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The Effect of Perception of Teacher Characteristics on Spanish EFL Learners' Anxiety and Enjoyment
The present study explores the relationship between Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) and a number of teacher-centered variables within the Spanish classroom context. Participants were 210 former and current learners of English as a foreign language (EFL) from all over Spain who filled out an online questionnaire with Likert scale items. A moderate negative relationship emerged between FLE and FLCA. Participants who had an L1 English speaker as a teacher reported more FLE and less FLCA than those with a foreign language user of English. Teacher characteristics predicted close to 20% of variance in FLE but only 8% of variance in FLCA. The strongest positive predictor of FLE was a teacher's friendliness while a teacher's foreign accent was a weaker negative predictor. Teacher-centered variables predicted much less variance for FLCA. Participants experienced more FLCA with younger teachers, very strict teachers, and teachers who did not use the foreign language much in class. The findings confirm earlier research that FLE seems to be more dependent on the teachers' pedagogical skills than FLCA.
Journal Article
The Linguistic Development of Students of English as a Second Language in Two Written Genres
This study examined narrative and argumentative essays written over the course of a 4-month semester by 37 students of English as a second language (ESL). The essays were analyzed for development over time and for genre differences. The goal of the study was to conceptually replicate previous studies on genre differences (e.g., Lu, 2011) and on short-term linguistic development in the areas of syntactic complexity, accuracy, lexical complexity, and fluency (e.g., Connor-Linton & Polio, 2014). In addition, the authors wanted to investigate whether native speakers exhibited similar genre differences in order to determine if die ESL students' genre variations were developmental or related to functional differences between the genres. The results indicate strong genre differences in the area of linguistic complexity. There were limited changes over time on most measures and a notable lack of development in the area of accuracy. Parallel data from native speakers show genre variation on some but not as many of the measures. Although this study was motivated by research design concerns, it also has implications for theory (e.g., the source of genre differences) and pedagogy.
Journal Article
Unpacking Chinese EFL Students’ Academic Engagement and Psychological Well-Being: The Roles of Language Teachers’ Affective Scaffolding
Over the past decade, there has appeared a surge of research interest in language learners’ academic engagement and psychological well-being as important factors in improving the quality of education. However, research on the roles of English as a foreign language (EFL) teachers’ affective scaffolding in enhancing the academic engagement and psychological well-being of their students is relatively scant. Inspired by this gap, the current study aimed to investigate the impact of Chinese EFL teachers’ affective scaffolding on their learners’ academic engagement and psychological well-being. To this end, a total number of 1968 Chinese EFL learners participated in this questionnaire survey. The results of the study showed that EFL teachers’ affective scaffolding positively and significantly predicted students’ academic engagement and psychological well-being. More specifically, it was found that teachers’ affective scaffolding explained about 73% and 65% of variances in EFL students’ academic engagement and psychological well-being. Moreover, it was found that psychological well-being and academic engagement were positively correlated and predicted 56% of each other’s variances. In accordance with these findings, educators are recommended to build up a harmonious teacher-student relationship to foster students’ psych-emotional development.
Journal Article
Understanding second language acquisition
\"In the 30 years since Rod Ellis first published the award-winning Understanding second language acquisition, it has become a classic text. This new, fully updated edition continues to provide an authoritative and highly readable introduction to key areas of theory and research in second language acquisition. Ellis presents a comprehensive overview of the different theories in this field and examines critical reactions to them. The book reflects recent trends in looking at cognitive and social aspects of second language acquisition, as well as examining the roles played by implicit and explicit instruction in language learning\"--Page [4] of cover.
Book
Revisiting Teacher Feedback in EFL Writing from Sociocultural Perspectives
While research on teacher feedback has largely been influenced by second language writing and second language acquisition perspectives, little attention has been paid to the contextual and sociocultural dimension of teachers' work. Overall, there is a dearth of discussion on teacher feedback that is influenced by sociocultural perspectives. Drawing on mediated learning experience (MLE) theory, this article discusses the limitations of conventional feedback approaches in English as a foreign language school contexts and underscores the need to replace these approaches with more effective practices typical for the process-oriented writing classroom, so that feedback can mediate student learning. Informed by activity theory (AT), the article further suggests that providing MLE as a new object of the feedback system and introducing other innovations can lead to more effective feedback and help students improve learning. The article concludes with suggestions for research informed by MLE and AT perspectives.
Journal Article
The Cambridge handbook of second language acquisition
What is language and how can we investigate its acquisition by children or adults? What perspectives exist from which to view acquisition? What internal constraints and external factors shape acquisition? What are the properties of interlanguage systems? This comprehensive 31-chapter handbook is an authoritative survey of second language acquisition (SLA). Its multi-perspective synopsis on recent developments in SLA research provides significant contributions by established experts and widely recognized younger talent. It covers cutting edge and emerging areas of enquiry not treated elsewhere in a single handbook, including third language acquisition, electronic communication, incomplete first language acquisition, alphabetic literacy and SLA, affect and the brain, discourse and identity. Written to be accessible to newcomers as well as experienced scholars of SLA, the Handbook is organised into six thematic sections, each with an editor-written introduction.
Book
The Effect of Imagery and On-Screen Text on Foreign Language Vocabulary Learning From Audiovisual Input
In recent years, an increasing number of studies have focused on learning vocabulary from audiovisual input. They have shown that learners can pick up new words incidentally when watching TV (Peters & Webb, 2018; Rodgers & Webb, 2019). Research has also shown that on-screen text (first language or foreign language subtitles) might increase learning gains (Montero Perez, Peters, Clarebout, & Desmet, 2014; Winke, Gass, & Sydorenko, 2010). Learning is sometimes explained in terms of the beneficial role of on-screen imagery in audiovisual input (Rodgers, 2018). However, little is known about imagery's effect on word learning and how it interacts with L1 subtitles and captions. This study investigates the effect of imagery in three TV viewing conditions: with L1 subtitles, with captions, and without subtitles. Data were collected with 142 Dutch-speaking learners of English as a foreign language. A pretest-posttest design was adopted in which learners watched a 12-minute excerpt from a documentary. The findings show that the captions group made the most vocabulary learning gains. Moreover, imagery was positively related to word learning. This means that words that were shown in close proximity to the aural occurrence of the words were more likely to be learned.
Journal Article