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The emergence of gratitude in L2 group discussion: A small-lens study System (IF 4.518) Pub Date : 2024-04-08 Richard J. Sampson
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It is a task, not an exercise: What is the difference? System (IF 4.518) Pub Date : 2024-04-08 Ali Shehadeh
Some classroom studies (e.g., Chan, 2012; Magharabi, 2019) and researchers (e.g., Ellis, 2015; Ellis et al., 2020) have warned that the construct of task, the key concept in task-based language teaching (TBLT), is often confused with the construct of exercise, causing the task's loss of ‘taskness.’ However, no systematic attempt has been made to distinguish between the task and exercise constructs
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Developing foreign language teacher enjoyment among Iranian and Turkish EFL teachers: A cross-cultural study System (IF 4.518) Pub Date : 2024-04-04 Mostafa Azari Noughabi, Erkan Yüce, Neda Fekri
With the burgeoning of positive psychology, foreign language teaching enjoyment (FLTE) was introduced as a combination of personal and social enjoyment and student appreciation. Despite its critical role in language teachers’ professional development and psychological growth, scant qualitative attention has been paid to clarify how it can be developed. Moreover, there needs to be more cross-cultural
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Learning with a purpose: Acquisition of compliments and compliment responses by beginning learners of Spanish in synchronous online exchanges System (IF 4.518) Pub Date : 2024-04-04 Ana Cecilia Iraheta
This research examines the effect of explicit pragmatic instruction and student's perceptions of guided reflections on the acquisition of compliments and compliment responses (CRs) in beginning learners of Spanish. It adopts a pragmatic consciousness-raising approach and a four-step lesson plan for teaching compliments and CRs in the language classroom. Unlike many studies in interlanguage pragmatics
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Adaptation of student feedback literacy scale into Turkish culture: A study of reliability and validity System (IF 4.518) Pub Date : 2024-03-29 Meryem Özdemir-Yılmazer, Beyza Kabadayı
The present study reports on the adaptation of the developed for the Turkish learning context by following a rigorous scale adaptation process. Three groups participated in this study: 31 undergraduate students in the translation stage, and two groups, including 291 and 401 undergraduate students, in the construct validity stages. The statistical analyses include paired-samples -test, correlation analysis
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Influence of stroke-order learning on Chinese character recognition among Chinese as a second language learners System (IF 4.518) Pub Date : 2024-03-28 Hui Sun, Tianlin Wang, Miao Yu
The effectiveness of stroke order learning in promoting Chinese character recognition among Chinese as a second language (CSL) learners has been a subject of ongoing controversy in teaching practice and empirical research. The present study employed a computer-assisted stroke order learning system to investigate the impact of stroke order learning on Chinese character recognition for CSL learners.
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Translingualism and the formation of identities: A duoethnography of two Korean ELT professionals in higher education System (IF 4.518) Pub Date : 2024-03-26 Jae-hyun Im, G Yeon Park
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Informal digital learning of English and EFL teachers’ job engagement: Exploring the mediating role of technological pedagogical content knowledge and digital competence System (IF 4.518) Pub Date : 2024-03-20 Afsheen Rezai, Ali Soyoof, Barry Lee Reynolds
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AlastairHenryPeter D.MacIntyreReview of the book Willingness to Communicate, Multilingualism and Interactions in Community Contexts2024Multilingual MattersBristol System (IF 4.518) Pub Date : 2024-03-19 Zhuofeng Lin, Jian-E Peng
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The influence of cross-language similarity and transparency on idiom knowledge in non-immersed L2 speakers System (IF 4.518) Pub Date : 2024-03-18 Valeska Soto-Sierra, Roberto A. Ferreira
Idioms are frequently used by native speakers but pose challenges for L2 learners. In this study, we aimed to identify the key psycholinguistic properties that predict L2 idiom knowledge among non-immersed speakers. A total of 53 Chilean L2 English speakers participated in an online idiom knowledge test, requiring them to recognize the figurative meanings of 99 English idioms and rate their transparency
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Barry LeeReynoldsVocabulary learning in the wild2023Springer NatureSingaporeISBN 978-981-99-1489-0 (hardcover), ISBN 978-981-99-1492-0 (softcover), ISBN 978-981-99-1490-6 (e-book). XVIII, 356pp System (IF 4.518) Pub Date : 2024-03-18 Yabing Zheng, Yunhua Shen
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Exploring factors affecting English language teacher wellbeing: insights from positive psychology System (IF 4.518) Pub Date : 2024-03-17 Karim Sadeghi, Roghayeh Pourbahram
Even in the face of adversities such as pandemics, teachers worldwide have demonstrated perseverance and resilience in achieving educational objectives. The outburst of the COVID-19 pandemic and the resulting psychological and social pressures coupled with physical health issues disturbed the balance of resources and challenges that define teacher wellbeing. To document the possible influences of the
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Multimedia enhanced vocabulary learning: The role of input condition and learner-related factors System (IF 4.518) Pub Date : 2024-03-16 Pengchong Zhang, Shi Zhang
This study explored the effects of different types of input (verbal-only vs. verbal plus content-related nonverbal vs. verbal plus paralinguistic-related nonverbal) on vocabulary learning from multimedia. It also investigated how learning was moderated by three learner-related factors (prior vocabulary size, phonological short-term memory (PSTM) capacity, and comprehension of the input). Forty-three
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Effects of L1 and L2 word-level vs. L2 sentence-level glosses on vocabulary learning System (IF 4.518) Pub Date : 2024-03-16 Ehsan Rassaei, Keith Folse
Although previous research has substantiated the benefits of glosses for L2 vocabulary learning, the effectiveness of sentence-level compared to lexical glosses has remained elusive. The present study thus investigated the impacts of word-level first language (L1) and second language (L2) glosses along with the effects of sentence-level L2 glosses on L2 vocabulary learning. Participants included 110
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‘Tu connais le answer?’: Multilingual children's attempts to navigate monolingual English Medium classrooms in Cameroon System (IF 4.518) Pub Date : 2024-03-11 Kuchah Kuchah, Lizzi O. Milligan
This paper explores the ways that multilingual children attempt to access the English medium curriculum in Cameroonian primary education. We focus on Francophone Yaoundé where there has been a sharp rise in the number of children from predominantly Francophone multilingual homes attending English medium schools. The paper draws from a child-centred case study and data generated through classroom observations
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J.GeraldSteenSlowing Metaphor Down: Elaborating Deliberate Metaphor Theory2023John BenjaminsAmsterdam/Philadelphia355US$150.00 (hardback), ISBN 9789027213853 System (IF 4.518) Pub Date : 2024-03-02 Chaojun Yang, Lin Yu
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G.BarkhuizenLanguage teachers studying abroad: Identities, emotions and disruptions2022Multilingual Matters296 System (IF 4.518) Pub Date : 2024-02-28 Hongni Gou
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Exploring English for academic purposes instructors’ perceptions of speech fluency through developing and piloting a rating scale for a paired conversational task System (IF 4.518) Pub Date : 2024-02-27 Kent Williams
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English medium instruction in emerging contexts: An editorial introduction to the special issue System (IF 4.518) Pub Date : 2024-02-22 Samantha Curle, Heath Rose, Dogan Yuksel
The burgeoning field of English Medium Instruction (EMI) has witnessed a significant increase in empirical studies yet remains largely insular and under-theorised. This special issue aims to address these gaps by spotlighting EMI in emerging contexts and interrogating its theoretical underpinnings. Comprising 10 empirical studies across diverse geographical and educational settings, this special issue
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The impact of Global Englishes classroom-based innovation on school-aged language learners' perceptions of English: An exercise in practitioner and researcher partnership System (IF 4.518) Pub Date : 2024-02-21 Natalie da Costa, Heath Rose
This paper outlines a collaborative research project established via a research partnership within a Global Englishes (GE) theoretical framework. The aim of the quasi-experimental classroom-based study was to examine the effect of a GE curriculum intervention embedded within a general English course in a commercial language school. The study adopted a longitudinal mixed methods design, collecting data
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DanpingWangMartinEastTeaching Chinese in the Anglophone World: Perspectives from New Zealand2023SpringerChamXiii+345 System (IF 4.518) Pub Date : 2024-02-19 Bin Yin, Xuesong (Andy) Gao
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Development of morphological diversity in second language Korean: An NLP analysis using the Korean Morphological Richness Analyzer 1.0 System (IF 4.518) Pub Date : 2024-02-19 Haerim Hwang
This study proposes a new tool to measure morphological complexity in Korean production data and investigates whether it can explain second language (L2) development. Most of the existing linguistic complexity indices are limited to syntactic and lexical measures. Yet morphological complexity should not be neglected, particularly for agglutinative languages like Korean, in which important syntactico-semantic
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Aggregating the evidence of automatic speech recognition research claims in CALL System (IF 4.518) Pub Date : 2024-02-18 Dan Nickolai, Emma Schaefer, Paula Figueroa
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Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions System (IF 4.518) Pub Date : 2024-02-10 Jalil Fathi, Masoud Rahimi, Ali Derakhshan
It is widely acknowledged that technology, particularly artificial intelligence (AI), presents innovative opportunities for improving English language learning skills. However, little is known about the impact of AI-mediated activities on learners' speaking skills. This study, therefore, aimed to examine the impact of an artificial intelligence platform on English as a foreign language (EFL) learners'
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Learner engagement in collaborative writing: The effects of SCMC mode, interlocutor familiarity, L2 proficiency, and task repetition System (IF 4.518) Pub Date : 2024-02-08 Yoon Namkung, YouJin Kim
The current study investigated the effects of synchronous computer-mediated communication (SCMC) mode (video vs. audio), interlocutor familiarity, second language (L2) proficiency, and task repetition on learners' task engagement as well as the quality of written task outcome. Specifically, learners' cognitive, behavioral, emotional, and social engagement during the performance of collaborative blog
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How implementing an AI chatbot impacts Korean as a foreign language learners’ willingness to communicate in Korean System (IF 4.518) Pub Date : 2024-02-07 Arum Kim, Yuzhu Su
This study examined the influence of artificial intelligence (AI) chatbots on the willingness to communicate (WTC) of Korean as a foreign language learners. In total, 65 students participated in a semester-long study. Classes were randomly assigned to an experimental group (n = 20) or a control group (n = 45). As part of their language learning, the experimental group engaged in communicative activities
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Leaving the comfort zone: Towards closer partnership between scholars and practitioners System (IF 4.518) Pub Date : 2024-02-06 Mairin Hennebry-Leung, Idoia Elola, Gary Harfitt
Abstract not available
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Fifty years of System research and projections for the future System (IF 4.518) Pub Date : 2024-02-03 Jim McKinley, Lawrence Jun Zhang, Idoia Elola, Mairin Hennebry-Leung, Yongyan Zheng, Vincent Greenier, Nathan Thomas, Pascal Matzler
Abstract not available
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Translanguaging in Sweden: A critical review from an international perspective System (IF 4.518) Pub Date : 2024-02-02 Carles Fuster, Camilla Bardel
‘Translanguaging’ is nowadays an umbrella term referring to either the framework of ‘spontaneous translanguaging’ from the United States or that of ‘pedagogical translanguaging’ from the Basque Country. Both these frameworks propose ways of integrating languages in school, but they adopt very different perspectives on multilingualism, language education and minority languages. This article starts out
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Exploring Vietnamese primary school EFL teachers’ identities from a micropolitical perspective System (IF 4.518) Pub Date : 2024-01-30 Vu Tran-Thanh
Teacher identity is an important concept that serves as a gateway to various aspects of teacher professionalism. A growing body of research in language education delves into the complexities of teacher identity. However, when viewed through a micropolitical lens, this crucial topic has received surprisingly little attention. This limitation hinders a deeper understanding of teachers' contextual satisfaction
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Differential effects of EFL proficiency and mode on noun phrase use System (IF 4.518) Pub Date : 2024-01-30 Gui Bao
This study extends the existing research on phrasal elaboration by investigating the independent and interactive effects of English as a foreign language (EFL proficiency and mode (speaking and writing) on the overall and individual use of five distinct types of noun phrase modifiers. These modifiers include premodifiers, prepositional phrases, non-finite verb phrases, relative clauses, and nominal
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Disentangling the contributions of shorter vs. longer lexical bundles to L2 oral fluency System (IF 4.518) Pub Date : 2024-01-29 Dan Hougham, Jon Clenton, Takumi Uchihara
Shorter lexical bundles (LBs) have been the central point of focus in L2 oral fluency studies, with longer LBs often being neglected. The current study examined the extent to which longer LBs vs. shorter LBs relate to aspects of oral fluency. Data were collected from 50 undergraduate L2 English learners performing three speaking tasks. We analyzed speaking performances in terms of speed, breakdown
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Anchoring in the meso-level: Departmental preparation for the adoption of blended learning in tertiary education System (IF 4.518) Pub Date : 2024-01-28 Handong Li, Sook Jhee Yoon
The adoption of blended learning has rapidly grown in tertiary education, however, the literature has not extensively addressed how academic departments can implement such pedagogical innovation. The role of academic departments that serve as a link between institutions and teaching staff has long been downplayed. Employed a layered approach and based on the four considerations in blended language
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From identity unbecoming to becoming: Duoethnography of multilingual and multicultural English language teacher identities System (IF 4.518) Pub Date : 2024-01-28 Ziyue Guo, Sandeep Sidhu
Language teacher identity (LTI) has become essential in educational research. The discourse is progressively moving away from the deficit-based label of non-native-English-speaking teachers towards the asset-based appreciation of their multilingualism and multiculturalism. This paper explores two multilingual and multicultural English teachers’ (MMETs) LTI shift from unbecoming (experiencing negative
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New Englishes, New MethodsGuyanneWilsonMichaelWestphal2023John Benjaminsvii + 276 System (IF 4.518) Pub Date : 2024-01-28 Foluke Olayinka Unuabonah
Abstract not available
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Modeling writing self-efficacy over time and across tasks in an EFL context System (IF 4.518) Pub Date : 2024-01-26 Wei Ye, Ying Xu
Despite efforts for ensuring measurement accuracy of writing self-efficacy (WSE), researchers paid scant attention to the issue of its measurement proximity, i.e. measuring WSE and writing achievements in close proximity of time as suggested by Pajares (2003). This study aimed to contribute to the self-efficacy research by revealing how WSE would change over time and across tasks. We adopted a trait-state
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AnnaMauranenReflexively Speaking: Metadiscourse in English as a Lingua Franca2023De GruyterBerlinISBN: 978-3-11-028677-9 (pbk), ISBN: 978-3-11-029549-8 (ebk). xii+236 pp System (IF 4.518) Pub Date : 2024-01-25 Man Zhang, Jiawei Zhang
Abstract not available
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Social and cognitive presence in a community of inquiry: An epistemic network analysis of CALL students’ interactions via nowcomment System (IF 4.518) Pub Date : 2024-01-25 Somayeh Fathali
Simply placing learners in computer-supported collaborative learning environments cannot result in successful collaborative learning. To investigate how collaborative learning happens through online communication, studying learners' interactions is of crucial importance. Accordingly, the present quantitative ethnographic study used an epistemic network analysis (ENA) approach to investigate social
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Mode of production and (referential) cohesion: An L2 English corpus-based study of syntactic coordination System (IF 4.518) Pub Date : 2024-01-23 Ana Díaz-Negrillo, Mª Carmen Espinola Rosillo
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Bite-sized language teaching in the digital wild: Relational pedagogy and micro-celebrity English teachers on Instagram System (IF 4.518) Pub Date : 2024-01-23 Erhan Aslan
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Language learning beyond the classrooms: Experiences of Vietnamese English major and non-English major students System (IF 4.518) Pub Date : 2024-01-23 Ha-Anh Thi Nguyen, Alice Chik, Stuart Woodcock, John Ehrich
Research increasingly shows that the rapid growth of digital technology has added unprecedented affordances for many English as a foreign language (EFL) learners to advance their English proficiency beyond the classrooms. However, it is not yet well understood if Vietnamese English major (EMajor) students (who have English as their discipline), and non-English major (NEMajor) students (who have English
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Academic communication with AI-powered language tools in higher education: From a post-humanist perspective System (IF 4.518) Pub Date : 2024-01-12 Amy Wanyu Ou, Christian Stöhr, Hans Malmström
AI-powered language tools (AILTs) are commonly used by university students, yet there is a limited understanding of how students utilise and perceive these tools in everyday academic communication practice. Employing a post-humanist lens and based on over 1700 open-ended comments from a nationwide student survey, this qualitative study examined students' lived AILT experiences to explicate the impact
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A comparative analysis of multiword units in the reading and listening input of English textbooks System (IF 4.518) Pub Date : 2024-01-09 Hien Hoang, Peter Crosthwaite
This study examines the occurrence and function of multiword units (MWUs) found in reading and listening input within EFL textbooks commonly used at a Vietnamese university. Lists of MWUs were automatically extracted from this input based on frequency, range, and mutual information score criteria, followed by manual evaluation via a classification framework developed by Simpson-Vlach and Ellis (2010)
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System's 50th anniversary special issue: In conversation with Sarah Mercer System (IF 4.518) Pub Date : 2024-01-05 Sarah Mercer
Abstract not available
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Linguistic complexity measures of short narrative writings for modeling overall Chinese proficiency System (IF 4.518) Pub Date : 2024-01-05 Qin Xu, Yasuyo Sawaki, Yu Zhu
This study investigates whether linguistic complexity measures of short narrative writings can model overall proficiency in Chinese as a second language. A sample of native Japanese undergraduate students with intermediate (n = 34) and advanced (n = 43) levels of Chinese proficiency, and a sample of native speakers of Chinese (n = 43) altogether provided 240 short narrative essays in Chinese, with
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Enactment of English medium instruction in under-resourced educational contexts: A case of multilingual public secondary schools in Nepal System (IF 4.518) Pub Date : 2024-01-04 Tae-Hee Choi, Prem Prasad Poudel
English as a medium of instruction (EMI) policy has shown substantial growth in all levels of education, driven by diverse aspirations such as raising individuals’ global competitiveness and internationalization of education. Such a growth of EMI has been questioned from equity perspective. However, they largely draw on perception-based evidence, and do not capture exactly why and how the EMI has arisen
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Reflecting on the conceptual core and developing a short version of international posture System (IF 4.518) Pub Date : 2024-01-02 Tomoko Yashima, Rieko Nishida
International posture (IP) is a construct postulated by Yashima (2002) to capture attitudes toward international communities, including readiness to approach and communicate with intercultural partners, interest in international affairs, and willingness to go overseas to stay and work, which are believed to relate to L2 learning motivation. A recent comprehensive review of 66 studies by Botes et al
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Teacher agency and ICT affordances in classroom-based language assessment: The return to face-to-face classes after online teaching System (IF 4.518) Pub Date : 2024-01-01 Seongyong Lee, Jaeho Jeon
Recent research on classroom-based assessment (CBA) during the COVID-19 pandemic has examined language teachers’ strategic responses to challenges in online teaching. However, there is still a paucity of empirical research on their CBA practices supported by information and communication technology (ICT) during the return to face-to-face (f2f) classes. Moreover, most studies on CBA during and after
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Review of L2 Pragmatics in Action: Teachers, learners and the teaching-learning interaction process, Martínez-Flor, Sánchez-Hernández, Barón (2023) System (IF 4.518) Pub Date : 2023-12-27 Maria Kostromitina
Abstract not available
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Engagement patterns in research article introductions: A cross-disciplinary study System (IF 4.518) Pub Date : 2023-12-27 Liming Deng, Yanfan Cheng, Xiaoping Gao
This study attempts to explore the ways in which academics from four different disciplinary backgrounds (applied linguistics, education, electrical engineering, biology) engage with their discourse community when writing their research article (RA) introductions. To this end, 200 RA introductions were selected and examined in detail along with the Engagement System of the Appraisal Framework. It adopts
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Predicting functional adequacy from complexity, accuracy, and fluency of second-language picture-prompted speaking System (IF 4.518) Pub Date : 2023-12-26 Rie Koizumi, Yo In'nami
Functional adequacy (FA) is a construct of task achievement in communicative settings and focuses on the extent to which task requirements are satisfied by effectively conveying intended messages. Recent studies in second-language speaking and writing have emphasized the importance of FA in addition to complexity, accuracy, and fluency (CAF); FA and CAF are combined into the acronym CAFFA. This study
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Exploring the effect of EFL students’ self-made digital stories on their vocabulary learning System (IF 4.518) Pub Date : 2023-12-23 Fatemeh Nami, Fatemeh Asadnia
In spite of the growing interest in digital storytelling (DST) in the English as a foreign language (EFL) context, there is a lacuna in research on the role it plays in learning vocabulary. This sequential explanatory mixed-methods study explored the potential of collaborative learner-generated digital stories (DSs) for vocabulary knowledge development and students’ attitudes towards DST-based vocabulary
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ChatGPT: The catalyst for teacher-student rapport and grit development in L2 class System (IF 4.518) Pub Date : 2023-12-21 Mohammad Ghafouri
Language education as a dynamic field of study requires constant innovations to meet the L2 needs in the classroom milieu. Additionally, the surge of technological advancements warns us about the significance of studying the possible beneficial roles of artificial intelligence in language teaching and learning about which the field is in its infancy stage. In this vein, the present study examined the
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Reading short stories in a foreign language: Is it as pleasurable as in the L1? Absorption and appreciation of short stories in Dutch secondary school students learning German as a foreign language System (IF 4.518) Pub Date : 2023-12-19 Stefanie T.M.R. Ramachers, Roel M. Willems
Against the background of a decreasing interest in reading among Dutch adolescents, we investigated whether reading short stories in a foreign language other than English (i.e., German) in an educational context, as opposed to reading in the first language leads to less absorbing reading experiences and, related to that, lower appreciation of stories. We collected absorption and appreciation data from
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Rescoping language assessment literacy: An expanded perspective System (IF 4.518) Pub Date : 2023-12-12 Shahid Abrar-ul-Hassan, Hossein Nassaji
Abstract not available
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Transcending the boundaries of mode in online language teaching: A translanguaging perspective on ESL teachers’ synchronous small group online tutorials System (IF 4.518) Pub Date : 2023-12-12 Kevin W.H. Tai
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Q methodology in applied linguistics: A systematic research synthesis System (IF 4.518) Pub Date : 2023-12-10 Nicola Morea, Hessameddin Ghanbar
Q methodology (Q) is a mixed-methods research methodology used to systematically explore people's subjectivity. Despite an increasing number of theoretical and empirical studies in applied linguistics (AL) adopting this methodology, we found a lack of systematic research syntheses examining how Q has so far served the field, especially considering the complexity of Q in relation to instrument creation
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The impact of captioning and playback speed on listening comprehension of multilingual English learners at varying proficiency levels System (IF 4.518) Pub Date : 2023-12-07 Laura Mahalingappa, Jiaxuan Zong, Nihat Polat
Despite the widespread use of internet-based platforms by multilingual English learners (MELs), research on the intersection of listening comprehension and the ability to manipulate technological features is under-studied. This study explores how the use of captions affects MELs' listening comprehension of easier versus harder questions at three different playback speed levels (0.75, 1, 1.25). It also
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Low proficiency level learners' translingual and transmodal practices in teletandem: Challenging the separation of languages principle System (IF 4.518) Pub Date : 2023-12-06 Müge Satar, Solange Aranha, Suzi Marques Spatti Cavalari, Wala Almijiwl
Teletandem is a model of virtual exchange in which two speakers of different languages meet over videoconferencing tools so that they can learn each other's language and culture. Research and practice on teletandem draw on the principles of autonomy (each participant should make decisions about their own learning), reciprocity (each participant should assist their partner's learning), and separation