刊讯｜SSCI 期刊 System 2022年第108-111卷

Bronson Hui, Eberhard Karl University of Tübingen, Germany；

University of Maryland, College Park, USA 

Sharon Sin Ying Wong, The Chinese University of Hong Kong, Hong Kong  

Ricky K.C.Au, Hong Kong Metropolitan University, Hong Kong          

Berna Hendriks, Centre for Language Studies, Radboud University, the Netherlands 

Frankvan Meurs, Centre for Language Studies, Radboud University, the Netherlands

Amanda Edmonds, Université Côte d’Azur, France 

Jon Clenton, Hiroshima University, Japan 

Hosam Elmetaher, Nanzan University, Japan

Tho Doan Vo, School of Foreign Languages, University of Economics, Ho Chi Minh City 59C Nguyen Dinh Chieu Street, Ward 6, District 3, Ho Chi Minh City, Viet Nam 

Margaret Gleeson, School of Education, Victoria University of Wellington, PO Box 600, Wellington, 6140, New Zealand 

Louise Starkey, School of Education, Victoria University of Wellington, PO Box 600, Wellington, 6140, New Zealand

Jiajing Li, Faculty of Education, University of Macau, Macau, China 

Ronnel B. King, Centre for the Enhancement of Teaching and Learning, Faculty of Education, The University of Hong Kong, Hong Kong, China

Chuang Wang, Faculty of Education, University of Macau, Macau, China

Judit Kormos, Lancaster University, UK

University of Vienna, Department of English and American Studies, Austria

Shungo Suzuki, Lancaster University, UK

                           Waseda University, Japan 

Judit Kormos, University of Oregon, Department of Linguistics, USA

Oguzhan Tekin, Concordia University, Department of Education, 1455 de Maisonneuve West, Montréal, (Québec), H3G1M8, Canada 

Pavel Trofimovich, Concordia University, Department of Education, 1455 de Maisonneuve West, Montréal, (Québec), H3G1M8, Canada 

Tzu-Hua Chen, Concordia University, Department of Education, 1455 de Maisonneuve West, Montréal, (Québec), H3G1M8, Canada 

Kim McDonough, Concordia University, Department of Education, 1455 de Maisonneuve West, Montréal, (Québec), H3G1M8, Canada

Min Wang, Zhejiang University Institute of Applied Linguistics, Zhejiang University, 866 Yuhangtang Road, Hangzhou, 310058, China Qiao Gan, Australian National University School of Literature, Languages and Linguistics, Baldessin Precinct Building (110), Australian National University, Canberra, 2601, Australia 

Julie E.Boland, University of Michigan Department of Psychology, East Hall 530 Church Street, Ann Arbor, MI, 48109-1043, USA

Dongkwang Shin, Gwangju National University of Education, Gwangju, Republic of Korea

Jang HoLee, Chung-Ang University, Seoul, Republic of Korea

YongsangLeec, Inha University, Incheon, Republic of Korea

Chin-chi Chao, Department of English, National Chengchi University, Taipei, Taiwan

Jack Pun, Department of English, City University of Hong Kong, Hong Kong SAR, China

Xina Jin, Department of English, City University of Hong Kong, Hong Kong SAR, China

Seonmin Park, School of Humanities and Social Sciences, Korea Advanced Institute of Science and Technology, 291 Daehak-ro, Yuseong-gu, Daejeon, 34141, Republic of Korea

Sung-Yeon Kim, Dept. of English Education, College of Education, Hanyang University, 222 Wangsimni-ro, Seongdong-gu, Seoul, 04763, Republic of Korea

Hikyoung Lee, Dept. of English Language & Literature, College of Liberal Arts, Korea University, 145 Anam-ro, Seongbuk-gu, Seoul, 02841, Republic of Korea

Eun Gyong Kim, School of Humanities and Social Sciences, Korea Advanced Institute of Science and Technology, 291 Daehak-ro, Yuseong-gu, Daejeon, 34141, Republic of Korea

Bart Deygers, Ghent University, Faculty of Arts and Philosophy, Department of Translation, Interpreting and Communication, Groot-Brittanniëlaan 45, 9000, Ghent, Belgium

Marieke Vanbuel, Ghent University & FWO, Faculty of Arts and Philosophy, Department of Translation, Interpreting and Communication, Groot-Brittanniëlaan 45, 9000；Ghent, Belgium

KU Leuven, Faculty Psychology and Educational Sciences, Centre for Educational Effectiveness and Evaluation, Dekenstraat 2, 3000 Leuven, Belgium

Ute Knoch, Language Testing Research Centre, University of Melbourne, 410, Babel Building, Parkville, Melbourne (Victoria), Australia

Chit Cheung MatthewSung, Department of English, City University of Hong Kong, 83 Tat Chee Avenue, Kowloon Tong, Hong Kong, China

Jian-E Peng, College of Liberal Arts, Shantou University, China 

Yuanlan Jiang, College of Liberal Arts, Shantou University, China

Anna Mendoza, Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong SAR, China

Jiaen Ou, Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong SAR, China

The role of hope in language teachers' changing stress, coping, and well-being

Abstract Language teaching has been described as a “profession in crisis”; a situation likely worsened by the effects of an emergency conversion to online teaching during the COVID-19 pandemic. The present study examines two waves of data (from April and November 2020) on stress, coping, and well-being during those eight months. Results show an increase in teachers' stress associated with health and travel but decreases in stress due to online teaching and the shortage of goods in retail stores. There was a significant reduction in coping behavior as teachers settled into the new normal. Well-being, as measured by PERMA, declined significantly, and there was a significant increase in sadness, loneliness, and anger. However, teachers reported an increasing sense of growth during trauma. Time 2 data included a measure of hope, defined by feelings of agency and available pathways to goal achievement. Rarely has hope been studied among teachers in general or language teachers in particular. Results show significant, positive correlations between hope and various measures of successful coping and teacher well-being, including a sense of growth over time. The study suggests the time frame of the study was especially difficult for teachers, but that hope is associated with more positive outcomes.

Key words Teacher well-being, Hope theory, Coping with stress, Online teaching, COVID-19, PERMA

Investigatingstudent agency and affordances during online virtual exchange projects in an ELF context from an ecological CALL perspective

Abstract Situated in a computer-assisted language-learning (CALL) context with English as a lingua franca (ELF), this qualitative case study of virtual exchange projects adopts an ecological perspective to investigate student agency in engaging with perceived affordances of the learning environment. Data collected through semi-structured interviews and student reflections were triangulated with instructor observations, researcher memos, and artifacts such as student-produced presentation slides and videos. Results of the study indicated that students engaged with diverse formations of affordances within the multimodal online environment. Particularly, students’ agentive behaviors manifested through interactions with teacher and peer support as well as negotiation of collaboration between students of different sociocultural backgrounds. Pedagogical implications are provided for educators considering the implementation of student-centered, constructivist instructional practices via online virtual exchange projects along with theoretical and methodological suggestions for future research.

Key words Student agency, Affordances, Virtual exchange, English as a lingua franca (ELF), Ecological CALL

The impact of concordancing on English learners’ foreign language anxiety and enjoyment: An application of data-driven learning

Abstract Over the past decades, several studies have focused on the role of data-driven learning (DDL) in language teaching and learning. Nevertheless, research on DDL is still scarce from an emotional perspective. As exposure to authentic language and discovery learning through DDL leads to increased awareness of regular language patterns, it is important to see if it affects learners' emotions, i.e., foreign language anxiety and enjoyment. To address this gap, the current study adopted a quasi-experimental comparison group pretest-posttest design within a validating quantitative data triangulation model. Ninety-six English-major university students were divided equally into two groups, i.e., one comparison and one intervention group, and were later exposed to the placebo and treatment, respectively. The placebo was 12 1-h sessions of traditional explicit instruction on how to mark important points in academic English lectures by a competent teacher, whereas the treatment was 12 1-h sessions of concordancing on how to mark important points in academic English lectures with AntConc. Drawing on foreign language anxiety and enjoyment questionnaires and free-response surveys, the findings of the study showed that concordancing did not result in any statistically significant differences between students in their foreign language anxiety. On the other hand, students found following a DDL approach with concordancing less enjoyable than traditional explicit instruction by the teacher. Altogether, the results highlighted the crucial role of the teacher in creating a supportive and enjoyable learning environment, the students’ inclination towards teacher-centered classes, and their dependence on the teacher as the sole provider of information. The study has theoretical and pedagogical implications for language teaching and learning.

Key words Data-driven learning, Concordancing, Foreign language anxiety, Foreign language enjoyment

Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers

Abstract With the flourishing of positive psychology (PP) in foreign and second language teaching research, interest has grown in a range of positive psychological variables including the new concept of foreign language teaching enjoyment (FLTE) that mirrors that of learners' Foreign Language Enjoyment (FLE). The present study investigates how positive psychological and personality-based variables like resilience, well-being, and L2 grit shape the FLTE of 450 Iranian English as a Foreign Language (EFL) teachers. The participants completed four electronic surveys, and the collected data were analyzed through Mplus. The results of structural equation modeling (SEM) revealed that EFL teachers’ resilience, well-being, and L2 grit significantly influenced their FLTE. In addition, teacher L2 grit was the strongest predictor of FLTE among Iranian EFL teachers. It thus seems that gritty, resilient, and happy teachers are more likely to enjoy the teaching experience in the classroom. Finally, implications and suggestions for future research are offered.

Key words Foreign language teaching enjoyment (FLTE), Well-being, Resilience, L2 grit, English as a foreign language (EFL) teacher, Structural equation modeling (SEM)

Resilience in language classrooms: Exploring individual antecedents and consequences

Abstract Learning a second language (L2) is a prolonged process and it is full of challenges. Resilience is an important capacity to help learners to deal with challenging situations and cope with daily setbacks and struggles. This study examined the antecedents and consequences of resilience in language learning contexts. The participants of the study were 300 Iranian EFL learners at a state university (63.3% females). The participants answered a self-report questionnaire of their resilience, mindsets, psychological well-being, L2 selves, and perceived competence. The data were analyzed through structural equational modeling. The results showed that resilience was an important factor in predicting engagement (both in-class participation and effort) and well-being (high flourishing and positive affect, and low negative affect). That is, resilient learners are not only engaged learners, but also happy learners. The results also indicated that growth language mindsets and ideal L2 self independently predicted resilience and indirectly predicted engagement and well-being via resilience. These findings suggest that promoting resilience could be an important aspect of learners’ well-being and engagement in second language education.

Key words Resilience, Growth mindsets, Well-being, Possible selves, Perceived competence

"Listening should be done communicatively": Do task-supported language teaching and post-task self-reflection facilitate the development of L2 listening proficiency?

Abstract Developing second language (L2) listening skills is one of the goals in L2 teaching and learning. Despite its importance, there are insufficient empirical studies experimenting with teaching methodologies for L2 listening in actual classroom settings. Even less information can be found regarding the effects of a widely supported teaching approach, task-based or task-supported language teaching, on L2 listening proficiency. Adopting a quasi-experimental (pre-post-test) design, this study investigated the effects of task-supported language teaching (TSLT) and a post-task self-reflection technique on the listening proficiency development of 60 English-as-a-foreign-language (EFL) learners in a semester-long course at a university in China. Besides the statistical analyses of the pre-test and post-test scores, the learners' input in the self-reflection worksheets with open-ended questions was qualitatively analysed. Their perceptions, captured by an open-ended survey, together with the instructor's interview data, were also analysed to triangulate and supplement the other data sources. The findings revealed the positive influence of TSLT on L2 listening proficiency development and the positive viewpoints of the stakeholders. Self-reflection, however, was not so effective in enhancing L2 listening proficiency. The findings contribute to teaching and learning L2 listening with suggestions revolving around issues related to task design, implementation, and teaching procedures.

Key words L2 listening, Task-supported language teaching, Self-reflection, Perception, Quasi-experimental study

“It wasn't going to happen until I made it happen”: World language teacher agency for multilingual advocacy

Abstract This article explores how multilingual teachers form and enact agency to advocate for multilingualism in a region where monolingualism is dominant. Grounded in an ecological perspective toward language teacher agency, this qualitative interview study analyzed how six American secondary world language teachers generated and enacted agency through the formation and implementation of a local multilingual advocacy initiative in an English-only state. Results of the analysis indicated that the world language teachers’ sociopolitical beliefs about language, their identities and those of their students, and the urgency of language advocacy, in addition to the school and policy structures within which they worked, intensified their efforts to advocate for their students. Four themes were identified illustrating how the teachers engaged their agency for the purposes of multilingual advocacy: building relationships as bridges, pushing students, leveraging school administration, and working collectively. Implications for teacher education and future research in language teacher agency and multilingual advocacy are discussed.

Key words Advocacy, Bilingual teachers, Language teacher agency, Multilingualism, Seal of biliteracy, World languages

Developing English teachers' language assessment literacy in an EAP reform context through test design: A case study

Abstract As the English for Academic Purposes (EAP) reform in China calls for a corresponding reform in assessment to better serve the changing English curriculum, this case study investigates how three EAP teachers' language assessment literacy (LAL) was improved through developing EAP diagnostic tests while engaging themselves in classroom-based assessment and professional development. The scores of teacher-designed EAP writing tests were analyzed through the reliability and validity indexes to show the improvement in the test quality, serving as an indicator of teachers' LAL development. Further evidence of teachers' improved LAL was from student interviews in which students reflected on the effectiveness of EAP instruction and the quality of the teacher-designed EAP tests, and from teacher reflections in which teacher participants reported on their increased confidence in developing classroom-based assessments and designing the diagnostic EAP tests, through nine-month's test-writing practice and participation in professional workshops on assessment. This study presents a case to show how the process of test design, implementation, evaluation, and modification, together with professional workshops and classroom-based assessment, benefits EAP teachers' LAL improvement and professional development.

Key words Classroom-based assessment, Language assessment literacy, Professional development, EAP reform

Exploring the relationship between behavior matching and interlocutor perceptions in L2 interaction

Abstract Alignment in nonverbal behavior can be understood through reference to behavior matching, which is the tendency to adopt the behaviors, postures, or mannerisms of a conversational partner. Although behavior matching is believed to occur unintentionally and unconsciously, its occurrence is associated with how interlocutors perceive each other. Drawing on corpus data of conversations between English second language (L2) speakers, this study examines the relationship between behavior matching and interlocutor perceptions, which were measured through post-task ratings of partner collaboration and motivation. Conversations (N = 51) between 102 English L2 university students were coded for nonverbal behaviors in five categories (face, head, hand, posture, self-adaption), and each behavior was coded as being matched or not matched by the interlocutor. The proportion of matched behaviors per dyad in each category were correlated with the mean motivation and collaboration partner ratings, and a linear regression model identified hand behavior matching as a significant predictor of partner motivation. Potential implications and avenues for future research about nonverbal alignment are discussed.

Key words Nonverbal alignment, Behavior matching, Interlocutor perceptions, L2 conversation

Learning multiple L2 syntactic structures via chat-based alignment: What is the role of learners’ prior knowledge and conscious decisions?

Abstract This study investigated whether written chat-based activities foster alignment and learning of multiple simultaneously-targeted second language (L2) syntactic structures. It further examined how these were affected by prior knowledge of the targeted structures and learners' decisions to use or avoid each structure. We tested 47 Spanish first language (L1) speakers learning L2 English. In a chat-based activity with an L1 English speaker, we examined alignment in the production of three target structures that differed in their likely familiarity for participants (genitives, passives and datives) by comparing target structure production after prime versus baseline sentences. We also compared target structure production in a post-test relative to a pre-test to assess learning (increased structure usage) and we asked participants whether they made conscious decisions to use or avoid the structures. The learners experienced chat-based alignment and learning across structures. Although prior knowledge and decisions did not significantly affect alignment and learning, more prior knowledge and choosing to use the targeted structures increased overall target structure production. Thus, chat-based activities are well-suited to support L2 grammar learning, even when they embed multiple structures. However, instructors may need to encourage learners to explicitly use the targeted structures to maximize alignment tasks’ language learning outcomes.

Key words Linguistic alignment, Syntactic priming, Second language learning, Second language teaching, Explicit processes, Synchronous computer-mediated communication (SCMC), Implicit learning

A comparison of input- and output-based planning on the oral performance of low proficiency EFL learners

Abstract This study aims to compare the effects of input- and output-based planning on the oral performance of low-proficiency EFL college students. The purpose is to evaluate the received wisdom that output-based tasks used in task based instruction (TBI) do not fit low-level learners. For data collection, 168 Korean female college students with limited English proficiency were divided into two groups: a reading group and a writing group. The two groups received the same instruction, but the planning tasks differed for oral performance. The reading group had input-based planning, for which the students read example answers prior to speaking performance. In contrast, the writing group or the output-based planning group performed the same tasks after writing what they wanted to say. The students' performance on the pre- and post-test was compared in terms of complexity, accuracy, and fluency (CAF) measures. The findings showed statistically significant differences between the two groups in terms of their speaking scores and the fluency measures, with the writing group outperforming the reading group. The follow-up interviews with the students and their reflection journals also confirmed the facilitative effects of output-based planning. These findings indicate how beneficial output-based planning can be for developing low-proficiency learners’ oral fluency.

Key words Task-based instruction， Strategic planning， Input-based planning， Output-based planning， Output production， Complexity， Accuracy， Fluency， Low proficiency learners

Structured input and structured output on the acquisition of English passive constructions: A self-paced reading study measuring accuracy, response and reading time

Abstract This study investigates the relative effects of structured input and structured output on the acquisition of English passive construction forms. This investigation builds upon the work carried out within the structured input research framework with the intention to measure online effects of structured input utilising a self-paced reading test. The self-paced reading test is a reliable measurement of language processing. Fifty-three Chinese (L1) subjects participated in the current study. They were all learning English in a university in the United Kingdom. A randomization procedure was adopted to assign subjects to the two instructional groups: structured input (n = 29); structured output (n = 24). None of the instructional treatments included explicit information. Pre-tests and post-tests were administered before and after the end of instructional treatment which lasted for 2 h over a two-day period. The main findings from this experimental study confirmed the positive effects of structured input in facilitating the intake of passive constructions in English via correct parsing. The structured output group that did not improve between pre and post-tests. The present study contributes to the debate for more empirical research to investigate the role of pedagogical interventions using online tests to measure accuracy of response, response and reading time.

Key words Input processing， Processing instruction， First noun principle， Self-paced reading， Structured input， Structured output， Online tests， Offline tests， Parsing，English passive constructions

Unpacking identity construction and negotiation: A case study of Chinese undergraduate students’ social and academic experiences while studying abroad

Abstract The complexity that arises between linguistic use and cultural identity during learners' study abroad experience has been emphasised to understand learner investment and learner agency. Anchored in a social view of learner agency and identity, this study used qualitative research methods to unpack the identity construction and negotiation of Chinese students studying abroad by investigating their agencies, investment, and identity construction and negotiation. Data were collected through semi-structured interviews and narrative journals from Chinese university-level students with study abroad experiences in countries where English is used as the dominant language. Using learner agency, attitude and construction of identity, and identity negotiation through intercultural conflicts as the analytical lens for data analysis, the findings showed that the participants experienced identity reconstruction by investing in their linguistic resources and practices and enacting their agency. Moreover, the participants’ study abroad experiences enabled them to develop a new way to invest in language learning and use, partly change their language attitudes towards accents and negotiate their identities through intercultural conflicts, which influenced the reconstruction of their previously imagined identities of native speakers of English. The study has important implications for teaching English as a second language and for preparing students to study abroad.

Key words Identity，Intercultural encounters，Study abroad， English as a lingua franca，Learner investment，Learner agency

Engagement in the foreign language classroom: Micro and macro perspectives

Abstract While second language (L2) engagement has gained increasing attention in recent years, most empirical research to date has examined this construct in the context of single tasks and under laboratory conditions. Given the ecologically situated and dynamic nature of engagement, there has been a growing call for research investigating this construct beyond isolated tasks and in authentic language classrooms (Hiver, Mercer, & Al-Hoorie, 2021). To fill this gap, this study examines fluctuations in behavioural, cognitive, and emotional engagement within and across four intact face-to-face L2 lessons spread across one academic year. A stimulated recall design was developed where 26 students from three French classes and two Spanish classes at a British university noted their levels of engagement on a chart at 2.5 min-intervals while watching the video replay of each lesson. This procedure was followed by semi-structured interviews in which learners commented on variations in engagement during the lesson. Findings revealed how engagement can be understood as an ongoing, dynamic process unfolding over multiple timescales. They have also shown that engagement can pursue different trajectories depending on the level of analysis and granularity chosen to examine the construct.

Key words L2 engagement， L2 learning， Psychology of language learning， Stimulated recall

Mutleb Alnafisah，Iowa State University, Ross Hall, 527 Farm House Lane, Ames, IA, 50014, USA，King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia，King Abdullah International Medical Research Center, Riyadh, Saudi Arabia  

Erik Goodale，Iowa State University, Ross Hall, 527 Farm House Lane, Ames, IA, 50014, USA 

Ivana Rehman，Iowa State University, Ross Hall, 527 Farm House Lane, Ames, IA, 50014, USA 

John Levis，Iowa State University, Ross Hall, 527 Farm House Lane, Ames, IA, 50014, USA 

Tim Kochem，Iowa State University, Ross Hall, 527 Farm House Lane, Ames, IA, 50014, USA

Directed Motivational Currents in L2: A focus on triggering factors, initial conditions, and (non)defining features

Abstract Recent trends in the field of L2 learning motivation have led to a proliferation of studies that examine Directed Motivational Currents (DMCs). However, there remains a paucity of evidence on the factors that trigger the launch of DMCs and previous research findings into the central components of DMCs have been contradictory. This qualitative study addresses these gaps by looking at the possible parameters that trigger DMCs, and examining the initial conditions necessary for the launch of DMCs, and the (non)defining core features of it. Semi-structured interviews were conducted with 27 EFL learners pursuing a bachelor's degree in Turkey. The factors triggering learners' DMCs were negative emotion, emergent opportunity, single and explicit goal, good teacher/classmates/motivating class group, moments of realization, a sense of achievement, a passion/interest for something, element of competition, external pressure, a big life decision, vision, outcome led, belief that the work had real value, and inspiring experience. Perceived behavioural control and challenge-skill balance were two initial conditions necessary for DMCs to begin. Goal orientedness, salient facilitative structure, and positive emotionality were found to be the core features of DMCs. The findings offer significant implications for how teachers could exploit these motivational surges to promote learning in EFL settings.

Key words Directed motivational currents， L2 motivation，EFL learners，Foreign language learning

Developing and validating an instrument to measure EFL teachers’ self-reported use of productive feedback

Abstract The crucial role of teacher productive feedback in supporting communicative competence of Iranian EFL learners calls for research on measuring teacher productive feedback. The paper therefore reports on the development and validation of an instrument for measuring EFL teachers’ self-reported productive feedback practices. The process of the instrument design consisted of two phases. Phase one dealt with grounding the instrument development in a rigid review of the literature, strengthening face and content validity and an initial pilot study followed by the refining of the instrument. Phase two entailed a second pilot study to confirm the face and content validity of the instrument before the final implementation of the instrument and consequent confirmation of the construct validity based on the data collected. For the two pilot studies as well as for the eventual implementation of the instrument, quantitative data were collected from Iranian EFL teachers from private language institutes. The results confirm the validity and reliability of the self-designed instrument and pave the way for further refining of the instrument and the opportunity for contextualising the instrument in future research.

Key words EFL， Teacher productive feedback， Instrument development， Instrument validation

Examining a continuum of FL speaking anxiety over time in an EFL classroom in Japan

Abstract Despite the creation of skill-specific measures, the vast majority of researchers interested in foreign language speaking anxiety have relied upon some form of the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986). In contrast, this study confirmed a continuum of FL speaking anxiety using items from the Public Speaking Class Anxiety Scale (Yaikong & Usaha, 2012) and the Foreign Language Classroom Speaking Anxiety Scale (Apple, 2013). This 18-item continuum was found to be relatively stable over time. Students' perception of six items, however, slightly changed with four items being more likely to elicit anxiety and two items being less likely. This study also found that 341 post-secondary students' overall level of FL speaking anxiety dropped after completing a 15-week required English presentation course. Interestingly, the continuum of FL speaking anxiety revealed that reduced levels of anxiety had different implications depending upon the students' overall level of L2 speaking anxiety. Implications of the study's findings and suggestions for further investigations into FL speaking anxiety within a language classroom are discussed.

Key words Continuum of foreign language speaking anxiety， EFL classroom，Rasch measurement theory

Mobile-assisted language learning (MALL) research trends and patterns through bibliometric analysis: Empowering language learners through ubiquitous educational technologies

Abstract Mobile devices and technologies have proliferated extensively and become an integral part of life and learning. Mobile-assisted language learning (MALL) has progressed as an emerging area of research corresponding to recent advances in mobile technologies and the proliferation of smartphones and tablet computers. Accordingly, this study examined MALL research between 2008 and 2020 through a bibliometric analysis using social network analysis (SNA) and text mining techniques. The SNA and text mining analysis suggest five broad research themes: (1) self-regulated language learning by defining one's own learning objectives, (2) providing learner agency and motivation by empowering autonomy, (3) personalizing learning through artificial intelligence (AI)-supported mobile learning (m-learning), (4) MALL for learning in the wild, and (5) MALL to support higher education. The findings show that while MALL research has been considerably operationalized around linguistic factors, nonlinguistic factors relating to learners' interactions with mobile devices or applications have been largely overlooked. It was found that MALL scholarship has recently tended to incorporate the use of mobile devices in informal learning contexts and outside the classroom due to the flexibility and anytime anywhere functionality of m-learning. The study concludes with several suggestions and highlights the areas that need more attention in MALL research.

Key words Bibliometric analysis， Informal learning， Mobile-assisted language learning， Mobile learning， Smartphones

Early Effects of a professional development program on teachers’ oral corrective feedback practices

Abstract The roles and patterns of oral corrective feedback in L2 classrooms have received extensive research attention; however, whether teachers' feedback practices can be changed via professional development activities remains to be shown. This study represents the first documented attempt to investigate the impact of a professional development program on EFL teachers' actual feedback practices. The program comprised a workshop facilitating the teachers to discuss recent research findings regarding oral corrective feedback and a follow-up program of experiential learning through reflective practice for eight weeks. The data included 30 h of video-recordings of classroom observations with ten experienced teachers before and after the program. The findings revealed that the teachers changed their practices significantly regarding four aspects of feedback, namely, feedback frequency, types, targets, and feedback for fluency work. These changes were regarded as positive because they were aligned with the implications of research findings. Implications for in-service teachers’ professional development are discussed.

Key words Experiential learning，Feedback practices，Oral corrective feedback， Reflective practice， Teacher professional development， Vietnamese EFL teachersWorkshop

Native speakers aren't perfect’: Japanese English learners' identity transformation as English users

Abstract This case study explores two Japanese college English majors' second language identity formation in becoming confident English users via notions of adequation/distinction, authentication/denaturalization and authorization/illegitimation (Bucholtz & Hall, 2005). The study is particularly unique in that perspectives of not one but two instructors teaching the same students were brought together in identifying these three dimensions of their students. Data were collected predominantly from an end-of-the year online interview, triangulated with other sources including questionnaires, writing samples, and reflection papers in the course of one academic year. The analysis revealed how Japanese students can easily succumb to public mainstream hegemonic discourse in which returnee students (those with prolonged sojourn abroad) are glorified compared to those educated in Japan. The two students displayed such ideologies at the beginning of the year but then their identity transformed, gaining more confidence and improving their English skills. The major reasons that the students attributed for the shift were 1) exposure to returnee students; 2) exposure to other non-native English speakers; 3) creation of amicable class atmosphere, and surprisingly 4) demanding course content. The study illuminates how hegemonic language ideologies can be challenged in an EFL classroom.

Key words Japanese college students，Identity，Hegemony， English as a foreign language (EFL)，Case study

Translanguaging as a way to fostering EFL learners’ criticality in a hybrid course design

Abstract This case study examines the growth of criticality in three English as a Foreign Language (EFL) learners through a hybrid course design which involves a translanguaging space for the development of reading and listening skills. Throughout the course, the learners were encouraged to deal with multimodal materials presented both in Turkish and English in line with translanguaging pedagogy. They were guided to use their full linguistic repertoire in digitally enriched translanguaging space and critically analyze the reading materials in group discussions and reflective writing activities. An exploratory approach is adopted, based upon a series of interviews with EFL learners, observations of their contributions to face-to-face debate lessons, and their reflective papers. All three learners developed criticality to varying degrees. Having discussed the significance of translanguaging in the development of criticality, we introduce implications for the relationship between criticality, translanguaging, and technology for fostering criticality of EFL learners. Then, we present pedagogical implications for teachers and teacher educators as to how fuller understanding and deep learning can be engendered in asynchronous sessions, and how digiticality (digitally-enriched criticality) can be fostered by a hybrid translanguaging space. Implications from these findings may be used to inform classroom pedagogy.

Key words Translanguaging， Hybrid course， Criticality，EFL learners

Effects of the longest pause, its location, and pause variance on successful EFL writing performance across writing tasks with diverse degrees of complexity

Abstract The present research attempts to unveil information about students' cognitive efforts during writing tasks in a foreign language context by exploring (n = 126, mean age: 19.3, SD: 0.47) Iranian EFL (English as a Foreign Language) undergraduate students' pausing behavior across four writing tasks with diverse degrees of complexity. Cognitive efforts have been examined through three process measures (the longest pause, the longest pause location, and the variance indicator). The results indicate that, in general, the longest pause, the longest pause location, and the variance indicators have statistically significant relationships with successful writing performance; nevertheless, our findings show that the associations of the indicators are moderated by task complexity. The three-way interaction effects among the indicators illustrate that they are linked to successful EFL writing performance in an interconnected way.

Key words The longest pause location, The longest pause, Variance, Task complexity, Cognitive demand, Successful writing performance

Models in collaborative writing among CLIL learners of English in primary school: Linguistic outcomes and motivation matters

Abstract Model texts in the context of collaborative writing with young learners (YLs) have been shown to promote noticing and incorporation of features in students' subsequent drafts. However, few studies have analysed the quality of the drafts and even fewer have considered task motivation, despite its great impact on task completion.

To fill in these gaps, our study measured draft quality and task motivation (with thermometers gathering students' ratings and motives) with Spanish YLs of English in primary school. Thirteen pairs of students (aged 10–11) wrote the same composition twice (pre-test and post-test) divided into a control group (CG), which received no feedback, and a model group (MG), which worked with model texts.

Draft quality analyses revealed non-significant and medium-sized effects in syntactic complexity (clauses to T-units, dependent clauses to clauses and T-units, r = 0.44) and fluency (number of clauses, r = 0.32) in the MG. Meanwhile, a medium magnitude effect was detected in accuracy gains for the CG (L1 structures, L1 structures to clauses and lexical errors to words). Regarding task motivation, students' ratings were high, mainly justified by peer work and significantly higher after-task and across tasks in both groups, although the MG evidenced a significant and medium-sized (r = 0.53) drop in the post-test.

Our findings tentatively support the potential of models to generate upgraded texts but also suggest a possible motivational cost worth further investigation. More generally, our study enhances the motivational value of collaboration among YLs.

Key words Models, CAF, YLs, WCF, Motivation，Collaborative writing，Complexity, Accuracy, Fluency, Thermometers

James Hunter, Gonzaga University, Spokane, WA, USA

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