Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1996 journals)            First | 1 2 3 4 5 6 7 8 | Last

Showing 401 - 600 of 857 Journals sorted alphabetically
Educació i Història : Revista d'Història de l'Educació     Open Access  
Educacion     Open Access   (Followers: 1)
Educación     Open Access   (Followers: 1)
Educación Física y Ciencia     Open Access  
Educación Química     Open Access   (Followers: 1)
Educación y Educadores     Open Access  
Educación y Humanismo     Open Access  
Educación, Lenguaje y Sociedad     Open Access  
Educar     Open Access  
Educare : International Journal for Educational Studies     Open Access   (Followers: 1)
Educate~     Open Access   (Followers: 4)
Educating Young Children: Learning and Teaching in the Early Childhood Years     Full-text available via subscription   (Followers: 16)
Education     Open Access   (Followers: 9)
Education     Full-text available via subscription   (Followers: 7)
Education + Training     Hybrid Journal   (Followers: 23)
Education 3-13     Hybrid Journal   (Followers: 16)
Education and Culture     Open Access   (Followers: 7)
Education and Information Technologies     Hybrid Journal   (Followers: 53)
Education and Linguistics Research     Open Access   (Followers: 4)
Education and Society     Full-text available via subscription   (Followers: 9)
Education and the Law     Hybrid Journal   (Followers: 16)
Education and Treatment of Children     Full-text available via subscription   (Followers: 4)
Education and Urban Society     Hybrid Journal   (Followers: 14)
Education as Change     Hybrid Journal   (Followers: 13)
Education Economics     Hybrid Journal   (Followers: 8)
Éducation et francophonie     Full-text available via subscription   (Followers: 1)
Éducation et socialisation     Open Access   (Followers: 1)
Education Finance and Policy     Hybrid Journal   (Followers: 22)
Education for Chemical Engineers     Hybrid Journal   (Followers: 5)
Education for Primary Care     Full-text available via subscription   (Followers: 16)
Éducation francophone en milieu minoritaire     Open Access  
Education in the Health Professions     Open Access  
Education in the Knowledge Society     Open Access   (Followers: 1)
Education in the Knowledge Society     Open Access   (Followers: 1)
Education Inquiry     Open Access   (Followers: 6)
Education Next     Partially Free   (Followers: 1)
Education Policy Analysis Archives     Open Access   (Followers: 12)
Education Reform Journal     Open Access   (Followers: 5)
Éducation relative à l'environnement     Open Access  
Education Research International     Open Access   (Followers: 19)
Education Review // Reseñas Educativas     Open Access   (Followers: 1)
Education, Business and Society : Contemporary Middle Eastern Issues     Hybrid Journal   (Followers: 1)
Education, Citizenship and Social Justice     Hybrid Journal   (Followers: 16)
Education, Knowledge and Economy: A journal for education and social enterprise     Hybrid Journal   (Followers: 19)
Education, Research and Perspectives     Full-text available via subscription   (Followers: 15)
Educational Action Research     Hybrid Journal   (Followers: 20)
Educational Administration Quarterly     Hybrid Journal   (Followers: 19)
Educational and Developmental Psychologist     Hybrid Journal   (Followers: 9)
Educational and Psychological Measurement     Hybrid Journal   (Followers: 17)
Educational Assessment     Hybrid Journal   (Followers: 19)
Educational Assessment, Evaluation and Accountability     Hybrid Journal   (Followers: 24)
Educational Considerations     Open Access  
Educational Evaluation and Policy Analysis     Hybrid Journal   (Followers: 25)
Educational Gerontology     Hybrid Journal   (Followers: 10)
Educational Guidance and Counseling Development Journal     Open Access   (Followers: 2)
Educational Leader (Pemimpin Pendidikan)     Open Access  
Educational Management Administration & Leadership     Hybrid Journal   (Followers: 28)
Educational Measurement: Issues and Practice     Hybrid Journal   (Followers: 8)
Educational Media International     Hybrid Journal   (Followers: 5)
Educational Neuroscience     Full-text available via subscription   (Followers: 2)
Educational Policy     Hybrid Journal   (Followers: 21)
Educational Practice and Theory     Full-text available via subscription   (Followers: 4)
Educational Psychologist     Hybrid Journal   (Followers: 27)
Educational Reflective Practices     Full-text available via subscription   (Followers: 2)
Educational Research     Hybrid Journal   (Followers: 117)
Educational Research for Policy and Practice     Hybrid Journal   (Followers: 10)
Educational Research Review     Hybrid Journal   (Followers: 117)
Educational Researcher     Hybrid Journal   (Followers: 131)
Educational Review     Hybrid Journal   (Followers: 27)
Educational Studies     Hybrid Journal   (Followers: 18)
Educational Studies : A Journal of the American Educational Studies Association     Hybrid Journal   (Followers: 7)
Educational Technology Research and Development     Partially Free   (Followers: 45)
Educationis     Open Access  
Educator     Open Access  
Educazione sentimentale     Full-text available via subscription  
Edufisika : Jurnal Pendidikan Fisika     Open Access  
Edukacyjna Analiza Transakcyjna     Open Access  
Edukasi     Open Access  
Edukasi : Jurnal Pendidikan Islam     Open Access  
Edukasi Journal     Open Access  
EduLite : Journal of English Education, Literature and Culture     Open Access  
Edumatica : Jurnal Pendidikan Matematika     Open Access  
EduMatSains     Open Access  
Edunomic Jurnal Pendidikan Ekonomi     Open Access  
edureligia : Pendidikan Agama Islam i     Open Access  
EduSol     Open Access  
Edutech     Open Access  
Eesti Haridusteaduste Ajakiri. Estonian Journal of Education     Open Access  
Effective Education     Hybrid Journal   (Followers: 5)
EĞİTİM VE BİLİM     Open Access   (Followers: 1)
Ejovoc (Electronic Journal of Vocational Colleges)     Open Access  
eJRIEPS : Ejournal de la recherche sur l'intervention en éducation physique et sport     Open Access  
Eklektika : Jurnal Pemikiran dan Penelitian Administrasi Pendidikan     Open Access  
El Guiniguada. Revista de investigaciones y experiencias en Ciencias de la Educación     Open Access  
El-Hikmah     Open Access   (Followers: 1)
Electronic Journal of Education Sciences     Open Access   (Followers: 1)
Electronic Journal of Research in Educational Psychology / Revista Electrónica de Investigación Psicoeducativa y Psicopedagógica     Open Access   (Followers: 8)
Elementary School Journal     Full-text available via subscription   (Followers: 5)
Elementary School Journal PGSD FIP UNIMED     Open Access  
ELT Forum : Journal of English Language Teaching     Open Access   (Followers: 11)
ELT Journal     Hybrid Journal   (Followers: 25)
ELT Worldwide     Open Access  
ELT-Lectura     Open Access  
Eltin Journal : Journal of English Language Teaching in Indonesia     Open Access  
Em Teia : Revista de Educação Matemática e Tecnológica Iberoamericana     Open Access  
Emotional and Behavioural Difficulties     Hybrid Journal   (Followers: 6)
En Blanco y Negro     Open Access  
En Líneas Generales     Open Access  
Encounters in Theory and History of Education     Open Access  
Encuentro Educacional     Open Access  
Encuentros     Open Access  
Encuentros : Revista de Ciencias Humanas, Teoría Social y Pensamiento Crítico     Open Access  
Encuentros Multidisciplinares     Open Access  
Engaged Scholar Journal : Community-Engaged Research, Teaching, and Learning     Open Access  
English Education Journal     Open Access   (Followers: 2)
English for Specific Purposes     Hybrid Journal   (Followers: 12)
English Franca : Academic Journal of English Language and Education     Open Access  
English in Aotearoa     Full-text available via subscription   (Followers: 2)
English in Australia     Full-text available via subscription   (Followers: 2)
English in Education     Hybrid Journal   (Followers: 12)
English Language Teaching     Open Access   (Followers: 29)
English Teaching & Learning     Hybrid Journal   (Followers: 5)
English Teaching: Practice & Critique     Hybrid Journal   (Followers: 1)
Englisia Journal     Open Access  
Enlace Universitario     Open Access  
Enletawa Journal     Open Access  
Enrollment Management Report     Hybrid Journal   (Followers: 1)
Ensaio Avaliação e Políticas Públicas em Educação     Open Access  
Ensaio Pesquisa em Educação em Ciências     Open Access  
Ensayos : Revista de la Facultad de Educación de Albacete     Open Access  
Ensayos Pedagógicos     Open Access  
Enseñanza de las Ciencias : Revista de Investigación y Experiencias Didácticas     Open Access  
Enseñanza de las Ciencias Sociales     Open Access  
Ensino em Perspectivas     Open Access  
Entramados : educación y sociedad     Open Access  
Entrelinhas     Open Access  
Entrepreneurship Education     Hybrid Journal   (Followers: 1)
Entrepreneurship Education and Pedagogy (EE&P)     Full-text available via subscription   (Followers: 1)
Environmental Education Research     Hybrid Journal   (Followers: 16)
Equine Veterinary Education     Hybrid Journal   (Followers: 10)
Equity & Excellence in Education     Hybrid Journal   (Followers: 11)
Erciyes Journal of Education     Open Access   (Followers: 1)
Erwachsenenbildung     Full-text available via subscription  
Escuela Abierta     Partially Free  
Espacio, Tiempo y Educación     Open Access  
Espacios en Blanco : Revista de educación     Open Access  
Estudios Pedagogicos (Valdivia)     Open Access  
Estudios sobre Educación     Open Access  
Estudos Históricos     Open Access   (Followers: 1)
ETD - Educação Temática Digital     Open Access  
Eternal (English, Teaching, Learning & Research Journal)     Open Access   (Followers: 2)
Ethics and Education     Hybrid Journal   (Followers: 14)
Ethiopian Journal of Education and Sciences     Open Access   (Followers: 5)
Éthique en éducation et en formation : Les Dossiers du GREE     Open Access  
Ethnography and Education: New for 2006     Hybrid Journal   (Followers: 10)
Euclid     Open Access  
European Early Childhood Education Research Journal     Hybrid Journal   (Followers: 13)
European Education     Full-text available via subscription   (Followers: 8)
European Educational Research Journal     Full-text available via subscription   (Followers: 18)
European Journal of Education     Hybrid Journal   (Followers: 32)
European Journal of Engineering Education     Hybrid Journal   (Followers: 9)
European Journal of Investigation in Health, Psychology and Education     Open Access   (Followers: 5)
European Journal of Open, Distance and E-Learning     Open Access   (Followers: 4)
European Journal of Open, Distance and E-Learning - EURODL     Open Access   (Followers: 10)
European Journal of Psychology of Education     Hybrid Journal   (Followers: 7)
European Journal of Special Needs Education     Hybrid Journal   (Followers: 11)
European Journal of Teacher Education     Hybrid Journal   (Followers: 25)
European Physical Education Review     Hybrid Journal   (Followers: 8)
Evaluation     Hybrid Journal   (Followers: 19)
Evaluation & Research in Education     Hybrid Journal   (Followers: 18)
Evolution : Education and Outreach     Open Access   (Followers: 3)
Exceptionality     Hybrid Journal   (Followers: 2)
Extensão em Ação     Open Access  
Extensio : Revista Eletrônica de Extensão     Open Access  
Facets     Open Access  
FAISCA. Revista de Altas Capacidades     Open Access  
Fawawi : English Education Journal     Open Access  
FEM : Revista de la Fundación Educación Médica     Open Access  
Feminist Teacher     Full-text available via subscription   (Followers: 1)
Filosofia e Educação     Open Access  
Filozofia Publiczna i Edukacja Demokratyczna     Open Access  
Fırat Üniversitesi Sosyal Bilimler Dergisi     Open Access  
FIRE : Forum of International Research in Education     Open Access   (Followers: 1)
First Opinions-Second Reactions (FOSR)     Open Access  
Florea : Jurnal Biologi dan Pembelajarannya     Open Access  
Florida Journal of Educational Research     Open Access   (Followers: 1)
Focus on Autism and Other Developmental Disabilities     Hybrid Journal   (Followers: 17)
Focus on Exceptional Children     Open Access  
Focus on Health Professional Education : A Multi-disciplinary Journal     Full-text available via subscription   (Followers: 6)
Fokus Konseling     Open Access  
Form@re - Open Journal per la formazione in rete     Open Access  
Formação Docente : Associação Nacional de Pós-Graduação e Pesquisa em Educação     Open Access  
Foro de Educación     Open Access  
Foro de Profesores de E/LE     Open Access  
FORUM     Open Access  
Forum Oświatowe     Open Access  
Frontiers in Education     Open Access   (Followers: 4)
Frontline     Full-text available via subscription   (Followers: 18)
Frontline Learning Research     Open Access   (Followers: 2)
Frühe Bildung     Hybrid Journal   (Followers: 3)

  First | 1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
English Teaching & Learning
Number of Followers: 5  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1023-7267 - ISSN (Online) 2522-8560
Published by Springer-Verlag Homepage  [2469 journals]
  • Metacognitive Strategy Instruction and Mobile-Based Exercises for
           Adolescent EFL Listeners in Taiwan

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      Abstract: Abstract Effectiveness studies regarding mobile integration in teaching and learning L2 listening have shown positive results in listening comprehension and in listening strategy development. The present study furthered this line of research by investigating whether metacognitive strategy instruction and mobile-based exercises could improve adolescent EFL learners’ listening abilities and metacognitive awareness. The study recruited three intact classes of 12th graders in a high school in Taiwan to participate in an English listening program for 10 weeks. The participants had a low English proficiency level but were proficient with their smartphones. Each of the three classes had 30 students and was randomly assigned to the metacognitive and mobile experimental group (mobile), the metacognitive experimental group (non-mobile), and the control group. During the 10-week treatment period, both experimental groups of mobile and non-mobile received intensive metacognitive strategy instruction in class, and the mobile group received mobile-based exercises after classes for extra listening practices. The control group received neither. All three groups took a listening proficiency test and completed the metacognitive awareness listening questionnaire before and after the listening program. Some selected students from both experimental groups were interviewed after the program ended. The results did not reveal significant effects of the metacognitive strategy instruction and the mobile-based exercises between the two experimental groups. When compared with the control group, the mobile group yielded a significant effect in listening comprehension and both experimental groups excelled significantly in metacognitive awareness. From their interviews, our adolescent EFL learners approved the listening program focusing on metacognitive strategies and praised the convenience of mobile-based exercises.
      PubDate: 2022-05-06
       
  • Differential Impacts of Pair and Self-Dynamics on Written Languaging
           Attributes and Translation Task Performance in EFL Context

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      Abstract: Abstract Written languaging (WL) as a facilitator of second/foreign language (L2) learning has remained under-researched in the languaging literature. This study investigated the potentials of pair and self-languaging dynamics to determine (1) the attributes of quantity, focus, and conceptual processes in WL episodes and (2) translation tasks accomplishment. In a pretest–posttest research design, 60 undergraduate English-as-a-Foreign-Language (EFL) learners were selected and assigned into two groups of pair and self-languagers. For three weeks, they produced WL episodes while completing Persian-to-English translation tasks at three stages of translating, comparing to the model translation, and revising translation. Chi-square analysis indicated significant interactions between (1) languaging dynamics and the quantity of WL, and (2) languaging dynamics and the focus of WL. Accordingly, pair languagers produced more WL than self-languagers, while both groups produced fewer WL through stage-wise translation task performance. Also, while both groups focused on lexis (L-WL) more than grammar (G-WL), pair languagers produced more L-WL than self-languagers who had a higher record in producing G-WL. Moreover, the distribution of conceptual processes underlying WL episodes was uneven and more in favor of self-assessment and hypothesis formation in both groups. Finally, the one-way analysis of variance (ANOVA) indicated another interaction between languaging dynamics and translation task performance. Accordingly, pair languagers outperformed self-languagers on the posttest despite their mutual language learning progress. Pedagogical implications of the study promote the critical role of WL as a metacognitive mediator and translation as a form-focused task in the L2 context.
      PubDate: 2022-05-04
       
  • Predicting and Reading Together: the Role of Collaborative Learning in
           Facilitating Reading Comprehension

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      Abstract: Abstract The quasi-experimental study explored the effects of collaborative reading during prediction-confirmation reading cycles in an EFL classroom through quantitative and qualitative analysis. The quantitative investigation was undertaken to compare the efficacy of the prediction-confirmation instructional approach when applied to individualistic vs. collaborative learning contexts. The data indicated the instructions were more facilitative to reading comprehension and retention in collaborative learning than in individualistic learning contexts. On the other hand, the qualitative analysis utilized interactive dialogues and semi-structured interviews of three selected focus groups in an attempt to understand how peer-mediated learning occurred. The qualitative data revealed that three modes of regulation—self-regulation, co-regulation, and shared-regulation—emerged as a basis of successful collaborative learning. Another finding was that co-regulation served as resource to resolve lower-level language-related problems, whereas shared-regulation manifested in higher-level skills of reading.
      PubDate: 2022-05-04
       
  • EFL Student Perceptions of Email Communication in the Academic Context in
           Taiwan

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      Abstract: Abstract In the past three decades, email has become one of the most widely used forms of computer-mediated communication (CMC) in student-professor interactions in the academic context. In particular, language use in email writing by English as a foreign language (EFL) learners has been studied extensively. This research investigates the students’ perceptions of email communication and the social factors which are perceived as influential to email communication. In this study, we implemented a questionnaire and focus-group interviews. Two-hundred and one Taiwanese EFL learners from a university located in central Taiwan were recruited for the questionnaire, and 20 learners were selected from the larger group to participate in the interviews. The questionnaire investigated the students’ perceptions of email usage and their evaluation of emails. The interviews, on the other hand, were conducted to gather in-depth information. The findings from both the questionnaire and interviews indicated that the students tended to recognize the university context and email medium as formal. Furthermore, power asymmetry in the student-professor relationship played a more important role than social distance, which led to a choice of formal language style in the email correspondences. However, despite the fact that the students recognized email as a formal medium of communication and called for a formal style of language, they did not seem to be equipped with sufficient pragmalinguistic resources to perform appropriate requests. Instruction is therefore suggested for EFL learners to conduct form-function-context mapping to achieve appropriateness.
      PubDate: 2022-04-11
       
  • The Effect of an Engineering EMI Course on University Students’ English
           Proficiency and Content Learning

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      Abstract: Abstract Interview and questionnaire data from previous studies have suggested that English-medium instruction (EMI) has enhanced students’ English proficiency but hindered content learning in non-English-speaking countries. This study seeks to verify these arguments using test-based evidence. Study participants were students enrolled voluntarily in either a Chinese/L1-medium instruction (CMI) or an EMI section of an engineering course. Data were collected from pre- and post-assessments of English language proficiency and the course midterm and final exams. Statistical analyses showed that both sections had significant gains in English listening but losses in reading. The EMI section significantly outperformed the CMI section in the listening and reading tests. However, no significant differences were found between the two sections in the English-written midterm and final exams. When controlling for reading, the EMI section had midterm scores significantly lower than the CMI section but slightly higher for the final exam. This study may justify the CMI and EMI parallel-instruction model, that is, offering CMI and EMI sections of the same course from which students can choose. It is hoped that this model will lead to smaller EMI sections with higher English proficiency, eventually leading to content learning outcomes equal to CMI sections.
      PubDate: 2022-04-05
       
  • How to Talk to Myself: Optimal Implementation for Developing Fluency in
           EFL Speaking Through Soliloquizing

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      Abstract: Abstract “Soliloquizing” refers to the self-talk practice of a language learner through verbalizing thoughts using their target language. Through years of research, scholars have maintained that soliloquizing has the potential to promote language learners’ oral fluency in unscripted speech; nevertheless, empirical validation of soliloquizing has yet to be confirmed. The aims of the current study were two-fold: (1) to empirically establish the pedagogical efficacy of soliloquizing for promoting fluency in unscripted speech and to explore the most desirable implementation setting for this practice; and 2) to delve into second-language (L2) learners’ perceived attitudes towards and experience of soliloquizing. A total of 28 EFL college students with CEFR B1 English proficiency participated in a 4-week soliloquizing treatment under four conditions, i.e., [+ / − time pressure] × [+ / − restriction of fillers]. This L2 learners’ fluency, gleaned from the measure of pruned speech rate, was analyzed using paired sample t-tests and two-way ANOVA, while their attitudes were further investigated using questionnaires and interviews. This study showed that soliloquizing significantly enhanced EFL learners’ speaking fluency and attitude, and that an optimal soliloquizing setting was the one implemented with increasing time constraint. Based on the obtained quantitative and qualitative findings, desirable soliloquizing implementation settings are discussed.
      PubDate: 2022-03-21
       
  • Culturally Responsive Teaching in TEFL Programs: Exploring EFL
           Teachers’ Experiences

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      Abstract: Abstract This study was an attempt to investigate EFL teachers’ experiences with culturally responsive teaching (CRT) during their BA, MA, and PhD in Teaching English as a Foreign Language (TEFL) programs. Through a phenomenological research design, 14 Iranian EFL teachers’ experiences were explored by conducting a series of phenomenological interviews. Giorgi’s (2009) five-step method was used to analyze/synthesize the phenomenological data. Moreover, the TEFL programs across different educational levels (BA, MA, and PhD) were explored for CRT-related courses. The findings showed that although some courses at BA, MA, and PhD levels included CRT principles, not all of these courses were addressed by the universities. Moreover, the findings also revealed that EFL teachers had different experiences with the courses that included CRT principles. On the one hand, EFL teachers did not have positive and sufficient experiences with the courses developing CRT principles, including developing cultural knowledge, developing cultural-related teaching methodology, creating cross-cultural communities, and developing affirmative attitudes toward students’ cultural diversities. On the other hand, the findings showed EFL teachers’ positive experiences with the courses that included two CRT principles: sociocultural consciousness and constructivist view of teaching. Therefore, it seems that the TEFL programs do not appropriately address CRT development among EFL teachers. However, as discussed in this paper, TEFL programs have some possibilities across different educational levels that can help EFL teachers to become culturally responsive teachers.
      PubDate: 2022-03-18
       
  • Correction to: A Qualitative Investigation of Chinese Students’
           Willingness to Communicate in English in the Graduate School EMI
           Classroom;
           

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      PubDate: 2022-03-01
      DOI: 10.1007/s42321-021-00096-0
       
  • Impact of an Awareness-Raising Workshop on the Pragmatic Awareness and
           Attitudes of High School English Language Teachers in Iran

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      Abstract: Abstract Despite the conspicuous momentum of research on L2 pragmatic competence, this construct is not adequately represented in in-service high school teachers’ professional development programs in Iran. This study investigated the impact of an awareness-raising workshop on in-service high school English language teachers’ (a) pragmatic awareness and (b) attitudes towards instructed pragmatics. The participants were divided into a control group (CG) (N=21) and an experimental group (EG) (N=24). The workshop intended for EG was held in four 3-h sessions over 2 weeks, rotating on pragmatic competence and the instruction of speech acts, implicature, and pragmatic routines. Pragmatic awareness was measured through a 12-item test, wherein the participants detected problems in the pre-given apology and request statements, and produced, in written form, their own speech acts. Moreover, attitudes were probed through a 30-item scale developed by the researchers on the basis of two focus-group interviews. The results showed that (a) CG and EG made significant gains in their pragmatic awareness from the pretest to the posttest, but EG’s gain was significantly greater, and (b) EG, but not CG, held more positive attitudes towards instructed pragmatics at the post-treatment phase. The study has implications for high school language teachers’ professional development programs.
      PubDate: 2022-03-01
      DOI: 10.1007/s42321-021-00084-4
       
  • A Qualitative Investigation of Chinese Students’ Willingness to
           Communicate in English in the Graduate School EMI Classroom

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      Abstract: Abstract While it is not difficult to see why beginner English as a second/foreign language (L2/EFL) learners’ willingness to communicate (WTC) may be inhibited, it remains an intriguing issue why many advanced L2/EFL learners, such as postgraduates, still exhibit low levels of WTC in content classrooms where English is used as a medium of instruction. The present study addressed this gap by exploring what factors contributed to four Chinese postgraduate students’ WTC in English during classes that were lectured in English. Through the qualitative analysis of data gathered from individual interviews, focus group interviews, and class observation field notes, the results showed that individual, environmental, social-cultural, and educational dimensions jointly influenced the students’ WTC in English during class. The findings highlight the value of adopting a situational perspective to understand WTC and call for attention to the difference between WTC in using English for general communication and WTC in English Medium Instruction (EMI)-mediated academic classrooms. This article concludes with implications on how postgraduates’ WTC in English can be better promoted.
      PubDate: 2022-03-01
      DOI: 10.1007/s42321-021-00087-1
       
  • The Effects of Two Forms of Written Corrective Feedback and Ambiguity
           Tolerance on EFL Learners’ Writing Accuracy

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      Abstract: Abstract The current study examines the effects of two forms of written corrective feedback (CF) and also learners’ ambiguity tolerance (AT) on L2 writing accuracy. To this end, 54 Iranian EFL learners enrolled in three intact classes participated in the study and served as two experimental groups as well as a control condition. The participants of the three conditions first took a writing task as pre-test. They were also asked to answer a questionnaire which was employed to measure the participants’ ambiguity tolerance (AT). During three treatment sessions, the participants of one experimental group received direct written CF from their teacher in response to their writing errors while the learners of the second experimental group were provided with indirect written CF that required them to self-correct their errors. The participants of the control group received no CF for their errors. Data analysis revealed that both types of written CF were effective for promoting the learners’ writing accuracy. Moreover, the findings indicated that the participants benefited more from direct feedback than indirect feedback although the difference was not statistically significant. These findings highlighted the value of teacher’s direct correction as well as learners’ self-correction. Finally, the results did not provide evidence for the moderating effects of learners’ AT on written CF effectiveness. Implications for language teachers and suggestions for further studies are presented in the study.
      PubDate: 2022-03-01
      DOI: 10.1007/s42321-021-00082-6
       
  • Effects of Rubric-Based and Detailed Peer Feedback on University-Level
           English as a Foreign Language Students’ Writing Self-efficacy and
           Subsequent Revisions

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      Abstract: Abstract A rubric is one method by which students provide feedback to their classmates, especially in large writing classes. However, limited research has examined the effect of this form of feedback on students’ confidence in writing—their writing self-efficacy—in the context of English language learning. Moreover, previous studies have failed to emphasize the association between peer feedback and writing self-efficacy in the context of different forms of feedback. To fill this knowledge gap, we investigated changes in students’ writing self-efficacy and the revisions they made to their work after they received either rubric feedback or feedback with detailed comments. Seventy university students in Taiwan participated in this study. Both a questionnaire on writing self-efficacy and a framework for assessing writing revisions were employed before and after the provision of the two forms of peer feedback. Paired-samples t testing suggested that detailed feedback positively influenced students’ writing self-efficacy. This study challenged the effectiveness of rubric-based feedback in developing writing self-efficacy. Further studies should address whether different writing tasks are similarly influenced by the form of peer review.
      PubDate: 2022-03-01
      DOI: 10.1007/s42321-021-00088-0
       
  • Quality of Written Instructions in Teacher-Made Tests of English as a
           Foreign Language

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      Abstract: Abstract Test instructions inform learners how they should behave and proceed in a testing situation, what is expected from them, and how their answers will be assessed. Despite their impact on test performance, the available literature on foreign language test construction is lacking in regard to instructions. By reviewing the relevant contemporary literature, the authors compiled a list of six criteria (length, language, type of sentence, informativeness, component parts, medium of communication) that need to be met in writing quality instructions. Subsequently, 64 English language tests containing 308 instructions for grades 5–8 of elementary school in Serbia were analyzed to assess to what extent they fulfilled these criteria. The instructions were found to be sufficiently concise and clear, and were primarily written in the foreign language of study. However, many were not sufficiently detailed and lacked important information. The analysis revealed three other criteria quality instructions should meet which were not found in the consulted literature: contextualization/personalization, correctness, and language accuracy. Few instructions meeting the first additional criterion were found, while a greater number of examples were illustrative of the remaining two. The results necessitate that teachers of English as a foreign language be trained in writing test instructions either as part of their initial teacher education or professional development in order to be able to conduct quality testing.
      PubDate: 2022-03-01
      DOI: 10.1007/s42321-021-00079-1
       
  • Is a Video Worth a Thousand Words' Enhancing Second Language Reading
           Comprehension Through Video-Based E-book Design and Presentation

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      Abstract: Abstract This study investigates 81 second language (L2) high-intermediate English readers’ comprehension outcomes after they read a self-paced, level-appropriate video-based e-book under either simultaneous or sequential digital input presentation mode and one of the four macro- and micro-level reading cues conditions: (1) video only, (2) video + L2 gloss, (3) video + L2 pictographic gloss, and (4) video + auditory gloss. A reading comprehension posttest and a post-study interview were administered to measure their reading comprehension and to shed light on L2 reading process in relation to reading comprehension. The study found no significant interaction between reading cues and digital input presentation modes. Quantitative analyses and qualitative analyses of results demonstrated that the relative efficacy of the four reading cues in enhancing L2 English reading comprehension from the highest to the lowest is: “video + L2 pictographic gloss” = “video + L2 gloss” > “video only” > “video + L2 auditory gloss,” with a large effect. Such a pattern was evident across both the simultaneous and sequential digital input presentation modes. In addition, irrespective of the four reading cues conditions, the participants who read the video-based e-book under the simultaneous digital input presentation mode outperformed those assigned to the sequential digital input presentation mode, and the effect was medium. The findings indicated the importance of the operationalization of the digital reading cues and reading modality. Pedagogical implications are discussed.
      PubDate: 2022-02-08
      DOI: 10.1007/s42321-022-00107-8
       
  • Blended Cross-tier Language Teacher Development: Designing Online
           Video-Based Pragmatic Assessment

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      Abstract: Abstract This study examined the effectiveness of a blended cross-tier language teacher development program on designing online video-based pragmatic assessment and its impact on student learning experience. Several stakeholders participated in this study, including 12 preservice and six inservice English-as-a-Foreign-Language (EFL) teachers, four instructional advisors, and 148 secondary school students. Data sources included surveys, individual interviews, focus group interviews, and reflection entries. Relying on the theoretical framework of community of inquiry, data analyses depicted the nature and process of preservice and inservice EFL teacher development, and yet some participating teachers expressed concerns when involved in collaborative professional interaction and assessment design. In terms of student learning experience, the recruited participants overall reported their satisfaction with these language instructors’ pragmatic instruction and assessment. Specifically, the majority of students showed a clear preference for the designed technology-enhanced module in spite of the difficulties they came across during the online assessment process. Pedagogical implications and research suggestions are offered based on the major findings and limitations of this study.
      PubDate: 2022-01-25
      DOI: 10.1007/s42321-021-00106-1
       
  • An Impressionistic Study of British English Monophthongs Produced by L2
           Thai Learners

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      Abstract: Abstract This study aims to explore the production of British English monophthongs by L2 Thai learners using an impressionistic study as well as to investigate the relationship between the target-like production of these monophthongs with vocabulary size, sex of speakers, target vowel, and L2 experience. Seventy-eight L2 Thai learners in Thailand produced 11 British English monophthongs /iː, ɪ, e, æ, ɒ, ɑː, ɔː, ʊ, uː, ʌ, and ɜː/ in the /b_t/ context. They were also tested for their English vocabulary size. The impressionistic study showed that participants had no difficulty producing most target vowels /ɑː, iː, uː, ɜː, æ, e, ɪ, and ʌ/ but found the other three vowels /ɔː, ɒ, and ʊ/ difficult. Results also showed that vocabulary size, sex of speakers, and L2 experience did not have a significant correlation with the target-like production of the monophthongs but did have an effect on target vowels. The implications of these results were discussed in the context of L1 positive transfer, the influence of spelling on the tested word, the influence of lip rounding of the vowels on the production of the monophthongs, and word frequency.
      PubDate: 2022-01-11
      DOI: 10.1007/s42321-021-00103-4
       
  • Are TED Talks Potential Materials for Learning Specialized Vocabulary'
           A Case of Medical Vocabulary

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      Abstract: Abstract Specialized vocabulary is essential to second language (L2) students studying English for specific purposes (ESP) because it makes up a great proportion of words in specialized texts. While the potential for learning specialized vocabulary through audiovisual inputs (e.g., TV programs and movies) have been recognized, the potential for learning specialized vocabulary from the widely used audiovisual resource, TED talks, has not been explored. This study thus aims to explore if TED talks can be potential materials for improving students’ knowledge of specialized vocabulary through examining the vocabulary on the Medical Spoken Word List (MSWL) in medicine-related TED talks. Results show that 861 out of the 895 MSWL words (96.2%) occur in the TED talks, and an average of 100 MSWL words appear in a single TED talk, suggesting that students are very likely to encounter much specialized vocabulary when viewing TED talks. Compared to medicine-related TV drama series, another audiovisual resource supportive for learning the MSWL words, the TED talks actually contain a higher density of MSWL words, suggesting that it might be more efficient for students to view TED talks for improving their medical vocabulary. This study also provides pedagogical implications regarding the application of TED talks for ESP instruction.
      PubDate: 2022-01-08
      DOI: 10.1007/s42321-021-00105-2
       
  • Exploring Four EFL Writers’ Development of Learner Autonomy Through the
           Lens of Complex Dynamic Systems Theory

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      Abstract: Abstract This study adopted complex dynamic systems theory as a lens through which to investigate the interactions of the factors of learner autonomy to understand their complex interplay and how it facilitates or impedes the development of learner autonomy across time. The participants were four EFL college students who were enrolled in an English writing course. Semi-structured interview transcripts, teaching logs, the participants’ reflective journals, their language learning history, and written products were collected over a semester for data triangulation. Qualitative data coding guidelines were employed, and the data were cross-examined iteratively in a grounded manner. The results reveal that four focal factors are related to the development of learner autonomy, these being learners’ affective state and regulation, learners’ behavioral change, learners’ constraints, and external push and support. By iteratively cross-comparing the interactions of these four both in and across cases, three requisites and one operational model of learner autonomy were revealed. The three requisites are sustaining positivity in the learner’s affective state, attenuating the learner’s constraints, as well as adequate and positive responses to the external stimuli and support. Together, these requisites and the model underline an area underexplored in the research on learner autonomy. At the end of this article, pedagogical implications are presented, and a direction for future research is suggested.
      PubDate: 2022-01-04
      DOI: 10.1007/s42321-021-00098-y
       
  • Teacher Talk Curbing Learner Participation in L2 Classroom Discourse

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      Abstract: Abstract Of the multiple and dynamic contexts in classroom discourse, meaning-oriented contexts (MOCs), which specifically pursue the pedagogic goal of augmenting learners’ participation opportunities, take on a special significance. In spite of being instigated, they tend not to be sustained in Iranian EFL classroom discourse. To explore the reasons from an emic perspective, this study used the methodological power of conversation analysis, thus video-recorded and transcribed naturally occurring interactions in 14 classes for three consecutive sessions. Analyses of episodes unveiled teachers’ pedagogical practices that functioned as sequence-closing thirds, insinuated case-closed, curbed learners’ interactional space for participation, inhibited dialogic teaching, and ultimately impeded sustainability of MOCs. Findings can be analytically generalized to the theory of pedagogical interaction and help teachers enhance their classroom interactional competence.
      PubDate: 2021-12-01
      DOI: 10.1007/s42321-021-00077-3
       
  • Enhancing Vocabulary Retention in Low-Achieving EFL Students: Massed or
           Spaced'

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      Abstract: Abstract This study investigates whether spacing with temporal gaps between sessions promotes retention or forgetting of English vocabulary in low-achieving students. Participants were 19 Chinese L1 students receiving after-school English remedial instruction in a junior high in Taiwan. As part of their class activities, they learned three English words under a massed condition (six consecutive trials for each word in one session) and three English words under a spaced condition (two trials per session over three weekly sessions). The spacing of the words was manipulated within participants, and the words for the two conditions were counterbalanced across the participants. Vocabulary learning outcomes were assessed by an immediate test administered after the final session of learning and two delayed tests administered 2 and 4 weeks later. The design was replicated with four cycles of learning with four sets of words. Results showed that the participants demonstrated better retention for the spaced words than the massed words in both the immediate and the two delayed tests. The spacing effect was robust, replicated across three sets of words, except for the last one. These results suggest that distributing learning over weeks promotes English vocabulary learning and retention (rather than forgetting) in low-achieving EFL students.
      PubDate: 2021-12-01
      DOI: 10.1007/s42321-020-00074-y
       
 
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