刊讯｜SSCI 期刊《英语语言教学》2022年第1-4期

ELT JOURNAL

Volume 76, Issue 1-4（2022）

ELT Journal（SSCI一区，2021 IF：2.481）2022年第1-4期共刊文68篇。其中，2022年第1期共发文19篇，其中研究性论文5篇。研究论文涉及写作教学、中国英语课程研究、数字视频制作等内容。2022年第2期共发文17篇，其中研究性论文10篇。研究论文涉及多语种大学环境中英语教学、EMI影响因素、关怀教学法等内容。2022年第3期共发文15篇，其中研究性论文4篇。研究论文涉及交际数据驱动学习、教学发音、爱好课程等内容。2022年第4期共发文17篇，其中研究性论文10篇。研究论文涉及好奇心、学习日记、ITA培训、激励策略、教学意图等内容。2022年已更完，欢迎转发扩散！

往期推荐：

目录

ISSUE 1

SPECIAL SECTION ON EMERGENCY AND ONLINE ELT

• Focusing on ESOL teachers’well-being during COVID-19 and beyond, by Chiu-Yin Wong, Alyson Pompeo-Fargnoli,Wendy Harriott,Pages 1-10

• Virtual exchange in teacher education: focus on L2 writing, by Shannon M Hilliker, Özge Yol,Pages 11–19

• Coping with COVID-19-related online English teaching challenges: teacher educators’suggestions, by Muhammad M M Abdel Latif, Pages 20–33

• Insights into emergency remote teaching in EFL, by Iclal Can, Leyla Silman-Karanfil,Pages 34–43

• Children’s and teachers’ views on digital games in the EFL classroom, by Julie Waddington, Daria Bannikova Charikova,Pages 44–57

• Activity-induced boredom in online EFL classes, by Ali Derakhshan, Mariusz Kruk, Mostafa Mehdizadeh, Mirosław Pawlak, Pages 58–68

  ARTICALS

• Decentring ELT: teacher associations as agents of change, by Darío Luis Banegas, Deborah Bullock, Richard Kiely, Kuchah Kuchah, Amol Padwad, Richard Smith, Martin Wedell,Pages 69–76

• Does planning before writing help? Options for pre-task planning in the teaching of writing, by Rod Ellis,Pages 77–87

• Towards a Global Englishes-aware National English Curriculum of China, by Haibo Liu, Fan Fang, Pages 88–98

• Tackling the content of a course for academic legal

• purposes, by Smaragda Kampouri,Pages 99–108

• Student engagement with digital video production, by Alastair Henry,Pages 109–118

TECHNOLOGY FOR THE LANGUAGE TEACHER

• Social robots for English language teaching, by Hansol Lee, Jang Ho Lee, Pages 119–124

THE VIEW FROM HERE

• A self-produced podcast to support EFL learners in Japan, by Richard Thomas Ingham,Pages 125–128

SURVEY REVIEW

• Translanguaging and the shifting sands of language education，by Emma Brooks, Pages 129–146

REVIEWS

• Language Teacher Recognition: Narratives of Filipino English Teachers in Japan, by Hohsung Choe, Pages 147–149

• Using Tasks in Second Language Teaching: Practice in Diverse Contexts, by Thomas A Williams, Pages 150–153

• Teaching in Challenging Circumstances, by Deborah Bullock, Pages 154–156

• Doing a Master’s Dissertation in TESOL and Applied Linguistics, by Sedigh Mohammadi, Pages 157–159

IATEFL

• Extending IATEFL’s influence: a case study in fostering inclusive science initiatives, by Bethany Cagnol, Pages 160–161

ISSUE 2

ARTICLES

• Rethinking the roles of ELT in English-medium education in multilingual university settings: an introduction , by Emma Dafouz, John Gray, Pages 163-171

• Translanguaging as a political stance: implications for English language education, by Li Wei, Pages 172-182

• Developing the multilingual agenda in EMI higher educational institutions, by Siân Preece, Pages 183-193

• Tertiary-level STEM and EMI: where EFL and content meet to potentiate each other, by Y-L Teresa Ting, Pages 194-207

• The challenges of English medium instruction for subject lecturers: a shared viewpoint, by Tim Deignan, Tom Morton, Pages 208-217

• Training multilingual English language teachers: challenges for higher education, by Christa van der Walt, Pages 218-226

• Teacher strategies in implementing English medium instruction, by Jack C Richards, Jack Pun, Pages 227-237

• The challenges of EMI for art and design students in the UAE, by Wayne Jones, Kara McKeown, Suzanne Littlewood, Pages 238-249

• Exploring English as a ‘glocal language’ in online EMEMUS, by Francesca Helm,Pages 250-260

• English medium higher education in China: challenges and ELT support, by Sihan Zhou, Jim McKinley, Heath Rose, Xin Xu, Pages 261-271

KEY CONCEPTS IN ELT

• Innovation in ELT revisited, by Martin Wedell, Pages 272-275.
  

SURVEY REVIEW

• Research methods in applied linguistics and language education: current considerations, recent innovations, and future directions, by Farahnaz Faez, Juliane Martini, Niousha Pavia, Pages 276-296

REVIEWS

• Vocabulary and the Four Skills. Pedagogy, Practice, and Implications for Teaching Vocabulary, by Stefan Hofstetter, Pages 297-300

• Teaching English to Pre-Primary Children: Educating Very Young Children, by Beatriz Cortina-Pérez, Pages 301-303

• Positive Psychology in Second and Foreign Language Education, by Ali Derakhshan, Pages 304-306

IATEFL

• Pulled both ways, by Mojca Belak, Pages 307-308

ERRATUM

• Translanguaging as a political stance: implications for English language education, by Liwei, Pages 309

ISSUE 3

SPECIAL SECTION ON GRAMMAR

• From learners to users—errors, innovations, and universals, by Elina Ranta, Pages 311-319

• Addressing sociolinguistic challenges in teaching spoken grammar, by June Ruivivar, Pages 320-329

• How useful is it to teach affixes in intermediate classes?, by Penny Ur, Pages 330-337

• Rehabilitating the ELT conditional system, by Graham Burton, Pages 338-347

• If we could just suggest: a response to Graham Burton, by Christian Jones, Daniel Waller, Pages 348-352

• A response to Jones and Waller (2022), by Graham Burton, Pages 353-355.

ARTICLES

• Communicative data-driven learning: a two-year pilot study , by Yoko Hirata, Paul Thompson, Pages 356-366

• Listening in interaction: reconceptualizing a core skill, by Jonathon Ryan, Pages 367-374

• Teaching pronunciation: toward intelligibility and comprehensibility, by Angelica Galante, Enrica Piccardo, Pages 367-374

• The hobby course: towards a languaging curriculum, by Richard Watson Todd, Ronnakrit Rangsarittikun, Pages 387-395

TECHNOLOGY FOR THE LANGUAGE TEACHER

• Mobile instant messaging for ELT, by Alberto Andujar,Pages 396-403

THE VIEW FROM HERE

• Multilingualism in Lebanon: bridging reality to practice, by 

Lana Zeaiter, Pages 404-408

REVIEWS

• An Introduction to Evidence-Based Teaching in the English Language Classroom: Theory and Practice, by Masatoshi Sato, Pages 412-414

• Pop Culture in Language Education: Theory, Research, Practice, by Chun Zeng, Kevin Wai Ho Yung, Pages  415-417

• Pedagogies in English for Academic Purposes: Teaching and Learning in International Contexts, by Michèle le Roux, Pages 418-420

ISSUE 4

ARTICLES

• Learner-initiated exploratory practice: revisiting curiosity, by Yoshitaka Kato, Judith Hanks, pages 421-431

• Using learning journals to promote learner autonomy, by Muthita Chinpakdee, Pages 432-440

• Enhancing long-term learner engagement through project-based learning, by Scott Aubrey, Pages 441-451

• Design-based research approach for teacher learning: a case study from Singapore, by Fei Victor Lim, Thi Thu Ha Nguyen, Pages 452-464

• Motivational dynamics in learning English in Second Life, by Mariusz Kruk, Pages 465-475

• Reimagining ITA training: promoting student-scholars’ agency, by Neda Sahranavard, Qian Du, Pages 476-486

• Low attendance on a peer tutoring scheme for English language learners, by Lee Mackenzie, Pages 487-496

• The representation of source use in academic writing textbooks, by Qingyang Sun, Bill Soden, Pages 497-507

• Teachers’ pedagogical intentions while using motivational strategies, by Zening Yang, Hugo Santiago Sanchez, Pages 508-518

• Exploring L2 teacher motivation to participate in a theatre festival, by Daniela Bačová, Pages 519-528

POINT AND COUNTERPOINT

• Moving beyond ‘infancy’: towards a cross-fertilization between EMI and EAP scholarship,by Ursula Wingate, Angela Hakim, Pages 529-537

• Cross-fertilisation, not bifurcation, of EMI and EAP, by Nicola Galloway, Heath Rose, Pages 538-546

• Mapping a way forward: toward a shared EMI and EAP research agenda, by Angela Hakim, Ursula Wingate, Pages 547-550

KEY CONCEPTS IN ELT

• Multimodality, by Matt Kessler, Pages 551-554

SURVEY REVIEW

• Pronunciation: from Cinderella to Achilles Heel … to Golden Age?, by Jonathan Marks,Pages 555-577

REVIEWS

• TESOL and Sustainability: English Language Teaching in the Anthropocene Era , by Katharina Glas, Pages 578-580

• International Perspectives on Diversity in ELT , by Jiaoyue Chen and Delin Kong, Pages 581-584

摘要

Decentring ELT: teacher associations as agents of change

Darío Luis Banegas

Deborah Bullock 

Richard Kiely

Kuchah Kuchah

Amol Padwad

Richard Smith

Martin Wedell

Abstract In 2018, the A.S. Hornby Educational Trust launched its ‘Decentring ELT’ initiative, with the aim of identifying, publicizing, and supporting ways in which English language educators in low- and middle-income countries work locally and collaboratively to develop activities that respond to their particular circumstances. This article aims to explore the notion of ‘decentring’ in ELT by means of a provisional characterization and by presenting examples of activities carried out by ELT teacher associations in Africa, Latin America, and South Asia which involve: localization/devolution; encouragement of success-sharing; support for teacher research; investigation of members’ needs and/or capabilities; and/or attempts to bring about wider change. On the basis of feedback received so far on our provisional characterization of decentring, we end by highlighting some ways in which this notion, and outside support for it, may need to be not only extended but also problematized and critiqued.

Does planning before writing help? Options for pre-task planning in the teaching of writing

Rod Ellis

Abstract An important issue in the teaching of writing is whether students should prepare a plan before they start writing. Teacher guides generally recommend pre-task planning (PTP) but with provisos. Research that has investigated PTP, however, does not lend unconditional support to PTP. This article takes a look at the research and draws from it a number of options that teachers of L2 writing can consider when deciding whether and how to undertake PTP in their own teaching context.

Towards a Global Englishes-aware National English Curriculum of China

Haibo Liu

Fan Fang (Gabriel)

Abstract Although researchers and practitioners have discussed the concept of Global Englishes (GE), the degree of GE’s influence in the practical use of English is much wider and deeper in the real world than in the field of education. Mainstream ELT practices tend to adhere to native and fixed norms, which are regarded as the central problems in ELT from the perspective of the GE paradigm. Although a GE-oriented pedagogy has been discussed, studies on curriculum in the Chinese ELT context from the GE perspective are relatively rare. This paper aims to investigate the extent to which the National English Curriculum (NEC) in China reflects GE-oriented phonology and cultural learning. The study adopted a content analysis in which the NEC statements on phonology and cultural aspects were identified and discussed. After reporting the findings, the paper further discusses some pedagogic implications about curriculum and language teaching from the GE perspective.

Tackling the content of a course for academic legal purposes

Smaragda Kampouri

Abstract This article addresses the practices that English for academic legal purposes (EALP) teachers employ to tackle law subject content. It draws on research that took place in a British university pre-sessional course for third-year undergraduate and postgraduate law students. The data come from tutorials, legal skills classroom observations and semi-structured interviews. The original study examined four EALP teachers; here I focus on the findings regarding one EALP teacher with sound experience of teaching EAP but no specific law background. The results of the study show that in EALP, as well as wider English for specific academic purposes (ESAP) contexts, limited subject-content knowledge (SCK) can lead to the frustration and lack of confidence of the ESAP teacher, and suggest utilizing the SCK of experienced colleagues and students to address this.

Student engagement with digital video production

Alastair Henry

Abstract In many contexts of contemporary ELT, the L2 can be widely encountered beyond the classroom. In these settings, teachers need to maximize opportunities for meaningful participation. Digital video production (DVP) provides one such opportunity. Little, however, is known about the types of DVP common in particular contexts of ELT, the extent to which DVP functions as a motivational resource, or how engagement is generated. This mixed-methods study in a Swedish context addresses these questions. Results show that DVP takes place in genre-specific forms and has significant motivational potential. Analyses suggest that DVP can generate embodied forms of engagement. By creating appealing characters and storylines, and through the use of mobile devices and easy-to-use video-editing software, students can engage in authentic self-expression in meaningful and satisfying ways. Insights into the ways in which engagement is generated can provide teachers with valuable knowledge when designing learning activities that incorporate DVP.

Rethinking the roles of ELT in English-medium education in multilingual university settings: an introduction 

Emma Dafouz

John Gray

Abstract The Introduction to this Special Issue on ELT and English-medium education in multilingual university settings provides a picture of the dynamic backdrop to the issues addressed by our contributing writers. We begin with a reflection on the nature of ELT and then move to a discussion of the specific nature of English-medium education in higher education globally. The Introduction underlines the importance of respecting and drawing on students’ multilingual repertoires, and the opportunities this affords for decolonising ELT in university settings.

Translanguaging as a political stance: implications for English language education

Li Wei

Abstract Following the multilingual trend in language education, translanguaging advocates active use of multiple languages and other meaning-making resources in a dynamic and integrated way in teaching and learning. When it comes to foreign language education, translanguaging advocates a view that the languages the learners already have should and can play a very positive role in learning additional languages. Moreover, the knowledge already acquired through the learners’ first and/or prior learned languages also plays an important role in foreign-language-medium education. This view is more than a pedagogic or theoretical perspective; it is a political stance, a decolonizing stance, that this article explores. It discusses the implications of the political naming of languages and critiques notions such as academic English.

Developing the multilingual agenda in EMI higher educational institutions

Siân Preece

Abstract Universities in English medium instruction (EMI) settings are generally reticent about the linguistic diversity of their student body. Very often, a monolingual mindset dominates institutional thinking that casts linguistic diversity as obstacle rather than asset for the EMI curriculum. This has given rise to deficit models of English language provision in which language tutors are viewed as offering language support and ‘fixing’ language problems. It is timely to address these anachronistic views. In this paper, I do so by making the case for the multilingual agenda in EMI higher educational institutions. From a plurilingual perspective, I examine three narratives for developing the multilingual agenda: (1) ‘the institution as anglophone and multilingual’; (2) ‘students as plurilingual speakers’; and (3) ‘EMI curriculum and pedagogy informed by language-as-resource’. I argue that the significance of these narratives lies in treating them as interrelated and demonstrating their salience for enacting wider higher education agendas at the institutional level.

Tertiary-level STEM and EMI: where EFL and content meet to potentiate each other

Y-L Teresa Ting

Abstract Tertiary-level English medium instruction (EMI) presents an opportunity for both EMI and science, technology, engineering and maths (STEM) pedagogies: tertiary STEM needs student-centred strategies familiar to EFL, whereas tertiary EFL can harness the innate complexity of STEM towards complex language production. With the aim of achieving coequal EFL–STEM collaborations, this article presents: (1) neuroscience findings demonstrating the shortcomings of teacher-centred lecturing common in tertiary STEM instruction, and thus the need for EFL expertise; (2) a schema which, by logically delineating the ‘language dilemma of content instruction’, positions language instruction within STEM education; (3) two grids for guiding instructional design—a two-dimensional grid that disentangles content from language, delineating the cognitive demands imposed by each and helping experts optimize the trajectory of instructional-tasks, and a three-dimensional translanguaging grid delineating all linguistic codes within the EMI space, allowing each EFL–STEM team member to participate in designing student-centred translanguaging tasks without leaving their respective comfort zones; (4) examples of EMI–STEM translanguaging tasks informed by the grids and which guarantee level-appropriate content instruction while supporting the mastery of disciplinary discourses, in both English and the L1.

The challenges of English medium instruction for subject lecturers: a shared viewpoint

Tim Deignan

Tom Morton

Abstract English medium instruction (EMI) is seen as a site for improving students’ English language, yet the role of the EMI lecturer in achieving this is contested. Views on what constitutes appropriate training and professional development for EMI lecturers also differ regarding English language skills and EMI-specific methodology. Using Q methodology, this paper explores these issues from a particular perspective, a synthetic viewpoint based on six EMI lecturers with very similar views. Its voice is pro-EMI yet has significant concerns regarding the workload involved, is insecure about its own linguistic performance, fears a loss of subject content depth, and questions the effectiveness of EMI for students learning a subject. The paper highlights the importance of such feelings in relation to perceived language and pedagogy challenges and considers the broader implications for EMI teacher training interventions regarding the practices of disciplinary knowledge-building and the linguistic and communicative resources used to enact them.

Training multilingual English language teachers: challenges for higher education

Christa van der Walt

Abstract In South Africa, English is used as a language of learning and teaching for most students from Grade 4 onwards. National policies have requirements for all teachers regarding language proficiency in English, and they also require all teachers from Grades R (pre-school) to 6 to be English language teachers. Because most teachers are not English home language speakers, it is necessary to build academic language proficiency across school subjects along the lines of multilingual content and language integrated learning (MCLIL). National policy documents show little awareness of this and constrain teacher education for multilingual contexts.

Teacher strategies in implementing English medium instruction

Jack C Richards

Jack Pun

Abstract With the expanding role of English medium instruction (EMI) worldwide there has been an increasing use of English to teach content subjects at tertiary level. In implementing EMI a common assumption has been that the primary issue affecting successful EMI is the English proficiency level of the EMI instructor. This paper reviews this assumption by exploring three dimensions of EMI—the cognitive, the genre, and the academic task dimensions of teaching in a discipline—and the role that English plays in developing disciplinary literacy and competence. From a review of EMI teachers’ accounts of EMI in Hong Kong as well as other EMI contexts, information is presented to demonstrate the ways in which EMI teachers adapt their teaching in order to prepare for and manage EMI. Goals are suggested for the professional development of EMI teachers.

The challenges of EMI for art and design students in the UAE

Wayne Jones

Kara McKeown

Suzanne Littlewood

Abstract While there are a variety of reasons for implementing English medium instruction (EMI) at higher-education institutions (HEIs) worldwide, this decision is often made without consideration of its potential impact on student learning. Federal HEIs in the United Arab Emirates (UAE) are no exception. With English language admission standards at between 5.0 and 5.5 IELTS, students are frequently challenged to successfully complete the tasks required of them and faculty can be frustrated by the level of work they receive. This article describes the findings of a research project, conducted with Emirati art and design students at one of these HEIs, which identified challenges experienced by students and faculty in an EMI setting. A subsequent initiative investigating writing genres students need to be familiar with is also discussed. Finally, collaboratively developed teaching materials are also described. With appropriate contextual modifications, these initiatives could be replicated in EMI contexts elsewhere.

Exploring English as a ‘glocal language’ in online EMEMUS 

Francesca Helm

Abstract COVID-19 led to a transition to ‘remote emergency teaching’ in higher-education contexts across the globe. The impact of this on English-medium education in multilingual university settings (EMEMUS) contexts is yet to be fully understood, but it is clear that it will be long lasting. This article outlines three online pedagogic activities that were adopted in an English-taught course that transitioned from the classroom to online. Based on a conceptualization of English as a ‘glocal language’ and motivated by an orientation towards a ‘pedagogy of care’, the activities were designed to draw on students’ rich linguistic repertoires and support community building. The first activity was a language portrait, the second entailed online and offline exploration of the linguistic landscape of the local contexts, and the third activity was the critical analysis, editing, translation, and/or adaptation of Wikipedia pages. All activities can be adapted for the ELT classroom.

English medium higher education in China: challenges and ELT support

Sihan Zhou

Jim McKinley

Heath Rose

Xin Xu

Abstract This mixed-methods study explores the language-related difficulties and ELT support offered in English-medium programmes at eight universities in China. Data included a student questionnaire (n = 394) measuring the difficulties of 45 academic tasks, organized around the four skills of reading, writing, listening, and speaking. Results revealed students faced the largest difficulties with productive skills, especially writing. To explore structural language support for overcoming such challenges, fieldwork interviews with twenty-six senior faculty at eight universities in four cities in China were conducted. These revealed three main types of institutional support: concurrent language support from English language teachers offered alongside English medium programmes; preparatory programmes taken before students enrolled in English medium courses, which were prevalent in language-specialist universities; and self-access learning and writing centres, which were found at two transnational universities. When structural support was lacking, content teachers reported making grassroots efforts to help students understand content via use of the students’ multilingual repertoires in explanations, interactions, and materials.

Communicative data-driven learning: a two-year pilot study 

Yoko Hirata

Paul Thompson

Abstract With the development of language corpora, linguists have been able to identify how often specific words, phrases, and expressions are used, and in which contexts. However, applications of corpora in the wider domain of language teaching have remained limited. This article presents an approach to utilizing corpora, combining principles from communicative language teaching and data-driven learning, and based on a two-year action-research-based trial of the approach with a monolingual class at a Japanese university. Beginning with learner training in their L1, students learned to analyse concordance lines and were given the opportunity to recontextualize and conceptualize any identified language patterns and features through realistic communicative activities. While challenges remain in relation to the effectiveness of learner training and the preparation of suitable concordance lines, students were found to have increased their fluency and accuracy, and to have made improvements to their speaking confidence and complexity.

Listening in interaction: reconceptualizing a core skill

Jonathon Ryan

Abstract For many language learners, listening represents a major source of anguish, with apparent success in the confines of the classroom failing to be mirrored in the ordinary interactions of daily life. One contributing factor may be the continued reliance on listening texts and activities that position the learner as a bystander rather than a participant. In response, the concept of interactive listening has drawn considerable attention in ELT. What has been largely missing, however, is the application of principles drawn from the last twenty years or so of empirical research in fields such as conversation analysis which reveal how interactions actually unfold for listeners. This article identifies five core concepts that may be fundamental to further developing a robust approach to listening in interaction: participation status, meaning as action, projection, participatory listenership, and recipient design.

Teaching pronunciation: toward intelligibility and comprehensibility

Angelica Galante

Enrica Piccardo

Abstract Pronunciation is a common topic of interest in ELT but teachers may be unsure of what features of pronunciation to prioritise, especially in multilingual classes. While research calls for explicit pronunciation instruction that focuses on improving intelligibility and comprehensibility, implementation is still a challenge. This article presents pedagogical applications following the new CEFR descriptors for phonological control. We discuss a 40-hour pronunciation course for international ESL students from diverse L1s in a Canadian university. Pronunciation instruction was delivered through controlled speech practice and drama tasks for practice of extemporaneous speech. Students completed weekly audio recordings, received extensive feedback and completed self-reflections. Moreover, the teacher assessed pre- and post-course recordings to identify change over time. Results show that students developed awareness of pronunciation features that can contribute to more intelligible and comprehensible speech and that a listener’s lack of familiarity with speech diversity can play a role in how speech is perceived.

The hobby course: towards a languaging curriculum

Richard Watson Todd

Ronnakrit Rangsarittikun

Abstract 

The English as a lingua franca (ELF) and languaging research areas have challenged the norm that the goal of ELT is to teach a standardized language. This article reports on a course following the principles of ELF and languaging where the goal is to support students to use and grow their existing repertoire of resources to do things in English. The course was taught at a Thai university and was organized around each student learning a hobby of their choice. Focusing on strategies for using language, the course provided support for students to learn about their hobby, to interact with others through social media, and to create videos. Students’ reflections on their learning show substantial developments in their ability to do things in English and preliminary changes in attitude. The shift from teaching linguistic features to exploring strategies for exploiting existing learning resources provides a new paradigm in ELT.

Learner-initiated exploratory practice: revisiting curiosity

Yoshitaka Kato 

Judith Hanks

Abstract This paper investigates the potential of learner-initiated exploratory practice (EP), which encourages learners to set their own investigative agenda based on their curiosity-driven puzzles. A case study was conducted in a remedial course for undergraduate students at a university in Japan. Data included student puzzles, posters, and reflective questionnaires. Student investigations of their puzzles remind teachers and researchers of the affordances of learning from learners. The results suggested that, despite their previously disoriented attitudes towards learning English, this form of fully inclusive practitioner research, EP, provides learners with an opportunity to realize their curiosity and reinvigorate their motivation towards language learning.

Using learning journals to promote learner autonomy

Muthita Chinpakdee

Abstract This article presents some of the findings from a larger research project which aimed to promote learner autonomy among Thai secondary school learners through strategy-based intervention. It looks specifically at how reflective journal writing, as a part of the intervention programme, helped learners develop the capacity to direct their own learning. The article also identifies potential challenges in using learning journals to promote learner autonomy in a language classroom. Findings indicate that guided reflective learning journals can be an effective tool to help learners develop metacognitive awareness about their learning process and the ability to independently direct their learning activities. The article concludes by considering how reflective journal writing can be incorporated into regular classroom practice to promote autonomous language learning.

Enhancing long-term learner engagement through project-based learning

Scott Aubrey

Abstract This paper reports on the implementation of a language learning project in a Japanese EFL classroom in which the trigger, or motivational energy for involvement, came from interacting with English-speaking international students. The project provided a context to investigate the trajectory of one group’s (three learners) sustained engagement across three tasks that formed the subgoals of the project. Data sources include learner diaries, engagement questionnaires, and transcripts of task conversations, which together were used to describe the level of engagement for each learner at key times throughout the project. The findings indicate that engagement is sustained by certain flow-like conditions during tasks (i.e., control, interest, challenge-skill balance), group cohesion among project members, and a growing focus on the long-term goal of the project. The results highlight project design features that teachers should consider when implementing projects with the purpose of engaging students.

Design-based research approach for teacher learning: a case study from Singapore

Fei Victor Lim

Thi Thu Ha Nguyen

Abstract In this article, we describe how a design-based research approach brought about teacher learning in terms of both confidence and competence to design and enact a multiliteracies lesson package. This study is situated within the efforts to grow a community of practice comprising teacher champions across schools as they work closely with researchers. Based on a single case study of a teacher, the article discusses her discernible trajectory of growth as evident from her reflections collected after each of the lesson co-design sessions, the lesson plans that she designed, and her actual classroom practices. The findings from the study suggest that the design-based research approach, given its features, can be productive in bringing about a deeper and more reflective teacher learning and as a platform to strengthen the nexus between research and practice.

Motivational dynamics in learning English in Second Life

Mariusz Kruk

Abstract In countries in which opportunities to use a foreign language are mostly limited to the language classroom, teachers and students need to seek occasions to practice it. Luckily for them, virtual worlds provide many ways of practicing the language they study and communicate with many target language speakers. This paper reports a study that investigated changes in motivational dynamics and factors contributing to changes in the levels of motivation as reported by two advanced learners of English. They were asked to use the virtual world Second Life after classes and practice English. Quantitative and qualitative analysis of the data revealed changes in intensity of motivation and several factors responsible for them. On that basis, some guidelines for increasing motivation in the context of virtual worlds are offered.

Reimagining ITA training: promoting student-scholars’ agency

Neda Sahranavard

Qian Du

Abstract The practice of international teaching assistant (ITA) training across US institutions has been centred around a traditional model of native speakerism that expects ITAs to acquire the American communication paradigm through pre-made pronunciation and comprehension drills and exercises. Such practice tends to isolate the teaching of listening, speaking, and pronunciation from ITAs’ profound academic background, linguistic competence, and agency. This paper reports on an empowering ITA training curriculum that personalizes and professionalizes learning for international young scholars by promoting their accountability, responsibility, decision-making, and agency. Rather than approaching ITA training from traditional repeat-after-me pronunciation exercises and instructor-centred lectures, our approach leads to vital strides in ITAs becoming confident users of English with tools they need in their future academic endeavours. The curriculum also prepares them for academic success by creating a community of ITAs who learn through using compelling and professionally meaningful topics and materials.

Low attendance on a peer tutoring scheme for English language learners

Lee Mackenzie

Abstract This study identifies reasons for the low attendance of a peer-tutoring scheme for English language learners at a Colombian university. In what may be the first study of its kind, the article draws on concepts from realist evaluation to analyse the data from semi-structured interviews with six EFL teachers and two peer tutoring scheme staff. The findings suggest the importance of regular communication between tutees and their English teachers for the success of such schemes. The study also identified other factors that impact low attendance such as the value of English, student anxiety, motivation, and institutional constraints. These findings have implications not only for the implementation of English language peer-tutoring programmes in other EFL contexts, but also for EFL teaching more generally. To boost participation rates in such programmes, the study recommends compulsory participation for struggling learners, teacher training in motivational strategies, and activities aimed at increasing stakeholder involvement.

The representation of source use in academic writing textbooks

Qingyang Sun 

Bill Soden

Abstract Using sources appropriately is an important topic in teaching EAP. It involves a wide range of knowledge and skills, from the avoidance of plagiarism to the rhetorical attention to authorial stance and voice. Although a number of studies have shed light on how students cope with the challenges of source use, less is known about how each aspect is addressed in widely used EAP or study skills textbooks. This article presents an analysis of the representation of source use in thirteen concurrently used textbooks of academic writing. It was found that most of these textbooks discuss definitions of plagiarism and how to avoid it, with a fair number of textbooks also providing substantial activities on paraphrasing and summarizing. However, how citations can be used to take a stance and develop voice in academic texts is underrepresented. Implications for designing teaching materials and using textbooks in the classroom will be discussed.

Teachers’ pedagogical intentions while using motivational strategies

Zening Yang

Hugo Santiago Sanchez

Abstract Teaching in a way that motivates students to learn and grow is a ubiquitous goal in language teaching and language teacher education. Although the existing literature has looked into various motivational strategies that can enhance or maintain L2 students’ motivation, there is currently little research on teachers’ mental lives behind their motivational teaching practices. This qualitative case study thus explored teachers’ pedagogical intentions while implementing motivational strategies. Drawing on data from semi-structured background interviews, classroom observations, and post-lesson stimulated recall interviews, this study shows that teachers’ enactment of motivational strategies was influenced by their awareness of the intentions to motivate as well as the intentions to facilitate student learning. Furthermore, the study provides evidence of the potential of stimulated recall for awareness-raising. Based on these findings, we provide practical recommendations for using stimulated recall for maximising the pedagogical potential of motivational strategies in the language classroom.

Exploring L2 teacher motivation to participate in a theatre festival

Daniela Bačová

Abstract  Teacher motivation is a key component for increasing teachers’ commitment to their professionalism and the quality of their teaching. This paper provides insight into L2 teacher motivation in the context of their sustained engagement with a theatre festival for schools. Drawing on self-determination theory, it investigates how this extracurricular activity enables the teachers to fulfil their individual and professional needs. The findings from eight semi-structured interviews of Slovak ELT teachers suggest the festival offers them a space for satisfaction of their needs for autonomy, competence, and relatedness in the long term. The festival enables them to pursue their own intrinsic appreciation of arts and theatre that is then shared with their pupils. Teachers appreciate the co-creative process during the rehearsals, which enhances learners’ intrinsic and instrumental value of learning English. They believe the festival fosters their learners’ language development in a holistic way, enhancing their emotional and social skills.

期刊简介

ELT Journal is a quarterly publication for all those involved in English Language Teaching (ELT), whether as a second, additional, or foreign language, or as an international Lingua Franca. The Journal links the everyday concerns of practitioners with insights gained from relevant academic disciplines such as applied linguistics, education, psychology, and sociology.

ELT Journal 是所有参与英语语言教学 (ELT) 的人的季刊，无论是作为第二语言,外语，还是作为国际通用语。该杂志将从业者的日常关注与从相关学科（如应用语言学、教育、心理学和社会学）获得的见解联系起来。

ELT Journal aims to provide a medium for informed discussion of the principles and practice which determine the ways in which English is taught and learnt around the world. It also provides a forum for the exchange of information and ideas among members of the profession worldwide.

ELT Journal 旨在提供一种媒介，让人们对决定世界各地教授和学习英语的方式的原则和实践进行讨论。它还为全球专业人士之间交流信息和思想提供了一个平台。

官网地址：

https://ELT Journal | Oxford Academic (oup.com)

本文来源：ELT期刊官网

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