L2 Teacher Education Research Papers (original) (raw)

2025, IGNATIAN INTERNATIONALJOURNAL FOR MULTIDISCIPLINARY RESEARCH

A multitude of research papers and pertinent literature have been published to elucidate teachers' identity and agency in their work as English language instructors in a foreign nation. Nevertheless, literature persists regarding how novice educators in Asian nations navigate teaching, exhibit agency, and negotiate identities within an Asian environment. The current study utilized analytic collaborative auto-ethnography to address the issue. This study examines how inexperienced educators articulate and navigate their identity and agency. To explore the influence of identity and agency on learners' self-perception of culture. It highlights the importance of an identity-based framework in enhancing professional growth, promoting self-reflection, and aligning teaching practices with students' cultural and educational needs. Continuous evaluation, knowledge acquisition, and research are emphasized as essential for adapting methodologies and creating inclusive learning environments. Ultimately, this approach empowers novice educators to navigate cross-cultural instruction effectively, fostering personal and professional development while improving student outcomes.

2025, mcser.org

This study mainly aimed to describe the attitudes of language teachers at Turkish universities towards teaching culture. The attitude was determined in terms of content and learner levels that are addressed, amount of cultural information and the materials and strategies implemented in language classes in teaching about culture. Furthermore, the study investigated the effects of teacher-related variables such as being a native English speaking teacher or non-native English speaking teacher, working at a state or private university, participation in professional development activities on their perceptions of culture teaching. The data was gathered via survey method. A questionnaire was administered to 155 ELT instructors working at language preparatory schools of 17 universities in Turkey. The results revealed that there is no significant difference between native and non-native English speaking teachers and between the teachers working at a state or private universities in terms of overall attitude towards teaching culture. On the other hand, the higher participation rate in 'training courses on teaching culture' and 'professional development activities' lead to a more positive attitude towards the integration of culture.

2025, Prestieesci Research Review

In the classroom, a language teacher is always faced with new obstacles, and as a consequence, he seeks to adopt the most appropriate theory of learning, strategy, technology, tools, and aids in order to encourage contextualized understanding in his students. By doing so, he is able to address challenges and issues via the process of reflection, drawing from both his own experience and the experience of his peers. This enables him to draw on his own experience as well as the experience of his peers. He does this not just once, but numerous times in order to establish the competence required to cope with classroom settings and eliminate social or psychological obstacles, especially in the case of teaching a second or foreign language. Specifically, he does this in order to teach a foreign language. In order to do this, he makes use of the findings of the study as a guide, in addition to performing his own research, discovering specialized literature, or completing training that is centered on the requirements of the job. When a teacher participates in reflective practice, they bring the whole of their knowledge, skills, and experiences as well as any applicable theoretical frameworks into the classroom with them. The replies of the students in a language teacher's class will be monitored, and then the teacher will reflect on the results after offering feedback in response to the students' actions as they learn the language. Following the introspection, the teacher arrives to the realization that the theory that was chosen before will need some kind of alteration or modification and reaches to this decision. Because a classroom is where teaching theory is put into practice, it may be compared to a laboratory in this sense. At the same time that a teacher is monitoring the responses of their students, they are also gathering data. This study is an attempt to raise attention to the value of reflective teaching in general, with special reference to Language Teacher Education Programmes in Yemen and the Kingdom of Saudi Arabia. The research was carried out in Yemen and the Kingdom of Saudi Arabia. In addition to this, it examines whether or not teachers are familiar with the idea of reflective teaching. In order to realize this objective, a questionnaire and a series of interviews were carried out with fifty English teachers from both countries.

2025

Howard Gardner’s theory of multiple intelligences has challenged the historical view of intelligence as a fixed quantity since he first published Frames of Mind in 1983. Gardner prefers to describe cognitive ability as a set of eight intelligences. Once merely a theoretical perspective, Gardner’s view of intelligence can be seen in a new light with the advances in brain research in the field of neuroscience. The connection between how the mind is organized and the education of students suggests a need for additional classroom teaching and testing applications. A focus on traditional linguistic and logical teaching and testing strategies must broaden to include strategies that meet the needs of diverse learners. Yet, can neuroscience and its implications for education co-exist with the No-Child-Left-Behind classroom? In 1904 psychologist Alfred Binet was appointed to a commission by the French government and was charged with finding a systematic means of identifying mentally retarded...

2025, Promoting Tolerance:

Constructive pedagogy believes that every child has his/her strengths in a number of areas while performing less well in others. It is the teacher’s responsibility to find these strengths in the case of each child, i.e. the areas on which they can build the most. The teacher of religion is no exception. Nonetheless, as a result of the information and communication technology used in the twenty-first century, changes have occurred in the development of the nervous system of the currently growing generation, which also affect abilities. All this poses a challenge to the teacher of religion and to the minister. Some methods that have worked well for decades do not work as efficiently for them. For this reason, in this paper I would like to present Howard Gardner's theory of multiple intelligences, briefly characterise differentiation from a paedagogical point of view, and examine how we can achieve this in religious education with the help of multiple intelligences theory, building on the individual strengths of pupils. All this can help us to motivate them properly in religion classes and to be effective in our work.

2025, Profile: Issues in Teachers' Professional Development

This exploratory study examines the link between emotions and teacher agency across different geographical contexts. Semi-structured interviews and life stories were used and analyzed through Hargreaves’ emotional geography framework. The findings reveal that emotions significantly influence the teachers’ ability to manage classroom dynamics and implement positive changes. The research underscores the importance of empathy, ethics, and conflict resolution in building strong student relationships and supportive learning environments. It advocates for integrating emotional intelligence, empathy, and ethical decision-making into language teacher education programs to enhance teacher development and promote more inclusive, effective educational settings.

2025, Journal of NELTA Gandaki (JoNG)

Reflection and reflective practices are important to develop professionalism. The importance of those practices has been highly emphasised in teaching, learning, and teachers’ professional development. With this backdrop, the study aims to investigate the English teachers’ reflective practices and examine their role in their professional development. I used narrative inquiry as a research design where the sample was selected using purposive sampling. An in-depth interview was used as a research tool to collect information and the interviews were conducted using interview guidelines. The collected data was recorded, transcribed, coded, categorised, and thematically analyzed. The study found that the English language teachers used action research, case studies, diary writing, reflective journals, and students’ feedback as reflective practices. Moreover, the study has uncovered that reflective practices are important for teachers to have self-analysis, find strengths and weaknesses of the learners and self, plan, act, and further plan the lesson, empower the learners, solve critical incidents, to have the active engagement of learners in teaching-learning activities, and to grow as a professional person. The study implies that every teacher should have a reflection on their practices for the betterment of teaching, learning, and growing professionally.

2024, Emotion across the LSP curriculum: A modest proposal

My modest proposal to fellow applied linguists who work in the area of LSP.

2024, Taylor & Francis

Scaffolding is a teaching strategy that provides temporary support and guidance to learners as they develop their skills. Through online teaching and scaffolding clinics for novice writers, this narrative qualitative study aimed to assist students and novice writers in improving their scientific paper writing skills. For data collection, this study utilized open-ended interviews, observations, field notes, and online discussions to gather data. The study's findings reveal five distinct roles that teachers can assume during teaching: diagnosticians, instructors, teachers or models, proofreaders, and reviewers. In this instance, novices perceive scaffolding to play two roles: improving cognitive and interactive writing tools. However, future studies should pay more attention to the scaffolding effects of strategy, technique, and students' levels of thought, taking into account background characteristics such as ability, sex, race, ethnicity, and learning style preference, as well as their status within the groups. This study suggests that the government should provide excellent research-based outcomes rather than a final report based only on notes because creating a scientific paper involves perseverance and cannot be accomplished in one night's effort.

2024, Book chapter

This chapter presents the results of an innovative L2 teacher education initiative which aimed to foster the development of a novice teacher as he participated in a series of online cyclical dialogic interactions that combined narrative writing and synchronous discussions of video-recorded instruction. The study investigated how the interplay between a teacher educator (TE) and a novice teacher created social situations of development during which responsive mediation was offered, ZPD activities were forged, and the teacher's perezhivanie was capitalized on. The concepts of ‘student centeredness’ and ‘communicative context’ were constantly present in the TE's mediation to intentionally lead the teacher to revisit his everyday notions of grammar teaching through ideals to be achieved. The deliberately cyclical design of the initiative allowed the TE to continuously address the concerns the novice teacher brought forth, leading him to fly beyond the confines of his everyday experience and embrace a richer, more holistic conception of his craft, which harmoniously intertwines grammar, language use, communicative context, and student-centeredness, accomplishing a kind of teaching that would no longer cause him discomfort.

2024, Language and Sociocultural Theory

Analyzing a teacher’s perezhivanie shows how she both cognitively and emotionally experiences dramatic events and the mediation provided in response to such events, uncovering her professional development. This paper’s objective is threefold: (i) to illustrate how a novice English teacher’s perezhivanie refracts the contradictions she faces when her practice is inquired into by a more experienced peer; (ii) to analyze the quality and character of his mediation in response to these events; and (iii) to trace how the novice teacher’s perezhivanie shapes her professional development. Nine classroom observations followed by post-observation interviews were conducted. The findings illustrate how the teacher’s refraction of dramatic events and the responsive mediation offered allowed her to (re)visit and (re)shape her professional identity and activity.

2024, Article

In this super-globalized world, English has proven to be an effective tool that enables people worldwide to become familiar with
other cultures rather than their own. Therefore, intercultural communicative competence (ICC) is essential in EFL (English as a
Foreign Language) educational settings. Thus, this paper assesses the salience of integrating intercultural communicative
competence in Moroccan EFL classrooms and the possible ways to do that. The data in this study was gathered through an
online questionnaire targeting Moroccan high school teachers of English. The sample of this survey consists of 93 out of 100
participants. The data were qualitatively organized and analyzed in graphs. The results showed that teaching intercultural
communicative competence is crucial for the students for communicative reasons. The analysis also demonstrated that ICC can
strengthen students’ intercultural awareness and help them quickly integrate into the global workplace environment.
Nevertheless, the results revealed many obstacles that can hinder the integration of ICC in EFL classrooms. Such results provide
significant implications regarding the extent to which ICC is necessary to assist students in navigating cultural and
communicative challenges

2024

Background on Adult Learners Adult education programs serve both native English speakers and learners whose first, or native, language is not English. Native English speakers attend adult basic education (ABE) classes to learn basic skills needed to improve their literacy levels; they attend adult secondary education (ASE) classes to earn high school equivalency certificates. Both ABE and ASE instruction help learners achieve other goals related to job, family, or further education. English language learners attend English as a second language (ESL), ABE, or workforce preparation classes to improve their oral and literacy skills in English and to achieve goals similar to those of native English speakers.

2024, Learning and Individual Differences

2024, Master's thesis

When it comes to teacher development, a sociocultural approach claims
that it is by participating in the social practices of learning and teaching
in particular classrooms and school situations that teacher learning takes
place (Johnson, 2009), this process being dependent on a variety of
aspects that revolve around the profession. Among them, textbooks and
teacher’s manuals stand out as teacher’s primary resources (Richards &
Farrell, 2011) as they are part of many institute’s curriculum. However,
it may be troublesome for novice teachers to make the most out of these
materials due to lack of experience and/or theoretical knowledge. In this
scenario, it is important for teachers to understand the aspects that lie
behind these resources in order to make informed decisions as regards
their use. With this in mind, drawing on Sociocultural Theory
(Vygotsky, 1978, 1987), the present study aims at investigating the
influence of interaction between teacher and a more experienced other
on the development of an English as a foreign language novice teacher,
vis-à vis the use of the textbook and the teacher’s manual. In order to do
so, 9 classes of an English as a foreign language novice teacher were
observed, being followed by mediator-mediatee interactions in which I
(a more expert other) inquired into the reasoning behind the teacher’s
choices when not following the manual. As classes and interactions
progressed, I attempted to provide responsive mediation to the teacher’s
maturing needs so as to allow her to revisit her practice and,
consequently, redefine her views of the aspects lying behind the manual.
Besides that, two questionnaires were applied to the teacher: the first
one, applied at the beginning of the semester, aimed at raising the
teacher’s perceptions of some aspects of the profession, while the other
one, which was applied at the end of the semester, aimed at
investigating possible reverberations of the mediator-mediatee
interactions. Results indicate that the teacher’s view of teaching has
moved from a grammar-oriented one to a communicative one, her
conceptualization of “focus on function” having developed due to the
mediator-mediatee interactions held with me, as both her practice and
speech reverberated such moments. The findings support Vygotsky’s
(1978, 1987) claim about the essential role of social interaction in
fostering human cognitive development, adding to the pool of research
in the area which advocates that a sociocultural approach has the
potential to positively (re)conceptualize teacher education.

2024, Doctoral dissertation

From a Vygotskian sociocultural perspective, second language teacher development is viewed as a continuing, cooperative, dialogical, and dialectical process which hinges on the interactions between teacher educators and teachers as they engage in teacher education initiatives. According to Johnson (2015), it is crucial that studies in the area focus on the dynamics within these initiatives, investigating what teachers learn while participating in them and how this knowledge impacts their teaching activity. In this context, looking into the interplay between the mediation offered by teacher educators and how teachers refract such a mediation through their perezhivanie is fundamental to grasp how the environmental structure (i.e., the social situation of development) is created, as well as understand its potential to shape the ways teachers come to know their professional landscape and teach. With this in mind, drawing on Vygotsky’s Sociocultural Theory (1978, 1987), the present study is aimed at investigating how a teacher educator’s mediation and its refraction by two ESL teachers during a series of dialogic activities forged the social situation of development that promoted robust reasoning teaching and pedagogically informed instructional practice. Data were collected during 8 cycles of dialogic practices that involved narrative writing, video-recording of actual classes and moments of synchronous interaction between the teacher educator and teachers. During these cycles, specific aspects of the teachers’ professional activity that they considered troublesome were explored. As interactions progressed and the teacher educator became more familiarized with the teachers’ needs, responsive mediation was offered to have them intentionally revisit – through ideal forms (Vygotsky, 1994) – their thinking and practice in order to develop more robust views of the profession. The interplay between the mediation and the teachers’ refractions of it resulted in ZPD activity (Holzman, 2018), moments of cognitive/emotional dissonance (Johnson; Worden, 2014; Johnson; Golombek, 2016), and higher levels of intersubjectivity (Wertsch, 1984;1985), which shaped the new environmental structures that pushed the teachers towards expert-like ways of thinking about their teaching and making pedagogically sound instructional choices. Results indicate that both teachers were able to take up the academic concepts introduced as they built upon them to plan and teach their lessons, articulated the reasoning behind their intentions and actions, and ultimately resolved their concerns. The study shows that deliberately capitalizing on academic concepts to have teachers (re)structure their thinking and practice has great potential to foster the development of robust reasoning, which may result in well-founded instructional choices. The interplay between the teacher educator and teachers displays how responsively addressing teachers’ concerns may push them ahead of themselves as they experience the mediation offered through the lens of their perezhivanie, which shapes the extent to which what they encounter on the social plane is internalized. The data illustrate the value of a Vygotskian approach to teacher education, putting the dialectical relationship between the dyad teacher educator-teacher under the spotlight as it was the very co-construction of the social situation of development that led to robust reasoning teaching and pedagogically informed instructional practice.

2024, Agnieszka Wargos

The abstract discusses the benefits and challenges of using Communicative Language Teaching (CLT) for Polish-English learning, emphasizing real-world communication, practical application, and cultural understanding. It points out the need for specialized training and resources for effective CLT implementation, advocating its importance in modern language education for global communication readiness.

2024, JELT: Journal of English Language Teaching and Linguistics

This research aimed to discover how students used Google Translate (GT), their refinement efforts, and their perceptions towards using GT in The Translation Class. The research participants were students in The Translation Class of the English Education Study Program at Pattimura University in the academic year 2022/2023. An explanatory sequential mixed method design was used in this study. The qualitative data were obtained from observation and interview and analyzed using thematic analysis. Meanwhile, the quantitative data was obtained from a questionnaire and analyzed using descriptive statistics. The results showed that students mostly used GT to facilitate translation tasks, especially for assignments, learning materials, and new vocabulary. In the classroom, GT was allowed for assignments but prohibited during exams, while students were free to use it at home. Students usually try to translate independently before using GT. They recognized the limitations of GT and made efforts to confirm and improve the translation. Despite these shortcomings, students maintained positive perceptions regarding the usefulness of GT in the Translation Classroom. These findings highlight differences in students' attitudes and perceptions towards GT and its role in translation classrooms.

2024, Zenodo (CERN European Organization for Nuclear Research)

This article is part of a collection of articles based on presentations from the 2011 Symposium held at University of Minnesota in Minneapolis, Minnesota, USA. Please note that the year of publication is often different than the year the symposium was held. We recommend the following citation when referencing the edited collection. Vinogradov, P., & Bigelow, M. (Eds.) (2012). Low-educated adult second language and literacy acquisition (LESLLA): Proceedings of the 7th symposium. University of Minnesota Printing Services. https://lesllasp.journals.publicknowledgeproject.org/index.php/lesllasp/issue/view/472 About the Organization LESLLA aims to support adults who are learning to read and write for the first time in their lives in a new language. We promote, on a worldwide, multidisciplinary basis, the sharing of research findings, effective pedagogical practices, and information on policy.

2024

This article discusses the intersection of cognition, emotion, and the concept of perezhivanie in understanding human experience, particularly in the context of language teacher education, based on Lev Vygotsky's theories. We explore how cognition and emotion are closely linked, influencing how we perceive and respond to the world around us. In this regard, we approach perezhivanie as a prism through which individuals emotionally and cognitively refract their experiences in the social context, thereby influencing their development. We then examine how Vygotsky's sociocultural theory can be practically applied in teacher education. To do so, we briefly outline the genetic method proposed by the author, as it is the research and analysis approach that, from his perspective, can comprehend human development and investigate how higher psychological functions develop over time. This approach studies the origin and development of these functions in their process of evolution and change.

2024

2024, Educalitra: English Education, Linguistics, and Literature Journal

Intercultural communicative competence stands as a cornerstone in modern English as a Foreign Language education, playing a pivotal role in nurturing learners' abilities to navigate diverse cultural landscapes. This systematic review meticulously examines the perspectives and practices of EFL educators in integrating intercultural communicative competence into language teaching, drawing insights from a comprehensive analysis of diverse studies across global contexts. The systematic review employed Gough and Newman's methodology. The findings underscore a discrepancy between teachers' positive perceptions and practices in integrating intercultural communicative competence into the EFL classroom. Besides, we highlight the responsibility of educators in fostering inclusive learning environments that empower learners with the indispensable skills for successful crosscultural communication in an interconnected world.

2024, International Journal of Language and Literary Studies

This article seeks to restore the notion of the classroom in light of emerging pedagogies. It attempts to provide a sketchy introduction of the theory of multiple intelligences and its potential gains in ELT. Despite the variance of teaching methods and approaches implemented in classrooms, students’ results in some topics have remained below the par of teachers’ expectations. This article attempts to provide a solution to teaching students to their differences and learning preferences. It investigates the impacts of accommodating students’ intelligences profiles in writing classes. To fulfill this objective, 114 male and female participants majoring in English at the University of Kairouan were asked to write a five-paragraph essay and respond to a writing strategies questionnaire, a multiple intelligences inventory. The collected data were statistically analyzed using Pearson Correlation and ANOVA techniques to probe possible correlations and predictability levels between MI profi...

2024, Canadian Journal of Applied Linguistics

Culture, a commonly visited concept in English language teaching research, has been integral to language classes. The present study investigated the place of culture in English as a foreign language classes for ten English language instructors teaching at tertiary level across state and private universities in Turkey. The findings revealed that the English language instructors’ opportunities to raise their students’ cultural awareness were not satisfactory, and there was a mismatch between their wishes and practices. This mismatch was mainly attributed to learners’ lack of motivation/interest and their opportunities for visits abroad. The findings also indicated that the participants’ conceptualization of culture in English language classes was predominantly modern, i.e. either as part of the humanistic (big C) paradigm representing canonical literary work produced via a standard language or sociolinguistic (little c) paradigm representing everyday interaction, communication, and pa...

2024

2023, Zenodo (CERN European Organization for Nuclear Research)

The purpose of this study was to examine the relationship between multiple intelligences (MI) and reading proficiency of Iranian EFL pre-university students and to look into the role that gender plays. To find out the relationships among the naturally occurring variables, the researcher employed a descriptive and ex post facto design. The participants were 128 randomly selected pre-university students. The researcher utilized three instruments, namely: 1) a demographic questionnaire; 2) the Persian version of Mckenzie's MI Inventory; and 3) a standardized reading proficiency test retrieved from paper-based TOEFL® tests. Analyzing the data using t-test, it was found that there was a statistically significant difference in the mean of musical-rhythmic intelligence scores of the low achievers and the high achievers which was positive and stronger among the low achievers. Accordingly, it seems that the high achievers may have lower musical intelligence, which also indicates that better readers may be less intelligent 'musically'. A statistically significant difference was also found between the mean bodily-kinesthetic intelligence scores of the two genders which was positive and stronger among the females. No significant difference was found between the male and female students in their reading proficiency scores.

2023

Abstract: Vietnamese EFL teachers usually consider whether Vietnamese should be used in English teaching due to existence of controversial theories on the use of L1 in teaching L2. In particular, some linguists allow the use of L1 in teaching L2, whereas others place an emphasis on the significance of L1 in L2 classes. What are the advantages and disadvantages of the use of Vietnamese in TEFL? Should the teacher use and allow the use of L1 in English language classes? 1. COMMON REASONS FOR USING VIETNAMESE IN COMMUNICATIVE ENGLISH CLASSES One reason for the use of Vietnamese in teaching English is the teacher feels he or she needs to make all of the students understand his or her instructions, which is relatively applied to large classes of mixed levels. In these classes, students at lower levels usually cannot make sense of the teacher’s and their peers ’ English lecture and/or communication. Thus, bilingualism is widely regarded as the easiest measure for students to get the teach...

2023, mxtsch.people.wm.edu

2023, International journal of psychology and educational studies

This study investigates university students' perceptions of two different cases of foreign language courses conducted in L1&L2 and in only L2. This qualitative study was conducted as a multiple case study. The data were obtained via a a semi structured form and analysed through content analysis. The study mainly revealed the students had overwhelmingly positive feelings about the courses in only L2 as in the second case. They explained some (dis)advantages about both cases of the courses in terms of efficiency, contribution to their vocabulary/grammar knowledge and listening /speaking skills. The frequency levels of both advantages and disadvantages regarding both cases stated by the students were so close. Based on the findings, it can be suggested that a student-teacher driven policy should be implemented to assist the process in using L1 appropriately and necessarily based on the students' perceptions and preferences.

2023, System

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2023, International journal of language and literary studies

The topic of emotions has received increasing attention in the past decade as students in English as a Foreign Language (EFL) contexts experience a broad range of emotions in different

2023

This narrative inquiry explored how world language teachers interpret, rationalize, and integrate multiple forms of diversity in the instruction of culture. In this investigation, 17 instructors at one independent secondary school in the northeastern United States were interviewed. Findings suggest that most participants (15 of 17) incorporate cultural diversity in their teaching practices, and three participants incorporated the diversity of their student populations in assessments. Further, several teachers draw upon student interests in their teaching practices and some instructors consider the intersection of their social and professional identities in their instructional approach to diversity. These findings, buoyed by empirical literature, contribute to the scholarly investigation of diversity and inclusive practices in world language pedagogies. Practical implications for world language teaching are discussed.

2023, DOAJ (DOAJ: Directory of Open Access Journals)

The digital information age requires skills and strategies that are crucial in comprehending online academic texts. Also, research has emphasized the crucial role of critical thinking (CT) in education. Thus, this explanatory sequential mixed-methods study aimed to (a) identify Iranian EFL students' metacognitive online reading strategies and CT skills, and (b) investigate the possible relationship between Iranian EFL students' metacognitive online reading strategies in academic texts with their CT skills. To these ends, 80 Iranian EFL university students, selected nonrandomly from Shahrekord University, took part in this study and responded to the Pookcharoen's (2009) Online Survey of Reading Strategies and Facione, Facione, Blohm, and Giancarlo's (2002) California Critical Thinking Skills Test. In the follow-up, to probe into metacognitive online reading strategy use, 10 Iranian EFL university students were selected to do think-aloud online reading tasks. The descriptive statistics indicated that the EFL university students greatly preferred to use problem-solving strategies more, followed by different global and support reading strategies respectively. Also, evaluation and inductive (sub)skills of CT were used mostly by university students. Moreover, the results of the think-aloud provided evidence in support of quantitative results, confirming various problem-solving, global, and support strategy use in online academic reading. Furthermore, Pearson correlations revealed a positive and significant relationship, though it was small, between metacognitive online reading strategy use and CT skills. Integrating the findings from the quantitative and qualitative components call for metacognitive strategy assistance and instruction and CT development to improve online reading comprehension.

2023

This study investigated the role of successful Iranian L2 readers' multiple intelligences (MI) in their effective use of reading strategies. At first, an ETS TOEFL reading comprehension test was administered to 135 male and female university students, who were studying English as a foreign language (EFL) at several different universities in Isfahan and Shahrekord (Iran); 80 students were selected as successful readers. They answered two Likert-type questionnaires, namely the MI Inventory for Adults and a reading strategies inventory. The results indicated that there was a significant positive relationship between linguistic, logical-mathematical, spatial, interpersonal and intrapersonal intelligences and reading strategy use, in general and metacognitive and cognitive reading strategy use, in particular. A significant positive relationship was also found between linguistic intelligence and the participants' use of memory strategy. Furthermore, there was a significant positive relationship between interpersonal intelligence and compensation and social strategy use.

2023, Procedia - Social and Behavioral Sciences

This paper addresses the issue of foreign language teachers' ICT competency development. The authors (a) state the importance of the problem; (b) define the term "ICT competency" of foreign language teachers; (c) suggest components and content of ICT competency of foreign language teachers; (d) describe a study, which aimed to develop foreign language teachers' ICT competency during a short-term online professional development course.

2023, Journal for the psychology of language learning

Studies focusing on affective factors/emotions in learning are a mainstay in second language (L2) research. L2 teacher-focused research has also made advances in this domain and established the importance of affective factors for both learners and teachers. Despite the field's understanding of the emotional complexity of L2 teaching, much remains undiscovered. The aim of this qualitative research was to investigate L2 teachers' (N = 21) emotional experiences in the classroom. Specifically, by using a teacher diary we set out to document: (1) the emotions teachers reported in their place of work and during their interactions with learners, (2) the classroom activities teachers were engaged in when they experienced specific emotions, and (3) the regulatory practices they engaged in when dealing with both pleasant and unpleasant emotions. Our findings show that L2 teachers most frequently experienced pleasant emotions such as satisfaction, joy, and pride. In regard to unpleasant emotions, they primarily revealed frustration, irritability, and disappointment. Both types of emotions were mostly instigated by their learners and were related to L2 classroom activities in the areas of grammar, speaking, and reading. The teachers admitted to regulating both pleasant and unpleasant emotions. Finally, teachers revealed that they used downregulation, reappraisal, deep breathing, and suppression as the most frequent emotion regulation strategies.

2023

Literacy is not only an important language skill but it is recognised as a fundamental human right by the UN. Despite calls to raise literacy levels worldwide, the number of adults without literacy remains alarmingly high and many who enter the UK are faced with ESOL classrooms that offer no literacy strategies to enable effective participation in society and the workplace. With ESOL cuts, class shortage and class closures, learners who are illiterate in any language and are unable to access online learning through computer-assisted learning are effectively left without an education. The intent of this research is to address the gap between the limited research in literacy teaching for illiterate ESOL learners and
pedagogical practices and suggests a means of integrating research-led, theory-based blended learning for non-literate learners in the ESOL classroom. It offers mobile-assisted language learning (MALL) as the most suitable medium to extend literacy learning beyond the limited physical classroom, due to its ease of access and familiarity to the learners. The study emphasises the importance of a systematic phonics program for literacy learning, integrating synthetic phonics into an analytical framework, focusing on larger sound units, syllables and onset-rime analogies. Learner self-report and teacher observations are chosen
as a collaborative process for the assessment, owing to the learners’ lack of experience in testing procedures. Data is collected and analysed through a mixed methods approach and the extent to which both the learners and the teacher perceive the benefit of various phonics literacy strategies through MALL are analysed, with difficulties identified and ways
to overcome these difficulties explored. The findings suggest that MALL is an efficient way of teaching a variety of phonics strategies to integrate literacy into a blended program to assist learners’ second language reading development. Whatsapp is an effective e-learning platform to present phonics worksheets, audios and phonics videos. Its voice messaging option effectively allows for learner interaction. The findings outline that non-literate adult learners have the ability to learn new skills in their education provided the correct affordance is available and there seems to be no neural plasticity impediment preventing the learners from accessing unfamiliar affordance. By continual engagement in the research
process and allowing their voices to be heard, the study highlights that non-literate learners are agentive in learning new affordances outside the classroom and in helping to refine literacy strategies to suit their needs.

2023

The use of the first language (L1) in adult second (L2/SL) or foreign language (FL) classrooms has always been a bone of contention over the past few decades. Many are in favor of L1 use terming it as constructive and facilitating for language learning while some disapprove that practice and identify it as a hindrance to the teaching and learning of a language. Of late, the concept of translanguaging has added a new dimension to this longstanding debate of using L1 in teaching/learning L2 since it basically insists on viewing languages as a single unitary system as opposed to the traditional linguistic perception of L1 versus L2. However, there have only been a very few studies on translanguaging with particular emphasis and attention given to ESL/EFL adults at the college/university level. This research study thus attempts to shed light on the theoretical underpinnings of this L1-L2 dichotomy and discuss how translanguaging differs from the customary notion of using L1 in the adult L2 classroom. This study uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. The results demonstrated that both translanguaging and the notion of L1use in the L2 classroom are pedagogically similar as both allow the use of L1 in L2 classrooms at varying degrees though theoretically, they are different.

2023, Frontiers in Psychology

Drawing on the control-value theory, this study adopted a qualitative approach to explore the various achievement emotions Chinese EFL learners experienced in an online English learning environment and their antecedents during the COVID-19 pandemic period. Data were collected from six Chinese EFL students through semi-structured interviews and reflective journals supplemented with their class notes. Thematic analysis was performed using the qualitative data management software NVivo 12 plus. Results showed that the students experienced diverse emotions such as enjoyment, relaxation, anxiety, guilt, boredom and helplessness. Apart from the environmental antecedents of teacher and peer factors and individual antecedents of control-value appraisals, four novel antecedents were identified which had influence on emotions experienced in the online learning context, including environmental antecedents of internet connection and workload outside classroom, as well as the individual antecede...

2023, Malta Review of Educational Research 10(2)

For their communicative needs, bilinguals access their language repertoire, in which languages are not discrete and separate, but form an integrated system. This has led to pedagogical practices which consider bilingualism as a strategic asset rather than a source of interference of the L1 upon the target language (TL). Competence does not consist of the total mastery of each language. Rather, bilinguals need to build proficiency by developing abilities in the different functions served by different languages. This new understanding clashes with the pedagogical tradition that theorizes competence in terms of monolingual norms, advocating exclusive use of the TL in the Foreign Language (FL) classroom. Given that it has been shown that FL teachers do frequently use the L1, and that the L1 can support the learning of French as a FL, this study investigates Maltese teachers' attitudes and classroom practices in relation to translanguaging in the French classroom. A questionnaire for teachers allows a better understanding of the functions for which the L1 is put to use, whether teachers received training in language use and whether there are consensus viewpoints about when L1 use may prove more beneficial.

2023, Frontiers in Artificial Intelligence

Online machine translation tools have great potential to transform foreign language education. This essay will synthesize systematic research on the role of machine translation conducted in the field of educational linguistics. After describing approaches developed that promote the integration of machine translation into language learning environments, the essay will briefly outline lingering concerns associated with the integration of MT tools into educational settings. We will propose future R&D priorities that can generate products based on existing technologies that have the potential to support language learners more optimally compared to existing machine translation tools. We conclude that an acknowledgment of the difficulties of MT tools to handle socio-culturally complex source text would pave the way for the development of MT-based pedagogical tools.

2023, Universal Journal of Educational Research

The qualitative research with a case study approach was employed to explore and describe the linguistic intelligence of undergraduate EFL Learners of one state Islamic university in Palembang, Indonesia. The data were collected through observation of everyday activities in the classroom, survey, and interview. The participants of this study involved undergraduate EFL Learners. The results showed that there was a small number of the learners who used the language effectively to persuade others (rhetoric), who remembered the written and spoken information easily (mnemonic), who were able to deliver information orally and written (explanation), and who reflected language to talk about language itself (metalinguistic). The results of this study are expected to be beneficial for the students, the managers, and lecturers of English education study program in Indonesia to have deeper understanding about the concept of linguistic intelligence as it is one of factors that can influence the success in language learning.

2023, World Applied Sciences Journal

Abstract: This study investigated the role of successful Iranian L2 readers' multiple intelligences (MI) in their effective use of reading strategies. At first, an ETS TOEFL reading comprehension test was administered to 135 male and... more

2023

Nunan [1] defines strategies as "the mental and communicative procedures learners use in order to learn and use language. Underlying every learning task is at least one strategy." Richards and Schmidt [2] define strategy as "procedures used in learning, thinking, etc., which serves as a way of reaching a goal. In language learning, learning strategies are those conscious or unconscious processes which language learners make use of in learning and using a language." The definitions provided for learning strategies by scholars all have one point in common and that is facilitating learning for learners. Nevertheless, they are in disagreement about issues like whether such strategies are conscious and so describable and then teachable, and also what variables are involved in strategy use by language learners have resulted in various contentions on the part of researchers. Volume 2-Issue 4 Copyrights @ Ehsan Namaziandost, et al.

2023, ExELL

The global Covid-19 pandemic led to the turn toward online learning and the need to adapt to new ways of English foreign language (EFL) teaching. This mixed-methods research aimed to examine teacher attitudes, well-being, and coping strategies related to online EFL teaching. The results indicated that Croatian EFL teachers had a positive attitude toward online teaching and acknowledged the importance of being digitally competent. EFL teachers were unsure about their ability to deal with online teaching and indicated their need to improve their IT skills. They revealed more negative than positive responses regarding their well-being and showed that they tried to actively cope during the pandemic. Results also showed better coping strategies among female teachers.

2023, ExELL

2023, Rovedar Publication

Boredom is a negative psychological and emotional experience prevalent in foreign language classrooms. However, it has long been neglected by researchers and foreign language teachers. In this context, the present study investigated boredom experienced by college English majors in a blended English reading course. Research efforts revolved around students' overall boredom level, gender differences, and dynamic changes in boredom. Methodology: This study adopted a quantitative research method, and the instrument was a quantitative questionnaire adapted from the Foreign Language Learning Boredom Scale. A total of 174 EFL learners (60 males and 114 females) in the second year of English majors from a private university in Southwest China filled out the online version of FLLBS in weeks 3, 9, and 15 during the fall semester of 2022-2023 academic year. Results: The findings demonstrated that participants'boredom was at a moderate level. Moreover, except in foreign language class boredom at Time 2 and overchallenging or meaningless task boredom at Time 3, there existed no significant gender differences. Finally, a complicated picture was painted regarding the dynamic changes in boredom levels over time, and different patterns were found. Conclusion: College EFL learners do feel bored in the learning process, which should not be neglected by language teachers and researchers. This study enriched the research on foreign language boredom and can provide enlightenment to EFL teaching.

2023, ExELL (Explorations in English Language and Linguistics)

2023

A sociocultural perspective of teacher development honours the rich knowledge base that teachers work from as they strive to connect theory ("expert" knowledge) to practice ("experiential" knowledge). The present paper explores classroom research and reflective practice as forms of teacher-led inquiry for the EFL context. In particular, this study explores the extent to which Armenian EFL teachers engage in classroom research, the challenges they face therein, and whether or not they consider themselves to be reflective practitioners. The findings are presented against the backdrop of the Armenian context with recommendations for cultivating teacher-led inquiry to promote teacher development in a range of EFL settings.