刊讯｜SSCI 期刊《语言教学研究》2022年第4-5期

Language Teaching Research 

Volume 26, Issue 4-5, July 2022

Language Teaching Research（SSCI一区，2021 IF：3.401）2022年第4-5期共发文20篇，研究论文涉及二语习得研究、二语教学研究、教学方法研究等方面。从教师、学生，以个例或者群体案例做出发点，推动学界对二语教学的研究。

往期推荐：

刊讯｜SSCI 期刊《语言教学研究》2022年第3期

刊讯｜SSCI 期刊《语言教学研究》2022年第2期

刊讯｜SSCI 期刊《语言教学研究》2022年第1期

目录

ARTICLES

■Unpacking the complexities of teacher identity: Narratives of two Chinese teachers of English in China, by Wendy Li，Pages 579–597.

■Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English, by Mirosław Pawlak, Mariusz Kruk, Joanna Zawodniak, Pages 598–616.

■ Evaluating lists of high-frequency words: Teachers’ and learners’ perspectives, by Thi Ngoc Yen Dang,Stuart Webb,Averil Coxhead, Pages  617–641.

■Language teachers’ reported first and second language use: A comparative contextualized study of England and Spain， by Laura Molway,Marina Arcos,Ernesto Macaro, Pages  642–670.

■The role of working memory in blocked and interleaved grammar practice: Proceduralization of L2 syntax, by Yuichi Suzuki, Satoko Yokosawa,David Aline, Pages 671–695.

■The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis, by Songshan Zhang, Xian Zhang, Pages 696–725.

■Target language use of Dutch EFL student teachers: Three longitudinal case studies, by Marjon Tammenga-Helmantel, Liza Mossing Holsteijn, Jasmijn Bloemert, Pages 726–754.

■Genre instruction, textual borrowing, and foreign language writing: Graduate teaching assistant perspectives and practices , by Heather Willis Allen, Kate Paesani, Pages 755–776.

■The impact of glossing and reading activity manipulation on learning of L2 lexico-grammatical and lexical items, by Jookyoung Jung, Pages 777–798.

■The practicability of proverbs in teaching Arabic language and culture, by Abed el-Rahman Tayyara, Pages 799–819.

■Literature in contemporary foreign language school textbooks in Russia: Content, approaches, and readability, by Raees Calafato, Freda Gudim, Pages 826–846.

■Developing EFL students’ pragmatic competence: The case of compliment responses, by Zainab Alsuhaibani, Pages 847–866. 

■The impact of first as opposed to second language pre-task planning on the content of problem-solving task performance, by  Scott Aubrey, Craig Lambert, Paul Leeming, Pages 867–892.

■L2 grit: Passion and perseverance for second-language learning, by Yasser Teimouri, Luke Plonsky, Farhad Tabandeh, Pages 893–918.

■Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context, by Masatoshi Sato, Neomy Storch, Pages 919–942.

■Understanding the role of the first language (L1) in instructed second language acquisition (ISLA): Effects of using a principled approach to L1 in the beginner foreign language classroom, by María J. de la Fuente, Carola Goldenberg, Pages 943–962.

■Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective, by Scott J. Shelton-Strong, Pages 963–985.

■Instructor feedback on free writing and automated corrective feedback in drills: Intensity and efficacy, by Jianwu Gao, Shuang Ma, Pages 986–1009.

■Motivation, self-regulation, and writing achievement on a university foundation programme: A programme evaluation study, by James Wilby, Pages 1010–1033.

■Action logs as mediational means for teacher development, by Daniel Hooper, Pages 1034–1046.

摘要

Unpacking the complexities of teacher identity: Narratives of two Chinese teachers of English in China

Wendy Li, Michigan State University, B220 Wells Hall, Second Language Studies, East Lansing, MI 48824, USA.

Abstract This study explores the complexities of teacher identity formation for two Chinese teachers of English in China, who represent two growing groups of English teachers: Alice, who worked in a private English training institution and John, who was a self-employed private English tutor. Drawing insights from Barcelos’ (2015) theorization of the relationship among teacher beliefs, teacher identity, and teacher emotions, this study employs an integrated perspective to investigate two participants’ English teacher identity development by examining the dynamic interplay among these three constructs (beliefs, identity, and emotions). Narrative inquiry is used for data analysis. By exploring two participants’ life histories of learning English and becoming English teachers, this study captures the dynamics of how the focal participants’ core beliefs and emotions interacted inextricably with and shaped their teacher identity development.

Key words teacher beliefsteacher emotionsteacher identityprivate English tutoring

Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English

Mirosław Pawlak,  Adam Mickiewicz University, Kalisz, Poland；State University of Applied Sciences, Konin, Poland

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

Abstract Although boredom can be regarded as a ubiquitous emotion in most educational settings, including foreign and second language classrooms, and this condition can have a detrimental effect on the process of learning, it has to a large extent escaped the attention of second language acquisition researchers dealing with individual learner differences. The study reported in this article sought to fill this gap by investigating the trajectories of boredom exhibited in a practical English class by 11 Polish university students majoring in English. The data were collected by means of a background questionnaire, the Boredom in Practical English Language Classes Questionnaire (BPELC), and an in-class boredom questionnaire, including a self-report boredom grid, an open-ended query and an evaluation of the class based on a semantic differential scale. It was found that general proneness to experience boredom in practical English classes translated into distinct patterns of boredom in the class in question. At the same time, it turned out that the individual trajectories in experiencing boredom often deviated from the general patterns, being shaped by unpredictable constellations of individual and contextual factors.

Key words boredom, disengagement, individual learner differences, individual trajectories, learning English

Evaluating lists of high-frequency words: Teachers’ and learners’ perspectives

Thi Ngoc Yen Dang, University of Leeds, UK

Stuart Webb, University of Western Ontario, Canada

Averil Coxhead, Victoria University of Wellington, New Zealand

Abstract With a number of word lists available for teachers to choose from, teachers and students need to know which list provides the best return for learning? Four well-established lists were compared and it was found that BNC/COCA2000 (British National Corpus / Corpus of Contemporary American English 2000) and the New General Service List (New-GSL) provided the greatest lexical coverage in spoken and written corpora. The present study further compared these two lists using teacher perceptions of word usefulness and learner vocabulary knowledge as the criteria. First, 78 experienced teachers of English as a second language / English as a foreign language (ESL/EFL) rated the usefulness of 973 non-overlapping items between the two lists for their learners. Second, 135 Vietnamese EFL learners completed 15 yes/no tests which measured their knowledge of the same 973 words. Teachers perceived that the BNC/COCA2000 had more useful words. Items in this list were also better known by the learners. This suggests that the BNC/COCA2000 is the more useful high-frequency wordlist for second language (L2) learners.

Key words corpus linguistics, high-frequency words, L2 learner vocabulary knowledge, lexical coverage, teacher cognition

Language teachers’ reported first and second language use: A comparative contextualized study of England and Spain

Laura Molway, University of Oxford, UK

Marina Arcos, Universidad Compultense de Madrid, Spain

Ernesto Macaro, University of Oxford, UK

Abstract There is now extensive theoretical and empirical literature on the place of the first language (L1) and the second language (L2) in the foreign language (FL) classroom. Although this body of work includes related teacher beliefs and practices, less attention has been paid to the factors that may influence these practices across different national contexts. Through an extensive survey of secondary school teachers of a FL in Spain and England we investigated teachers’ reported L1/L2 practices and the possible influence of pre-service training on these practices. We found that teachers in England reported greater use of the L1 than teachers in Spain across virtually all language functions. In both groups there was no evidence of the influence of advocated teaching approaches within pre-service training courses on teachers’ reported L1 and L2 use. Differences in teachers’ reported practices seem to be better explained by contextual factors influenced by and derived from national policy and the social value of the L2.

Key words classroom functions, foreign language, L1, L2, modern language, second language, target language, teaching, TL

The role of working memory in blocked and interleaved grammar practice: Proceduralization of L2 syntax

Yuichi Suzuki, Kanagawa University, Japan

Satoko Yokosawa, Tsurumi Sogo High School, Japan

David Aline, Kanagawa University, Japan

Abstract Prior research showed that interleaved practice (studying multiple skills at once) is more effective than blocked practice (studying only one skill at a time). This study aims to replicate the benefits of interleaved practice on the proceduralization of second language (L2) syntax and further examines the role of working memory (WM) in different practice schedules. Sixty English learners studied five types of relative-clause constructions under either blocked- or interleaved-practice conditions. The blocked-practice group engaged in systematic form-focused speaking practice with exemplars blocked by syntactic category, while the interleaved-practice group received mixed exemplars from the different categories. The proceduralization of grammatical knowledge was measured by analysing the accuracy and speed indices from a picture description test, which was administered immediately and one week after the training session. Learners’ WM capacity was measured using a listening-span task. Results showed that interleaved practice led to more accurate performance on both immediate and delayed posttests than blocked practice. The advantage of interleaved practice was less pronounced for the speed dimension of performance. Furthermore, interleaved practice facilitated skill development regardless of learners’ WM capacity, whereas in the blocked-practice condition, learners with higher WM capacity benefited more than those with lower WM capacity in speeding up of relative clause use, which presumably reflects the proceduralization–automatization stage.

Key words blocked practice, grammar acquisition, interleaved practice, proceduralization, working memory capacity

The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis

Songshan Zhang, Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, China

Xian Zhang, Department of Linguistics, University of North Texas, USA

Abstract This study set out to investigate the relationship between L2 vocabulary knowledge (VK) and second-language (L2) reading/listening comprehension. More than 100 individual studies were included in this meta-analysis, which generated 276 effect sizes from a sample of almost 21,000 learners. The current meta-analysis had several major findings. First, the overall correlation between VK and L2 reading comprehension was .57 (p<.01) and that between VK and L2 listening was .56 (p<.01). If the attenuation effect due to reliability of measures was taken into consideration, the ‘true’ correlation between VK and L2 reading/listening comprehension may likely fall within the range of .56–.67, accounting for 31%–45% variance in L2 comprehension. Second, all three mastery levels of form–meaning knowledge (meaning recognition, meaning recall, form recall) had moderate to high correlations with L2 reading and L2 listening. However, meaning recall knowledge had the strongest correlation with L2 reading comprehension and form recall had the strongest correlation with L2 listening comprehension, suggesting that different mastery levels of VK may contribute differently to L2 comprehension in different modalities. Third, both word association knowledge and morphological awareness (two aspects of vocabulary depth knowledge) had significant correlations with L2 reading and L2 listening. Fourth, the modality of VK measure was found to have a significant moderating effect on the correlation between VK and L2 text comprehension: orthographical VK measures had stronger correlations with L2 reading comprehension as compared to auditory VK measures. Auditory VK measures, however, were better predictors of L2 listening comprehension. Fifth, studies with a shorter script distance between L1 and L2 yielded higher correlations between VK and L2 reading. Sixth, the number of items in vocabulary depth measures had a positive predictive power on the correlation between VK and L2 comprehension. Finally, correlations between VK and L2 reading/listening comprehension was found to be associated with two types of publication factors: year-of-publication and publication type. Implications of the findings were discussed.

Key words L2, listening, meta-analysis, reading, second language vocabulary,language acquisition, language, teaching, vocabulary, vocabulary knowledge

Target language use of Dutch EFL student teachers: Three longitudinal case studies

Marjon Tammenga-Helmantel, University of Groningen, Netherlands

Liza Mossing Holsteijn, University of Groningen, Netherlands

Jasmijn Bloemert,University of Groningen, Netherlands

Abstract This longitudinal research presents case studies of three English as a foreign language (EFL) student teachers showing their development regarding target language (TL) use, taking into account both the amount of TL use and the classroom situations the TL is used in. Additionally, the factors that influence their TL use are discussed. The data consist of four questionnaires, three classroom observations, and a written reflection on TL use. Results show that – similar to experienced teachers – these student teachers used the TL more in senior than in junior classes and mainly in linguistically predictable situations. On the other hand, the amount of their TL use was high, especially in senior classes, compared to earlier studies in the Dutch context. The student teachers displayed different developmental patterns concerning TL use during teacher education: two of them increased their use of English, mainly in junior classes; TL use of the other student remained stable. Teacher education appeared to mediate TL use one year after graduation for two students. TL use had changed after finishing teacher education but no coherent developments could be discerned.

Key words beginning teacher, first language (L1) use, second language (L2) use, student teacher, target language, teacher education

Genre instruction, textual borrowing, and foreign language writing: Graduate teaching assistant perspectives and practices

Heather Willis Allen, University of Wisconsin-Madison, USA

Kate Paesani, Center for Advanced Research on Language Acquisition (CARLA),University of Minnesota-Twin Cities, USA

Abstract Although writing plays a significant role in communication, 21st century literacies and academic foreign language learning, little research has investigated approaches to and instructional practices of writing in foreign language (FL) contexts. To address this gap, the current study explores how postsecondary FL teachers conceptualize writing instruction and apply their conceptual knowledge in the classroom. Using a sociocultural theory perspective, this qualitative study focuses on genre-based writing instruction and the teaching of textual borrowing among three graduate teaching assistants in a lower-level French as a FL course. Findings, based on analysis of classroom observations, teaching materials, and interviews, demonstrate that participants’ conceptualizations and implementation of textual borrowing were emergent, variable, and influenced by their everyday understandings and experiences of writing. These findings suggest several implications for FL writing instruction and teacher professional development and lay the groundwork for future investigations into how writing pedagogy is implemented in postsecondary FL programs.

Key words foreign language, genre instruction,postsecondary, teacher development, textual borrowing, writing

The impact of glossing and reading activity manipulation on learning of L2 lexico-grammatical and lexical items

Jookyoung Jung, The Chinese University of Hong Kong, Hong Kong SAR

Abstract The present study investigates the impact of glossing and reading activity manipulation on learning of target lexico-grammatical and lexical items. Eighty-eight Korean undergraduate students read either glossed or unglossed English texts. Each paragraph of the texts was split into two (less careful condition) or three to four subparts (more careful condition), and participants were asked to rearrange them into a coherent order and answer multiple-choice reading comprehension items. Glossing was conducted by providing Korean translations of target items, i.e. 15 English unaccusative verbs and 10 pseudowords. Learning was assessed with an untimed grammaticality judgment test and word form and meaning recognition tests. The results revealed that glossing affected word meaning recognition scores positively, but form recognition scores negatively. In addition, more careful reading facilitated learning of the target unaccusative verbs while having a negative influence on word meaning recognition scores. Neither glossing nor reading activity manipulation affected reading comprehension scores.

Key words glossing, incidental learning, L2 reading, reading activity, second language acquisition

The practicability of proverbs in teaching Arabic language and culture

Abed el-Rahman Tayyara,Cleveland State University, USA

Abstract This empirical case study has two objectives. First, it reports on the pedagogical applicability and practicability of proverbs in teaching Arabic language and culture at the novice level and up according to guidelines of the American Council on the Teaching of Foreign Languages (ACTFL). Second, it examines how the use of proverbs in teaching inspires active learning and stimulates students’ intercultural perception. The empirical activities presented in this article demonstrate that the constructive integration of Arabic proverbs in language teaching helps improve learners’ linguistic competency, intercultural awareness, and cross-cultural communication. The article also shows that proverbs constitute an important repository of authentic materials that can provide educators with new instructional ideas and strategies in teaching Arabic as a foreign or second language. The study’s findings also mirror ongoing pedagogical discussions about teaching Arabic as a foreign and strategic language. Such is the case with approaches and theories, textbooks, the role of culture in learning, the use of authentic materials, and Arabic diglossic disposition.

Key words active learning, authentic materials, diglossia, intercultural competence, language acquisition, novice, proverbs, teaching Arabic as a foreign language

Literature in contemporary foreign language school textbooks in Russia: Content, approaches, and readability

Raees Calafato, University of Bergen, Norway

Freda Gudim, ALIBRA School, Russia

Abstract In light of the growing importance placed by states on the use of authentic materials in foreign language education programs, this study explored the literary content found in the 18 English, French, and German ministry-approved language textbooks used in upper-secondary schools in Russia. The study identified 150 literary texts, following which it compared how English, French, and German textbooks differed in their approaches to incorporating literature. The findings indicate significant differences between textbooks across languages, as well as some similarities. The study discusses the implications of the findings for learner achievement and motivation, and offers recommendations regarding what can be done to incorporate literature in ways that can deepen learner interest and engagement.

Key words curriculum development, foreign language education, literature in language education, multilingualism, textbook analysis

Developing EFL students’ pragmatic competence: The case of compliment responses

Zainab Alsuhaibani, Al Imam Mohammad Ibn Saud Islamic University (IMSIU), Saudi Arabia

Abstract This study investigated the effect of consciousness-raising instruction and corpus-based instruction on EFL (English as a foreign language) students’ development of compliment responses. It employed a quasi-experimental design with 136 EFL university students divided between three groups: control, consciousness-raising, and corpus groups. A discourse completion test (DCT) was used as a pre- and post-test with all the groups to investigate any significant differences between them. Further, a questionnaire with open-ended questions was used to explore students’ perceptions of pragmatic instruction of compliment responses. The results showed the effectiveness of pragmatic instruction of compliment responses through both consciousness-raising instruction and corpus- based instruction. More specifically, significant differences were found between consciousness-raising group and the corpus group on one hand, and the control group on the other. No significant differences were found between the consciousness-raising group and the corpus group. The results also revealed that the students value the importance of pragmatic instruction indicating that it was important, necessary, useful, and enjoyable at the same time. The article ends with some pedagogical recommendations for pragmatic instruction.

Key words compliment responses, consciousness-raising, corpus, pragmatics, pragmatic competence

The impact of first as opposed to second language pre-task planning on the content of problem-solving task performance

Scott Aubrey, The Chinese University of Hong Kong, Hong Kong

Craig Lambert, Curtin University, Perth, Australia

Paul Leeming, Kindai University, Osaka, Japan

Abstract Research on pre-task planning to date has mainly focused on task performance. However, the effects of planning are contingent on what learners actually do during planning time. One important factor that may determine the quality and usefulness of planning is whether it is done in the first language (L1) or the second language (L2). This research addresses this issue by investigating the relative benefits of collaborative planning in the L1 and L2 in terms of ideas generated and transferred to an oral problem-solving task. Seventy-two Japanese university EFL learners were randomly assigned to one of two planning conditions: L1P (L1 planning, Japanese) and L2P (L2 planning, English). Dyads in each group were given 10 minutes to plan the content of a problem-solving task in the respective languages before individually performing the timed 2.5-minute oral task. Data took the form of transcribed planning discussions and transcribed task performances. All data were coded for idea units and sorted into categories of problem–solution discourse structure (situation, problem, response, evaluation). A qualitative comparison of L1 and L2 planners’ generation of idea units during planning, transfer and performance was conducted to supplement the quantitative analysis. Findings indicate the L1P condition has significant advantages over the L2P condition in terms of idea conceptualization, but this advantage had a limited impact on subsequent L2 task performance. Pedagogical implications are discussed in terms of possibilities for productively incorporating L1 planning during task implementation in foreign language contexts where learners share a common first language.

Key words discourse structure, first language, pre-task planning, task-based language teaching, task performance

L2 grit: Passion and perseverance for second-language learning

Yasser Teimouri, Georgetown University, USA

Luke Plonsky, Northern Arizona University, USA

Farhad Tabandeh, Sharif University of Technology, Iran

Abstract As a personality trait, ‘grit’ has been defined as a combination of perseverance and passion for long-term goals. Past research in social psychology has found grit as an important predictor of success across different populations in various academic and non-academic areas. Since successful mastery of a second language (L2) is highly dependent on learners’ sustained effort, the notion of grit and its relationship to language achievement gains immediate relevance in second language acquisition (SLA). The present study introduces the notion of grit and examines its relationship with motivational behaviors and language achievement in a sample of English as a foreign language learners (n = 191). Toward these ends, a language-specific grit scale was developed and validated to measure L2 learners’ grit. L2 grit was found to be positively related to students’ language learning motivation and achievement above and beyond domain-general grit. Taken together, and consistent with results of past research in social psychology, we propose that L2 grit be considered among other more established individual differences associated with L2 development.

Key words grit, L2 grit, L2 WTC, language achievement, motivation

Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context

Masatoshi Sato, Universidad Andrés Bello, Chile

Neomy Storch, University of Melbourne, Australia

Abstract Researchers and teachers often invoke context to explain their particular research/teaching issues. However, definitions of context vary widely and the direct impact of the context is often unexplained. Based on research showing contextual differences in second language (L2) learner beliefs and interactional behaviors, the current project compared those factors in two distinct contexts: Chilean English as a foreign language (EFL) (n = 19) and Australian English as a second language (ESL) (n = 27) contexts. In this project, the learners completed a set of group discussion activities as part of their regular class work. They then completed a questionnaire pertaining to L2 motivation, perceptions of group work, and first language (L1) use. The group interaction data were analysed for: (1) the frequency of language-related episodes (LREs); (2) the initiator of LREs (self or other); and (3) L1 use for resolving LREs. The results showed that the EFL learners produced significantly more LREs. The EFL learners also used more L1 to resolve LREs. Factor analyses of the questionnaire data, conducted within- and across-contexts, showed notable differences in the two contexts as well. However, the findings of learner beliefs did not necessarily account for the differential classroom behaviors. We discuss our findings by reference to the socio-linguistic and socio-educational statuses of English in the two contexts as well as approaches to instruction which together shaped the learners’ differential needs and purposes for learning the L2.

Key words first language use, instructed second language acquisition, L2 motivation, learner beliefs, learning, teaching context, reproducibility, task-based language teaching

Understanding the role of the first language (L1) in instructed second language acquisition (ISLA): Effects of using a principled approach to L1 in the beginner foreign language classroom

María J. de la Fuente, George Washington University, USA

Carola Goldenberg, George Washington University, USA

Abstract This study investigated whether second language (L2) classroom instruction that incorporates a principled approach into the use of the first language (L1) by students and instructors has an effect on beginning learners’ development of L2 speaking and writing proficiency, compared to L2-only instruction, over the course of one semester. Participants were 54 students of Spanish enrolled in six sections of a university-level Elementary Spanish course. The six intact classes, exposed to the same task-based curriculum, were randomly assigned to two experimental groups (–L1 and +L1). For the –L1 group, instruction and interaction were conducted exclusively in the L2, whereas instruction and interaction in the +L1 group included specific uses of the L1. A pretest–posttest design was used to measure change in speaking and writing proficiency. Effects were assessed using the STAMP 4 test, a standardized measure of proficiency. Results indicated that courses under both conditions promoted improvements in speaking and writing. However, students in the +L1 condition improved significantly more than those in the control –L1 group, both in speaking and writing. This points to a potentially more important role for the L1 in the development of an L2. Pedagogical implications are discussed, and directions for further research are offered.

Key words first language, instructed second language acquisition, optimal use of L1, principled approach to L1 use, task-based pedagogy

Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective

Scott J. Shelton-Strong, Kanda University of International Studies, Japan

Abstract In this article self-determination theory (SDT) is used as a framework to explore ways in which ‘advising in language learning’ (advising) can be understood to support language learners’ basic psychological needs of autonomy, competence and relatedness. These are defined in SDT as nutrients essential for integration, growth, healthy development and well-being (Ryan & Deci, 2017). SDT posits that social learning contexts in which learners’ basic psychological needs are supported facilitate and sustain autonomous functioning, more effective learning and performance, strengthen adaptability, promote awareness, and foster greater wellness (Reeve, 2016; Ryan & Deci, 2017; Vansteenkiste et al., 2019). While a growing body of research provides insight into ways advising promotes and is supportive of autonomous language learning and transformation (Kato & Mynard, 2016; Mynard, forthcoming), more specific studies are believed to be needed to develop a deeper understanding of the potential of its supportive role in this area. To address this gap, this study investigates how learners’ perceptions of their experiences in advising can be understood from an SDT perspective. Findings from a qualitative analysis of a self-reporting questionnaire suggests that participation in advising has potential to provide support for the satisfaction of language learners’ basic psychological needs. Drawing on the theoretical underpinnings of SDT to interpret this evidence within the context of one-to-one advising, the author argues that advising in language learning can play an important role in providing an autonomy-supportive climate which can foster satisfaction of learners’ needs for autonomy, competence and relatedness.

Key words advising in language learning, autonomy, basic psychological needs, change and transformation, positive affect, self-determination theory, well-being

Instructor feedback on free writing and automated corrective feedback in drills: Intensity and efficacy

Jianwu Gao, Capital Normal University, China

Shuang Ma, Capital Normal University, China

Abstract This study investigated the intensity and efficacy of automated corrective feedback (CF) in a tutorial CALL (computer-assisted language learning) environment during form-focused drills as compared with those of instructor CF on free writing in the classroom. The English simple past tense, a previously learned target structure, was selected as the target structure. A hundred and fifty-two Chinese intermediate learners of English as a foreign language (EFL) were randomly assigned to six groups and completed three writing tasks: a pretest, an immediate posttest, and a delayed posttest. The six groups included two automated feedback groups (direct correction on an error-correction test and metalinguistic feedback on an error-correction test), two feedback-on-writing groups (direct correction and metalinguistic feedback), a group who completed the error-correction test with no feedback, and a control group who participated in none of the interventions. The results showed that the error-correction test provided the participants with more intensive CF exposure than the writing task. However, the groups that received CF in the writing task were the only groups that performed better than the control in subsequent written production. Post hoc analyses of the production data revealed that the metalinguistic-feedback-on-writing group’s improvement could be attributable to error avoidance.

Key words automated feedback, computer assisted language learning, corrective feedback, L2 writing, second language acquisition

Motivation, self-regulation, and writing achievement on a university foundation programme: A programme evaluation study

James Wilby, Edge Hill University, UK

Abstract This programme evaluation study examined the changes in writing motivation, self-regulation and integrated writing task scores of international students over the course of a pre-sessional course on English for academic purposes (EAP). In addition, the study also investigated the relationship between writing task motivation, self-regulation, and essay scores at the beginning and end of the course. A quasi-experimental pretest–posttest design was utilized. Participants’ (n = 64) motivation and self-regulation were assessed at the beginning and the end of the month-long course using self-report questionnaires. Furthermore, participants completed an integrated writing task in the first and final weeks of the course. Descriptive statistics and Wilcoxon signed-rank tests showed motivation and self-regulatory strategy use to remain stable over time, except for self-efficacy measures which increased significantly. In addition, scores on the integrated writing task increased significantly. Spearman’s rank correlation analysis confirmed the strong inter-relationship between self-efficacy and self-regulation. At the end of the course, mastery goals, performance-approach goals, and utility value were found to be significantly correlated to essay scores. Further results and implications for foundation course developers will be covered in the article.

Key words achievement goals, EAP, foundation courses, L2 writing, motivation, self-regulation, self-effiacy, utility value

Action logs as mediational means for teacher development

Daniel Hooper, Kanda University of International Studies, Japan

Abstract In this narrative article, I document my implementation of action logs as a tool for reflective practice and teacher development as I transitioned from working in a small eikaiwa (English conversation) school to working in a private international university. After providing a brief description of my contextual background and how I came to start action logging, I give examples of student feedback I received and their relevance to my reflective teaching. Finally, I explain the varied ways in which I feel using action logs aided me in improving the efficacy of my classroom practice and influenced my evolving teacher identity during a stressful transition between two markedly different professional worlds.

Key words communities of practice, learner feedback, reflective practice, teacher identity, transitions

期刊简介

Language Teaching Research is a peer-reviewed journal that publishes research within the area of second or foreign language teaching. Although articles are written in English, the journal welcomes studies dealing with the teaching of languages other than English as well.

《语言教学研究》是一本同行评议的杂志，发表第二语言或外语教学领域的研究。尽管文章发表要求使用用英语，但该杂志也欢迎关于英语以外语言教学的研究。

The journal is a venue for studies that demonstrate sound research methods and which report findings that have clear pedagogical implications.

该杂志是一个展示合理研究方法的研究平台，报告具有明确教学意义的研究结果。

A wide range of topics in the area oflanguage teaching is covered, including:

• Programme

• Syllabus

• Materials design

• Methodology

• The teaching of specific skills andlanguage for specific purposes
  

我们期刊涵盖语言教学领域的广泛主题，包括：

• 程序

• 教学大纲

• 教案设计

• 教学法

• 为特定目的教授特定技能和语言

This journal is a member of the Committeeon Publication Ethics (COPE).

本期刊是出版伦理委员会（COPE）的成员。

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

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