刊讯｜SSCI 期刊 System 2022年第105卷
SYSTEM
Volume 105, April 2022
SYSTEM（SSCI一区，2020 IF：3.167）2022年第105卷共发文28篇，其中研究性论文26篇，书评2篇。研究论文涉及语言教学、二语习得、话语研究、读写能力、语言政策。同时，本期开设“在线语言教学：挑战与回应”专栏。
目录
Regular Articles
■The role of the language of interaction and translanguaging on attention to interactional feedback in virtual exchanges, by Laia Canals.
■Exploring learner interest in relation to humanistic language teaching materials: A case from Vietnam, by Luan Nhu Pham, Tan Bee.
■ Self-repair in EFL learners’ speech in two contrasting institutional school settings in China: An activity theory informed analysis, bySimin Zeng, Michael Evans.
■ Proficiency pairing and engagement with language in L2 peer interaction, by Reza Zabihi, Behnoush Ghahramanzadeh.
■ Teaching large-enrollment online language courses: Faculty perspectives and an emerging curricular model, by Dawn Bikowski, H. Keira Park, Tetiana Tytko.
■ The effects of using an online collaboration tool on college students’ learning of academic writing skills, by Jia Li, Lillian Mak.
■ L2 learners' ability to recognize ironic online comments and the effect of instruction, by Caleb Prichard, John Rucynski.
■ L2 pragmatic comprehension of aural sarcasm: Tone, context, and literal meaning, by Joanne (Won-Young) Koh, Sineun Lee, Josephine Mijin Lee.
■ Exploring the intricate relationship between foreign language anxiety, attention and self-repairs during L2 speech production, by Michael Zuniga, Daphnée Simard.
■Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors by Mark Feng Teng.
■ Looking into English-medium instruction teachers’ metadiscourse: An ELF perspective, by Aintzane Doiz, David Lasagabaster.
■How scientific concept develops: Languaging in collaborative writing tasks, by Chen Li, Luxin Yang.
■Evaluating multimodal literacy: Academic and professional interactions around student-produced instructional video tutorials, by Dacia Dressen-Hammouda, Ciara R. Wigham.
■L2 comprehension of filled pauses and fillers in unscripted speech, by Nathaniel Carney.
■ Effects of task type and language proficiency on dialogic performance and task engagement, by Edgar Emmanuell Garcia-Ponce, Parvaneh Tavakoli.
■ When language teacher emotions and language policy intersect: A critical perspective, by Lee Her, Peter I. De Costa.
■Exploring EFL teacher resilience in the Chinese context, by Honggang Liu, Wenxiu Chu.
■ Exploring the use of collaborative autoethnography as a tool for facilitating the development of researcher reflexivity, by Masuko Miyahara, Akiko Fukao.
■Teachers' beliefs on multilingualism in the Basque Country: Basque at the core of multilingual education, by Mikel Gartziaren, Nerea Villabona.
Article(s) from the special issue "Teaching and learning languages online: Challenges and responses"
■Learners' flow experience during peer revision in a virtual writing course during the global pandemic, by Caroline Payant, Michael Zuniga.
■Language teacher agency in emergency online teaching, by Karen Ashton.
■ Stimulating learner engagement in app-based L2 vocabulary self-study: Goals and feedback for effective L2 pedagogy, by Xuehong (Stella) He, Shawn Loewen.
■ Parental support for young learners’ online learning of English in a Chinese primary school, by Jian Tao, Yueting Xu.
■ Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment, by Hyangeun Ji, Soyeon Park, Hye Won Shin.
■“I took physical lessons for granted”: A case study exploring students’ interpersonal interactions in online synchronous lessons during the outbreak of COVID-19, by Mari Alger, June Eyckmans.
■ Digital affordances and teacher agency in the context of teaching Chinese as a second language during COVID-19, by Mengtian Chen.
■Experienced EFL teachers switching to online teaching: A case study from China, by Chunmei Yan, Li Wang.
Book Reviews
■Language Transfer, Jinting Cai. Foreign Language Teaching and Research Press, Beijing, China (2021), p. ix + 286 pp, ISBN: 978-7-5213-2255-2 (pbk)., by Yan Yang, Lawrence Jun Zhang.
■Researching Discourse: a student guide, Christopher Hart (Ed.). Routledge, London/ New York (2020), x+230, (hbk), ISBN: 978-1-138-55108-4 (pbk), ISBN: 978-0-367-81504-2 (ebk), ISBN: 978-1-138-55107-7, by Ningyuan Wang, Zhengjun Lin.
摘要
The role of the language of interaction and translanguaging on attention to interactional feedback in virtual exchanges
Abstract This study sets out to examine learner-learner oral interaction during a task-based virtual exchange carried out online using video-based SCMC among 32 English and Spanish foreign language learners from two different universities. The video-recordings of three oral tasks in which learners took part in pairs were analyzed to identify, transcribe, and code language related episodes. These were divided into episodes carried out entirely in Spanish, entirely in English or by combining the use of the two languages resulting in episodes which originally started in English or Spanish but exhibited translanguaging. The aim of the study was to identify the language or language-combination mode that was more effective in eliciting interactional feedback and modified output and thus aiding in L2 development. The results indicated that English episodes exhibited slightly more explicit corrective feedback but Spanish episodes contained significantly more modified output. The presence of translanguaging had a statistically significant effect on the amount of interactional feedback and modified output in the episodes which started in Spanish. These findings suggest that English may act as the default language when the focus of attention in an oral task switches to examine a language point in virtual exchanges which has implications for L2 development.
Key words
Oral interaction online, Task-based language learning (TBLL), Negotiation of meaning, Telecollaboration, Video call, Synchronous computer-mediated communication, SCMC
Exploring learner interest in relation to humanistic language teaching materials: A case from Vietnam
Luan Nhu Pham, The University of Auckland, Auckland, 1142, New Zealand
Tan Bee Tin, Banking Academy of Vietnam, 12 Chua Boc Street, Hanoi, Viet Nam
Abstract The study investigated the construct of learner interest in relation to humanistic activities, compared to textbook activities used in the EFL classroom. It explored the affective experiences the learners had, the value they perceived of the language activities, and the knowledge-seeking (learning) behaviours they performed in relation to the two types of materials. Two small classes of students participated in a mixed-methods QUANqual design experiment. Five activities were selected from popular EFL global textbooks and five comparable humanistic activities were developed. These two types of materials were applied in an alternating and counterbalanced manner within and between classes. The findings show that the learners experienced more diverse and positive emotions and performed more positive learning behaviours during humanistic activities compared to textbook activities. The study indicates that not only uninteresting materials but also already-interesting materials can be effectively humanised to be more interesting to learners. Implications related to the manipulation of teaching materials to promote learners’ interest are also discussed.
Key words Situational interest, Materials development and evaluation, Humanistic language teaching, Affect
Self-repair in EFL learners’ speech in two contrasting institutional school settings in China: An activity theory informed analysis
SiminZenga, School of Humanities and Social Sciences, Harbin Institute of Technology (Shenzhen), HIT Campus, Xili University Town, Nanshan District, Shenzhen, Guangdong province, ChinaMichaelEvansb, Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, CB2 8PQ, UKAbstract This article uses activity theory to consider how L2 learners' self-repair behaviour takes shape in their situated learning contexts. It compares and investigates EFL learners from two secondary schools in China that differed in their L2 pedagogical systems and overall educational cultures: a mainstream public school and a private school that provides an international curriculum. Data from classroom interactions, lesson observations and interviews with teachers and students were triangulated. Analysis of data reveals that tension or affordance could arise out of the interaction within or between different constituents of an activity system of a school setting. This exerts further mediating influences on L2 learners' self-repair behaviour, including the frequencies, underlying problems, strategies used and changes incurred. This paper concludes by suggesting that EFL practitioners should be more mindful of students’ self-repair features in order to reflect on possible sources of tension that can stem from different elements of an activity system, to consider potential forms of conflict resolution, and to create an environment that is conducive for the creation of affordances for learning. Further research using activity theoretical reconceptualization and the concept of expansive learning is called for.
Key words Self-repair, Activity theory, Learning environment, L2 speech
Proficiency pairing and engagement with language in L2 peer interaction
Reza Zabihi, English Department, University of Neyshabur, Neyshabur, Iran
Behnoush Ghahramanzadeh, English Department, Islamic Azad University, Neyshabur Branch, Neyshabur, Iran
Abstract This study investigated whether interlocutor proficiency affected engagement with language during a joint composition task completed by 54 learners in three types of pairs: low-low, low-high and high-high. The LREs were divided into cognitive conflict episodes (CCEs) and non-cognitive conflict episodes (non-CCEs) according to the extent to which learners deliberated over language features and challenged one another's contributions. Pairs' engagement was assessed in terms of the number, type (lexical or grammatical-based) and resolution (correct, incorrect, or unresolved) of CCEs jointly produced during collaborative dialogues. The results showed that high-high pairs produced and correctly resolved significantly more CCEs than either the low-low pairs or the low-high pairs, and that pairing low proficiency learners with high proficiency partners could weaken the pairs' engagement levels. However, interlocutor proficiency did not affect the types of language form pairs focused on. Individual learners' engagement was assessed in terms of learners' cognitive (initiating LREs; producing idea units), affective (instances of laughter and expression of enjoyment; self-reported emotions), and social (providing help; giving encouragement; showing responsiveness) states when completing the task. While high proficiency learners demonstrated higher cognitive and social engagement when they were paired with similar, highly proficient partners, lower proficiency learners reported greater affective engagement when working with other low proficiency partners.
Key words Pair interaction, Interlocutor proficiency, Engagement with language, Cognitive conflict episode, Multi-componential view of engagement
Teaching large-enrollment online language courses: Faculty perspectives and an emerging curricular model
Dawn Bikowski, Department of Applied Linguistics, Ohio University, 383 Gordy Hall, Athens, OH, 45701, USA
H. Keira Park, Department of Applied Linguistics, Ohio University, 383 Gordy Hall, Athens, OH, 45701, USA
Tetiana Tytko, Department of Applied Linguistics, Ohio University, 383 Gordy Hall, Athens, OH, 45701, USA
AbstractLarge enrollment online courses (over 40 students) are becoming increasingly common due to the profits they can offer institutions. Little research, however, has been conducted into faculty experiences in these contexts. This qualitative study fills this need and explores the experiences, challenges, and strategies of faculty, specifically in courses that have traditionally required interaction between students and teachers. Participants were professors and administrators (N = 13) of Chinese, English, Japanese, and Spanish teaching in a South Korean cyber university. Data included an online survey, interviews, and document analysis. Participants reported feeling slightly more-favorable than less-favorable about their experiences teaching and their students’ experiences learning in these courses. ACTFL’s (2010) guidelines for language courses were re-examined considering the current technology and budgetary environment, with findings ultimately leading to the Framework for Developing and Teaching Large Online Language Courses. We offer an expansion of the ACTFL criteria of meaningful interaction, documenting the role that interaction between student and rich media content has to offer. This study also highlights the degree to which these large online courses rely on students arriving with their own self-directed learning strategies, underlining concerns related to equity in education.
Key words Adult learning, Class size, Distance language learning, E-Learning, Equity in online education, Faculty satisfaction, Interaction in language learning, Media in education, Online education, 21st century abilities
The effects of using an online collaboration tool on college students’ learning of academic writing skills
Jia Li, Ontario Tech University, Canada
Lillian Mak, Centennial College, Canada
AbstractExpository writing skills, integrating perspectives and evidential supporting sources, are critical for students to succeed in college. However, many students at the onset of postsecondary education lack adequate reading and writing skills to complete integrated language tasks, including paraphrasing and synthesizing information critically and coherently from multiple sources to elicit deep thinking and make sophisticated arguments. This article reports on a 10-week intervention using a cloud-based technology application to support students’ collaboration in reading-to-write learning tasks. The intervention focused on systematically helping students develop distinct expository writing skills progressively with embedded reading strategies. Sixty-nine first-year students enrolled in an English course at a large Canadian community college participated in the study. The scores of pre- and post-writing tests and standardized reading tests measuring three reading attributes were analyzed to examine the control and treatment groups’ performance. A statistically significant result was found in the writing scores of the treatment subgroup with lower language proficiency levels, indicating that the instructional framework with the technology-supported collaborative setting had a positive effect. This study provides evidence that college students with underdeveloped language skills can benefit from a well-structured, online intervention supporting a collaborative learning environment for academic writing.
Key words Intervention study, Expository writing, Reading to writing skills, Online collaboration tool, College students
L2 learners' ability to recognize ironic online comments and the effect of instruction
Caleb Prichard, Okayama University, 1 Chome-1-1 Tsushimanaka, Kita Ward, Okayama, 700-8530, Japan
John Rucynski, Okayama University, 1 Chome-1-1 Tsushimanaka, Kita Ward, Okayama, 700-8530, Japan
AbstractVerbal irony is common in Web 2.0 communication but detecting it can be challenging. Language learners may have even more difficulty with verbal irony, including meaning reversal irony (e.g., sarcasm, jocularity) and meaning replacement irony (surrealistic irony), possibly leading to miscommunication and demotivation. The study involves two experiments. The first investigates the ability of Japanese learners of English (N = 148) to detect verbal irony in social media comments using a validated instrument. The second experiment examines the effect of instruction on recognizing verbal irony using a pre-posttest, control group design. The first experiment found that the participants had some difficulty with meaning reversal irony (e.g., sarcasm), especially when cued by incongruous comments by the same person. The second experiment suggested that instruction on detecting verbal irony led to gains in the experimental group's ability to recognize irony when marked by paralinguistic cues. Implications for educators are discussed.
Key words Verbal irony, Sarcasm, Jocularity, Humor, L2 pragmatics, Media literacy
L2 pragmatic comprehension of aural sarcasm: Tone, context, and literal meaning
Joanne (Won-Young) Koh, Michigan State University, B230 Wells Hall, 619 Red Cedar Road, East Lansing, MI, 48824, USA
Sineun Lee, Ewha Womans University, A407 Education Building, 52, Ewhayeodae-gil, Seodaemun-gu, Seoul, 03760, South Korea
Josephine Mijin Lee, Ewha Womans University, A407 Education Building, 52, Ewhayeodae-gil, Seodaemun-gu, Seoul, 03760, South Korea
AbstractL2 pragmatics is an expanding field but research on pragmatic comprehension—particularly comprehension of aural sarcasm—remains relatively scant. This study thereby examines L2 learners' accuracy and speed in interpreting auditory sarcasm and seeks to unpack the cues that affect their comprehension success. Fifty-one intermediate and advanced Korean EFL learners had their comprehension of English sarcasm assessed by completing a multimedia pragmatic listening test. By replicating Voyer and Vu’s (2016) design, the test items were varied according to the type of literal meaning (positive/negative), context (positive/negative), and intonation (sincere/sarcastic). The results indicate that both proficiency level groups responded more accurately and quickly to congruent pairs (i.e., negative context with a sarcastic tone or positive context with sincere tone) than incongruent pairs (i.e., positive context with a sarcastic tone or negative context with sincere tone). A proficiency effect was evident where advanced learners were more accurate but not necessarily faster than intermediate learners. In terms of literal meaning, both proficiency level groups were significantly more accurate and faster at responding to positive literal meaning. Lastly, an interaction effect was present among literal meaning, congruency, and proficiency, highlighting the interplay of context, intonation, and literal meaning in comprehending L2 sarcasm across different L2 proficiency levels.
Key words L2 pragmatics, Listening, Comprehension, Sarcasm, Korean EFL learners
Exploring the intricate relationship between foreign language anxiety, attention and self-repairs during L2 speech production
Michael Zuniga, Département de didactique des langues, Université du Québec à Montréal, CP 8888 Succursale Centre-Ville, Montréal, Québec, H3C-3P8, Canada
Daphnée Simard, Département de linguistique, Université du Québec à Montréal, CP 8888 Succursale Centre-Ville, Montréal, Québec, H3C-3P8, Canada
Abstract The present study investigates relationships between foreign language anxiety (FLA), attentional control and the quality of L2 speech production as observed through self-initiated self-repair behavior (SISR). Participants were 34 French L1 English L2 speakers. We used a measure of FLA (Dewaele & MacIntyre, 2014) and a measure of attention shift capacity (Reitan, 1958). SISR data were collected through a picture-cued narration task. Statistical analyses revealed that increased FLA was significantly linked to increases in discourse-level SISRs. Anxious speakers appear to have more difficulty finding their words preverbally, as they speak in an L2 than less anxious speakers. A second series of analyses revealed that this link is moderated by L2 speakers' attentional control. Only speakers with low attentional control appear to be impacted by this FLA effect. Results are discussed in light of the broaden-and-build theory of emotions.
Key words Foreign language anxiety, Attention control, Self-repairs, Second language speech production
Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors
Mark Feng Teng, Center for Linguistic Sciences, Beijing Normal University, Zhuhai, China
Abstract Studies using captioned videos have shown benefits for incidental vocabulary learning. However, little research has considered learner-related factors in this type of learning by viewing captioned videos. The present study aims to fill this gap by examining the impact of watching a documentary TV program on incidental vocabulary learning and assessing to what extent this learning is influenced by learner-related factors (i.e., L2 proficiency level and language aptitude). Eighty-two Chinese-speaking EFL learners were divided into two groups: one that watched a video with captions and another that watched a video without captions. Measures included four dimensions of vocabulary knowledge (i.e., recognition and recall of word form and meaning); L2 proficiency level and language aptitude were controlled as covariates. MANCOVA results demonstrated that viewing a documentary video affected incidental vocabulary learning to varying degrees in terms of recognizing and recalling word form and meaning. The caption group made considerably more significant vocabulary learning gains than the group not exposed to captions. The examined learner-related variables also significantly influenced incidental vocabulary learning gains when viewing captioned videos. However, L2 proficiency level was not a significant predictor of word meaning recall and recognition. These findings provide pedagogical implications for using captioned videos to enhance incidental vocabulary learning.
Key words Incidental vocabulary learning, English proficiency, Language aptitude, Captioning
Looking into English-medium instruction teachers’ metadiscourse: An ELF perspective
Aintzane Doiz, University of the Basque Country UPV/EHU, Spain
David Lasagabaster, University of the Basque Country UPV/EHU, Spain
Abstract Metadiscourse plays a key role in teachers’ attempts to ease and maximize knowledge transmission. This role is particularly important in the context of English-medium instruction (EMI), where teachers face the challenge of transmitting knowledge to students via a foreign language in an accessible way and students tend to find their lectures difficult to understand.
The present study addresses the use of spoken interactive metadiscourse markers by EMI non-native teachers from an English as a lingua franca perspective (ELF), an innovative approach in contrast to previous studies that tended to include native English as the reference language and model. The study compares Chinese and Spanish lecturers, and aims to analyze how teachers organize and construct knowledge through interactive metadiscourse in their classes so that it becomes accessible for their students. Four history teachers at a Spanish university were videorecorded and their use of interactive metadiscourse resources compared following the same procedure used by Zhang and Lo (2021) in the Chinese context. Our study revealed that the teachers followed a similar general trend in the use of metadiscourse patterns regardless of the context. However, noticeable differences in the specific linguistic realizations were also attested depending on the teachers’ L1.
Key words English-medium instruction, Teachers, Metadiscourse, Metadiscourse patterns, Oral speech, Transition marker, Frame marker, Reminder, Code gloss
How scientific concept develops: Languaging in collaborative writing tasks
Chen Li, National Research Centre for Foreign Language Education, Beijing Foreign Studies University, No. 19 North Xisanhuan Road, Beijing, 100089, China
Luxin Yang, National Research Centre for Foreign Language Education and Graduate School of Education, Beijing Foreign Studies University, No. 19 North Xisanhuan Road, Beijing, 100089, China
Abstract This qualitative case study explored the extent to which learners' L2 writing concepts changed across different collaborative writing tasks, and how languaging helped learners make meaning between scientific and spontaneous concepts. Four first-year MA students from a Chinese university formed a study group and engaged in collaborative writing tasks as required by an Academic English Reading and Writing course. Multiple sources of data were collected, including audio-taped group discussions, group writings, individual reflections, and course-related documents. Data analysis demonstrated the microgenetic evolving trajectories of the rhetorical modes of “maintaining the flow of information”. The participants progressed from spontaneous knowledge of those concepts to a scientific system through languaging about a text containing these conceptual features. Learners' conscious usage of scientific terms, constant revisiting to their prior knowledge, and critical reading of the academic text highlight the mediating role of languaging in empowering the dynamic interaction between scientific reasoning and spontaneous thinking. This study suggests that the integration of stylistic analysis tasks, peer collaboration, and rhetorical concepts may facilitate the transformation of students’ thinking patterns as well as the development of their L2 academic literacies.
Key words Languaging, Collaborative writing, Academic English, Scientific concept, Spontaneous concept
Evaluating multimodal literacy: Academic and professional interactions around student-produced instructional video tutorials
Dacia Dressen-Hammouda, Université Clermont Auvergne ACTé, F-63000, Clermont-Ferrand, France
Ciara R. Wigham, Université Clermont Auvergne ACTé, F-63000, Clermont-Ferrand, France
Abstract This paper offers a reflection on how academic and professional interactions can help guide best practices for constructing viable evaluation grids to assess multimodal literacy. Preparing English-language learners for today's digitally and culturally complex workplace environment is a central concern in English as a second language (L2) teaching environments. It requires meeting specific teaching goals, such as supporting traditional print and multimodal literacies as well as increasing learners' English-language fluency and appropriateness. Our study focuses on an underexplored professional multimodal genre – instructional video tutorials – and proposes a multimodal evaluation grid incorporating theoretical concepts and empirical results from multimodal linguistics and multimedia learning. We examine how four video communication professionals use the grid to measure the effectiveness of students' video tutorials and identify areas for improvement. We present results for three areas for which the experts considered students did not meet expected professional standards: information organization, timing, and L2 spoken language narration. Our findings suggest possibilities for introducing appropriate forms of action or intervention into teaching multimodal design projects to better prepare L2 English students to meet workplace multimodal literacy requirements.
Key words Workplace-based multimodal literacies, Multimodal evaluation grids, Instructional video tutorials, Collaborative needs-based analysis, Technical communication, EMI (English as medium of instruction) teaching
L2 comprehension of filled pauses and fillers in unscripted speech
Nathaniel Carney, Department of English, Kobe College, 4-1 Okadayama, Nishinomiya, 662-8505, Japan
Abstract One ubiquitous feature of unscripted speech across languages is the use of filled pauses and fillers. However, research has hitherto yielded opposing or ambiguous results about whether filled pauses and fillers in spontaneous speech aid or hinder L2 listeners' comprehension. In the current study, 30 L1 Japanese participants of three English proficiency levels viewed two video texts spoken by two different speakers of General American English. The video texts contained four occurrences of the filled pause um and two occurrences of the filler like. Participants had multiple opportunities to view and comprehend the texts. Comprehension, decoding, and internal processing of the video texts were elicited through a three-task assessment procedure of L1 recalls, L2 repetitions, and verbal reports. Results revealed that some occurrences of um and like caused comprehension difficulties for most participants while other occurrences caused no noticeable difficulty for any participants. The findings suggest that the location of filled pauses and fillers, L2 listeners’ language proficiency, and multiple other factors can determine whether or not filled pauses and fillers will affect L2 listening comprehension of spontaneous speech.
Key words L2 listening comprehension, Hesitation phenomena, Disfluencies, Filled pauses, Fillers, Unscripted speech
Effects of task type and language proficiency on dialogic performance and task engagement
Edgar Emmanuell Garcia-Ponce, Departamento de Lenguas, Universidad de Guanajuato, Mexico
Parvaneh Tavakoli, Department of English Literature, University of Reading, UK
Abstract This study examined the effects of task type and English proficiency on L2 learners' task performance and engagement. By collecting data from 15 learner dyads at three levels of proficiency (elementary, intermediate and advanced) performing three dialogic tasks (personal information, narrative and decision-making tasks), we examined their performance in terms of complexity, accuracy, lexis and fluency (CALF), and degree of task engagement in three dimensions of cognitive, social and behavioural engagement. The results suggested that task type had an impact on all aspects of linguistic performance as well as social and behavioural engagement. While the personal information task elicited the most fluent and accurate language, it was the least engaging task in terms of social engagement. The narrative task elicited the most syntactically complex language, but it was the lowest in terms of behavioural engagement. Language proficiency influenced accuracy and fluency of performance as well as cognitive engagement with the task. The results showed that advanced learners were the most fluent, accurate and cognitively engaged group of learners across the tasks. In general, the results suggest that task type not only encourages specific dimensions of performance in CALF measures, but it could also affect learners’ cognitive, social and behavioural engagement.
Key words CALF, Task, Task-based research, Task engagement, Task performance
When language teacher emotions and language policy intersect: A critical perspective
Lee Her, Department of Lingusitics, Languages, and Cultures, Michigan State University. B331 Wells Hall, 619 Red Cedar Road, East Lansing, MI, 48824, USA
Peter I. De Costa, Department of Lingusitics, Languages, and Cultures, Michigan State University. B331 Wells Hall, 619 Red Cedar Road, East Lansing, MI, 48824, USA
Abstract This case study investigates how one community college instructor in California navigated a set of rules regarding how teachers should feel – feeling rules (Zembylas, 2006) – at the workplace, imposed by a new language policy to accrue emotional capital, embodied emotions developed over time through power structures and daily interaction with students and faculty. A post-structurally oriented emotion and emotional capital framework was adopted to highlight the unequal power relations between the institution and teachers. Our study, which drew on data from a questionnaire, interviews, observations and policy documents, revealed that our focal participant, Alan, was able to align with the feeling rules and manage his emotion labor by employing different strategies (i.e., spirituality and empathy). Instead of resisting the feeling rules or avoiding the emotion labor that stemmed from his workplace, he actively accrued emotional capital by developing tools for future work-related endeavors. The study ends with a call for more research on teacher's emotional capital in TESOL.
Key words Critical, Language teacher emotions, Language policy, Emotional capital, Emotion labor, Spirituality
Exploring EFL teacher resilience in the Chinese context
Honggang Liu, School of Foreign Languages, Northeast Normal University, Changchun, Jilin, 130024, China
Wenxiu Chu, School of Foreign Languages, Northeast Normal University, Changchun, Jilin, 130024, China
Abstract Teacher resilience (TR) has been widely researched in recent years in the general education field. However, scant attention has been given to language teacher resilience (LTR). An in-depth and systematic exploration of the inner structure of LTR is still lacking, which somewhat hinders our understanding of LTR. To address this gap, this study adopted a quantitative approach to investigate the structure of resilience among teachers of English as a foreign language (EFL). An adapted Chinese version of the Connor–Davidson Resilience Scale (CD-RISC) (Connor & Davidson, 2003) was completed by 658 Chinese senior high school EFL teachers. Exploratory and confirmatory factor analyses found a tri-factorial structure of TR involving tenacity, optimism and coping style; the latter was a newly discovered component of TR. In addition, we examined levels of EFL TR and found that they remained moderate to high. On the basis of these findings, the paper offers implications for sustaining and developing EFL TR and proposes future directions for LTR research.
Key words EFL teacher, Resilience, CD-RISC-EFL Teacher Survey, Positive psychology
Exploring the use of collaborative autoethnography as a tool for facilitating the development of researcher reflexivity
Masuko Miyahara, International Christian University, Tokyo, Japan
Akiko Fukao, International Christian University, Tokyo, Japan
Abstract This study explored the experiences of two practitioner researchers engaged in qualitative research at a Japanese university, by employing the collaborative autoethnographic-oriented approach (CAE). Drawing on data from a previous longitudinal research on
learner autonomy, the methodological aspect of the research was reflected upon by focusing on the interview process, in an attempt to explore how CAE could function as a tool for further professional development. Drawing upon the iterative nature of the reflexivity (Chang et al., 2013; Finlay, 2012; Mann & Walsh, 2017), the data collection process involved cycles of individual meta-reflections on the diaries maintained in the previous study, and audio recorded face-to-face discussions of the pre and post-dialogue reflective writings of the researchers. The dialogic accounts strengthened the researchers’ understanding of how they were connected to the research context both on micro and macro levels, and how these two dimensions intertwined to provide new meanings to their sense of self, experiences, and knowledge building. On the basis of the discussion it was concluded that CAE performs dual functions: it is not only a research methodology but can also serve as an effective tool for promoting professional development of researchers through reflexivity.
Key words Collaborative autoethnography, Researcher reflexivity, Researcher professional development, Self-reflective data
Learners' flow experience during peer revision in a virtual writing course during the global pandemic
Caroline Payant, Université du Québec à Montréal, C.P. 8888, Succursale Centre-Ville Montréal, QC, H3C 3P8, Canada
Michael Zuniga, Université du Québec à Montréal, C.P. 8888, Succursale Centre-Ville Montréal, QC, H3C 3P8, Canada
Abstract The global Covid-19 pandemic that hit educational contexts worldwide transformed our regular educational practices and some tasks such as peer revision, a staple in many additional language (AL) writing courses (Hyland & Hyland, 2019), were put aside. As teachers have become more familiar with many new technologies since the start of the pandemic, there is a need to implement peer revision tasks in virtual spaces and to understand learners' experiences in this process. The aims of the present study were to examine AL learners’ subjective experience through flow theory as they engage in peer revision tasks with two components: an individual peer feedback component with a follow-up shared feedback component. Flow, a positive experiential state characterized by focus and involvement in challenging yet doable tasks, has been associated with enhanced self-confidence and task performance (Csikszentmihalyi, 2008). Participants of French as an AL (n = 18) engaged in two peer revision tasks (PR) which included both an individual (I-PR) and a follow-up sharing component (S-PR). Flow perception questionnaires were completed immediately following each task. Findings provide empirical evidence that despite being physically isolated and having limited experience with online technologies, learners experienced flow, especially during the S-PR component.
Key words Peer revision, Peer review, Flow, Engagement, Optimal experience, Task repetition, Computer-mediated-communication, French as a second language, Second language writing, Additional language learning
Language teacher agency in emergency online teaching
Karen Ashton, School of Humanities, Media and Creative Communication, Massey University, Private Bag 11 222 Palmerston North, 4442, New Zealand
Abstrac This article examines the agency of four language teachers, and the affordances and constraints in their achievement of agency, as their routines were disrupted by the sudden shift to emergency online teaching due to the global pandemic, COVID-19. Within this larger shared critical incident, this article discusses the unique critical incidents that prompted each teacher to reflect on their practice, the agency they enacted and factors influencing the actions taken. This study provides further evidence that teachers exercise their agency in line with their professional identities, and illustrates that social structural factors feature prominently in teachers' identities and enactment of agency. The practical-evaluative dimension of agency is also further elucidated with evidence that teachers use their agency to maximise the benefits, evaluating the ‘solution’ adopted as an appropriate response to multiple concerns and goals. This study has important implications for teacher development highlighting the need for professional development programmes to better prepare teachers for the diversity of teaching situations which they may encounter, particularly in relation to differences in the role of the teacher, and the power dynamics and relationships between teacher, learner(s), and parents in different teaching modes.
Key words Teacher agency, Practical-evaluative agency, Emergency online teaching, Online teaching, COVID-19, Teacher development, Language teachers, Language teaching, Critical incidents, New Zealand
Stimulating learner engagement in app-based L2 vocabulary self-study: Goals and feedback for effective L2 pedagogy
Xuehong (Stella)He, Department of English, Faculty of International Studies, Nagoya University of Commerce and Business, 4-4 Sagamine, Komenoki, Nisshin, Aichi, 470-0193, Japan
Shawn Loewen, Second Language Studies Program, Department of Linguistics, Languages and Cultures, Michigan State University, B255 Wells Hall, 619 Red Cedar Road, East Lansing, MI 48824, USA
Abstract Despite its increasing popularity, application-based (app-based) second language (L2) learning faces the persistent issue of low learner engagement. This study explored app-based L2 vocabulary self-study as a course assignment by drawing on Mercer and Dörnyei’s (2020) latest proposal of goal-setting with feedback for stimulating learner engagement and motivation. We adopted a quasi-experimental design that consisted of a treatment group who completed goal-setting-and-checking activities (n = 32) and a control group who did not (n = 31), and compared learner engagement as indexed by the number of words studied weekly and L2 skill development as assessed by TOEIC scores before and after app use. Ratings and comments were also collected from the treatment group on goal-setting-and-checking activities and from both groups on two supplementary feedback tools, Unfinished Lists (lists of students who did not finish app-based self-study assignments) and leaderboards (student rankings based on assignment performance). Quantitative results showed the treatment group studied more words than the control group, although TOEIC scores did not differ between or change within groups significantly. Quantitative ratings and qualitative comments supported overall positive effects of these three pedagogical interventions. Practical suggestions are provided to guide L2 instructors to adapt these pedagogical interventions into their teaching.
Key words Mobile assisted language learning, Language learning apps, Computer assisted language learning, Second language vocabulary learning, Engagement, Motivation, Goal setting, Feedback, Gamification, Leaderboard
Parental support for young learners’ online learning of English in a Chinese primary school
Jian Tao, School of Foreign Studies, Shanghai University of Finance and Economics, 777 Guoding Road, Shanghai, 200433, China
Yueting Xu, School of Foreign Studies, South China Normal University, Room 610, Building of Liberal Arts, South China Normal University, Shi Pai Campus, Tianhe District, Guangzhou, 510631, China
Abstract Online language learning is challenging to young learners who often need high levels of support from teachers and parents due to their limited skills in self-regulated learning. While technology integration in education is on the rise, there continues to be a lack of research into how young learners can be better supported in online language learning. This qualitative study examines how parents support young learners' online learning of English during the COVID-19 pandemic, based on interviews with 30 parents of students in Grades 1–5 at a Chinese primary school. The study reveals a range of supportive practices: monitoring of learning emerged as the top priority for parents, followed by affective, academic and technology support. Most of these parental support strategies were mediated primarily by the children's grade level and/or parents' socioeconomic background. Parents also sought teachers' help and played bridging roles to enable teacher-student interaction, particularly when they were unable to provide direct help themselves. Based on these findings, we proposed a tripartite model of parental support for young learners' online learning of English to include interactions between parents, young learners, and teachers, which may inform research and practice of young learners' online language learning.
Key words Parental support, Young learners, Online learning, English as a foreign language
Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment
HyangeunJi, College of Education and Human Development, Temple University, USA
Soyeon Park, Graduate School of TESOL, Hankuk University of Foreign Studies, South Korea
Hye Won Shin, Department of English Language Education, Korea University, South Korea
Abstract Despite the increasing number of synchronous online learning studies examining the links between engagement, readiness, and satisfaction, to the best of our knowledge, no previous research has focused on investigating second language (L2) learners' satisfaction in a synchronous online learning environment at two waves of data collection. The present study examines this issue by conducting a measurement at the beginning and toward the end of the semester on a sample of 82 Korean undergraduate students using self-report assessments. This study further explored the ways in which students engage in an online synchronous learning environment using qualitative data. Ordinary least squares regression analysis was utilized to examine the predictive relationships between engagement, readiness, and satisfaction. The results showed that higher readiness was associated with positive satisfaction levels at the start of the semester, while learner engagement predicted higher satisfaction levels toward the end of the course. Moreover, students’ use of learning strategies such as note-taking, recording, and searching for additional materials increased their engagement, strengthening the positive relationship between engagement and satisfaction. These findings suggest that L2 learner engagement can effectively facilitate increases in satisfaction in synchronous remote learning over the course of a semester.
Key words Engagement, Readiness, Satisfaction, Synchronous learning environment, Second language learning environment
“I took physical lessons for granted”: A case study exploring students’ interpersonal interactions in online synchronous lessons during the outbreak of COVID-19
Mari Alger, Ghent University, Groot-Brittanniëlaan 45, 9000, Gent, Belgium
June Eyckmans, Ghent University, Groot-Brittanniëlaan 45, 9000, Gent, Belgium
Abstract The coronavirus pandemic presented a unique opportunity to observe how students interact and relate to each other in a new learning environment. This exploratory case study examines students' interpersonal interactions which occurred in online synchronous lessons during the initial stages of the outbreak. The language-focused content analysis of text-based chat data and thematic analysis of reflection answers collected from 40 students enrolled on an English as a Foreign Language (EFL) university course in Belgium is guided by the concept of social presence (SP) from the Community of Inquiry (CoI) theoretical framework and further complemented by a qualitative interpersonal pragmatics approach drawing on relational work. While all of the SP indicators were observed across the eight lessons, explicit acknowledgement of others in the learning environment was the most prevalent and seemed to boost affective and cohesive effects. Furthermore, the findings illustrated the importance students placed on having in-class opportunities to express their frustrations. A linguistic analysis of one such “venting” episode illuminated how a relational chain of events unfolded through students' use of a variety of SP indicators. Despite exuding a negative quality at first glance, the indicators generated immediate, positive relational effects such as enhancing students’ feelings of belongingness.
Key words COVID-19, Interpersonal interaction, Online synchronous learning, Social presence, Relational work, Qualitative analysis
Experienced EFL teachers switching to online teaching: A case study from China
Chunmei Yan, Central China Normal University, China
Li Wang, Central China Normal University, China
Abstract Despite the growth of studies on technology-enhanced language education, language teachers' experiences and stages of transiting to teach online during crisis have received little attention. Informed by the boundary-crossing learning theory as a theoretical framework, this case study aimed to examine three experienced Chinese junior secondary school English teachers' transition to teaching online as a result of the school closure during the outbreak of COVID-19. In the study, we collected a variety of data from the participants including their narratives through stimulated recalls about teaching online, teaching artifacts (e.g., worksheets, lesson plans) about their instructional features, and semi-structured interviews about the transitional process. Reflexive thematic analysis was followed to construct understandings about the participants' online teaching experiences and influencing factors. The results show that the participants experienced three stages of online shift, involving preparing, adapting and stabilizing stages facilitated by four dialogical learning mechanisms, i.e., identification, coordination, reflection and transformation. Their dispositional traits and proactive efforts, and systemic support contributed to their process of overcoming pedagogical, technical and emotional challenges during the boundary-crossing process. Implications are drawn on strategies that facilitate language teachers’ emergency online teaching, and professional development for better online delivery.
Key words Experienced Chinese junior secondary EFL school teachers, COVID-19, Emergency online switching, Boundary-crossing theory, Case study
Experienced EFL teachers switching to online teaching: A case study from China
Chunmei Yan, Central China Normal University, China
Li Wang, Central China Normal University, China
Abstract Despite the growth of studies on technology-enhanced language education, language teachers' experiences and stages of transiting to teach online during crisis have received little attention. Informed by the boundary-crossing learning theory as a theoretical framework, this case study aimed to examine three experienced Chinese junior secondary school English teachers' transition to teaching online as a result of the school closure during the outbreak of COVID-19. In the study, we collected a variety of data from the participants including their narratives through stimulated recalls about teaching online, teaching artifacts (e.g., worksheets, lesson plans) about their instructional features, and semi-structured interviews about the transitional process. Reflexive thematic analysis was followed to construct understandings about the participants' online teaching experiences and influencing factors. The results show that the participants experienced three stages of online shift, involving preparing, adapting and stabilizing stages facilitated by four dialogical learning mechanisms, i.e., identification, coordination, reflection and transformation. Their dispositional traits and proactive efforts, and systemic support contributed to their process of overcoming pedagogical, technical and emotional challenges during the boundary-crossing process. Implications are drawn on strategies that facilitate language teachers’ emergency online teaching, and professional development for better online delivery.
Key words Experienced Chinese junior secondary EFL school teachers, COVID-19, Emergency online switching, Boundary-crossing theory, Case study
Teachers' beliefs on multilingualism in the Basque Country: Basque at the core of multilingual education
MikelGartziarena, University of the Basque Country,
Vitoria-Gasteiz, 48940 Leioa, Biscay, Spain
Li Wang, University of the Basque Country, Vitoria-Gasteiz, 48940
Leioa, Biscay, Spain
期刊简介
This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to the learning and teaching of all languages (e.g. English) as second or foreign languages in all countries. System requires articles to have a sound theoretical base and a visible practical application for a broad readership. Review articles are considered for publication if they deal with critical issues in language learning and teaching with significant implications for practice and research.
《系统》致力于教育技术和应用语言学在外语教学中的应用。在所有国家，人们都重视将所有语言(如英语)作为第二语言或外语的学习和教学。《系统》要求文章要有良好的理论基础和明显的实际应用，有广泛的读者群。如果评论文章涉及语言学习和教学中对实践和研究有重大影响的关键问题，则可考虑发表。
官网地址：
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本文来源：SYSTEM
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