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Abstract: Abstract There is an ongoing concern regarding the alignment of textbooks with curriculum standards across different subjects. Such studies have emphasized the critical, yet complex, role of textbooks in bridging pedagogical practices with curricular reforms. The present research builds upon these discussions, by examining not only the alignment but also exploring how ELT textbooks supplement the English national curriculum. In this descriptive study, two series of high school ELT textbooks were scrutinized through both quantitative and qualitative lenses. The findings revealed notable misalignments between the learning competencies covered by the textbooks and those outlined by the national curriculum. Furthermore, the textbooks implemented a range of strategies to supplement the curriculum, actions that could be interpreted as either deficiencies or enhancements. Implications for curriculum design, textbook development, and future studies are discussed. PubDate: 2024-08-08
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Abstract: Abstract Based on the UTAUT model, many studies have analyzed the factors influencing the use of artificial intelligence by teachers and students, but the conclusions are not uniform. This study chose high quality studies and encoded them to do meta analysis. After heterogeneity testing, sensitivity analysis and publication bias test, it has been found that facilitating conditions, performance expectancy, effort expectancy, and social influence are the main factors affecting the use of artificial intelligence by teachers and students. At the same time, national regions, group identities, application fields, application stages, and tool types play varying degrees of moderating roles in influencing factors. To enhance the use of AI in education, some implications should be implemented. PubDate: 2024-08-07
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Abstract: Abstract This study investigates the impact of empowering leadership exhibited by school principals on teachers’ perspectives on organizational ostracism and well-being at work in educational settings in Türkiye. Applying a cross-sectional research design, we collected responses from 603 teachers in different provinces. The results reveal that empowering leadership has a positive impact on teachers’ well-being. Furthermore, empowering leadership practices significantly diminish teachers’ perceptions of ostracism, thus cultivating a positive and inclusive work environment. Our findings emphasize the pivotal role of organizational ostracism in mediating the relationship between empowering leadership and well-being at work, highlighting the importance of empowering leadership in creating a healthy and supportive school setting. These insights offer valuable guidance to school leaders, teachers, and policymakers in crafting conducive work environments, enhancing teacher–principal relationships, and promoting overall teacher well-being. PubDate: 2024-08-05
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Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Abstract In new paradigms, teachers’ cognition and emotion must be considered dialectically shaped co-evolving processes. To address the issue, the study examined how language teachers’ perezhivaniya (plural form of perezhivanie, a concept from Sociocultural Theory that describes a unity between cognition and emotion) developed. During a semester (17 weeks), a study of 13 teachers of Japanese as a foreign language was conducted at a university in northeast China. Narrative inquiry was used to collect perezhivaniya excerpts from retrospective diaries, reflection diaries, and interviews. Q-methodology was also employed to group participants based on their cognitive and emotional changes toward technology-mediated language teaching (TMLT). In our study, teachers’ negative perezhivaniya resulted from a lack of affordances for online and hybrid education in professional development. Teachers experienced many dramas (unit of analysis of perezhivaniya) as they adapted to TMLT. Conversely, teachers’ positive perezhivaniya originated from teacher agency and developed through affordances offered by the sociocultural community. We also found teacher perezhivaniya changed in three staged patterns: resistance and demotivation (during large-scale offline teaching before the pandemic), obligation and adaptation (during large-scale online teaching during the pandemic), and inventiveness and motivation (during online and offline blended teaching after the pandemic). In conclusion, we identified teachers’ perezhivaniya developed in a dynamic, historical, complex as well as multi-layered (with time-developmental, drama-historical, and SSD-social as indicators) pattern. PubDate: 2024-08-01
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Abstract: Abstract The adoption of technology in second language (L2) classrooms has been found a complicated process depending on several factors, two of which may play a crucial role in teachers’ technology adoption are emotional intelligence (EI) and self-efficacy beliefs. To date, however, there exists little empirical evidence regarding their interaction to predict L2 teachers’ technology adoption in Asian countries. To bridge this gap, this quantitative study collected data through three questionnaires from a sample of 214 Chinese English as foreign language (EFL) teachers. The results of structural equation modeling (SEM) and regression analysis revealed that both EI and self-efficacy could, respectively, predict 89% and 63% of variances in Chinese EFL teachers’ technology adoption. Drawing on the obtained results, some conclusions, implications, and directions for future research are presented to avid researchers and educators to heighten their knowledge of educational technology and emotions. Affiliations: Please check and confirm that the authors and their respective affiliations have been correctly identified and amend if necessary. Thank you, the modifications have been completed. PubDate: 2024-08-01
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Abstract: Abstract Language teachers cannot ignore the role of technology in young language learners’ lives to engage and motivate them. Therefore, the current research investigated the mediating effect of students’ learning and cognitive styles on the relationship between their emotions and situational motivation. 1089 respondents were selected from different colleges and universities, with different ages, genders, and levels. Four questionnaires (Cognitive Scale of the Human–Nature Relationship, Learners’ Emotion Questionnaire, The Situational Motivation Scale, and Learning Style Questionnaire) were employed to collect the data. The researcher used Tencent QQ, a widely used communication platform in China, in conjunction with Wenjuanxing, an online survey tool, to distribute the questionnaire to all participants. The results showed that 54% of changes in students’ situational motivation can be explained by interaction among their emotions, learning, and cognitive styles. In addition, it was revealed that less attention is paid to the mental and psychological aspects of students in technology-enhanced learning environments, and most educational environments do not have the necessary compatibility with the psychological characteristics of students. Implications are presented. PubDate: 2024-08-01
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Abstract: Abstract This study examined the relationship among foreign language enjoyment (FLE), second language L2 grit, online learning self-efficacy (OLSE), and online learning engagement among Iranian English as a foreign language (EFL) learners. The study involved 578 Iranian EFL learners who completed self-report measures of the four constructs. Confirmatory factor analysis and structural equation modeling were employed to confirm the validity of the scales and test the hypothesized model. The findings indicate that FLE positively affects online learning engagement and OLSE positively influences online learning engagement. Additionally, the study found that online self-efficacy mediates the relationship between L2 grit and online learning engagement. These results highlight the importance of FLE and OLSE in promoting online learning engagement, and the mediating role of online self-efficacy in the interplay between L2 grit and online learning engagement. This research sheds more light on the understanding of the factors that influence online learning engagement among EFL learners and has important implications for both theory and practice. PubDate: 2024-08-01
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Abstract: Abstract Given the inadequate empirical research on teachers’ information literacy, this study examined Chinese university foreign language teachers’ information literacy and explored factors that influence their information literacy. Analyses of data collected through questionnaires suggested university Chinese foreign language teachers perceived positively in their information literacy and among the five dimensions of information literacy, information ethics achieved the highest score, followed by information attitude, information awareness, information knowledge, and information competence. The results from the structural equation modeling (SEM) analysis indicated that Chinese foreign language teachers’ information literacy was significantly associated with their perceptions of digital nativity and technology training effectiveness, but the impact of fatigue on information literacy did not reach a significant level. Digital nativity significantly influenced teachers’ perceptions of technology training effectiveness. The research model explained 63% of the variance of information literacy. This study highlighted the importance of digital nativity and effective technology training to improve teachers’ information literacy and adoption of technology in foreign language teaching. PubDate: 2024-08-01
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Abstract: Abstract This study examined the causes, consequences, and solutions of English as a foreign language (EFL) teachers’ technophobia. To this end, a semi-structured interview was held with 48 Chinese EFL teachers working in different institutes. The results of MAXQDA indicated that technophobia is a multi-face and multi-source phenomenon, which can affect different areas of second language (L2) education. The most frequent causes of technophobia were teachers’ “low technological knowledge and skills”, “unfamiliarity with technology”, and “lack of professional training”. It was also found that EFL teachers’ technophobia could engender “technology avoidance”, “innovative teaching prevention”, “inconvenient and outdated teaching”, and “emotional distress and burden” on EFL teachers. Furthermore, it was revealed that this aversive emotion could be addressed by “attending professional development courses”, “having a positive mentality”, and “making psychological preparations”. The discussion of the findings and their implications for EFL teachers and educators are presented at the end of the study. PubDate: 2024-08-01
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Abstract: Abstract The purpose of this study was to (1) explore the emotional vulnerabilities experienced by novice TAFL (Teaching Arabic as a Foreign Language) and TEFL (Teaching English as a Foreign Language) teachers when teaching in online classes and (2) investigate the emotion regulation strategies that they used to deal with the negative emotions. To such ends, we followed an explanatory narrative design to investigate the emotional vulnerability and emotion regulation strategies of ten novice TAFL and six novice TEFL teachers in their online classes. We collected autobiographical narratives and conducted unstructured interviews. The results of the reflexive thematic analysis showed that teaching in online classes led to experiencing both positive (curiosity, happiness, contentment, and satisfaction) and negative emotions (anger, anxiety, frustration, sadness, confusion, and fear) by novice TAFL and TEFL teachers. The findings also showed that novice TAFL teachers experienced more negative emotions compared to novice TEFL teachers. Moreover, the findings indicated that although novice TAFL teachers experienced curiosity as a positive emotion in their online classes, novice TEFL teachers did not experience this emotion. Concerning emotion regulation strategies, the findings indicated that novice TAFL and TEFL teachers used different strategies to deal with negative emotions. The findings concerning emotion regulation strategies also showed similarities and differences between novice TAFL and TEFL teachers. We conclude that emotional vulnerability caused by teaching in online classes might benefit TAFL and TEFL teachers. Moreover, emotion regulation has goals, and teachers might regulate their emotions at different time intervals in online classes. Finally, teachers’ emotional vulnerability in online classes might be affected by the quality of L2 teacher education programs. As for the implications of the study, we suggested that L2 teacher education programs should create knowledge-based and practice-based venues for teachers to experience and deal with emotions before real classes. PubDate: 2024-08-01
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Abstract: Abstract Various studies have been done on shifting toward technology-based second language (L2) education. However, the influence of psycho-emotional factors on students’ technology acceptance is overlooked. To fill this gap, the present quantitative study examined the role of students’ achievement emotions and technological self-efficacy in predicting their technology acceptance in China. To this end, 380 Chinese students were invited to complete three questionnaires. The results of structural equation modeling revealed that Chinese L2 students’ achievement emotions and technological self-efficacy are significant predictors of their technology acceptance; technological self-efficacy uniquely could explain 59% of its variance and students’ achievement emotions could explain 75% of its variance. The study also draws some conclusions and offers implications for L2 teachers, students, and school managers to foster the acceptance of technology in L2 education. PubDate: 2024-08-01
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Abstract: Abstract The present study explored how second or foreign language (L2) teachers and peers’ academic and personal support can shape English as a foreign language (EFL) learners’ L2 speaking motivation in the context of online education. In doing so, a total of 236 (96 males and 140 females) EFL university students voluntarily filled in a set of questionnaires. The findings from a Linear Regression analysis conducted in structural equation modeling (SEM) revealed that both L2 teacher support and peer support significantly impact the speaking motivation of EFL learners, with L2 teacher support exerting a slightly stronger influence compared to peer support. Moreover, the personal support provided by both L2 teachers and peers was found to be more influential in predicting L2 speaking motivation than their academic support. The study discusses the implications and provides further insights into these results. PubDate: 2024-08-01
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Abstract: Abstract Although research into the educational benefits of Spherical Video-based Virtual Reality (SVVR) has gained popularity in traditional face-to-face English-as-a-Foreign-Language (EFL) class, little is known about whether this immersive, interactive, and imaginative teaching-assisted technology could facilitate learning in online EFL settings in the post-pandemic time. The current study explored how students engaged themselves in an online EFL class facilitated by SVVR. To achieve that, one focus group interview and two semi-structured interviews were conducted to collect in-depth data of students’ perceptions of their engagement under the SVVR-supported online learning. Based on the theoretical framework of engagement, the collected data were thematically coded into three categories, namely, behavioral, emotional, and cognitive engagement. The findings suggested that with SVVR affordances, students engaged behaviorally, emotionally, and cognitively in the online EFL writing class, both in an independent and interrelated way. The enhanced emotional engagement of students could then support their behavioral engagement while students’ cognitive engagement could also promote their emotional and behavioral engagement. The present study thereby could not only build our understanding of the dynamic, multifaceted, and interconnected nature of student engagement, but also provide one feasible solution to teachers towards the disengagement issue in online EFL learning in the post-pandemic time. PubDate: 2024-08-01
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Abstract: Abstract Drawing upon Pekrun’s (2006) control–value theory of achievement emotions, the present study explores the relations between online teaching factors (i.e., teachers’ information and communications technology (ICT) competence and provision of structure) and students’ control–value appraisals and achievement emotions (i.e., enjoyment, boredom, and anxiety) in an online foreign language learning context. Data were collected through semi-structured interviews with 12 international students and 6 teachers who were involved in a Chinese foreign language course delivered online during the coronavirus pandemic. Results from the thematic analysis showed that both students’ and teachers’ positive evaluations of teachers’ ICT competence and provision of structure were associated with students’ increased control beliefs and intrinsic value, but not necessarily with utility value. According to the participants, the two increased appraisals related to students’ greater enjoyment and reduced feelings of boredom and anxiety during the online language learning process. Findings are discussed in light of the role of online teaching factors in shaping students’ appraisals and emotional experiences in online environments, particularly during the coronavirus pandemic. PubDate: 2024-08-01
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Abstract: Abstract The integration of technologies might have important effects on language education. There is growing evidence that teachers’ self-efficacy beliefs intersect to shape teaching behaviors. However, due to the emergence of technology-enhanced instructions in language classrooms, the strength of the relationship between teachers’ self-efficacy beliefs and the integration of technology in their teacher developmental programs may be less clear. Therefore, this study was to investigate the relationships between teachers’ self-efficacy emotions and attitudes toward the implementation of technologies in EFL pre-service teacher developmental programs. This study surveyed 250 pre-service teachers’ concerns on teaching with technology-based instructions and investigated the role of individual differences such as self-efficacy, knowledge, and other demographics in their teacher developmental programs. Structural equation modeling was conducted using data from Chinese pre-service EFL teachers. The results showed that teachers’ self-efficacy mediated the relationship between their emotion (joy, pride, love, anger, exhaustion, hopelessness) and their technologies implementation attitudes. The independent variables were significant moderators between age, teaching experience, and self-efficacy. Process-focused self-efficacy as one the sub-scales of the self-efficacy was found to be significantly related to teachers’ positive attitudes toward the implementation of technologies in teacher developmental programs, whereas product-focused self-efficacy as the other sub-scale of self-efficacy was not. The findings proposed implications for teacher educators and teacher education programs in modification of curriculums and instructions. They also will prepare teachers for teaching effectively in language classrooms. PubDate: 2024-08-01
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Abstract: Abstract The shift to emergency remote teaching due to COVID-19 brought diverse psychological, emotional, and academic challenges for second language (L2) learners. Overcoming these challenges necessitated the utilization of grit, a personality trait signifying perseverance and passion to sustain academic progress. While grit and emotions have been explored in English language learning, their interaction remains underexplored in other languages. Despite Mandarin Chinese being widely learned globally, little previous work has been done to investigate learners’ psychological experiences, the function of L2 grit, and the relationship between them in online learning from the perspective of positive psychology. This might lead to an incomplete understanding of this pattern across domains and contexts, thus impeding the development of this discipline. This study uses a structural equation model to analyze the relationship between L2 grit, anxiety, boredom, and enjoyment based on 204 valid responses from Chinese as a Second Language learners in mainland China. Results underscore the importance of one facet of L2 grit, perseverance of effort in online Chinese language learning, and highlight the domain-specific nature of emotions. It also suggests that educators need not be overly concerned about negative emotions in online education, as they can be overridden by positive emotions. PubDate: 2024-08-01
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Abstract: Abstract Language learners’ positive and negative emotions were integrated with their social anxiety and their suppression in technology-enhanced learning environments. A total of 878 Chinese English as a Foreign Language (EFL) learners participated in this study. They completed a Computer Technology Integration Questionnaire (CTIQ), an Emotion Regulation Questionnaire (ERQ), a Positive and Negative Affect Scale (PNAS) and a Social Interaction Anxiety Scale (SIAS). Results of SEM analysis indicated that while positive emotions were directly related to the learners’ perceptions of technology-enhanced learning environments, their negative emotions adversely predicted their emotion regulation and their perceptions of technology integration. The outcomes confirmed that there were significant and positive relationships between Chinese EFL students’ emotion regulation and their perceptions of technology-enhanced learning environments. The findings of the study suggest implications to reduce learners’ anxiety and encourage them to use technology in their classrooms. This study is intended to enhance our understanding of positive and negative events in technology-enhanced learning environments. PubDate: 2024-08-01
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Abstract: Abstract Engagement plays an important role in students’ success in learning. While learner engagement has been widely examined, the degree to which learners engage in online learning and the relationship between online engagement and learning outcomes, particularly in the domain of second/foreign (L2) language learning, still remain under-explored. To bridge the gap, this study examined college L2 English learners’ profiles of online engagement and their learning outcomes. A total of 85 first-year college students participated in this study. The results showed that college students’ online L2 English learning engagement is multidimensional, including behaviroral, cognitive, affective, and social facets. Additionally, students’ actual behavioral (e.g., task engagement time and task completion rate) and self-perceived online engagement (e.g., behavioral, cognitive, and affective online engagement) are significantly correlated. Nonetheless, among the two levels of online engagement measures, only task score in the actual behavioural engagement is a positive predictor of students’ learning outcomes. The study concludes with practical implications for online teaching. PubDate: 2024-08-01
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Abstract: Abstract While studies on teacher written feedback and automated writing evaluation (AWE) feedback have proliferated in recent decades, little attention has been paid to how AWE-teacher integrated feedback would influence students’ engagement and their writing performance in second language (L2) writing. Against this backdrop, a quasi-experimental design was adopted to address this important gap. In our study, an intervention was implemented in two classes of English major sophomores in China, with a treatment group receiving AWE-teacher integrated feedback and a comparison group receiving teacher feedback. Data were collected from multiple sources over a 13-week semester to explore the Chinese EFL learners’ engagement with the integrated feedback and their writing performance. Results showed that the students in the treatment group engaged with feedback more profoundly in behavior and cognition than those in the comparison group while both groups demonstrated similar affective engagement. Furthermore, compared with the comparison group, the treatment group improved their writing performance in content, organization, vocabulary, and language use significantly. Important implications are also discussed. PubDate: 2024-06-13 DOI: 10.1007/s40299-024-00877-8
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