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"Language and languages Study and teaching Statistical methods."
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Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers: A multinational study
This study investigates the validity of three psychometric scales—the Disposition towards Loving Pedagogy (DTLP), Teaching for Creativity Scale (TCS), and Utrecht Work Engagement Scale (UWES)—to uncover the relationship between these constructs with a multinational cohort of language teachers. The results obtained from Exploratory Factor Analysis and Confirmatory Factor Analysis confirmed the psychometric properties of the three scales. The hypothesized model for the relationship between participants’ DTLP, TCS, and their UWES revealed that although both predictor variables significantly predicted UWES, TCS was a stronger predictor for UWES. The model was also tested for measurement invariance across ethnicity and gender. By drawing on the findings obtained in this study, future language researchers are aided to employ the three revalidated scales in their research undertakings on a cross- or multi-cultural scale, and increase expansion of culture-centered research on various teacher personality variables with the aim of precipitating language teachers’ continuing professional development.
Journal Article
Investigating university English as a foreign language instructors’ implementations in teaching integral listening with speaking
Employing integral instruction of listening and speaking, and understanding their roles is significant for effective language teaching, developing learners’ spoken and written proficiencies, and improving their achievement and motivation. However, there is limited prior research on EFL-integrated listening and speaking in public universities in Ethiopia. Investigating the integral teaching/learning of listening and speaking remains a research problem. Accordingly, the study aims to examine University English EFL instructors’ implementations in teaching integral listening and speaking employing a concurrent mixed-methods design. A total of 252 sample respondents were involved in data collection. Comprehensive and systematic sampling techniques were used to select respondents using a 5-point Likert scale. Through purposive sampling, 12 instructors were identified for qualitative data collection employing semi-structured observations and interviews. Quantitative data analysis employed descriptive and inferential statistics run by SPSS version 20. Qualitative data were thematically analyzed utilizing NVIVO 12 Pro. The findings revealed a remarkable mismatch between EFL instructors’ reported practice and the implementation of integral teaching of listening and speaking. Students’ questionnaire data confirmed the mismatch between the results of the instructors’ practice and implementation. The main themes predicted integral practice included using real-life listening materials, appropriate application of listening phases, and using the language features appropriately. The variance was indicated by the effect size with an eta-squared value of 75%. Qualitative findings supported that EFL teachers frequently relied on non-authentic listening materials. The study implied that EFL program development and curriculum reviews incorporate key factors influencing integral instruction of listening and speaking in the present study. Finally, the study provided recommendations for EFL teachers and the contexts beyond the present settings.
Journal Article
Effects of a Complexity-Based Approach on Generalization of Past Tense – ed and Related Morphemes
Purpose: In a previous article, we reported that beginning treatment for regular past tense \"-ed\" with certain types of verbs led to greater generalization in children with developmental language disorder than beginning treatment with other types of verbs. This article provides updated data from that study, including the addition of data from 3 children, results from naturalistic language samples, and data from a third time point. Method: Twenty 4- to 9-year-old children with developmental language disorder (10 per condition) were randomly assigned to receive language intervention in which the verbs used to teach regular past tense \"-ed\" were manipulated. Half received easy first intervention, beginning with highly frequent, telic, phonologically simple verbs, and half received hard first intervention, beginning with less frequent, atelic, and phonologically complex verbs. The design used a train-to-criterion approach, with children receiving up to 36 visits. Performance was assessed using elicited production probes and language samples before intervention, immediately following intervention and 6-8 weeks later. Results: Children in the hard first group showed greater gains on the use of regular past tense \"-ed\" in both structured probes (at immediate post only) and in language samples (at both immediate and delayed post). Gains attributable to therapy were not observed in untreated morphemes. Conclusions: This study suggests that the choice of therapy materials, with an eye on the role that treatment stimuli play in generalization, is important for treatment efficacy. Clinicians should consider early selection of atelic, lower-frequency, phonologically complex verbs when teaching children to use regular past tense \"-ed\". Further work expanding this to other morphemes and a larger population is needed to confirm this finding.
Journal Article
Enhancing pragmatic competence in Kurdish EFL learners: The impact of a learner-centered approach
The study investigates how a learner-centered learning approach (LCL) can help raise pragmatic competence in Kurdish learners of English as a foreign language (EFL). Pragmatic competence in using languages appropriately in societal contexts is not well-developed in Kurdish learners because of traditional grammar-based teaching practices. The study attempted to investigate how LCL could foster effective usage of English in natural communication contexts. Survey employed a quantitative research design using an adapted Discourse Completion Test (DCT) and formal questionnaires administered to 98 EFL learners and 12 teachers. Learners were taught LCL-based methodology for a defined period and included group activities, peer consultation, and context-based language activities. Statistical analysis established a significant improvement in students’ pragmatic competence subsequent to the intervention (Mean = 34.63, SD = 8.41) compared to pre-intervention ratings (Mean = 24.27, SD = 7.11), with a large effect size (Cohen’s d = 1.99). Further statistical analysis investigated correlations between students’ communicative strategies and attitudes and demographics (grade and gender). Teachers’ ratings provided additional insights regarding perceived effectiveness and difficulties in using LCL. Implications include the advantage to incorporating learner-centered pedagogies to enable pragmatic competency gain in EFL settings and the value in offering recurrent teacher professional development. These findings suggest that classroom application of LCL approaches can meaningfully contribute to English pragmatic gain among Kurdish speakers.
Journal Article
Speaking exams with less anxiety in Intelligent Computer-Assisted Language Assessment (ICALA): mirroring EFL learners’ foreign language anxiety, shyness, autonomy, and enjoyment
A significant number of students experience anxiety when asked to speak in English. This unease, often rooted in factors such as shyness, lack of confidence, uncertainty, and a lack of motivation, can hinder their active participation during English oral exams. One of the most important goals that every English language teacher should strive to achieve is to assist pupils who are reticent in developing their self-confidence and improving their spoken English. Teachers can implement effective strategies in the classroom, particularly in online settings, to help hesitant students build confidence and speak English more comfortably. The research that is currently available on the subject of shyness and anxiety in students demonstrates that there is a significant gap in this area, and a critical examination is required. Consequently, the purpose of the current study was to investigate the impact of the implementation of Intelligent Computer-Assisted Language Assessment (ICALA) on EFL learners’ shyness, foreign language anxiety, autonomy, and enjoyment. Participants in this study were 65 students attending English language institutes in Tashkent, Uzbekistan. The results of the multivariate analysis of variance (MANOVA) indicate that applying ICALA in performing oral tests may moderate students’ shyness, foreign language anxiety, autonomy, and enjoyment in language assessment. This conclusion can be drawn from the findings of both aforementioned statistical methods. The ramifications of this investigation may be beneficial for individuals who are learning a language, those who are teaching language, and those who are making policy.
Journal Article
The Effectiveness of the Production-Oriented Approach to Enhance Adult Chinese EFL Learners’ Language Proficiency: A Comparative Study of Three Language Teaching Approaches
The production-oriented approach (POA) is a nascent language-teaching approach that considers the aptitudes of Chinese learners. This study compared POA with task-based language teaching (TBLT) and presentation-practice-production (PPP) theoretically and empirically. A four-quadrant model and a theoretical comparison table are proposed to clarify the commonalities and differences among the three teaching approaches. In the experimental design, a mixed-method approach was employed to compare the effects of POA with the other pedagogical methods on adult Chinese learners’ English-as-a-foreign language (EFL) learning. A total of 343 Chinese college freshmen and six English teachers were invited to participate in an 18-week pre- and post-test quasi-experiment. The ANCOVA results indicated that the students’ English proficiency test scores (excluding speaking) in the POA group were significantly higher than those in the PPP group (moderate effect size: 0.27) and the TBLT group (small effect size: 0.17), albeit non-significant. MANOVA step-down analysis showed that the POA group significantly outperformed the TBLT and PPP groups in terms of vocabulary acquisition and writing. The implications and suggestions for better dissemination and implementation of POA for adult EFL learners in China and other Asian contexts are discussed.
Journal Article
AI-generated corpus learning and EFL learners’ learning of grammatical structures, lexical bundles, and willingness to write
This research study examined the manner in which English as a Foreign Language (EFL) learners’ willingness towards writing, grammatical construction, and lexical bundle acquisition were affected by language of AI-generated corpora. Eighty EFL students from China’s Baotou Teachers’ College participated in a repeated-measures quasi-experimental study and were split into controlled and trial groups. During the span of the 14-sessions, the experimental cohort underwent education that utilized AI-driven corpora, whereas the controlled cohort was instructed through traditional textbooks. Data were collected using pre- and post-treatment assessments, including tests on lexical bundles and grammar, as well as a willingness to write scale. The findings revealed that the trial group’s performance was substantially improved than the controlled cohort regarding all outcomes. Specifically, trial group demonstrated higher mean scores for lexical bundles, grammar, and willingness to communicate. Statistical analysis, including mixed ANOVA, confirmed the significant effects of time and group membership on language proficiency and willingness to communicate. These findings suggest that the intervention positively influenced learners’ language skills and attitudes toward writing. The interaction effects of time and group membership further highlighted the nuanced relationship between instructional interventions and learner outcomes. The study underscores the importance of integrating AI-driven language corpora into language teaching to enhance vocabulary, grammar, and communication skills. Pedagogical implications include the need for dynamic and engaging learning environments, while curriculum developers should consider incorporating data-driven learning approaches. Further research might identify optimal designs for learning and investigate its long-term impacts associated with such interventions. Policies should support equitable access to technology-enhanced language learning resources, promoting more effective language education practices overall.
Journal Article
Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter?
This study investigates pupils’ anxiety and enjoyment in the classroom when learning a second or foreign language. The particularity of this study lies in the comparison of two target languages (English and Dutch) in two educational contexts (CLIL and non-CLIL) at different instruction levels (primary and secondary education). While most research on content and language integrated learning (CLIL) focuses on English as a target language, the Belgian context calls for a comparison with the language of the “other” community, in this case Dutch. Data were collected from 896 pupils in French-speaking Belgium through a self-report questionnaire measuring pupils’ anxiety and enjoyment in the classroom, along with background characteristics. Results indicate that while CLIL pupils experience significantly less anxiety than their non-CLIL counterparts, English learners report significantly less anxiety and more enjoyment than Dutch learners. This suggests an important role of the target language for emotional engagement in the classroom and calls for further investigation into the role of target language perceptions. Finally, the interactions with instruction level reveal that while primary school pupils report stronger emotions, the effects of CLIL and English are much larger at secondary level.
Journal Article
Overlap or breakthrough? exploration of the academic buoyancy structure in Chinese EFL learners
Academic buoyancy, recognized as a key component of positive personality traits in learning, has garnered significant attention. However, most research on buoyancy is limited to general educational contexts, lacking a comprehensive theoretical framework that poses challenges in evaluating buoyancy’s impact on learners within the domain of second language acquisition (SLA). This study seeks to bridge this gap by investigating academic buoyancy within the realm of foreign language learning, specifically among university students in mainland China studying English as a foreign language (EFL). The study comprises two phases, with a total of 632 EFL participants. In the initial phase, a 32-item scale was tailored to the present study, drawing on scales from previous buoyancy-related research. Item analysis and exploratory factor analysis were subsequently conducted with a sample of 209 students. The phase retained 21 measurements and identified three main components of buoyancy: sustainability (the ability to persist despite difficulties), goal-orientedness (the focus on achieving specific learning objectives), and controllability (the perception of managing learning challenges). In the second phase, the refined questionnaire was administered to an additional 423 students, and the data underwent confirmatory factor analysis. A reliable 12-item scale was obtained that accurately reflects the identified components of academic buoyancy. By elucidating the structure of buoyancy, this study offers valuable empirical insights that can guide pedagogical strategies and strengthen learner buoyancy in language learning contexts. The findings contribute to the broader discourse on positive personality traits in education, highlighting the importance of fostering buoyancy in language learners to support their academic success.
Journal Article