Article
Education & Educational Research
S. Yahya Hejazi, Majid Sadoughi
Summary: This study examined the influence of perceived teacher support and learning enjoyment on EFL learners' L2 grit. The results showed that teacher support directly and positively predicted L2 grit, while learning enjoyment played a mediating role in the association between teacher support and L2 grit.
INNOVATION IN LANGUAGE LEARNING AND TEACHING
(2023)
Article
Education & Educational Research
Abdullah Alamer, Ahmed Al Khateeb
Summary: The study of language learners' motivation is crucial for their success in second/foreign language acquisition. According to self-determination theory, learners who are autonomously motivated tend to perform better in activities. Satisfying learners' basic psychological needs of autonomy, competence, and relatedness is essential for sustaining autonomous motivation. However, the relationship between these needs and autonomous motivation in the context of mobile-assisted language learning (MALL) has not been extensively studied. This study used WhatsApp as a tool to explore the impact of teachers' informal use of the application on students' motivation. The findings showed that students in the experimental group experienced a significant improvement in autonomous motivation. This research contributes to a better understanding of the advantages and challenges of using WhatsApp as a tool for MALL in the educational system.
COMPUTER ASSISTED LANGUAGE LEARNING
(2023)
Review
Education & Educational Research
Marwan H. Sallam, Elena Martin-Monje, Yan Li
Summary: This study explores the current state of research on Language Massive Open Online Courses (LMOOCs), including the types of papers, countries of study, and institutions involved. The research finds a lack of LMOOC-related articles in CALL journals, with most publications being conference papers. Spain is the country with the most studies, and Universidad Nacional de Educacion a Distancia (UNED) is the most active institution in this field. The main trends in LMOOC research include conceptualization, suitable models for language teaching, specific language courses, learner motivation and experience, teacher role, instructional design, and social learning.
COMPUTER ASSISTED LANGUAGE LEARNING
(2022)
Article
Education & Educational Research
Chengchen Li
Summary: In the past decade, there has been a surge of research interest in the diverse emotions experienced by foreign/second language learners. However, research on L2 boredom is just starting. This study focuses on foreign language learning boredom (FLLB) and foreign language enjoyment (FLE), and examines their associations with various learner-internal and teacher-centered variables. The findings show that FLE and FLLB are strongly negatively correlated, and that attitudes towards the foreign language and teacher friendliness are the strongest predictors of both emotions.
LANGUAGE TEACHING RESEARCH
(2022)
Article
Linguistics
Gholam Hassan Khajavy, Elham Aghaee
Summary: This study examines the role of grit and its components in the foreign language (L2) classrooms, specifically looking at its relationship with personal best goals, L2 emotions, and L2 achievement. The findings indicate that only perseverance of effort predicts L2 achievement when grit is the only predictor, but neither of the grit components predict L2 achievement when other predictors are included. The study also finds that both grit components predict L2 anxiety, and only perseverance of effort predicts L2 enjoyment and personal best goals. The study highlights the problematic role of consistency of interest in predicting L2 achievement and provides insights into the mechanism underlying the relationship between grit and L2 achievement.
JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT
(2022)
Article
Education & Educational Research
Chunmei Pan, Xian Zhang
Summary: This longitudinal study investigated the changes of foreign language enjoyment (FLE) and foreign language anxiety (FLA) over time in relation to foreign language learning motivation and learners' personality traits. The results showed that FLE was less stable over time compared to FLA. Several motivational factors and personality traits were found to be related to both FLE and FLA. Pedagogical implications were discussed.
LANGUAGE TEACHING RESEARCH
(2023)
Article
Education & Educational Research
Pramod K. Sah
Summary: This article critically reviews the English medium instruction (EMI) policy and practices in the K-12 multilingual schools in South Asia, particularly in Nepal, India, and Pakistan. The article examines the development of EMI, its ideological motivations, and its relationship with mother-tongue-based multilingual education (MTB-MLE). It also explores the social justice concerns arising from these policies and practices.
INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM
(2022)
Article
Linguistics
Denisa Bordag, Kira Gor, Andreas Opitz
Summary: The Ontogenesis Model of the L2 Lexical Representation (OM) focuses on the development of lexical representations, assuming that fuzziness is a pervasive property of the L2 lexicon. The model has the potential to provide an interpretation for results in lexical processing and vocabulary training, moving towards building a comprehensive model of L2 lexical acquisition and processing.
BILINGUALISM-LANGUAGE AND COGNITION
(2022)
Article
Linguistics
Li Zhou, Yiheng Xi, Katja Lochtman
Summary: The present study aimed to explore the potential moderating effect of foreign language anxiety (FLA) on the relationship between second language (L2) competence and willingness to communicate (WTC) in Chinese study-abroad English learners in Belgium. The study found that the participants had low levels of FLA and high levels of WTC. Furthermore, the study revealed strong links between L2 competence and WTC, and that FLA moderated the relationships between overall competence and WTC, reading competence and WTC, and writing competence and WTC.
JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT
(2023)
Article
Education & Educational Research
Ju Seong Lee, Kilryoung Lee, Jun Chen Hsieh
Summary: This study examined the willingness to communicate in a second language (L2 WTC) of Korean and Taiwanese EFL students in different settings. The results showed that both groups had the lowest L2 WTC inside the classroom, and L2 speaking anxiety had an influence on their willingness to communicate. Furthermore, Korean students had higher L2 WTC outside the classroom, while Taiwanese students had higher L2 WTC in digital settings. These differences might be influenced by the English environment and teaching practices.
LANGUAGE TEACHING RESEARCH
(2022)
Article
Education & Educational Research
Xuyan Qiu, Chang Fang
Summary: This study investigated Chinese undergraduate students' perceptions of native English-speaking EMI teachers and local EMI teachers regarding their teaching behavior and practices. Students perceived that native English-speaking teachers were more interactive but lacked intercultural competence, while local teachers were more understandable but teacher-dominated. Students preferred interactive and efficient EMI courses with a primary focus on content.
INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM
(2022)
Article
Education & Educational Research
Xuan Van Ha, Jill C. Murray
Summary: This study examines the beliefs and practices of Vietnamese EFL teachers regarding oral corrective feedback. The findings show that teachers prioritize correcting pronunciation errors and prefer using prompts for feedback, although they predominantly use didactic recasts in practice. The observed discrepancies may be influenced by contextual factors and different sets of beliefs.
LANGUAGE TEACHING RESEARCH
(2023)
Article
Education & Educational Research
Vivien Lin, Gi-Zen Liu, Nian-Shing Chen
Summary: This research explores the use of context-aware ubiquitous technology in English as a foreign language writing instruction. Researchers designed an augmented-reality context-aware ubiquitous writing application to enhance participants' memory, motivation, and self-regulated cognition in writing development. A comparison between the proposed augmented-reality context-aware ubiquitous writing mode and the traditional mobile-assisted classroom-based writing mode revealed that the augmented-reality mode facilitated task development, but additional cognitive processing during AR-based learning had mixed effects on writing performance. It is recommended to incorporate the augmented-reality context-aware ubiquitous writing into mobile-assisted writing courses for optimal instructional outcomes.
COMPUTER ASSISTED LANGUAGE LEARNING
(2022)
Article
Education & Educational Research
Pramod K. Sah, Guofang Li
Summary: This study investigates the language use of teachers and students in English-medium instruction (EMI) classrooms in a multilingual public school in Nepal. The findings suggest that only translanguaging between Nepali and English is recognized, while mother tongues are consistently excluded. In addition, the study highlights the teachers' lack of preparedness to effectively and fairly use translanguaging in EMI classrooms, calling for a reconsideration of the uncritical recommendation of translanguaging without considering local realities and systemic barriers.
INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM
(2022)
Article
Education & Educational Research
Steve Marshall
Summary: This article describes the changes in linguistic landscape on the North Shore of Vancouver, Canada during the first three months of the COVID-19 pandemic. The author conducted visual and walking ethnography to observe and record the visual representations of the province's lockdown and social distancing policies. The article highlights the rapid addition of top-down signs characterized by multimodality and monolingualism, strategically placed to encourage locals to follow social distancing measures. Additionally, grassroots semiotic artifacts, such as illustrated stones with complementary images and messages, conveyed messages of social distancing, public pedagogy, and community care.
INTERNATIONAL JOURNAL OF MULTILINGUALISM
(2023)
Article
Education & Educational Research
Jessie S. Barrot
Summary: This study examines the impact of Grammarly on college students' overall writing accuracy and errors with different severity levels, and demonstrates the potential of automated written corrective feedback in improving students' writing accuracy. The study also highlights some challenges in the use of automated feedback.
COMPUTER ASSISTED LANGUAGE LEARNING
(2023)
Article
Linguistics
Li Xu, Azam Naserpour, Afsheen Rezai, Ehsan Namaziandost, Zeinab Azizi
Summary: This study aims to explore the metaphors and visual representations of Iranian EFL learners regarding the essence of learning English as a foreign language. The findings reveal that learners share common perspectives towards English learning and demonstrate positive attitudes and enthusiasm.
JOURNAL OF PSYCHOLINGUISTIC RESEARCH
(2022)
Article
Education & Educational Research
Yang Frank Gong, Chun Lai, Xuesong Andy Gao
Summary: The study found that language teachers have multiple professional and sociocultural identities related to teaching intercultural communicative competence, which can either compete with or reinforce each other in influencing their teaching approaches. This highlights the importance of recognizing teacher identities as a significant pedagogical resource when preparing language teachers for teaching in cross-cultural contexts.
LANGUAGE CULTURE AND CURRICULUM
(2022)
Editorial Material
Linguistics
Lin Sophie Teng, Lawrence Jun Zhang
Summary: This brief article critically reviews the application of self-regulation theory to second/foreign language learning and teaching in the past 15 years. It highlights conceptual and methodological issues, identifies the state-of-the-art research, and proposes key focuses for future studies. The article concludes that self-regulation principles, measurements, and practices have a solid foundation for enhancing second/foreign language learning and teaching, offering a wide range of research possibilities.
APPLIED LINGUISTICS
(2022)
Article
Education & Educational Research
Joseph P. Vitta, Ali H. Al-Hoorie
Summary: Flipped learning, a popular approach in education, including language teaching, was found to be more effective than traditional classrooms according to meta-analysis of language learning reports. While the effect varied, it was not influenced by age but did vary based on proficiency level. The study suggests further research on when and how flipped learning can be maximized.
LANGUAGE TEACHING RESEARCH
(2023)
