation in new image-based social media.

Key words   Social mediate, chnological innovation, affordance, language learning, Instagram, TikTok

Administrative staff learning and using English to communicate with international students

Barry Lee Reynolds, Faculty of Education, University of Macau, Taipa, Macau SAR, China;b Centre for Cognitive and Brain Sciences, University of Macau, Taipa, Macau SAR, China

Melissa H. Yu, Faculty of Education, University of Macau, Taipa, Macau SAR, China

Xuan Van Ha, Department of Foreign Languages, Ha Tinh University, Ha Tinh, Vietnam

Abstract

Purpose:The lack of attention given to administrative staff calls for a study to consider their concerns regarding the learning and use of English to communicate in internationalized universities. This case study aimed to investigate how adequately administrative staff have learned and used English to communicate with international students in an internationalized university in Taiwan.

Design/methodology/approach:This case study drew on questionnaire and interview data to examine 15 administrative staff's learning and use of English for communication in an internationalized university.

Findings: The data analysis revealed the linguistic diversity and varying nature of communicative circumstances across university workplaces. The administrative staff were found to have applied multiple strategies to maximize the effectiveness of their English language learning and use for communication. They prioritized the learning opportunities for practicing English to address workplace communication needs.

Originality/value: These findings suggested that the disciplinary knowledge about English language learning and use for communication obtained from English for Specific Purposes (ESP) research and other fields should be used to broaden the English as an International Language (EIL) paradigmatic scope for research and pedagogy. We argue for a paradigmatic partnership to address the disciplinary limitations of EIL while simultaneously extending the established knowledge of EIL about English language learning and use for ESP and EIL communication.

Key words  Administrative staff, international university, English as an International Language, communication needs, learning preferences

Guiding and assessing development of L2 writing process: the role of peer collaboration

Dmitri Leontjev, University of Jyvaskyla, Department of Language and Communication Studies, Jyvaskyla, Finland

Pirjo Pollari, University of Jyvaskyla, Teacher Training School, Jyvaskyla, Finland

Abstract   This study, informed by Vygotskian notion of mediation and reporting on a partnership between a researcher (the first author) and a teacher (the second author), aims at exploring how peers’ comments can inform teacher assessment and guidance of learners’ L2 (second/foreign language) writing. The participants were 19 L2 English learners in an upper secondary school in Finland. We largely focus on the notes that one pair of learners made on each other’s essays and how they responded to peer assistance. Triangulating these data with classroom observation and a questionnaire, we traced how learners co-constructed their understanding of how their texts can be developed. The foci and how the identified issues were addressed were similar within the groups but varied across them. The innovativeness of the activity lies in (1) the dialectical teacher-researcher partnership in which it was designed and which informed the analysis, simultaneously serving as teachers’ assessment of learners’ writing; (2) the learner notes serving as a source of information for the teacher and as a persistent mediational means for the learners. We discuss the findings with reference mediation and the dialectics of teaching, learning, and assessment, focusing on how teachers can use the information obtained from such notes.

Key words  Mediation, process writing, sociocultural theory, classroom assessment, L2 English

Are enjoyment and anxiety specific to culture? An investigation into the sources of Turkish EFL learners’ foreign language enjoyment and anxiety

S. Yeşilçınar, Department of English Language Teaching, Muş Alparslan University, Mus, Turkey

N. Erdemir, Department of English Language Teaching, Süleyman Demirel University, Isparta, Turkey

Abstract  

Purpose: Learners’ emotions are crucial because they contribute to learners’ being active and their achievement in foreign language learning. Considering the importance of emotions, this study aimed to measure both foreign language enjoyment and anxiety and determine the underlying of these emotions.

Design/methodology/approach: A mixed-methods approach was adopted. Quantitative data were gathered from 305 university students of English as a foreign language (EFL) through a scale. Regarding a qualitative part, semi-structured interviews were conducted with 18 learners to further investigate the variables of foreign language enjoyment and anxiety.

Findings: Quantitative results confirm the previous research, emphasizing that enjoyment and anxiety are separate dimensions, and foreign language enjoyment is shaped by both learner and social variables. However, qualitative data provide a new understanding, indicating that learner-external variables might overweigh internal variables in a Turkish context in terms of enjoyment. Extrinsic motivational variables (e.g. guidance and role model teachers), institutional variables (e.g. facilities and location) and methodological variables (e.g. teaching methodology) were dominant as different from the findings of the previous research.

Originality/value: The study found new sources, emphasizing the impact of external variables over emotions. Unlike previous research, this study interestingly suggests that external sources are more influential in Turkish EFL learners, which might be an indication of culture. This is because Turkish learners are mostly not autonomous and dependent on cultural values, expectations, and guidance rather than individualistic perspectives. Thus, the dimensions of the foreign language enjoyment scale might show variance by context, and it is suggested to be adapted appropriately to the different cultures.

Key words  Foreign language enjoyment, foreign language classroom anxiety, EFL learners, language learning, emotions

Negotiating pre-service EFL teachers’ identity orientations through telecollaboration

Ömer Eren, ELT Department, Hatay Mustafa Kemal University, Antakya, Turkey

Abstract 

Purpose: Telecollaboration has become a dynamic subfield of CALL studies with the increasing availability of multimodal platforms in language learning and teaching. Although current studies mostly have focused on bilingual and bicultural exchanges, affordances of multi-faceted teacher identity have not received considerable attention. To address this gap, 57 teacher candidates took part in an eight-week telecollaboration project with four instructors from European universities.

Method: Drawing on [Deardorff, D. K. 2006. “Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization.” Journal of Studies in International Education 10 (3): 241–266.] process orientation and [Bennett, M. J. 1993. “Towards Eethnorelativism: A Developmental Model of Iintercultural Sensitivity.” In Education for the Intercultural Experience, edited by R. Michael Paige, 21–71. Yarmouth, ME: Intercultural Press] developmental models, teacher candidates’ identity negotiations were analysed through the data generated on (a)synchronous modes.

Findings and Originality: Findings suggest that dynamics resulting from multicultural and multilingual identity contribute to higher intercultural communicative competence, and teacher candidates’ intercultural development is manifested through their (a) intercultural adjustment, (b) culture-specific identity orientations, (c) gender socialisation and (d) culture and technology interplay. This study provides several implications for EFL practitioners to foster intercultural communicative competence in language classes and utilise telecollaboration as a valuable asset with concrete outcomes for upcoming studies.

Key words   Telecollaboration, virtual exchange, teacher identity, intercultural communicative competence

Extending a learning ecology with virtual reality mobile technology: oral proficiency outcomes and students’ perceptions

Diem Thi Ngoc Hoang, School of Foreign Languages, Thai Nguyen University, Thai Nguyen, Vietnam;b School of Education, Edith Cowan University, Joondalup, Australia

Maggie McAlinden, School of Education, Edith Cowan University, Joondalup, Australia

Nicola F. Johnson, School of Education, Edith Cowan University, Joondalup, Australia

Abstract 

Purpose: This paper aimed to explore the potential of virtual reality (VR) to develop the oral proficiency of English as Foreign Language (EFL) students and their perceptions of using VR mobile technology in EFL learning.

Design/methodology/approach: Drawn from an ecological perspective utilizing a mixed methods design, 23 students in an undergraduate English language program were invited to take part in a VR intervention with pre- and post-test assessments on oral proficiency, followed by individual face-to-face interviews.

Findings and originality/value: The quantitative findings showed that there were significant changes in overall oral proficiency, with notable differences in fluency and coherence, lexical resource, and pronunciation, and a slightly significant difference in grammatical range and accuracy. Interviews with the students revealed detailed affordances of VR in supporting the language learning process. Findings also indicated potential challenges and limitations that can arise from the use of VR mobile technology in EFL classrooms.

Key words   Virtual reality, mobile technology, oral proficiency, learning ecology, EFL

Self-regulated pedagogical guidance for out-of-class listening practice: an empirical study of Japanese EFL learners

Tomoko Yabukoshi, College of Economics, Nihon University, Tokyo, Japan

Abstract 

Purpose: This study proposed a metacognition-inclusive self-regulated learning (SRL) approach to out-of-class listening practice and explored its impact on learners’ listening performance and their reported use of self-regulatory listening strategies.

Design/methodology/approach: Participants comprised 45 students learning English at a university in Japan. They were drawn from two intact classes and assigned to intervention (IG) and comparison (CG) groups. They engaged in out-of-class listening practice for eight weeks. Only the IG received instruction to employ strategies that focused on metacognitive dimension of self-regulatory listening processes. Listening performance was measured using listening tests before and after the intervention. Strategy use was assessed via a questionnaire at the beginning of the intervention, immediately after the intervention, and nine weeks after the intervention.

Findings: Both groups made significant gains in the listening tests, and the advantage of the IG over the CG on the listening tests was not significant. However, the IG, but not the CG, demonstrated significant changes in the reported use of strategies over time. Furthermore, the effectiveness of the intervention seemed to depend on learners’ proficiency levels. The results suggest that learners, particularly those with higher proficiency, may engage in more metacognitive SRL processes in an independent listening context through a pedagogical intervention.

Originality/value: This study demonstrated the efficacy of the newly introduced SRL approach to listening pedagogy, thereby contributing further insight into pedagogical approaches to cultivate self-regulated listeners in independent learning settings.

Key words   Listening pedagogy, listening strategies, self-regulated learning, EFL learners, independent learning settings

Integrating goal-setting and automated feedback to improve writing outcomes: a pilot study

Joshua Wilson, University of Delaware, School of Education, 213E Willard Hall Education Building, Newark, DE, USA

Andrew Potter, University of Delaware, School of Education, 213E Willard Hall Education Building, Newark, DE, USA

Tania Cruz Cordero, University of Delaware, School of Education, 213E Willard Hall Education Building, Newark, DE, USA

Matthew C. Myers, University of Delaware, School of Education, 213E Willard Hall Education Building, Newark, DE, USA

Abstract 

Purpose: This study presents results from a pilot intervention that integrated self-regulation through reflection and goal setting with automated writing evaluation (AWE) technology to improve students’ writing outcomes.

Methods: We employed a single-group pretest-posttest design. All students in Grades 5–8 (N = 56) from one urban, all female, public-charter middle school completed pretest and posttest measures of writing beliefs and writing performance. In between pretest and posttest, students completed monthly goal-setting activities via a Qualtrics survey and monthly persuasive writing practice via prompts completed within an AWE system.

Findings: Students improved their self-regulation as indicated by improved goal calibration and confidence to achieve their goals over time. They also improved their self-efficacy for writing self-regulation and writing performance between pre and posttest. Students also perceived the intervention to be usable, useful, and desirable.

Originality: This is a unique study because we integrated AWE and goal-setting instruction, which has not previously been done. Positive findings indicate the promise of this innovative, feasible, and scalable technology-based writing intervention.

Key words   Automated writing evaluation, automated feedback, writing technology, goal setting, self-regulation, educational technology implementation

The coming of age of LMOOC research. A systematic review (2019-21)

Paz Díez-Arcón, Philology, Linguistic and Literary Studies, International PhD School, Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain

Elena Martín-Monje, Universidad Nacional de Educacion a Distancia, Foreign Philologies and their Linguistics, Madrid, Spain

Abstract   There has been an increasing interest in Language Massive Open Online Courses (LMOOCs) in terms of research and number of courses offered, shown by the monographic volumes and systematic reviews that have been published so far. This study aims to consolidate this emerging field by exploring research from 2019 to 2021. The origin of scientific contributions, methodologies used, and the most discussed topics have been considered. Results show that the distribution of papers remain concentrated in a few countries and universities -such as Spain, UK and China, which are producing progressively more high-impact research. Also, the consistent use of mixed methods has implied the optimisation of available data and allowed for more fine-grained conclusions. Lastly, it has been proved that LMOOC publications are evolving to a more mature phase, with an increase of conceptual papers that has contributed to consolidate core theoretical foundations. It can be then said that LMOOC research has reached its coming of age and is now considered a well-established sub-field of Computer Assisted Language Learning, with substantial practice and high-quality scholarly publications.

Key words   MOOC, Language MOOC, systematic review, research, Computer Assisted Language Learning

Profiling the affective characteristics of EFL learners’ digital informal learning: A person-centered approach

Ju Seong Lee, Department of English Language Education, The Education University of Hong Kong, Hong Kong SAR, People’s Republic of China

Qin Xie, Department of Linguistics and Modern Language Studies, The Education University of Hong Kong, Hong Kong SAR, People’s Republic of China

Abstract 

Purpose: This study (1) used a person-centered approach to identify specific subgroups of 1,265 EFL learners who participated in Informal Digital Learning of English (IDLE) activities, and (2) looked at how different IDLE profiles are related to important affective variables.

Design/Methodology: To identify IDLE profiles, we used cluster analysis.

Findings: The L2 motivation, L2 enjoyment, L2 anxiety, and grit levels of the IDLErs with distinct profiles differed significantly. When compared to Profiles 1 (Minimal IDLErs: 33%), 2 (Gaming-Entertainment IDLErs: 16%), and 3 (Entertainment IDLErs: 30%), both Profile 4 (Maximal IDLErs: 11%) and Profile 5 (Entertainment-socializing IDLErs: 10%) demonstrated significantly higher scores on Ideal L2 self, L2 enjoyment-self, L2 enjoyment-others, L2 communication anxiety-offline, and Grit. Profiles 4 and 5 made full use of out-of-school digital environment, which provided several affective benefits for EFL learners.

Originality/value: Methodologically, the analytical and statistical approach could help to move informal language learning research one step closer to being more person-centered. In practice, the various IDLE profiles identified in this study may be of interest to EFL teachers in order to better understand their students’ IDLE activities outside of school and to inform classroom teaching and learning.

Key words    Informal digital learning of English, L2 motivation, L2 enjoyment, L2 anxiety, grit, person-centered approach

Humor strategies in the foreign language class

Peter Neff, Faculty of Global Communications, Doshisha University, Kyoto, Japan

Jean-Marc Dewaele, Birkbeck, University of London, London, United Kingdom

Abstract   Humor can provide a multitude of benefits for language learners, including improvement of classroom atmosphere (Dewaele et al. 2018) and a reduction of anxiety (Tarone 2000). Moreover, the integration of humor into language lessons has been strongly endorsed by both students and instructors (Askildson 2005; Azizinezhad and Hashemi 2011). What is less clear is which types of humor strategies are seen to be most effective, as well as the degree to which learner characteristics affect their responses to humor. This study examines the influence of L2 proficiency, foreign language enjoyment (FLE), and attitudes about humor language learning on L2 learners’ (N = 243) reactions to a variety of humor strategies used in the language classroom. Regression analysis revealed that proficiency had little bearing on learner preferences, whereas FLE, and especially attitude towards in-class humor, had a much greater influence on preferred strategies. Overall, spontaneous humor, memes and cartoons were the most strongly endorsed strategies.

Key words    Humor strategies, foreign language education, foreign language enjoyment, foreign language proficiency, humor in language learning

Eportfolio post tagging for student-teacher development

James M. Hall, Faculty of Education, Iwate University, Morioka, Japan

Abstract   This paper introduces an innovative practice: post tagging as a way to enhance the use of ePortfolios in foreign language teacher education programs. The ePortfolio system is a WordPress multi-author blog, and a student-teacher’s ePortfolio is a page comprised of the posts they have written. Tags are keywords for a post. In this innovation, ePortfolio post tags are matched with content learning areas in the teacher education program. When student-teachers tag a post, they first choose a relevant content area from the teacher education curriculum, e.g. Methods, and then select an appropriate tag or keyword from that area, e.g. Focus on form. Tagging has the following benefits. First, it can encourage student-teachers to reconcile pedagogical concepts from their teacher education program with their professional goals, teaching practice, and teaching beliefs. Second, tags can be used as a means to understand the types of pedagogical concepts that student-teachers deem important. Lastly, tagging can inform the teacher educators about how to improve their programs. On the other hand, using tags to match one’s reflective writing with pedagogical concepts does not come naturally to student-teachers and needs to be carefully introduced. The paper concludes by presenting some guidelines for using ePortfolios with tagging.

Key words  English teacher development, eportfolios, post tagging, reflective practice, sociocultural teacher education, WordPress mutli-author blogs for education

How does teacher support contribute to learners’ grit? The role of learning enjoyment

S. Yahya Hejazi, English Department, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran

Majid Sadoughi, Psychology Department, Faculty of Humanities, University of Kashan, Kashan, Iran

Abstract   Learning English as a Foreign Language (EFL) is a lengthy, demanding, and challenging process, which requires learners’ L2 grit relating to their perseverance of effort and consistency of interest. Motivated by the growing body of research on L2 grit over the past few years, this study examined the role of perceived teacher support and learning enjoyment as two important learner external and internal factors, respectively, in promoting EFL learners’ L2 grit. The participants were 339 EFL learners selected by multi-stage cluster sampling. The results of SEM indicated that perceived teacher support directly and positively predicted L2 grit, which clearly highlights the role of teachers as an essential element of any language learning situation in motivating and supporting students to exert considerable effort in their learning process and enhance their interest, enthusiasm, persistence, and effort. Additionally, learning enjoyment played a mediating role in the association between perceived teacher support and L2 grit, which indicates its potential for promoting learners’ cognitive resources and fostering their continued effort and sustained interest in the lengthy and demanding process of L2 learning. Finally, implications relating to the role of teachers in enhancing learners’ enjoyment and grit are presented.

Key words  L2 grit, teacher support, learning enjoyment, English as a foreign language, positive psychology

Our story of innovation: reforming the traditional approach to ELT in China’s hinterlands

Melissa K. Smith, School of Foreign Languages and Cultures, Ningxia University, Yinchuan, People’s Republic of China

Yongqiang Wu, School of Foreign Languages and Cultures, Ningxia University, Yinchuan, People’s Republic of China

Yiwen Wang, School of Foreign Languages and Cultures, Ningxia University, Yinchuan, People’s Republic of China

Rong Wu, School of Foreign Languages and Cultures, Ningxia University, Yinchuan, People’s Republic of China

Yan Wang, School of Foreign Languages and Cultures, Ningxia University, Yinchuan, People’s Republic of China

Abstract   This paper investigates four teachers’ efforts to innovate during a semester of English language teaching at a university in China. At the end of a mentor-facilitated action research cycle, the teachers wrote their ‘Story of Innovation’ in order to construct deeper understandings of their experiences. These stories were examined for themes and are retold here as a collective story in order to show what ‘innovation’ means to the four teachers and the benefits gained from innovating. Although the teachers’ understandings of innovation converged with government policies and other top-down expectations, the individual emphasis of each suggests that different teachers view innovation from the perspective of their particular context. Moreover, although each of the four saw benefits for self and their students, what emerged from their stories was how they grew from the innovation process which may best be described as gradual restructuring.

Key words   Innovation, China, professional development, traditional teaching

Translanguaging in preschools: evidence from Polish-English bilingual children

Judyta Pawliszko, University of Rzeszów, Rzeszów, Poland

Abstract   The present study draws on the theoretical framework of translanguaging and seeks to shed light on the patterns of translanguaging and how translanguaging affects meaning-making processes among bilingual children in preschool. This case study focuses on 8 months of observation and recordings of pupils ranging in age from 3 to 6 years. The gathered speech samples of 200 hours of verbal recording provide information on bilingual children’s linguistic repertoire, their reasons for translanguaging, and the way pupils achieve comprehension through strategic usage of the two languages. The data highlights translanguaging as a practice that maximizes meaning-making ability among young children.

Key words Translanguaging, bilingual children, nursery schools, linguistic repertoire, bilingualism, Poland

The effect of lexical tools and applications on L2 vocabulary learning: a case of English academic core words

Yasaman Iravi, Applied Linguistics, Imam Khomeini International University (IKIU), Qazvin, Iran

Ali Malmir, Applied Linguistics, Imam Khomeini International University (IKIU), Qazvin, Iran

Abstract    This study explored the effects of three types of lexical tools (MOOCs, E-dictionaries, and lexical concordancers) and three types of lexical applications (technology-mediated communication-based applications (TMCA), Anki as an e-flashcard application, and WordUp as a dedicated lexical application) on learning academic core words among a sample of 74 EFL students in six groups. Furthermore, the effectiveness of lexical applications was compared in terms of being tutor-based form-focused or tool-based meaning-focused. After the treatments that included 24 60-minute sessions, students answered a research-made test developed based on the 85 words selected from Gardner and Davies’ ([2014]. “A New Academic Vocabulary List.” Applied Linguistics 35 (3): 305–327) academic vocabulary list (AVL). Data analysis using one-way ANOVA and independent-sample t-test indicated that vocabulary learning occurred more through lexical applications than lexical tools. MOOCs and lexical concordancers roughly equal outperformed the e-dictionaries group. Among the lexical applications, WordUp attained better results than TMCA and Anki Flashcard Program. Anki showed more gains in academic vocabulary learning than TMCA. Furthermore, the tutor form-focused application (WorUP) was more effective than the tool-based meaning-focused applications (TMCA+ Anki Groups). The findings of this investigation imply that language teachers can use more lexical applications to enhance the knowledge of academic core words.

Key words   Academic core words, CAVL, lexical applications, lexical tools, MAVL, vocabulary learning

Identity reconstruction of an in-service teacher as a critical bilingual: an autoethnography

Muhammet Yasar Yuzlu, Department of English Language Teaching, Zonguldak Bulent Ecevit University, Zonguldak, Turkey

Abstract   

Purpose: This study presents the emergence of my dynamic bilingualism-induced critical bilingual identity by drawing upon Garcia and Wei’s translanguaging perspectives.

Design/Methodology/Approach: I adopted an autoethnographic approach focusing on teacher development through research and practice, supported by research on fostering dynamic bilingualism of emergent bilinguals in EFL contexts, which is used to review my memories and reflection. Using bilingualism ideologies as a conceptual framework, I interpret my experiences by deconstructing dominant monolingual ideology through embracing a more critical bilingual stance.

Findings: By enacting autoethnography as translanguaged research anchored to theoretical, methodological, and pedagogical turns, this study reveals its potential to conceptualize the complexities of translanguaging and thus forge these into a coherent ideology.

Originality/Value: With an open-ended paradigm, and its catalytic role in comprehending speaker-oriented language practices, it thus engenders criticality. This autoethnographic analysis of my introspective and retrospective data is hoped to open novel vistas for EFL teacher education and in-service EFL teacher training.

Key words   Translanguaging, EFL teacher, criticality, teacher identity, autoethnography

Trialing alternative listening assessment tasks: interactions between text authenticity, item focus and item presentation condition

Stefan O’Grady, International Education Institute, The University of St Andrews, St Andrews, UK

Abstract 

Purpose: The current study applies an innovative approach to the assessment of second language listening comprehension skills. This is an important focus in need of innovation because scores generated through language assessment tasks should reflect variation in the target skill and the literature broadly suggests that conventional methods of assessing listening may fall short of achieving this principle (Field [2019]. Rethinking the Second Language Listening Test from Theory to Practice. Equinox).

Design: The study investigated interactions between different methods of presenting listening comprehension questions, the focus of the comprehension questions and the relative authenticity of the sound file in an English-medium university entrance listening test. In a balanced design, 61 participants completed a listening test featuring both scripted and unscripted sound files by answering explicit and implicit information comprehension questions under five counterbalanced question preview and presentation conditions. Test scores were analysed using ANOVA and examined for interactions.

Findings: The results revealed interesting relationships between text authenticity and item focus whereby item responses were most frequently correct overall on the explicit items on scripted tasks. However, the reverse was observed on the implicit items, which were more frequently correct on the unscripted tasks.

Value: The research findings have important implications for construct definition and highlight possible directions for the development of pedagogical listening tasks and assessments for English-medium academic study.

Key words  Proficiency testing, Language testing, Listening assessments, English for Academic Purposes, Listening proficiency ‌

Agency in conflict with contextual idiosyncrasies: implications for second language teacher identity construction

Sedigheh Karimpour, Department of English Language, Mazandaran University of Medical Sciences, Sari, Iran

Farhang Moradi, Department of Foreign Languages, Iran University of Science and Technology, Tehran, Iran

Mostafa Nazari, Department of Foreign Languages, Kharazmi University, Tehran, Iran

Abstract 

Purpose: The growing body of knowledge on language teacher agency highlights the positive contributions of agency for teacher identity construction. However, teachers may face challenges in effectively exercising agency, and their agentive actions may be impeded by multiple contextual factors. The present study adopts a narrative inquiry methodology and reports on experiences that featured language teachers’ impeded agency.

Design: Data were collected from semi-structured interviews, narrative frames, and open-ended questionnaires. The data were analyzed through thematic analysis.

Findings: The findings indicated that institutional policies were the major factor impeding the teachers’ agentive initiatives. The top-down policies of the school had negatively influenced the teachers’ autonomy, self-efficacy, and emotions, and had created tensions in and conflicts for the teachers’ interpersonal and institutional identities.

Value:The study argues that agency may negatively influence language teacher identity construction when teachers’ subjectivity clashes with power relations that leave little room for teachers’ agentive action and performativity.

Key words    Language teacher agency, language teacher identity construction, institutional policies, teacher emotions, teacher autonomy, teacher self-efficacy

Higher-proficiency students’ engagement with and uptake of teacher and Grammarly feedback in an EFL writing course

Nang Kham Thi, Doctoral School of Education, University of Szeged, Szeged, Hungary

Marianne Nikolov, Department of English Applied Linguistics, Institute of English Studies, University of Pécs, Pécs, Hungary

Krisztián Simon, Department of English Applied Linguistics, Institute of English Studies, University of Pécs, Pécs, Hungary

Abstract    Research on the impact of feedback on students’ writing has grown in the past 20 years, including studies comparing the nature of teacher and automated feedback. Differential success in learners’ gaining from feedback has largely depended on their engagement with the feedback rather than the feedback itself. Studies examining the ways learners engage with different sources of feedback are relatively scarce. This study addresses this gap: it examines Hungarian university students’ behavioral engagement with teacher and automated feedback and their feedback uptake over a 14-week semester in an EFL writing course. Drawing on student texts and feedback from teacher and Grammarly, we identified the focus of feedback and analyzed the students’ revision operations in their revised texts. The results showed differences in feedback focus (the teacher provided form-and meaning-focused feedback) with unexpected outcomes: students’ uptake of feedback resulted in moderate to low levels of engagement with teacher and Grammarly feedback. Participants incorporated more form-focused feedback than meaning-focused feedback into their revisions. These findings contribute to our understanding of students’ engagement with writing tasks, levels of trust, and possible impact of students’ language proficiency on their engagement with feedback. The pedagogical implications from this study are discussed.

Key words   Student engagement, feedback uptake, written feedback, teacher feedback, automated feedback, second language writing

Psychometric properties of speaking anxiety scale and an interdisciplinary investigation with serial mediation analysis

Gökhan Demirdöken, Department of Foreign Languages, National Defense UniversityTurkish Air Force Academy, Istanbul, Turkey

Sinan Okur, Department of Educational Sciences, National Defense University, Turkish Air Force Academy, Istanbul, Turkey

Abstract 

Purpose:The purpose of the present study was twofold. First, we aimed to adapt the English-speaking Anxiety Scale. Second, we intended to investigate the mediating role of English learning motivation and self-confidence on the relationship between English-speaking anxiety and English self-efficacy through a serial mediation analysis.

Design/methodology/approach: The first phase included the adaptation of the English-speaking Anxiety Scale into tertiary level based on data collected from 178 students. The second phase tested the theoretical serial mediation model based on data collected from 526 students. Confirmatory factor analysis was performed to serve for the first purpose of the study whereas PROCESS macro (Model 6) was run to test the serial multiple mediation roles of English learning motivation and self-confidence.

Findings: The results of CFA showed that the fit indices of the adapted version of the scale were acceptable. Besides, it was found out that English learning motivation and self-confidence played multiple mediating roles in the relationship between English self-efficacy and English-speaking anxiety.

Originality/value: This research offers a valid and reliable scale to determine the English-speaking anxiety of tertiary level students. Also, it sheds light how English learning motivation and self-confidence mediates the relationship between English-speaking anxiety and English self-efficacy for the first time. Pedagogical implications of the study for future research were presented at the end of the study.

Key words   English self-efficacy, English-speaking anxiety, English learning motivation, self-confidence, serial mediation analysis

The idiodynamic method in individual differences research: a review of applications and contributions

Fatemeh Mardian, Shahid Beheshti University, Tehran, Iran

Musa Nushi, Shahid Beheshti University, Tehran, Iran

Abstract    Over the past decade, the focus of investigation in individual differences (IDs) research has shifted from the utilization of large-scale questionnaire surveys toward the adoption of methodological diversity and development of new approaches to second-language (L2) communication (Dörnyei and Ryan [2015]. The Psychology of the Language Learner Revisited. New York: Routledge.). One innovative approach to researching complex dynamic systems (e.g. individual difference characteristics such as motivation) is the ‘idiodynamic method’, which is developed to capture moment-by-moment fluctuations during L2 communication tasks. This review aims to examine the contributions that the idiodynamic methodology can make to individual differences in L2 learning. Focusing on three prominent areas in ID research (L2 willingness to communicate, language motivation, and language learning anxiety), the review examined 32 idiodynamically-informed studies published in the last decade. The findings indicate that the idiodynamic method – as a powerful research tool – could potentially contribute to investigating the dynamics associated with learner-related and teacher-related factors. The idiodynamic method is found to (1) encourage a reinterpretation of IDs, modeling them in terms of different timescales and changes in real time; (2) recognize the trajectories involved in learning-teaching behaviors; (3) highlight the interaction of communication traits and co-existence of stability and variability in the L2 learning system; and (4) quantify the variability in the ratings and the variation in IDs in real time communication. The review confirms the practical value of the idiodynamic methodology in L2 research and concludes with a brief discussion of implications of the methodology and suggestions for future studies.

Key words   Idiodynamic methodology, individual differences, motivation, willingness to communicate, anxiety, emotion, language learning, dynamic systems

The effectiveness of multimedia input on vocabulary learning and retention

Mark Feng Teng, Center for Linguistic Science, Beijing Normal University, Zhuhai, People’s Republic of China

Abstract   Multimedia input can enhance vocabulary learning in the context of learning English as a foreign language (EFL). Drawing upon a mixed method, this study explores the potential of multimedia input in vocabulary learning. EFL vocabulary learning was assessed under four input conditions (definition + word information + video, definition + word information + audio, definition + word information, and definition-only). One hundred twenty-five Chinese-speaking university students were randomly allocated to the four conditions. The vocabulary knowledge test focused on receptive and productive vocabulary knowledge and served as a pretest, immediate posttest, and delayed test after 2 weeks. Participants also completed a survey related to their perceptions of the assigned learning mode. Five participants from each input condition completed an individual interview as well. Analyses of covariance supported the pronounced effects of the definition + word information + video condition on vocabulary learning and retention. The questionnaire and interview findings explained the value of multimedia input, particularly in the definition + word information + video condition. Overall, results highlight the importance of audiovisual input in vocabulary learning and retention. Relevant theoretical and pedagogical implications are discussed based on the findings.

Key words   Multimedia input, vocabulary learning, receptive vocabulary knowledge, productive vocabulary knowledge, vocabulary retention

Implementing digital multimodal composing in L2 writing instruction: a focus on developing L2 student writers

Emily Di Zhang, Faculty of Education, University of Macau, Taipa, Macao, People’s Republic of China

Shulin Yu, Faculty of Education, University of Macau, Taipa, Macao, People’s Republic of China

Metacognition, motivation, self-efficacy belief, and English learning achievement in online learning: Longitudinal mediation modeling approach

Mark Feng Teng, Center for Linguistic Sciences, Beijing Normal University, Zhuhai, People's Republic of China

Zi Yang, Institute of Education, Xiamen University, Xiamen, People's Republic of China

Abstract  

The Purpose: Despite a large number of studies in online learning, limited studies have focused on language learners’ metacognition, motivation, and self-efficacy beliefs in the online learning setting. This study attempts to fill this gap by evaluating how the three factors impact learners’ English learning achievement in online learning environments.

Design: Surveys were administered two times. Data analyses were based on longitudinal mediation analysis. The participants were 590 undergraduate students in China.

Findings: The results showed a positive and significant correlation among the four variables. Overall, self-efficacy beliefs predicted English learning achievement. The findings support the joint mediating role of metacognition and motivation on the effects of self-efficacy beliefs on English learning achievement.

Value:The findings support the need to strengthen learners’ metacognition, motivation, and self-efficacy beliefs for online English learning.

Key words  Metacognition, motivation, self-efficacy belief, English learning achievement, longitudinal mediation

Effectiveness of metacognitive interventions in tertiary EFL contexts: evidence from a systematic review and meta-analysis

Meechai Wongdaeng, Faculty of Education, Prince of Songkla University, Pattani, Thailand

Steve Higgins, School of Education, Durham University, Durham, UK

Abstract  

Purpose: Despite numerous studies reporting beneficial effects of metacognition for improving learning or developing self-regulated learners, the evidence from tertiary English as a Foreign Language (EFL) settings is still unclear as synthesis studies in this field remain rare. To address the gap, this study sought to identify, examine and synthesise relevant studies on the effectiveness of metacognitive interventions in tertiary EFL contexts.

Design: The study adopted a systematic review approach to include all relevant studies that could be identified for analysis. Seven data sources were searched to identify studies which were, then, screened for relevance based on a pre-specified protocol. The included studies underwent data extraction and quality appraisal before data syntheses via a meta-analysis and a thematic synthesis.

Findings: The results indicate the high potential of metacognitive interventions for EFL learners and the fundamental role of explicit instruction, clear pedagogical sequencing and the regulation of skills, rather than merely focusing on knowledge about metacognition, for the successful interventions. Moreover, limitations in the data quality suggest that more rigorous investigations are needed to provide a more overarching overview of the impact of metacognition-based studies in tertiary EFL contexts.

Originality/Value: As synthesis studies on the topic are scarcely available in tertiary EFL contexts, this study can offer a more evident indication of the effectiveness of metacognitive instruction for EFL learners. From comprehensive and rigorous reviewing, it also proposes some practical guidelines and implications for further EFL policy and practices.

Key words    Metacognition, systematic review, English as a foreign language, evidence-based education, impact evaluation

Hands-on operation with a Rolling Alphabet-AR System improves English learning achievement

Yuan-Chen Liu, Department of Computer Science, National Taipei University of Education, Taipei, Taiwan, People's Republic of China

Tzu-Hua Huang, Department of Education, University of Taipei, Taipei, Taiwan, People's Republic of China

I-Hsuan Lin,  Lu Jiang Elementary School, Taipei, Taiwan, People's Republic of China

Abstract    The aim of this study is to use augmented reality and hands-on activity with phonics cubes to create an augmented reality English learning system named the Rolling Alphabet-AR System to investigate its impact on English learning, flow experience, and English self-efficacy for sixth graders. This study adopted quasi-experimental research on 114 sixth graders from Taiwan, which comprised experimental and control groups. The experimental group used the Rolling Alphabet-AR System to learn, and the control group used flash cards and picture cards. Before and after the experiments, these two groups took the Phonics vocabulary, flow experience, and English self-efficacy scales as pre- and posttests. The study was conducted 7 times in 7 weeks for a total of 280 minutes. The pre- and posttest results were analysed by independent sample t tests in SPSS 20.0. Using the Rolling Alphabet-AR System in English learning positively impacts English learning effectiveness and flow experience for sixth graders. This study combined AR learning with manual operations to prove that this combination can effectively improve students’ English learning results.

Key words   Applications in subject areas, Augmented and virtual reality, Elementary education, Media in education, Mobile learning

Anxiety and enjoyment among young teenagers learning English as a foreign language outdoors: a mixed-methods study

Tone Stuler Myhre, Faculty of Education and Arts, Nord University, Levanger Campus, Levanger, Norway

Jean-Marc Dewaele,  Languages, Cultures and Applied Linguistics, Birkbeck University of London, London, UK

Tove Anita Fiskum, Faculty of Education and Arts, Nord University, Levanger Campus, Levanger, Norway

Anna Marie Holand, Faculty of Education and Arts, Nord University, Levanger Campus, Levanger, Norway

Abstract  

Purpose: The aim of this study is to explore how outdoor education can influence foreign language anxiety (FLA) and foreign language enjoyment (FLE) when young teenagers are learning a foreign language (FL). We applied a dynamic perspective to investigate if using English in an outdoor context would reduce FLA and boost FLE, leading to a stronger willingness to communicate (WTC) in the FL.

Design/methodology/approach: The design was a pre-post intervention study with an experimental group (EG) and a control group (CG). Both groups engaged in fluency-oriented activities during a six-week intervention. The EG conducted the activities outdoors whereas the CG conducted them in their classrooms. A mixed-methods approach was applied collecting data through student questionnaires and group interviews with both students and their English teachers. Observations and recordings of participants’ speech were also conducted.

Findings: Statistical analyses indicated a small effect of the intervention for both FLA and FLE but the difference in gain scores between groups was found to be non-significant. The qualitative data revealed a strong appreciation of the outdoor experience in English.

Originality/value: Most previous studies have investigated emotions in FL learning inside the classroom. The current study investigates emotions in FL learning among young teenagers in an outdoor environment.

Key words   Second and foreign language learning, foreign language anxiety, foreign language enjoyment, willingness to communicate, outdoor education, affordances

Revisiting Saudi EFL learners’ autonomy: a quantitative study

Md Mahmudul Haque, School of Education, North Dakota State University, Fargo, ND, USA;b Faculty of Languages and Translation, King Khalid University, Abha, Saudi Arabia

Hasan M. Jaashan, Faculty of Languages and Translation, King Khalid University, Abha, Saudi Arabia

Md Zobaer Hasan, School of Science, Monash University Malaysia, Bandar Sunway, Malaysia;d General Educational Development, Daffodil International University, Dhaka, Bangladesh

Abstract   

Purpose: The purpose of this study is to examine Saudi EFL learners’ autonomy beliefs, the relation between their autonomy beliefs and autonomy practices, and the major obstacles against their autonomy.

Design/methodology/approach: In this quantitative study, a survey questionnaire was administered to 350 (N=350) students in the English Language Center of a public university in Saudi Arabia. The SPSS version 26 was used to conduct the statistical analysis of the data. Pearson’s correlation analysis and the Paired t-test were used after the normality test of the studied data, and the percentage analysis was used to gauge the major obstacles for Saudi EFL learners’ autonomy.In this quantitative study, a survey questionnaire was administered to 350 (N=350) students in the English Language Center of a public university in Saudi Arabia. The SPSS version 26 was used to conduct the statistical analysis of the data. Pearson’s correlation analysis and the Paired t-test were used after the normality test of the studied data, and the percentage analysis was used to gauge the major obstacles for Saudi EFL learners’ autonomy.

Findings: The findings revealed that Saudi EFL learners are autonomous. A paired t-test showed that there was no significant difference between the autonomy beliefs and autonomy practices among the participants. In addition, Pearson’s correlation test detected a statistically significant positive relationship between Saudi EFL learners’ autonomy beliefs and autonomy practices. The study also identifies the following major obstacles against Saudi EFL learners’ autonomy: over reliance on their teachers and on their test results, lack of opportunity to express their opinions about learning and not discussing how they work out their learning tasks.

Originality/value: Autonomy studies conducted in the Saudi EFL contexts have adopted only the dichotomous view of learner autonomy in which learners are categorized either autonomous or non-autonomous. No reported studies seem to explore the ‘Alternative view’ (Little, 2011) of learner autonomy, which challenges this dichotomous view and looks beyond the categories of autonomous and non-autonomous language learners. Similarly, it also appears that examining the relation of Saudi EFL learners’ autonomy beliefs and autonomy practices has been overlooked. Therefore, the current study aims to present an in-depth understanding of Saudi EFL learners’ autonomy with sound theoretical underpinning and methodological rigour. Adopting Little’s (2011) alternative view of learner autonomy as its theoretical framework.

Key words   Alternative view, autonomy beliefs, autonomy practices, learner autonomy, Saudi EFL learners

Including diversity through cinema-based affective literacy practices: A case study with EFL/ESL pre-service teachers

Elena Dominguez Romero, Universidad Complutense de Madrid, English Language and Linguistics, Facultad de Filologia A, Ciudad Universitaria s/n, 28040, Madrid, Spain

Jelena Bobkina, Universidad Politecnica de Madrid, Madrid, Spain

Abstract     This article shares an innovative pedagogical experience that approaches diversity through cinema-based affective literacy practices in the EFL/ESL classroom. Following a social justice approach to education, we designed and implemented a workshop to develop affective literacy practices targeted at 49 pre-service teachers from the Master’s programme in EFL/ESL Teacher Training at the Complutense University of Madrid (Spain). Then, we analysed the experience’s results through semi-structured interviews with 20 teachers who volunteered to participate in the study. Our ultimate intention was to raise pre-service teachers’ awareness of teachers’ important responsibility as agents of positive social change (Katsiaficas 2020). The conclusions point to the success of the experience and unveil implications for future lines of work.

Key words    Diversity, inclusion, social justice, affective literacy, interculturality, cinema

Preliminary development and validation of basic psychological needs fulfillment for ESP teachers in online instruction

Yudhi Arifani, English Education, English Language Department, Universitas Muhammadiyah Gresik, Gresik, Jawa Timur, Indonesia

Jumadi Jumadi, Education Department, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Agus Wardhono, English Education, Universitas PGRI Ronggolawe Tuban, Tuban, Indonesia

Syaadiah Arifin, English Education Department, Universitas Muhammadiyah Prof Dr Hamka Fakultas Keguruan dan Ilmu Pendidikan, East Jakarta, Indonesia

Hidayat Ma'ruf, Psychology, Universitas Islam Negeri Antasari, Banjarmasin, Indonesia

Abstract   The transition of traditional classroom teaching to online teaching platforms in English as a foreign or second language context has caused the shift of teachers’ motivational factors. The present study aimed to develop a new motivational teaching instrument and provide indication for the scale’s validity and reliability of English for Specific Purposes (ESP) teachers’ basic psychological need fulfillment in online teaching (BPNOT), using samples of Indonesian novice and experienced ESP teachers across genders. The author employed four different development stages of BPNOT’s scale using four different independent samples of ESP teachers in Indonesian EFL context (total n = 566). The first developmental stage was designed to develop items for the scale and to establish structure of factorial design utilizing a multivariate statistics of exploratory factor analysis (EFA) test. The second scale development was continued to determine the item scale factorial structure using confirmatory factor analysis (CFA) to confirm whether the construct was consistent or not. The third development stage estimated the test of invariance across gender and teaching experience. Finally, the last developmental stage aimed to revalidate the validity and reliability of the new scale over time. The findings of the preliminary scale validation revealed that the scale has acceptable psychometric features.

Key words    BPNOT, relatedness, competence, autonomy, motivational factor

A systematic review of potential opportunities and challenges to the use of portfolios in Vietnam as an assessment tool

Trang Tam Nguyen, Faculty of Education, Monash University, Clayton, Australia;b Faculty of English, Hanoi National University of Education, Ha Noi, Viet Nam

Tony Richardson, Faculty of Education, University of Southern Queensland, Toowoomba, Australia

Anh Ngoc Nguyen, Center for Higher Education Studies, Viet Nam National Institute of Educational Sciences, Ministry of Education and Training, Ha Noi, Viet Nam

Tung Ngoc Vu, University at Albany, State University of New York, New York, NY, USA;f VNU University of Languages and International Studies, Ha Noi, Viet Nam

Thao Thi Huong Dang, Department of Foreign Languages, Viet Nam

Abstract   

Purpose: The aim of this paper is to elaborate on the opportunities and challenges to the application of portfolios as an assessment tool in English as a Foreign Language (EFL) classrooms at different educational levels in Vietnam, as explicitly and implicitly reported in the literature.

Design: This study is a combination of a narrative review, synthesising educational documents during 2014–2021, and a systematic review, resulting in 26 empirical studies during 1999–2021 to be included. The adopted approach to data analysis was inductive, deductive and thematic. Data extracting and coding were conducted manually with the aid of Microsoft Word tools.

Findings: The results indicate that enabling factors for the use of assessment portfolios included governmental documents; teachers’ and/or students’ awareness, attitudes and beliefs; available application of assessment portfolios and their benefits. However, practicality, reliability, validity and accuracy might pose certain challenges to this use.

Value: This study adds further insights into our current understandings of the opportunities and challenges to the use of assessment portfolios in international EFL contexts.

Key words    Assessment portfolios, review of portfolios, use of portfolios, opportunities, challenges, Vietnam

Young adolescents’ out-of-class language learning and their degree of autonomy: insights from visual and verbal narratives

Anisa Cheung, Center for Language Education, Hong Kong University of Science and Technology, Clearwater Bay, Kowloon, Hong Kong

Abstract   

Purpose: Language learning is often conceptualized as a cognitive, psycholinguistic or pedagogical process confined to formal classroom contexts. Scant attention is paid to the autonomy of young learners in out-of-class situations. Methodology: Using an emic approach, this study attempts to fill the research gap by analyzing the visual and verbal narratives of 60 eighth graders in Hong Kong. A comprehensive coding scheme was developed to gauge their degree of autonomy and its intricate relationships with their out-of-class language learning experiences. Findings: Compared to their less autonomous counterparts, the highly autonomous learners are found to engage in more informal and solitary activities, set concrete goals that appeal to them and employ meta-cognitive strategies to facilitate their language learning. Originality: From a methodological standpoint, multi-modal narratives appear to be effective in tapping students’ beliefs and experiences, as this allows the unobstructed flow of their own voices.

Key words    Out-of-class language learning, learner’s autonomy, visual narratives, narrative frames, young adolescents

Chatbot-based training on logical fallacy in EFL argumentative writing

Ruofei Zhang, Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong SAR, People’s Republic of China

Di Zou, Department of English Language Education, The Education University of Hong Kong, Hong Kong SAR, People’s Republic of China

Gary Cheng, Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong SAR, People’s Republic of China

Abstract    EFL learners generally have the problem of logical fallacies in EFL argumentative writings. Logical fallacies are errors in reasoning that can undermine EFL argumentative writing quality. Explicit training on logical fallacies may help learners deal with the problem and enhance their self-efficacy and proficiency in EFL argumentative writing, which educational chatbots may further enhance. However, few studies have been conducted in this direction. To fill the gap, we developed a chatbot for out-of-class, self-regulated training on logical fallacies in EFL argumentative writing. Fifteen Chinese EFL undergraduate and graduate students engaged in the training for five weeks. Semi-structured interviews and transcript analysis were conducted to investigate the participants’ perceived impacts of the training on self-efficacy and proficiency in EFL argumentative writing. To triangulate the interview results, we conducted pre–post questionnaires on the participants’ writing self-efficacy and analysed their pre–post argumentative writings based on the Illinois Critical Thinking Essay Scoring Rubric. The results showed that the training on logical fallacies might improve EFL argumentative writing proficiency, although it might reduce writing self-efficacy. Based on the results, we called for more implementation and investigation of chatbot-based training on logical fallacies, especially the long-term training integrated with practice in writing tasks.

Key words   Chatbot, English writing, logical fallacy, second language writing, technology-enhanced language learning

OASIS: one resource to widen the reach of research in language studies

Inge Alferink, Department of Education, University of York, York, UK

Emma Marsden, Department of Education, University of York, York, UK

Abstract   Language teachers report having limited direct contact with research and research findings despite generally positive perceptions of research (Borg 2009; Marsden and Kasprowicz 2017; Nassaji 2012). Key reasons teachers give are 1) practical - a lack of time and access, and 2) conceptual - academic papers can be difficult to read (Plavén-Sigray et al. 2017). In turn, researchers worry their research is not (or does not need to be) relevant to pedagogy. This paper reports on one large-scale initiative to bridge some research-pedagogy divides: Open Accessible Summaries in Language Studies (OASIS; oasis-database.org). OASIS aims to facilitate interaction between research and pedagogy, by making research into language learning, language teaching, and multilingualism physically and conceptually accessible. The freely available, one-page OASIS summaries, written in non-technical language, provide information about what the study was about, its importance, what the researcher(s) did and found. Four major international journals now require authors to write these summaries, and many others encourage their authors to write them. We discuss how and why OASIS was established, how the initiative has been received, and how summaries have contributed to professional development activities. We also and highlight some of the challenges we have encountered and discuss future directions.

Key words    Accessible summaries, open scholarship, research-practitioner gap, knowledge exchange, open resources

Chinese college students’ preferences for mobile-assisted language learning classes and their effects on student engagement in English language classrooms

Xiaoming Yang, Department of Linguistics, School of International Studies, Zhejiang University, Hangzhou, People’s Republic of China

Jie Hu, Department of Linguistics, School of International Studies, Zhejiang University, Hangzhou, People’s Republic of China

Abstract   

Purpose: This research investigated college student preferences for and engagement in mobile-assisted language learning (MALL) classes and whether the level of class engagement differed among students according to class preferences.

Design/methodology/approach: Using a mixed-methods approach, 115 first-year college students who were experiencing an innovative learning method, i.e., taking both traditional and MALL classes simultaneously, were invited to participate in the survey, and six of them were also invited to participate in the interviews.

Findings and originality/value: The analyses indicated that participants were highly engaged in MALL classes and liked the flexibility and learning resources. A greater number of participants preferred traditional language classes over mobile-assisted classes due to real-time communication and being better able to focus in the former. Participants preferring for MALL classes were significantly more engaged in such learning approaches than those without such a preference. These results indicate that mobile technologies are effective in assisting language learning and teaching, and student preferences regarding class type shape their engagement in language classrooms. The reasons behind students' active engagement and the effects of class preference on student engagement in MALL classrooms are discussed. Implications for how to promote meaningful engagement in MALL classrooms are offered.

Key words   Mobile-assisted, foreign language learning, preferences, student engagement, higher education

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