刊讯｜SSCI 期刊 RELC Journal 2023年第1-3期

Volume 54, Issue 1-3, 2023

RELC Journal（SSCI一区，2022 IF：3.0）2023年第1-3期共刊75文篇。其中，2022年第1期共发文22篇，其中社论1篇，研究性论文12篇，主题回顾论文2篇，实践创新论文2篇，观点论文4篇，专家对话1篇；第2期共发文20篇，其中社论1篇，研究性论文6篇，专家对话1篇，观点论文4篇，实践创新论文4篇，评论性论文1篇，技术回顾论文1篇，技术报告2篇；第3期共发文33篇，其中社论1篇，研究性论文15篇，观点论文1篇，实践创新论文3篇，主题回顾论文5篇，技术回顾论文2篇，书评5篇，专家对话1篇。研究论文涉及二语教学、后疫情时代英语教学法、元认知策略、AI辅助语言教学等。欢迎转发扩散！（2023年已更完）

往期推荐：

刊讯｜SSCI 期刊 RELC Journal 2022年第1-3期

目录

ISSUE 1

EDITORIAL

■ Editorial, by Joel C Meniado, pages 3-6。

RESEARCH ARTICLES

■Corpus-Based Vocabulary Analysis of English Podcasts, by Ulugbek Nurmukhamedov and Shoaziz Sharakhimov, pages 7-21.

■Boredom as an Aversive Emotion Experienced by English Majors, by Joanna Zawodniak, Mariusz Kruk, and Mirosław Pawlak, pages 22-36.

■English Writing Instruction in Chinese Students’ Experience: A Survey Study, by Lianjiang Jiang, Shulin Yu, Nan Zhou, and Yiqin Xu, pages 37-54.

■Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong, by Anisa Cheung, pages 55-70.

■“COVID-19 is an Opportunity to Rediscover Ourselves”: Reflections of a Novice EFL Teacher in Central America, by Thomas S C Farrell and Connie Stanclik, pages 71-83.

■The Predictive Validity of the IELTS Test and Contribution of IELTS Preparation Courses to International Students’ Subsequent Academic Study: Insights from Vietnamese International Students in the UK, by Chau Ngoc Dang and Thi Ngoc Yen Dang, pages 84-98.

■Using Inter-Rater Discourse to Trace the Origins of Disagreement: Towards Collective Reflective Practice in L2 Assessment, by Joshua Matthews, pages 99-113.

■E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons, by Benjamin Luke Moorhouse, Yanna Li, and Steve Walsh, pages 114-128.

■Reading Research Genre: The Impact of Thematic Progression, by Peichin Chang, pages 129-148.

■Glocalizing ELT Reform in China: A Perspective from the Use of English in the Workplace, by Deyuan He and David CS Li, pages 149-165.

■EFL Reformed Curriculum in Vietnam: An Understanding of Teachers’ Cognitions and Classroom Practices, by Nam Giang Tran, Xuan Van Ha, and Ngoc Hai Tran, pages 166-182.

■Reflecting on the Intersection of Critical Pedagogy, Identities, and Spaces: An Indonesian Doctoral Student’s Autoethnography, by Parawati Siti Sondari, pages 183-196.

THEMATIC REVIEW

■Creating Critical Literacy Praxis: Bridging the Gap between Theory and Practice, by Tsung-han Weng,pages 197-207.

■E-Portfolios: What We Know, What We Don’t, and What We Need to Know, by Ricky Lam, pages 208-215.

VIEWPOINTS

■A Typology of English-Medium Instruction, by Jack C Richards and Jack Pun, pages 216-240.

■Extending the L2 Motivational Self System to the Global EAL Classroom, by Shahid Abrar-ul-Hassan and Hossein Nassaji, pages 241-251.

■Teacher, Learner and Student-Teacher Identity in TESOL, by Jack C Richards, pages 252-266.

■Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become? by Rui Yuan，pages 267-279.

INNOVATIONS IN PRACTICE

■Engaging Exam-Oriented Students in Communicative Language Teaching, by ‘Packaging’ Learning English Through Songs as Exam Practice, by Kevin Wai-Ho Yung, pages 280-290.

■‘Do as WE Do’: Teaching World Englishes in a General English Course to Thai Students, by Krich Rajprasit, pages 291-299.

CONVERSATIONS WITH EXPERTS

■ Metacognition in Language Teaching and Research: A Conversation With Professor Lawrence Jun Zhang, by Zhiqing Xu, pages 300-308.

ISSUE 2

EDITORIAL

■Teaching with Technology in the Post-Pandemic Digital Age: Technological Normalisation and AI-Induced Disruptions, by Benjamin Luke Moorhouse, Kevin M. Wong, and Li Li, Pages 311-320.

RESEARCH ARTICLES

■"Whoa! Incredible!:” Language Learning Experiences in Virtual Reality, by Melinda Dooly, Tricia Thrasher, and Randall Sadler, pages 321-339.

■Exploratory Practice as a Professional Development Strategy for English-Language Teachers in Indonesia, by Junjun Muhamad Ramdani, Sally Baker, and Xuesong (Andy) Gao, pages 340-355.

■Technology-enhanced Reflection and Teacher Development: A Student Teacher's Journey, by Yanna Li and Steve Walsh, pages 356-375.

■Technology-Facilitated Continuous Professional Development During a Pandemic: A Hong Kong Primary School Case Study, by Jonathan Lee, Keith Topping, and Elizabeth Lakin, pages 376-393.

■Integrating Technology into Language Teaching Practice in the Post-COVID-19 Pandemic Digital Age: From a Korean English as a Foreign Language Context, by Kyeong-Ouk Jeong, pages 394-409.

■New Types of Evidence in Online Learning Spaces: A Corpus-Based Study, by Mayyer Ling and Irina Elgort, pages 410-425.

REVIEW ARTICLE

■A Systematic Review of Technology Reviews in Language Teaching and Learning Journals, by Benjamin Luke Moorhouse, Lucas Kohnke, and Yuwei Wan, pages 426-444.

VIEWPOINTS

■Artificial Intelligence in English Language Teaching: The Good, the Bad and the Ugly, by Nicky Hockly, pages 445-451.

■Virtual Distance in Project Work: What We Have Learned From the Pandemic, by Christoph A. Hafner and Sichen Xia, pages 452-460.

■Digital Language Teaching 5.0: Technologies, Trends and Competencies, by Joel C. Meniado, pages 461-473.

■Exploring the Challenges of Technology in Language Teaching in the Aftermath of the Pandemic, by Glenn Stockwell and Yijen Wang, pages 474-482.

CONVERSATION WITH EXPERTS

■Teaching With Technology in the Post-COVID-19 Pandemic Digital Age: An Interview With Professor Robert Godwin-Jones, by Lu Yan and Benjamin Luke Moorhouse, pages 483-488.

INNOVATIONS IN PRACTICE

■Leveraging Flip, a Video Discussion Platform, to Support the Needs of International ESL Pre-Service Teachers, byWeina L. Chen and Kevin M. Wong, pages 489-499.

■Practical Technological Tools for Teaching and Connecting with Adolescent English Learners in the Post-Pandemic Age, by Jacobo Coronel, pages 500-507.

■Artificial Intelligence-Based Content Generator Technology for Young English-as-a-Foreign-Language Learners’ Reading Enjoyment, by Jang Ho Lee, Dongkwang Shin, and Wonjun Noh, pages 508-516.

■Empowering English Teachers to be Grammar ‘Experts’ and Coursebook Analysts via Perusall, by Nicole Judith Tavares, pages 517-536.

TECHNOLOGY REVIEW

■ChatGPT for Language Teaching and Learning,by Lucas Kohnke, Benjamin Luke Moorhouse, and Di Zou, pages 537-550.

TECHNOLOGY REPORTS

■A Technology Report on Nearpod, by Analyn A Caroy, pages 551-560.

■A Technology Report of Padlet, by Hye Min Oh, pages 561–564.

ISSUE 3

EDITORIAL

■English Language Teaching in the Postmodern World: RELC Journal's Contribution, by Roby Marlina, pages 568–573.

RESEARCH ARTICLES

■Japanese English Learners’ Perceptions of Filipino Teachers’ Online English Lessons: Implications for Global Englishes Research, by Yoko Kobayashi, pages 574–587.

■Which English Should We Stand For? Voices from Lecturers in Thai Multicultural Universities, by Yusop Boonsuk, pages 588–602.

■Inspiring Pre-service English Language Teachers to Become ELF-aware, by Adem Soruç and Carol Griffiths, pages 603–615.

■Issues of Error Selection for Focused Written Corrective Feedback in Authentic Classroom Contexts, by Icy Lee, Na Luo and Pauline Mak, pages 616–629.

■Dynamic Written Corrective Feedback in First-Year Composition: Accuracy and Lexical and Syntactic Complexity, by Grant Eckstein, Lisa Bell, pages 630–647.

■Metacognitive Strategies, Language Learning Motivation, Self-Efficacy Belief, and English Achievement During Remote Learning: A Structural Equation Modelling Approach, by Mark Feng Teng, Chuang Wang, Junjie Gavin Wu, pages 648–666.

■Dynamic Changes and Individual Differences in Learners’ Perceptions of Cooperative Learning During a Project Activity, by Masahiro Yoshimura, Tomohito Hiromori and Ryo Kirimura, pages 667–682.

■Sustaining Short-Term Exchange Students’ Willingness to Communicate in Second Language in Multilingual Classrooms, byFei Deng, Jian-E Peng, pages 683–696.

■Learning with Immersive Virtual Reality: An Exploratory Study of Chinese College Nursing Students, by Junjie Gavin Wu, Lindsay Miller, Qing Huang, Minjuan Wang, pages 697–713.

■One Does Not Simply Teach Idioms: Meme Creation as Innovative Practice for Virtual EFL Learners, by Christopher A Smith, pages 714–728.

■Unpacking the Teachers’ Multimodal Pedagogies in the Primary English Language Classroom in Singapore, by Fei Victor Lim, Phillip A. Towndrow and Jia Min Tan, pages 729–743.

■Democratizing the Online Materials-Based Classroom: What Can Student Writers’ Voices Offer? by Xiaodong Zhang, pages 744–756.

■The Teaching of Science Subjects through Foreign Languages in Moroccan Secondary Schools: Science Teachers’ Perceptions and Experiences, by Salah Ben Hammou, Abdelaziz Kesbi, pages 757–772.

■When Inclusivity Means Playing Safe: Ideological Discourses and Representations in English Testing Materials, by Ali Fuad Selvi, Elif Saracoğlu and Eray Çalışkan, pages 773–787.

■Language Teacher Identity and English Education Policy in Japan: Competing Discourses Surrounding “Non-native” English-speaking Teachers, by Ryosuke Aoyama, pages 788–803.

VIEWPOINT

■The Roads not Taken: Greater Emphasis Needed on “Sounds”, “Actual Listening”, and “Spoken Input”, by Art Tsang, pages 804–816

INNOVATIONS IN PRACTICE

■Using a Modified Dictogloss to Improve English as a Second Language Learners’ Use of Genre-appropriate Conventions and Style, by Lam Ting Chun and Scott Aubrey, pages 817–827.

■A Pedagogical Chatbot: A Supplemental Language Learning Tool, by Lucas Kohnke, pages  828–838.

■Teaching Intercultural Communication in an English as a Lingua Franca Context, by Rainbow Tsai-Hung Chen, pages 839–847.

THEMATIC REVIEWS

■Affordances and Constraints of Intelligent Personal Assistants for Second-Language Learning, by Gilbert Dizon, pages 848–855.

■The Functions and Features of ELT Textbooks and Textbook Analysis: A Concise Review, by Joseph P Vitta, pages 856–863.

■Making the Case for Brain-friendly Pronunciation Instruction, by Michael Burri, pages 864–872.

■ Global Englishes and Teacher Education: Present Cases and Future Directions，by Ziyin Chen， Xiaojuan Chen and Fan Fang, pages 873–880.

■Language Teachers as Materials Developers,by Jiao Li, Xuesong (Andy) Gao, Xuehai Cui, pages 881–889.

TECHNOLOGY REVIEWS

■Leveraging Artificial Intelligence (AI) Technology for English Writing: Introducing Wordtune as a Digital Writing Assistant for EFL Writers, by Xin Zhao, pages 890–894.

■A Review of the Kaizena App for Feedback on Second Language Writing, by William S Pearson, pages 895–899.

BOOK REVIEWS

■Book Review: Language Learning Through Captioned Videos: Incidental Vocabulary Acquisition, by Junjie Gavin Wu, Yujun Liu, pages 900–901.

■Book Review: Usage-based Dynamics in Second Language Development: In Celebration of Marjolijn Verspoor, by Eunhae Cho, pages 902–903.

■Book Review: Exploring Language Teacher Efficacy in Japan, by Lim Soo Heng, pages 903–905.

■Book Review: Technology and the Psychology of the Second Language Learners and Users, by Xiaohong Hu, Xinmin Zheng, pages 905–907.

■Book Review: Professionalizing Your English Language Teaching, by Teaka Sowaprux, pages 907–909.

CONVERSATION WITH EXPERTS

■

摘要

Corpus-Based Vocabulary Analysis of English Podcasts

Ulugbek Nurmukhamedov,Northeastern Illinois University, USA

Shoaziz Sharakhimov, University of Sydney, Australia

Abstract In addition to movies, television programs, and TED Talks presentations, podcasts are an increasingly popular form of media that promotes authentic public discourse for diverse audiences, including university professors and students. However, English language teachers in the English as a second language/English as a foreign language contexts might wonder: “How do I know that my students can handle the vocabulary demands of podcasts?” To answer that question, we have analyzed a 1,137,163-word corpus comprising transcripts from 170 podcast episodes derived from the following popular podcasts: Freakonomics; Fresh Air; Invisibilia; Hidden Brain; How I Built This; Radiolab; TED Radio Hour; This American Life; and Today Explained. The results showed that knowledge about the most frequent 3000 word families plus proper nouns (PN), marginal words (MW), transparent compounds (TC), and acronyms (AC) provided 96.75% coverage, and knowledge about the most frequent 5000 word families, including PN, MW, TC, and AC provided 98.26% coverage. The analysis also showed that there is some variation in coverage among podcast types. The pedagogical implications for teaching and learning vocabulary via podcasts are discussed.

Boredom as an Aversive Emotion Experienced by English Majors

Joanna Zawodniak, Mariusz Kruk, University of Zielona Góra, Poland

Mirosław Pawlak, Adam Mickiewicz University, Kalisz, Poland

Abstract Despite a growing focus on positive psychology in recent years, negative emotions have not ceased to play a crucial role in learning additional languages in the classroom. This paper reports a study that investigated one such negative emotion – boredom – as experienced by 115 advanced learners of English. They were asked to write a descriptive paragraph about boredom that they experienced during English classes. Qualitative analysis resulted in the identification of five broad categories of factors responsible for student boredom – namely, language tasks, the teacher, modes of class organization, class components and others. On that basis, some boredom-coping solutions are offered.

English Writing Instruction in Chinese Students’ Experience: A Survey Study

Lianjiang Jiang, Department of English Language Education, Education University of Hong Kong, Hong Kong, China

Shulin Yu and Yiqin Xu, Faculty of Education, University of Macau, Macau, China

Nan Zhou, Faculty of Education, Beijing Normal University, China

Abstract While there is no lack of studies on the major approaches to L2 writing instruction (i.e., the product-, process-, and genre-oriented approaches), it remains unclear whether and how these theory-based approaches have been translated into students’ experiences of L2 writing pedagogy. This study examined students’ experiences of L2 writing instructional approaches in the Chinese EFL context. A sample of 1,190 students from 39 Chinese universities participated in the study and they were surveyed about the English writing instruction they received in universities. Results show that the process-oriented approach was most experienced by the students, followed by the genre- and product-oriented approaches. Results of latent profile analyses revealed four distinct profiles of writing pedagogy in students’ experiences: the indistinctive pattern, the product-dominant pattern, the process/genre-dominant pattern, and the synthetic pattern. These patterns indicate that writing instructions in the Chinese university-based English programs have yet to meet the demand for students’ L2 writing development. This study contributes to our knowledge of how L2 writing instructional approaches have been experienced by students of various demographic backgrounds and to how writing curricula and pedagogies can be further improved.

Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong

Anisa Cheung, Center for Language Education, Hong Kong University of Science and Technology, Hong Kong

Abstract This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher’s pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.

“COVID-19 is an Opportunity to Rediscover Ourselves”: Reflections of a Novice EFL Teacher in Central America

Thomas S C Farrell and Connie Stanclik,Brock University, Canada

Abstract This article presents a case study that examined the principles and practices of one novice English as a foreign language (EFL) teacher at a prominent English language institution in Central America. This qualitative study sought to contribute to the discussion of the perceived interdependent influences of EFL teachers’ thoughts, identities, and behaviors through five stages of self-reflection in Farrell’s framework for reflective practice. The EFL teacher engaged in conscious reflection to subject their beliefs to critical analysis and interpretation expressed through their philosophy, principles, theory, practice, and beyond practice. Overall, the findings confirm that reflections in all five stages are connected to several common themes, but simultaneously reveal a complex relationship between the teacher’s stated principles and actual practice. The discussion explores potential reasons for convergence and divergence in teachers’ beliefs and classroom actions, concluding that the results correlate with previous research in the field of language education and teacher reflection.

The Predictive Validity of the IELTS Test and Contribution of IELTS Preparation Courses to International Students’ Subsequent Academic Study: Insights from Vietnamese International Students in the UK

Chau Ngoc Dang and Thi Ngoc Yen Dang, University of Leeds, UK

Abstract International English Language Testing System (IELTS) scores have been widely used as the language entry requirements for international students in many English-medium universities. However, research on the predictive validity of IELTS on subsequent academic performance has been inconclusive. Additionally, despite the proliferation of IELTS preparation courses, very few attempts have been made to explore the extent to which these courses support course takers’ development of knowledge and skills needed for their subsequent university study. This paper investigated (a) the predictive validity of IELTS results on the subsequent academic performance of Vietnamese international students at UK universities, and (b) the extent to which an IELTS preparation course in Vietnam supported its course takers in their subsequent academic study in the UK. Questionnaires with 80 Vietnamese international students from 31 universities across the UK showed that there was a positive significant correlation between these students’ IELTS scores and their academic results. Follow-up interviews with two undergraduates and two postgraduates who had previously studied in the same IELTS preparation course, but were studying different academic disciplines at different institutions in the UK, and analysis of the materials used in their IELTS preparation course and university courses revealed that the course positively supported these students’ subsequent academic study, but certain skills and knowledge needed in their academic study were not effectively covered in the IELTS preparation course.

Using Inter-Rater Discourse to Trace the Origins of Disagreement: Towards Collective Reflective Practice in L2 Assessment

Joshua Matthews,School of Education, University of New England, Australia

E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

Benjamin Luke Moorhouse,Hong Kong Baptist University, Hong Kong SAR

Yanna Li, The University of Hong Kong, Hong Kong SAR

Steve Walsh, Newcastle University, UK

Abstract Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

Reading Research Genre: The Impact of Thematic Progression

Peichin Chang, National Taiwan Normal University, Taiwan

Abstract The research genre has specific communicative purposes which require students to understand the tone, generic and disciplinary conventions. The present study explored the potential of thematic progression (TP) to contribute to research argument readability. TP concerns how clauses encode information and how that information is carried forward. Three major types of TP include: (a) constant TP; (b) linear TP; and (c) derived TP. Overuse of constant TP often prevents a text from developing, while linear TP better contributes to cohesion. It was hypothesized that an effective TP pattern, if present, may help graduate students better grasp the gist in research arguments. Two groups of participants, native and non-native speakers of English, were recruited to read six Introductions of varying TP patterns and conceptualize their readability. The results revealed that the TP pattern may not have strong predictive power; rather, fewer information breaks better predict readability. Regardless of TP patterns, heavy themes and rhemes may impede understanding. Static and simple themes also do not facilitate readability. The use of metadiscursive devices may facilitate readability on condition that the themes are informative. Effective lexical chains and marked themes, which signal the ties between clauses, also ease processing.

Glocalizing ELT Reform in China: A Perspective from the Use of English in the Workplace

Deyuan He, Faculty of Arts and Social Sciences, Universiti Brunei Darussalam, Brunei

David CS Li, Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong

Abstract With the largest number of English learners in the world, the influence of the English language teaching (ELT) reform in China cannot be underestimated. This article explores the implications of the actual use of English in China’s workplace for ELT reform in the context of English as a lingua franca (ELF). On the basis of cross-validated data (questionnaire survey and focused interview) collected from 2495 participants, we argue that ELT reform in China should be geared towards using English communicatively in ELF settings –that is, firstly, ELT curriculum and pedagogies should focus more broadly on improving students’ communication skills instead of narrowly measuring whether they have successfully adhered to lexico-grammatical accuracy pertaining to Standard English norms. Secondly, the native-speaker-based pedagogical model of ELT in China should be enriched with judiciously selected indigenized variants as long as meaning is not adversely affected. Last but not least, for ELT reforms to bear fruit, it is absolutely crucial to ensure a steady supply of properly trained and resourceful ELT teachers.

EFL Reformed Curriculum in Vietnam: An Understanding of Teachers’ Cognitions and Classroom Practices

Nam Giang Tran, Ha Tinh Department of Education and Training, Vietnam

Xuan Van Ha, Department of Foreign Languages, Ha Tinh University, Vietnam

Ngoc Hai Tran, Faculty of Education, Thu Dau Mot University, Vietnam; Department of HR and Administration, Ha Tinh University, Vietnam

Reflecting on the Intersection of Critical Pedagogy, Identities, and Spaces: An Indonesian Doctoral Student’s Autoethnography

Parawati Siti Sondari, Indiana University of Pennsylvania, USA

Abstract To address a student-teacher educator perspective in the engagement of critical pedagogy (CP), I employed a critical and analytical autoethnography to self-investigate my lived experiences during coursework in a doctoral program in the United States. Framed in postcolonial CP in border-crossing notion, I engaged in critical and analytical autoethnography. I critically carried out thematic analysis on learning artifacts and personal memory during the Summer course 2020 which was expanded to analytical thematic analysis as I drew on artifacts and personal memory during coursework from Fall 2018 to Spring 2020. The analysis was intended to explore how CP was enacted during coursework and the implications of the enactment. Three key themes were identified: ideology work; co-construction of knowledge and mutuality; and imagined spaces and unfinishedness. The themes embodied the perceived enactment of CP in my coursework experience and they revealed how criticality intersected CP is with pedagogical practices, transformed identities, and spaces. They further served as the basis for implications for English teacher education programs and teacher educators in Indonesia to implement CP in a higher educational landscape.

Creating Critical Literacy Praxis: Bridging the Gap between Theory and Practice

Tsung-han Weng, University of Kansas, USA

Abstract Although research in critical literacy has long been conducted in English as a second language contexts, a modicum of critical literacy research in English as a foreign language (EFL) contexts in which English is seldom used outside the classroom environment has also been undertaken. This article aims to discuss the introduction of critical literacy in the Teaching English to Speakers of other Languages (TESOL) profession, which has been neglected by TESOL researchers and practitioners in EFL contexts. The article reviews and synthesizes the existing literature by providing conceptualizations of the critical literacy approach to TESOL, examples of critical literacy implementation, and the benefits and challenges of implementing critical literacy pedagogy. The article concludes by calling for more critical literacy research in EFL contexts.

E-Portfolios: What We Know, What We Don’t, and What We Need to Know

Ricky Lam, Hong Kong Baptist University, China

Abstract Electronic portfolios, also known as e-Portfolios, are commonplace in language education. While e-Portfolio research has evolved over the past two decades, not much is done to evaluate how this scholarship can inform effective language teaching and learning, especially in second language and English as a Foreign Language classroom contexts. This review study intends to fill this much-needed gap by thematically analyzing (1) work done extensively; (2) work done inadequately; and (3) work to be done in the area of e-Portfolio pedagogy and assessment. The review then discusses four thought-provoking pedagogical implications, which attempt to empower teachers to be assessment-capable and technology-literate when e-Portfolios are utilized in authentic classroom settings.

A Typology of English-Medium Instruction

Jack C Richards, School of Education and Social Work, The University of Sydney, Australia

Jack Pun, Department of English, City University of Hong Kong, Hong Kong

Abstract The use of English to teach content subjects has been a growing trend in many parts of the world. It is labelled in a variety of ways, such as content-based learning, content and language integrated learning, immersion education, theme-based language teaching, and bilingual education, but it is referred to in this paper as English-medium instruction (EMI). The expansion of EMI worldwide has resulted in many different forms of EMI, as well as some confusion as to how they differ. In addition, a number of different forms of EMI may occur in the same school or institution, area, or country. The different forms of EMI can be usefully classified in the form of a typology. A typology provides a basis for objective and quantifiable accounts of the characteristics of EMI in different situations. The present typology describes 51 features across 10 curriculum categories, which were identified when comparing different forms and realizations of EMI. It highlights the many different dimensions of EMI that are involved in describing, planning, or evaluating EMI.

Extending the L2 Motivational Self System to the Global EAL Classroom

Shahid Abrar-ul-Hassan, Southeast University, PR China; Yorkville University, Canada

Hossein Nassaji, University of Victoria, Canada

Abstract A growing interest has been witnessed in analysing second language (L2) learner motivation in English as an Additional Language (EAL) instruction around the world. Despite extensive scholarship in this area, revisiting learner motivation is warranted due to some unprecedented developments that impact EAL teaching, such as the prevalence of World Englishes, ethno-linguistically diverse classrooms, and the social as well as situated nature of teaching and learning. The aim of this article is to expand on Dörnyei’s L2 Motivational Self System framework to inform classroom instruction in globally growing EAL teaching. The expansion entails three sociocultural dimensions in the EAL classroom: diversity, inclusivity, and entitlement. This expanded framework can potentially equip EAL educators to better address the demands of a rapidly changing world. Moreover, the framework can also serve as an impetus for learner success in EAL classrooms and the recognition of their individual characteristics, such as self-regulation, autonomy, and agency, which are highly emphasized in postmodern L2 pedagogy.

Teacher, Learner and Student-Teacher Identity in TESOL

Jack C Richards, School of Education and Social Work, University of Sydney, Australia

Abstract In order to position the notion of identity as more central to theory and practice in TESOL, a survey is presented of how the notion of identity contributes to our understanding of the nature of the teacher self, second language learning and teacher learning in language teaching. Available theory and research is reviewed to illustrate the sources of teacher and learner identity and the multifaceted ways in which aspects of identity shape their approaches to learning and the impact identity can have on beliefs, attitudes, motivation and classroom practices as well as their use of English. Suggestions are given as to how a focus on identity can be included in teacher education courses for language teachers.

Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become?

Rui Yuan, Faculty of Education, University of Macau, China

Abstract Despite the rapid expansion of English-as-a-medium-of-instruction (EMI) programs in higher education, EMI teacher education is still in its infancy. This viewpoint paper analyses what language specialists can do and become in EMI teacher education in university settings. Specifically, the paper argues that language specialists can take on a new role as EMI teacher educators and contribute to EMI teaching and teacher development in different ways, including: (1) initiating classroom change through awareness raising; (2) integrating content and language in specific disciplines through collaboration; (3) attending to EMI teachers’ social and affective needs; and (4) advocating the professional status of EMI teachers. The paper also proposes a tentative framework on EMI teacher educator identity, which can serve as a frame of reference for language specialists who are interested in embarking on a new professional path as EMI teacher educators.

Engaging Exam-Oriented Students in Communicative Language Teaching by ‘Packaging’ Learning English Through Songs as Exam Practice

Kevin Wai-Ho Yung,Department of Curriculum and Instruction, Education University of Hong Kong, Hong Kong

Abstract Literature has long been used as a tool for language teaching and learning. In the New Academic Structure in Hong Kong, it has become an important element in the senior secondary English language curriculum to promote communicative language teaching (CLT) with a process-oriented approach. However, as in many other English as a second or foreign language (ESL/EFL) contexts where high-stakes testing prevails, Hong Kong students are highly exam-oriented and expect teachers to teach to the test. Because there is no direct assessment on literature in the English language curriculum, many teachers find it challenging to balance CLT through literature and exam preparation. To address this issue, this article describes an innovation of teaching ESL through songs by ‘packaging’ it as exam practice to engage exam-oriented students in CLT. A series of activities derived from the song Seasons in the Sun was implemented in the ESL classrooms in a secondary school in Hong Kong. Based on the author’s observations and reflections informed by teachers’ and students’ comments, the students were first motivated, at least instrumentally, by the relevance of the activities to the listening paper in the public exam when they saw the similarities between the classroom tasks and past exam questions. Once the students felt motivated, they were more easily engaged in a variety of CLT activities, which encouraged the use of English for authentic and meaningful communication. This article offers pedagogical implications for ESL/EFL teachers to implement CLT through literature in exam-oriented contexts.

‘Do as WE Do’: Teaching World Englishes in a General English Course to Thai Students

Krich Rajprasit, Srinakharinwirot University, Thailand

Abstract The spread of English throughout the world has led to the language acquiring the status of an international language and has also led to the emergence of many varieties of English in different parts of the world, commonly referred to as world Englishes (WE). In this regard, WE advocates are making efforts to raise awareness of English diversity and have highlighted the need for learners and educators to develop positive attitudes toward such diversity. In order to promote greater awareness and more positive attitudes in language-learning classrooms, various WE-informed pedagogical principles for language teaching have been developed by WE practitioner-researchers. However, research building on the growing body of reports on English language teaching (ELT) classroom innovation and how to better share such innovation in practice remains scarce in some under-researched contexts, such as Thai classrooms. Consequently, the present study aims to address a gap by offering a practical example of how to incorporate WE into an English language learning course for university students in the English as a foreign language context. To further justify its significance, the study also shares the written reflections of students on their experiences with WE-oriented learning activities. These reflections revealed positive attitudes toward linguistic diversity and their improved understanding of the sociolinguistic reality of English after taking part in the innovative WE-oriented learning activities. The present study showcases innovative classroom practice that differs completely from the traditional classroom in terms of its particular focus on raising the awareness of WE, and it is also hoped that such classroom practice may provide some guidance for the further implementation of WE in other ELT contexts.

“Whoa! Incredible!:” Language Learning Experiences in Virtual Reality

Melinda Dooly, Department of Language, Literature and Social Science Education, Universitat Autònoma de Barcelona, Spain

Tricia Thrasher, Randall Sadler, Immerse, University of Illinois at Urbana Champaign, USA

Abstract Recently, immersive virtual reality (VR) environments for language learning have garnered interest from researchers and practitioners alike, based on their realistic imitations of environments where target languages might be used for “authentic-like” interactions (with other learners, bots and avatars). However, the majority of research thus far has focused on university-level students’ perceptions of VR and there is a critical need for research examining how these environments can be used effectively with kindergarten to grade 12 students. This article discusses a pilot study that aims to fill this gap in research through a three-month-long VR study conducted with 10- to 11-year-old students in Spain (n = 24) studying English as a foreign language (EFL). VR lessons were taught using the VR language learning platform Immerse and Oculus Quest 2 VR headsets. The data corpora consist of recordings of the VR activities, comparable non-VR classroom activities and teacher-directed student output (pre-VR and post-VR activities focused on the target language). Fragments of interactions during activities in both VR and the classroom were selected and transcribed. The Common European Framework of Reference for Languages: Learning, Teaching, Assessment Companion Volume (CEFR-CV) illustrative descriptors were then used to map the participants’ language performance to the CEFR-CV scales. Findings indicate that production of the target language is less controlled and less accurate in VR compared to face-to-face “traditional” oral activities in the classroom. However, there are more examples of spontaneous language use, more examples of mediation between the learners and even moments of higher than expected levels of production and comprehension, equivalent to English language level B1 descriptors in VR.

Exploratory Practice as a Professional Development Strategy for English-Language Teachers in Indonesia

Junjun Muhamad Ramdani, Department of English Education, Universitas Siliwangi, West Java, Indonesia

Sally Baker, and Xuesong (Andy) Gao, School of Education, University of New South Wales, New South Wales, Australia

Abstract The COVID-19 pandemic forced university-based language teachers to rely on technology for teaching. While the challenges of the rushed move to online teaching have been well documented, less is known about how teachers adapted to online teaching through professional development. This article focuses on the experiences of four English-language teachers in Indonesian higher education, who took part in an exploratory practice study for the integration of technology-enhanced pedagogical practices in teaching. In this article, we explore the pedagogical puzzles they explored with their students, the challenges faced by the teachers and the gains achieved by undertaking exploratory practice for integrating technology into language teaching in 2021. Drawing on data gathered through semi-structured interviews and focus group discussions, we identified that the application of exploratory practice principles enabled the participant teachers to tackle a variety of pedagogical puzzles related to online teaching and professional development. We also found that they overcame a variety of challenges and used potentially exploitable pedagogic activities to better understand students and their learning needs, which encouraged them to recognize students as partners in teaching. Further investments of resources and support are necessary to ensure that language teachers fully benefit from exploratory practice in terms of professional development during and beyond the pandemic.

Technology-enhanced Reflection and Teacher Development: A Student Teacher's Journey

Yanna Li and Steve Walsh, Newcastle University, UK

Abstract This article reports on the findings from a technology-enhanced teacher learning project where the SETTVEO app (Self Evaluation of Teacher Talk through Video Enhanced Observation) was used to support teachers’ reflective practices and professional development. Participants in the project were a group of 40 student teachers (ST) from Hong Kong, who took part in a teaching practicum taught online owing to COVID-19 restrictions. They formed online professional learning communities (PLCs) with peers and tutors, shared their class recordings (tagged using the on SETTVEO app), and reflected on their teaching through weekly discussions. This study aims to characterize teacher learning mediated by video technology and dialogue, and to evaluate the impact of the app on STs’ reflective practices and emerging Classroom Interactional Competence (CIC, Walsh 2013). In this article, we focus on an individual ST's development over a period of eight weeks. Two sources of data are transcribed and analysed using an applied Conversation Analysis (CA) method: the first records the teacher's interactions while teaching, the second their dialogic reflections based on observations of these class recordings. Findings from the study enhance our understandings of the role of technology in influencing classroom practice and highlight its importance in promoting teacher noticing and professional development.

New Types of Evidence in Online Learning Spaces: A Corpus-Based Study

   Mayyer Ling and Irina Elgort, Victoria University of Wellington, New Zealand

Abstract Following Hyland's model of metadiscourse, evidential is defined as an expression that references information from other texts. Evidence in traditional academic writing may include peer-reviewed articles, published books and personal communication with field experts. With a sharp increase in the use of online teaching and learning environments by education providers, such as Google Classroom and Canvas, and a vast range of sources of evidence available in non-traditional forms, are types of evidence in students’ academic writing changing and, if yes, how? In this study, we analysed the use of evidentials in course discussion forums by students at the Universiti Brunei Darussalam, revealing the types of evidence included in the writing. Our findings show that students’ academic writing in online teaching environments expands what is traditionally considered academic evidence to some extent, but more targeted teaching intervention may be needed to broaden the range and quality of evidentials used by students.

Artificial Intelligence in English Language Teaching: The Good, the Bad and the Ugly

Nicky Hockly,The Consultants-E (TCE), UK

Abstract The use of educational technologies in English language teaching (ELT) has become widely accepted in the post-pandemic era, and, for better or worse, some of these technologies rely on artificial intelligence (AI). As an area of technological growth and increasing financial investment, we are likely to see more AI-driven technologies in teaching and learning in the post-pandemic ELT world. We are currently in the stage of ‘weak’ AI, which typically performs restricted tasks within specific domains relatively well. However, ‘strong’ AI, equivalent to human intelligence, is the long-term goal, and although this is no more than a theoretical construct at present, we can expect ‘stronger’ AI to emerge over time. ELT will not be immune to this development, and it behoves us as language teachers to be familiar with AI's current benefits and challenges, so that we can better prepare for that future. This article describes how AI is currently used in ELT, and explores some of the opportunities and challenges that AI can provide for learners, teachers and institutions. Ethical issues such as collecting learner data, surveillance and privacy are considered, as well as learner wellbeing and the digital literacies that teachers and learners will need to develop to co-exist in a brave new world of educational AI. Chatbots are examined as one example of AI-driven technology for language learning. There are of course many more, such as machine translation, intelligent tutoring systems and automated writing evaluation to name just a few; however, a detailed consideration of these is beyond the scope of this article.

Virtual Distance in Project Work: What We Have Learned From the Pandemic

Christoph A. Hafner, Department of English, City University of Hong Kong, Hong Kong SAR

Sichen Xia, School of Humanities and Social Science, The Chinese University of Hong Kong, Shenzhen, China

Abstract The Covid-19 pandemic posed novel challenges to language teachers and learners, as ‘emergency remote teaching' became a necessity in order for teachers and learners to isolate from one another. Much has already been written about the nature of those challenges and language teachers' response to them, which response frequently made use of video-conferencing technology like Zoom in order to facilitate remote interaction, teaching and learning. The existing work has focused heavily on teacher experiences, including the kinds of strategies and competencies that teachers made use of when ‘doing' synchronous online learning. However, much less work has examined the student experience. In addition, one challenge consistently identified in the literature is that of fostering meaningful interaction and engagement. In this viewpoint article, we apply the concept of ‘virtual distance’ to the activity of project-based learning taking place at a university in Hong Kong and mediated by digital technologies as part of emergency remote teaching. We report on the emergence of a socio-technical divide in one particular student team and teacher strategies that tend to bridge the divide. We offer suggestions on how the lessons learned from this experience can inform project-based learning in the post-pandemic future.

Digital Language Teaching 5.0: Technologies, Trends and Competencies

Joel C. Meniado, SEAMEO Regional Language Centre, Singapore

Abstract Digital Language Teaching 5.0, a new language teaching paradigm that applies the digital pedagogies and technologies of the fifth Industrial Revolution (Industry 5.0), is expected to transform the English language teaching and learning landscape soon, as the world continuously seeks innovative solutions to the educational challenges brought by the COVID-19 pandemic. As a new concept, it draws inquiries and discussions on how it will influence language curriculum, instruction and assessment in the post-pandemic digital age, what technologies and practices will be adopted in schools to align with its purposes, and what competencies pre-service and in-service language teachers will need to be able to actualize it in their own contexts. This paper aims to address the foregoing issues by discussing relevant concepts, trends and practices. It begins by providing a brief background about Education 4.0, its key features, technologies and trends as applied in English language teaching. It then proceeds to the discussion of Education 5.0 and Digital Language Teaching 5.0 with their distinct features, purposes, technologies and practices. Lastly, it explores the skills and competencies under Digital Language Teaching 5.0 and discusses how pre-service and in-service language teachers can develop and enhance such competencies through various formal and alternative language teacher development activities. It concludes with insights on some issues raised and recommendations for successful implementation.

Leveraging Flip, a Video Discussion Platform, to Support the Needs of International ESL Pre-Service Teachers

Weina L. Chen and Kevin M. Wong, Pepperdine University, USA

Abstract 

International students, particularly international English as a Second Language (ESL) students who come to the United States with relatively lower levels of English oral language proficiency, are often reluctant to participate in academic discussions. In a graduate-level TESOL program with a majority of international ESL students, a video recording, sharing, and discussion platform, Flip, was utilized in the program's teaching innovation. Flip is widely adopted by educators of all grade levels worldwide, as it enables educators to create a less formal online space to meet the holistic needs of international ESL students, including both academic and social needs. The article explains the teaching context of the practice, four stages of course integration with Flip, reasons for the integration, reflections, and future pedagogical directions. Incorporating Flip in this program promotes linguistic benefits, teacher identity and skill development, a community of belonging, and increased equity in assessment. Practical pedagogical considerations are also provided at the end of the article.

Practical Technological Tools for Teaching and Connecting with Adolescent English Learners in the Post-Pandemic Age

Jacobo Coronel,El Rancho Unified School District, USA

Abstract The COVID-19 pandemic ushered in a new era of technological tools that were used by language teachers to develop their students’ English language skills. As a result of the sudden shift to online instruction, teachers at the Science, Technology, Engineering, Arts and Mathematics Academy middle school had little time to prepare and had limited resources to deliver an innovative curriculum. However, when schools returned to in-person learning and when COVID-19 relief funds were allocated to the school site to purchase new technology, these teachers gained access to more technology in their classrooms than ever before. This paper describes how teachers at this site leveraged the technological tools to achieve two goals: making the curriculum comprehensible and engaging for English learners to raise assessment scores; and using the technology to connect with their students. To achieve these goals, teachers were taught how to coalesce their tools in three ways: translating texts; digitizing their paper-based lessons; and “mirroring” input from their tablet computers to a larger screen. During an eight-week training, teachers implemented these innovations in their classrooms, reported their successes and reflected on their practice. This paper describes how four teachers used these tools inside their classrooms for innovative English language instruction.

Japanese English Learners’ Perceptions of Filipino Teachers’ Online English Lessons: Implications for Global Englishes Research

Yoko Kobayashi, Iwate University, Japan

Abstract Situated in the domain of Global Englishes research, this study explores a question of how far the issue of the English model for Japanese learners is complicated by the hierarchical coexistence of regular English courses taught by Anglophone English teachers and extracurricular online English lessons taught by non-Anglophone instructors. A questionnaire survey was administered to 100 Japanese English learners aged 18–34 who have taken such lessons. This study provides both hopeful and challenging suggestions for Global Englishes research and practice, that is, Japanese English learners’ favourable perceptions of Filipino teachers’ affordable and flexible lessons that, they believe, would not interfere with their subsequent or concurrent study of ‘real’ English taught by native Anglophone teachers. This study indicates future directions of research and practice regarding the legitimate positioning of in-class or online English classes taught by Association of Southeast Asian Nations and other non-native English-speaking teachers in East Asian English classrooms that remain bound by native English norms.

Which English Should We Stand For? Voices from Lecturers in Thai Multicultural Universities

Yusop Boonsuk, English Section, Faculty of Humanities and Social Sciences, Prince of Songkla University, Pattani, Thailand

Abstract The rapid transformation of English linguistic landscapes has introduced the world to newly emerging English varieties or World Englishes, which are not typically employed in the Inner Circle. To address the defying phenomenon, this qualitative study explored the perceptions of Thai university lecturers on World Englishes, Thai English and the feasibility of implementing World Englishes and Thai English in the classrooms. Data were collected from semi-structured interviews with 15 English lecturers in 5 universities across the Thai regions. Analyzed by content analysis, findings revealed that the participants demonstrated mixed perceptions. While most of the participants viewed British and American Englishes as representations of standard English varieties and questioned the legitimacy of World Englishes and Thai English, others reportedly recognized and accepted the existence of World Englishes and considered Thai English as a tool to convey Thai identities and cultures. The findings also indicated that most participants outright disapproved of World Englishes and Thai English in teaching practices, and these varieties were substantially marginalized and devalued. However, to prepare learners for realistic use of English and increase their awareness of World Englishes and Thai English, the remaining participants suggested that English language teaching should embrace flexible linguistic conventions that allow spaces for Inner Circle, Outer Circle and Expanding Circle Englishes.

Inspiring Pre-service English Language Teachers to Become ELF-aware

Adem Soruç, Department of Education, MATESOL, University of Bath, UK

Carol Griffiths, Faculty of Education, Girne American University, Cyprus

Abstract As English as a lingua franca (ELF) continues its global expansion, the need to deal with related pedagogical questions becomes more urgent. Although there have been some studies on ELF-aware students, there is also a need for inspiring ELF-aware teachers, especially at the pre-service stage so that they begin their professional lives with an ELF-aware mindset. The study reported here aimed to explore the views of a group of pre-service teachers (N = 24) after exposure to a variety of awareness-raising tasks. Data gathered by interviews and a questionnaire suggested that good ELF-aware teachers have seven main characteristics: they give less value to error correction and more to intelligibility, they respect linguistic and cultural identity, and they are open-minded, tolerant, willing to allow choice, and realistic about language use in the real world. These characteristics are exemplified and discussed, and recommendations are made for on-going development of the ELF-aware teacher.

Issues of Error Selection for Focused Written Corrective Feedback in Authentic Classroom Contexts

Icy Lee, The Chinese University of Hong Kong, Hong Kong

Na Luo, Wuhan University of Science and Technology, China

Pauline Mak, The Education University of Hong Kong, Hong Kong

Abstract In conventional written corrective feedback (WCF) practice, teachers spend an inordinate amount of time identifying every error in student writing. Research evidence suggests that such a comprehensive WCF approach is both undesirable and ineffective. Recent research has shown that focused WCF, where teachers respond to errors selectively, is a good practice since it is more manageable and less discouraging for students. Much of existing WCF research on focused WCF, however, has adopted the experimental or quasi-experimental design, involving a very small number of error categories, without paying attention to the real-life classroom conditions in which WCF takes place. To fill the research gap, the present study investigates how two secondary teachers select target language features for focused WCF and the issues that arise from their WCF practice. The paper provides pedagogical implications that contribute to our understanding of how teachers can go about selecting errors for focused WCF in authentic second language writing classrooms, as contrasted with experimental classrooms.

Dynamic Written Corrective Feedback in First-Year Composition: Accuracy and Lexical and Syntactic Complexity

Grant Eckstein, Brigham Young University, USA

Lisa Bell, Utah Valley University, USA

Abstract First-year composition courses must balance a range of writing instruction priorities including genre and audience awareness with language instruction, particularly for second-language writers. Despite the attested efficacy of dynamic written corrective feedback for language gains in intensive English programs, little research has investigated dynamic written corrective feedback in supporting language and discourse development among L2 first-year composition students. In the present study, pre- and post-test writing from 63 second-language first-year composition writers was analyzed for grammatical accuracy as well as lexical and syntactic complexity. Writers with dynamic written corrective feedback intervention (n = 30) failed to outperform a control group on nearly all measures, and in fact made significantly more verb errors and demonstrated significantly less syntactic complexity over time compared to the control group. Results suggest that while dynamic written corrective feedback is efficacious in some settings, it may be at cross purposes with other first-year composition discourse-based goals such as genre and audience awareness.

Metacognitive Strategies, Language Learning Motivation, Self-Efficacy Belief, and English Achievement During Remote Learning: A Structural Equation Modelling Approach

Mark Feng Teng, Chuang Wang,University of Macau, Macau, China

Junjie Gavin Wu, Shenzhen Technology University, China

Abstract Metacognitive strategies, language learning motivation, and self-efficacy belief are crucial to online or remote learning success. The purpose of the present study was to evaluate the interrelationship among metacognitive strategies, language learning motivation, self-efficacy belief, and English learning achievement. The data were collected from three surveys and an English test. The participants were 590 Chinese university students. The findings revealed that self-efficacy belief predicts English learning achievement. In particular, metacognitive strategies and language learning motivation mediate the predictive effects of self-efficacy belief on English learning achievement. The findings show the potential of enhancing online English learning achievement by facilitating learners’ self-efficacy belief, motivation, and metacognitive strategies. Implications can be gained for remote learning within and beyond the coronavirus (COVID-19) context.

Dynamic Changes and Individual Differences in Learners’ Perceptions of Cooperative Learning During a Project Activity

Masahiro Yoshimura, Setsunan University, Japan

Tomohito Hiromori, Meiji University, Japan

Ryo Kirimura, Ritsumeikan University, Japan

Abstract Although cooperative learning is a well-researched framework with many reports on its effective implementation in education, successful cooperative learning practice remains elusive in the classroom. The literature suggests certain elements of cooperative learning are key, but few studies have addressed their importance with respect to the dynamics of the learning activity and differences in individual learners’ attitudes. The objective of this study is to examine (1) whether learners’ perception of cooperative learning changes throughout a project, and (2) how differently individual learners perceive their activities with reference to the five elements (i.e. positive interdependence; face-to-face promotive interaction; individual accountability; social skills; group processing), and thereby to explore measures for successful implementation of cooperative learning. Analyses of a questionnaire survey and weekly journal entries revealed that there were dynamic changes in learners’ perception of cooperative learning in accordance with the shifts in phases of the project. The results also showed that there were significant differences in individual learners’ perceptions and that their engagement in cooperative learning could be affected by certain factors that were not weighed by the five elements. The results of this study can provide hints for better pedagogical interventions for teachers introducing cooperative learning into the classroom.

Sustaining Short-Term Exchange Students’ Willingness to Communicate in Second Language in Multilingual Classrooms

Fei Deng, Jian-E Peng,College of Liberal Arts, Shantou University, China

Abstract This study explores changes in willingness to communicate in a second language (L2 WTC) inside multilingual classrooms among short-term exchange students. Data were collected from eight Chinese exchange students studying in three universities in Canada and two instructors teaching in one of these universities through in-depth interviews. Qualitative content analysis was conducted and three patterns of WTC changes were found: positive, negative, and no apparent changes. Three main factors underlying these changes were identified, which include students’ perceptions of values in speaking up, sense of fitting in, and classroom environment. The two instructors from the host university provided positive comments and supportive suggestions regarding international students’ L2 WTC and oral participation in multilingual classrooms. This study highlights the importance of sustaining short-term exchange students’ L2 WTC through concerted efforts from students and teachers for maximizing the effectiveness of study abroad programs.

Learning with Immersive Virtual Reality: An Exploratory Study of Chinese College Nursing Students

Junjie Gavin Wu, School of Foreign Languages, Shenzhen Technology University, China

Lindsay Miller, Department of English, City University of Hong Kong, Hong Kong

Qing Huang, School of Foundation Studies, Huizhou Health Sciences Polytechnic, China

Minjuan Wang, Learning Design and Technology, San Diego State University, USA

Abstract As an emerging technology, virtual reality (VR) is now being used in education, particularly with STEM-related learning. However, as with all pedagogical innovation, there is a lack of empirical research on the application of VR in situations where students are using it with their second language (L2) and existing studies generally rely on the use of non-immersive VR tools. This paper is one step in a process of understanding the affordances and constraints of a fully immersive VR system in facilitating language learning for English as a foreign language (EFL) nurses. The results of a small-scale study suggested that learners appreciated the different features of VR, which enhanced the integration of virtuality, reality, and mentality. In addition, mediating factors of this VR learning experience were discussed based on the data set. Informed by the current findings, the paper puts forward suggestions for designing VR-supported language learning, which hopefully sheds some light on the complex nature of the effective use of VR in learning.

One Does Not Simply Teach Idioms: Meme Creation as Innovative Practice for Virtual EFL Learners

Christopher A Smith, School of Linguistics and Language Studies, Carleton University, Canada

Abstract To maximize the advantages of virtual learning, the present study highlights the potential for Internet meme design and creation in English language learning (ELL) courses as an innovative activity that raises student agency, increases multimodal literacy, inculcates intercultural communication, and teaches idiomatic expression. Memes resonate a multimodal feedback loop of popular culture. In the context of language education, multimodal literacy is a necessity for 21st-century education because the affordances of digital learning platforms present the world told alongside the world shown. While some studies feature the usefulness of memes in English as a foreign language (EFL) learning, none have underscored meme creation as a learning activity. To demonstrate the activity in situ, a vignette at two Korean universities features two instructors who ask their respective students (N = 49) to design one meme using an idiom discovered in their ELL materials from a prescribed list, then asks: 1) What common power relations and ideologies emerge in the multimodal discourse of the collected pool of student “idiomemes”? 2) What do the findings tell us about student attitudes and engagement with the activity? 3) What do the findings tell us about the importance of multimodal discourse in EFL learning? Using a multimodal critical discourse analysis of the student-created Internet memes, the findings reveal that students chose culturally familiar images to complete the assignment, suggesting that their engagement and understanding of multimodal, English discourse increases commensurately with content intuitive to their culture. The implications suggest that empowering students with a measure of agency in expressing culturally relevant, multimodal discourse in ELL course content increases their engagement in virtual classrooms. Designing idiomemes, as a virtual learning activity, is further explored as a curricular augmentation that increases the value of a student's language-learning investment.

Unpacking the Teachers’ Multimodal Pedagogies in the Primary English Language Classroom in Singapore

Fei Victor Lim, Phillip A. Towndrow and Jia Min Tan, National Institute of Education, Nanyang Technological University, Singapore

Abstract The ‘multimodal turn’ has led many education systems around the world to incorporate aspects of multimodality into their language curriculum as a response to the contemporary communication environment and new literacy practices of students. In this article, we present and examine findings from a study of the enactment of multimodal pedagogies by two primary level English language teachers in Singapore. Classroom data were collected, transcribed, and analysed in this case study research. We observed eight lessons by two teachers where viewing and representing skills were taught and interviewed the teachers for their reflections on their experience. The lessons were coded in terms of the classroom practices, the knowledge focus, the types of knowledge representations present (conventional or constructed), as well as the source of the knowledge representation (i.e. whether the knowledge was teacher-constructed, student-constructed or jointly constructed by both). Our findings indicate that there was a good balance between teacher and student construction of knowledge. However, most of the knowledge represented in the lessons was factual and procedural rather than conceptual. This suggests that students had few opportunities to critically explore and challenge the knowledge taught and were not guided sufficiently to interrogate the knowledge represented. Representing skills also received less emphasis than viewing skills in the lessons. We discuss the implications of our observations on teachers’ professional learning and advance the argument on the need to pay more attention to multimodal pedagogies in literacy instruction given the incorporation of multimodality in the curricula.

Democratizing the Online Materials-Based Classroom: What Can Student Writers’ Voices Offer?

Abstract This qualitative case study explores the interaction between Chinese college student writers’ voices and their teacher’s use of online materials during one semester-long writing course. It shows that, when acted upon selectively and critically, students’ voices can potentially improve their teacher’s use of online materials. This practice, in turn, can help students gain effective and necessary knowledge of writing. This study also shows that students’ interactions with their teacher seem to lead to bolder and enhanced narration of their voices on how to teach optimally through online materials.

The Teaching of Science Subjects through Foreign Languages in Moroccan Secondary Schools: Science Teachers’ Perceptions and Experiences

Salah Ben Hammou, Abdelaziz Kesbi, Faculty of Arts and Humanities, Hassan II University, Mohammadia, Morocco

Abstract The present study explores Moroccan science teachers’ perceptions of teaching science subjects through foreign languages, mainly French, in Moroccan secondary schools. Seventeen science and technology teachers have been interviewed and data were analysed following the grounded theory methodology. The researcher constructs hypotheses based on data collection and analysis following axial coding. The findings of the study reveal that although science teachers hold positive attitudes towards the change in the language of instruction, they do not agree with the way this new initiative is being implemented. According to them, neither teachers nor students have been prepared to cope with a foreign language as a medium of instruction. They think students’ low French proficiency is the major challenge in this new initiative. Hence, they admit to resorting to the mother tongue to facilitate students’ content learning. Also, they have expressed their dissatisfaction with the prioritization of French as a foreign language and as a language of instruction. Instead, they suggest preparing young generations to switch to English as a medium of instruction through introducing English as a first foreign language at the primary and middle schools instead of French. The study ends up with some implications to overcome the challenges of the new policy.

When Inclusivity Means Playing Safe: Ideological Discourses and Representations in English Testing Materials

Abstract Over the years, we have been witnessing the burgeoning of interdisciplinary interest in the use of ideological discourses and enactment of representations through linguistic and semiotic choices in positioning, (re)constructing and expressing identities. In this picture, there is an evident paucity of research investigating the kinds of representations (e.g. discourses of identity and the notions of inclusivity and exclusivity) in domains other than academic writing and instructional materials (e.g. second language testing materials). Responding to this need, the current study investigates the representations of ideologies and discourses in the Yabancı Dil Sınavı (Foreign Language Exam, abbreviated as YDS) developed and administered by the Ölçme, Seçme ve Yerleştirme Merkezi (The Measuring, Selection, and Placement Centre, abbreviated as ÖSYM) in Turkey. The data set used in this study consists of a total of 880 multiple-choice questions that appeared in 11 YDS tests administered between 2014 and 2018. The analysis of our data set helped us acknowledge the complex and multi-layered nature of ideological discourses and representations of inclusivity/exclusivity embedded in language constructions and choices (the first-person plural pronoun we) and their manifestations (referents). Even though surface-level analyses indicated a seemingly artificial sense of inclusivity, deeper-level analyses portrayed a ‘safe zone’ demarcated by conceptual decisions (emotional topic effect) broader policy implications (tests as sociocultural artifacts). In conclusion, the findings indicated that informed by the ongoing sociocultural and sociopolitical context, the test and examination bodies (e.g. ÖSYM) have a defining role in establishing a local culture of testing.

Language Teacher Identity and English Education Policy in Japan: Competing Discourses Surrounding “Non-native” English-speaking Teachers

Ryosuke Aoyama, Foreign Language Department, Kanagawa Prefectural Yokohama Senior High School of International Studies, Japan

Abstract This paper examines English teacher identity of Japanese “non-native” English-speaking teachers through a multi-layered analysis of discourses and identity. Informed by poststructuralist views of identity, it explores dominant discourses surrounding “non-native” English-speaking teachers by analyzing their portrayal in national English education policy in Japan. This analysis is combined with qualitative data analysis of interview accounts of five Japanese high school “non-native” English-speaking teachers, which allows for examination of the interrelation between dominant discourses and their teacher identities. The data analysis demonstrates how the policy documents portray “non-native” English-speaking teachers, framing them within two competing discourses: the discourse of teaching professionals vis-à-vis students and the discourse of “nonnative” teachers vis-à-vis imagined “native” speakers of English. This discursive portrayal corresponds to the “non-native” English-speaking teacher identity illuminated by narrative accounts from the participant teachers, manifesting the paradoxical and conflicting nature of teacher identity. The discussion concludes with implications and recommendations for English education policy design and teacher education with a heightened sensitivity to identity.

The Roads not Taken: Greater Emphasis Needed on “Sounds”, “Actual Listening”, and “Spoken Input”

Art Tsang, The Chinese University of Hong Kong, New Territories, Hong Kong

Abstract Many scholars and teachers in EFL education should agree that compared with reading and writing, listening has received much less attention. This brief article discusses important gaps existing in EFL listening and overall proficiency development. It presents the case for a greater focus on sounds and actual listening in the classroom and spoken input (SI) beyond the classroom. To facilitate the discussion, two modalities of listening, namely learning to listen and listening to learn are introduced. It is hoped that by shedding light on these substantive issues, EFL stakeholders will work towards fine-tuning listening pedagogical practices and facilitating learners' reception of more SI beyond the classroom, both of which will highly likely improve learners' listening skills, enhance their overall English proficiency, and lead to more positive EFL learning experiences.

Using a Modified Dictogloss to Improve English as a Second Language Learners’ Use of Genre-appropriate Conventions and Style

Lam Ting Chun and Scott Aubrey,Faculty of Education, The Chinese University of Hong Kong, Hong Kong

A Pedagogical Chatbot: A Supplemental Language Learning Tool

Lucas Kohnke,The Education University of Hong Kong, Hong Kong

Abstract This innovations in practice article introduces a chatbot that was developed to support and motivate second language learners during the COVID-19 pandemic. The chatbot was designed to facilitate active, out-of-class language learning to supplement in-class input. It can adapt to learners’ abilities and pace by chatting with them, thus providing differentiated instruction. I describe the rationale for the development and implementation of the chatbot and its pedagogical implications. My aim is to motivate and assist chatbot developers and second language teachers in designing and implementing chatbots that will enhance motivation and independent learning in language students.

Teaching Intercultural Communication in an English as a Lingua Franca Context

Rainbow Tsai-Hung Chen,Foreign Language Center, National Chengchi University

Abstract Developing learners’ intercultural communicative competence is considered to be one of the responsibilities of English language teaching professionals. This responsibility has become ever more challenging in today's globalized world, in which most intercultural communication occurs in English as a lingua franca (ELF) contexts, where a target culture often does not exist. To address this challenge, the current paper showcases an innovation that utilized practitioner-produced materials to teach intercultural communication in ELF settings as part of a General English course at a Taiwanese university. The project sought to achieve the dual purpose of raising the learners’ intercultural and ELF awareness by engaging them in a sequence of activities that involved experienced ELF users from various countries, from video-viewing and online forum discussions to face-to-face interactions. The effectiveness of the innovation was evaluated through questionnaires and participants’ written reflections on the activities, which indicated that the project was generally successful in both cultural and language attitude domains.

Affordances and Constraints of Intelligent Personal Assistants for Second-Language Learning

Gilbert Dizon, Himeji Dokkyo University, Japan

Abstract This paper provides a research synthesis of intelligent personal assistants (IPAs) – that is, cloud-based virtual assistants such as Alexa, Google Assistant, and Siri – for second language (L2) learning. The article also offers a theoretical justification for the use of IPAs in language learning and outlines the affordances and constraints of the technology. Finally, the article proposes directions for future research on the topic of IPAs based on the aforementioned review of L2 literature. While research indicates that IPAs increase opportunities for meaningful communication in the target language, enhance speaking ability, and provide indirect pronunciation feedback, they also present some challenges for L2 learners – namely, IPAs struggle to reliably understand L2 speech, which may limit the usability of virtual assistants among heavily accented learners

The Functions and Features of ELT Textbooks and Textbook Analysis: A Concise Review

Joseph P Vitta, Kyushu University, Japan

Abstract Decades of research have established that most English Language Teaching (ELT) contexts rely on textbooks and corresponding materials to drive the education process. Textbook analysis as a vital quality control check of these products has also become a popular trend in applied linguistics and second language (L2) research. In the main, ELT textbooks have been conceptualized in past literature as supporting target language proficiency attainment while also giving the teacher everything required to conduct a lesson. Textbook analysis has subsequently checked products’ utility and quality in relation to such proficiency development. Over time, the scope of textbook analyses has expanded to include issues such as cultural representations in these products to address how the products help students become better at English in a multicultural and globalized world. While teachers and researchers can reference numerous well-known books on these phenomena, a concise summary of how textbooks function within ELT contexts and the defining features of textbook analysis research appears to be lacking. This brief report meets this need and is useful to stakeholders in the ELT community, such as teachers and program managers, who might not have the time nor the resources to consult such extensive sources of information.

Making the Case for Brain-friendly Pronunciation Instruction

Michael Burri, School of Education, University of Wollongong, Australia

Abstract A growing empirical research base has contributed substantially to our understanding of pronunciation instruction. A contemporary perspective entails a balanced approach featuring both the teaching of segmentals (vowels and consonants) and suprasegmentals (stress, rhythm, and intonation) while favoring intelligible (i.e. clear) pronunciation as the pedagogical goal rather than the attainment of native-like pronunciation. Yet, the connection between neuroscience and pronunciation instruction has not been explored in depth so far. Thus, the aim of this article is to further the process of bringing insights from neuroscience into pronunciation teaching and learning. I first explore several interconnected neuroscientific principles that are relevant to pronunciation, including the social brain, emotions, movement, and touch, and then conclude the article by describing a ‘brain-friendly’ approach that reflects a number of those principles: haptic pronunciation instruction.

Global Englishes and Teacher Education: Present Cases and Future Directions

Ziyin Chen， Xiaojuan Chen and Fan Fang, Department of Foreign Languages and Literature, College of Liberal Arts, Shantou University, China

Abstract The spread of English as a global language has led to discussions and debates about English language teaching and whether language teacher education should prepare pre- and in-service teachers to teach English from the global Englishes (GE) perspective. This thematic review first addresses the need to move from traditional assumptions about native speakerism in language teaching and then links it to individual cognition in GE-informed teacher education. The review then presents cases of GE teacher education in various contexts and addresses challenges in and future directions for GE-aware teacher education. The implications for GE language teacher education from the perspectives of “looking inward,” “looking around,” and “looking forward” are discussed at the end of this review.

Language Teachers as Materials Developers

Jiao Li, Xuesong (Andy) Gao, School of Education, University of New South Wales, Australia

Xuehai Cui, School of Humanities and Communication Arts, Western Sydney University, Australia

Abstract 

This report reviews studies on language teachers as materials developers in language education, particularly focusing on how language teachers act as materials users, materials analysts, and materials designers when engaging with language learning and teaching materials. We contend that the three dimensions of materials development – that is, materials use, materials analysis, and materials design – intersect with one another, and that language teachers play a critical role in all three. Therefore, this review concludes with a research agenda that centres on language teachers as materials developers to expand our understanding of their roles in materials development.

期刊简介

The RELC Journal, established in 1970, is a triannual peer-reviewed international publication of the Southeast Asian Ministers of Education Organisation (SEAMEO) Regional Language Centre (RELC), located in Singapore. It publishes original research and review articles on topics pertinent to language teaching and learning.

RELC 期刊创立于 1970 年，是位于新加坡的东南亚教育部长组织 (SEAMEO) 区域语言中心 (RELC) 的三年期同行评审国际出版物。它发表有关语言教学和学习主题的原创研究和评论文章。

The journal focuses on studies that advance theoretical and practical knowledge and report findings with clear pedagogical implications for language teaching and learning, especially, although not exclusively, in the Southeast Asian context.

该杂志侧重于推进理论和实践知识的研究，并报告尤其是在东南亚背景下（但不限于此）对语言教学具有明确教学意义的研究结果。

官网地址：

https://journals.sagepub.com/home/REL

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