Field Of Second Language Teaching Research Articles

The Impact of Personality Types on Second Language Vocabulary Acquisition of College Students: Based on MBTI Personality Categorization

In the field of second language teaching and learning, researchers have been focusing on the importance of affective analysis, particularly regarding learners' personality types. Recent studies have shown that personality type can have a significant impact on a student's ability to learn a new language. However, little research has been conducted on whether or not personality type has any correlation with the acquisition of second language vocabulary. To delve further into this topic, this study was conducted using questionnaire data from college students. Whether it belongs to any personality trait in the E/I dimension N/S dimension F/T dimension or the J/P dimension, this personality trait is strongly related to the effect of second language vocabulary acquisition. So, personality stereotypes in language learner ability assessment must be broken. Teachers’ personalized teaching capabilities should be improved. In conclusion, this study highlights the importance of considering learners' personality types when designing second language teaching and learning strategies. By understanding how personality type affects language acquisition, teachers can better tailor their approach to meet the individual needs of each student.

Unveiling vocabulary teaching and learning beliefs of teachers and learners in an EFL context

Vocabulary is often considered as a key predictor of second language ability, and how teachers and learners’ beliefs and conceptualizations about vocabulary affect their teaching and learning has recently gained unprecedented momentum in the field of second language education. However, despite their importance, there is a paucity of research that has combined data from teachers and learners to illuminate their beliefs and conceptualizations. The main aim of this quantitative study is to combine data from English language teachers and learners to explore their beliefs and conceptualizations about vocabulary learning and knowledge. The study voluntarily recruited 113 learners and 91 teachers from a major Saudi university to fill out an online questionnaire. The findings revealed that both teachers and learners generally valued vocabulary on a par with grammar, listening, speaking, reading, and writing, and that both groups showed a general understanding of the basic components of word knowledge; however, their beliefs differed significantly. The results also indicated that despite showing an awareness of the role of textbooks and the incidental approach to vocabulary learning, there were significant differences in teachers and learners’ beliefs. The study concluded with a range of suggested implications, as well as suggestions for further studies on how to address the present lacunae in the field.

Innovative Pedagogical Strategies in Second Language Acquisition

The process of acquiring a second language is a complex undertaking that necessitates a multifaceted approach to instruction. Contemporary pedagogical strategies have increasingly emphasized interactive and communicative methods, recognizing the importance of engaging learners in meaningful and authentic use of the language. This article delves into the various instructional techniques that are currently favored in the field of second language education. Notably, the comprehensibility of input, which refers to the accessibility of language presented to learners, is paramount; methods designed to ensure that learners can understand and process language are essential for facilitating acquisition. Moreover, the aspect of learner interaction is scrutinized, as it is critical for providing L2 students with the opportunity to practice and develop their language skills in social contexts. Feedback mechanisms play an instrumental role in L2 learning, serving as a bridge between understanding and production, helping learners to refine their language use through correction and guidance. Task-based learning is another significant pedagogical approach that warrants discussion. It focuses on the completion of meaningful tasks that mirror real-world language use, rather than on the rote memorization of language forms. Furthermore, the integration of technology in language learning environments has opened up new and dynamic avenues for enhancing learners' engagement and exposure to the target language. The article weighs the efficacy of these diverse strategies by reviewing empirical studies and theoretical perspectives that underline their benefits in promoting second language proficiency. The conclusion weaves together the significant insights from the analysis, reflecting on the practical implications these strategies hold for learners and educators alike. It also calls for further research to optimize L2 teaching methodologies, thereby enriching our understanding of second language acquisition in the digital age.

제2외국어 교육에서의 리터러시에 관한 국제 연구 동향 분석

Objectives This study conducted keyword network analysis to understand recent research trends in the field of second language education. Through this, the study aimed to comprehend the changes in research topics and directions and suggest future orientations in the field.
 Methods For this research, a keyword network analysis was conducted based on keywords extracted from various academic journals and papers. During the period from May to July 2023, topics and abstracts of papers were gathered from various academic databases, and keywords were organized accordingly. These organized keywords underwent a process of frequency extraction, cleansing, network matrix creation, centrality analysis, and visualization. Through this method, the study evaluated the relationship between major research topics, assessing centrality, clustering, and connectivity.
 Results The analysis revealed distinct keyword and research topic differences between the fields of ESL (English as a Second Language) and ELF (English as a Lingua Franca). In the ESL field, topics such as ‘language acquisition,’ ‘textbook evaluation,’ and ‘teacher training’ were prominently addressed. However, in the ELF field, research emphasized ‘recognition of diversity,’ ‘educational strategies,’ and ‘cultural flexibility.’ Additionally, studies on literacy elements emphasized the importance of modern second language education, with active discussions on the methods and effects of integrating technology into teaching.
 Conclusions Through keyword network analysis, research trends and key subjects in the field of second language education were identified. These findings provide significant insights for future research directions and offer valuable perspectives for educators and researchers.

Factors Affecting Learners’ Attitudes to Peer Feedback from the Perspective of Activity Theory -- A Case Study of Non-corrective Feedback in Translation Teaching

In the field of second language teaching, many studies have confirmed the effectiveness of peer feedback in promoting learning. However, the practical effect is also influenced by learners’ attitudes. The existing research conclusions in this regard are not consistent, and there are few studies on the factors that influence learners’ attitudes from the learners’ perspective. To fill the research gap, this paper focuses on non-corrective feedback in translation teaching with a feedback model of translating based on Activity Theory to investigate learners’ attitudes towards peer feedback and to explore influencing factors through questionnaires and interviews. The finding suggests that, overall, today’s learners have a positive attitude towards non-corrective feedback provided by peers. However, due to a series of factors in the feedback model, different learners hold different attitudes towards specific aspects of peer non-corrective feedback.

A Decriptive Overview of Dynamic Assessment

Dynamic assessment (DA), deriving from the Vygotskian Sociocultural theoretical approach, has attracted considerable attention from researchers in the fields of psychology and general education, but it is still regarded as a novel approach within the field of second language acquisition. DA can be defined as an approach not only focusing on assessment as its name suggests but also aiming to instruct learners through hints or prompts, which are forms of mediation within the framework of sociocultural theory. With the increasing number of studies on DA in the field of second language teaching, DA seems to have promising effects on language teaching and learning processes. This study aims to provide a brief review of the fundamental principles and constructs that are associated with DA. Firstly, we address the place of assessment in the field of education. We then discuss the theoretical framework of DA and then outline the principal components of the theory including the zone of proximal development (ZPD), mediation, and internalization, which are also critical for DA. After outlining the general framework, the study focuses on describing DA, which is followed by giving the basic tenets of DA. Additionally, the study draws a comparison between dynamic assessment and nondynamic assessment and discusses criticisms leveled at DA. Finally, the study addresses the advantages DA offers and concludes with final remarks and implications.

Investigating Teacher Reformulations in EFL Classroom Interaction: An Ecological Perspective

ABSTRACT As one of the major feedback strategies in language classrooms, teacher reformulations have garnered intense interest from researchers in the field of second language teaching and learning. However, scant attention has been paid to teachers' self-reported intentions and students' perceptions of teacher reformulations. This study aims to identify the intentions of a teacher’s reformulations and the factors influencing how his students perceive these reformulations from an ecological perspective. Drawing on classroom interactions and semi-structured stimulated recall interview data from a Chinese college EFL teacher and his students, this study found that the teacher reformulated students’ utterances for three reasons: (1) bridging the gap between the interlocutor students and the other students in the classroom, (2) providing emotional support for the interlocutor students’ interactive participation, and (3) reinforcing students’ linguistic and content knowledge. However, these intentions might be perceived differently by students. A variety of contextual and individual factors shaped their perceptions. This study emphasizes the necessity of an alignment between teacher reformulations and students’ perceptions. Pedagogical implications are discussed based on these findings.

Theatre for Teacher Education to Prepare Teachers in an Inclusive Classroom: A Historical Perspective of India and Southeast Asia

Education should be about transformation, whether for teachers or learners: transformation in conceptual understanding and the methods of completion of tasks. It is true that enormous and widely dispersed influences from regions outside of Southeast Asia—from China, India, the West, and Islamic nations—have left their marks on the region's theatre. It's also true that theatre from one nation in Southeast Asia has frequently influenced theatre from nearby nations. But it is also true that throughout the various countries of Southeast Asia, theatre has grown in different directions in response to local conditions and influences. In this evolutionary process, several diverse theatre styles have come into being. In Indonesia and Thailand, two nations with highly established theatre industries, there are over a dozen different theatre genres. With the passage of time, there have been major changes in the field of second language teaching; among the more recent promising and productive ones is task-based language teaching. In ESL classrooms, funds and resources are always an issue and often, the stakeholders are concerned about the paucity of resources in ESL contexts. Theatre is an absolutely cost-effective resource useful for task-based pedagogy. This paper focuses on probing how theatre can be a useful tool for teacher education to prepare teachers in an inclusive classroom from the perspective of India and Southeast Asia. This paper aims to link how Indian Theatre arts can influence the teaching and learning of the English language in Southeast Asian nations. This paper further identifies conceptual and theoretical frameworks from the fields of theatre and teacher education for an inclusive classroom. Additionally, it tries to find the links between teacher education and theatre, which might benefit ESL/EFL learning in the classroom by using theatrical techniques. Therefore, the paper aims to propose how teacher training can be enriched with theatre as a resource.

Executive functions in English second language learning

Recently, neuroscience studies have helped the field of Education to understand how the brain processes information and how teachers can benefit from this knowledge, specially related to Executive Functions (EFs). EFs can be described as the set of skills which allow us to perform the necessary actions to achieve a goal. There are three core EFs: working memory, inhibitory control, and cognitive flexibility. In the field of second language teaching and learning, are these skills integrated into the classroom practice by teachers? If so, how? Does it benefit students’ learning somehow? Also, are EFs included in the curriculum of teachers’ training programs? Are future teachers being prepared to integrate EFs to develop their students’ skills? This study aims to look for clues about these issues in recent literature and to find studies with approaches to ESL that stimulate the EFs in the learning process and how these methods are developed in teachers’ training contexts using the systematic mapping study as a method. This study considered articles from 2011 to October 2021, looking for strings related to ESL, such as teacher training and EFs. The search showed results in Scopus, Web of Science, Pub-Med, Science Direct/Elsevier and data from specific SLA journals, such as Cambridge Core, Journal of English as International Language, TESOL International Journal, Linguistics Journal and Asian EFL Journal. The first search resulted in 5803, from which 3 full read after applying the inclusion/exclusion criteria. As the number of articles was very low, the snowballing method was applied, resulting in more 117 articles from which other 3 were analyzed. The six studies indicated that both qualitative and quantitative data are usually used. Also, it is possible to notice that studies relating aspects of neuroscience to the ESL approaches are still in the beginning. The articles’ authors mention the need for further studies. Teachers generally are not prepared to include critical thinking in their classroom practices. Studies which developed practices and gathered data show that the students’ critical thinking and metacognition improved. Teachers should have developed their own metacognition and critical thinking to enhance their students’ skills.

Motivations of Second Language Learning: Application of L2 Motivational Self System in the EFL Classroom

Second language (L2) motivation as a factor that facilitates effective language learning has been the focus of research in the field of second language teaching and learning. Particularly for EFL learners, L2 motivation may draw a crucial impact on their learning outcomes. Employing Dörnyei’s second language motivational self system (L2MSS) as the theoretical framework, this paper explored the influence of learners' L2MSS on their second language learning achievements by reviewing and discussing three current empirical studies and evaluating the application of L2MSS in the EFL classroom. This paper finds that ought-to L2-self drew a more intensive impact on learners’ L2 learning outcomes than the ideal L2-self. However, the ideal L2-self made a direct contribution to learners’ learning intentions. The application of the second language self system in EFL classrooms is worth being encouraged to assist second language teachers be more effective in enhancing learners’ L2 motivation to learn second language, leading to better learning outcomes and higher achievements.

A Scientometric Review of Syntactic Complexity in L2 writing based on Web of Science (2010-2022)

As an important construct in the field of second language teaching and assessment, syntactic complexity is closely related to the language proficiency and language development process of L2 learners. Using the visualization software of CiteSpace, this study conducts an in-depth scientometric analysis of 140 articles on written syntactic complexity published over the past 10 years (2010-2022), thus uncovering the current development and challenges faced by relevant studies. Specifically, a frequency analysis was firstly administrated to describe the overall development in written syntactic complexity research. Furthermore, the current study conducted a Document Co-Citation Analysis (DCA), which enables researchers to conduct a network of co-cited references to identify the underlying research hotpots and future trends. The results indicate that the study concerning automatic essay scoring is the most prominent cluster active from 2010 to 2021. In addition, Norris & Ortega (2009) is the most cited paper, followed by Ortega (2003) and Biber et al. (2011). Meanwhile, the bursts of detected papers demonstrate that McNamara et al. (2012) and Grant & Ginther (2000) generated the strongest citation burst with a burst strength of 3.14 and 3.09, respectively. The findings of the study would have implications for subsequent research on written syntactic complexity in the field of language teaching and language learning.

Efficacy of Situation Specific Need-Based Micro Approaches of Post Method Pedagogy Application in L2 Learning

Abstract: In the field of language teaching and learning the theories of chaos and complexity may well be applicable to where various studies and experimentations are growing offshoots in different parts of India. The world of pedagogy falls within the span of the obstinate human desire to excel, to make things significantly superior than before. To realize and harmonize with the needs and culture of an ever-changing world, Man is constantly endeavoring to achieve greater efficacy by capturing the everelusive ultimate ideal in all conceivable spheres. However, in the field of second language teaching and learning process searching for innovative approaches, methods, techniques and pedagogical tools is in a continuous state of fluctuation. The deep investigation and scrutiny of the history of English Language Teaching (ELT) reveals a challenging need to clear the conceptual cobwebs and terminological bedbugs prevalent in the amalgamations, harmonies and discordances between layers of theoretical principles, pedagogic practices and political ideologies (Kumaravadivelu, 1994).

THE INFLUENCE OF IDIOMS ACQUISITION ON ENHANCING ENGLISH STUDENTS FLUENCY

Proficiency in figurative language is a challenging aspect of second language acquisition. An essential component of figurative fluency and proficiency is knowledge of idioms. Mastery of these formulaic sequences has been considered as an important indicator of communicative competence, enabling speakers to use the language both fluently and idiomatically. However, learning such essentially perplexing constructs poses a lot of challenges to EFL students, and thus they need to get immersed in language skills provided by teachers. The purpose of language acquisition is to achieve effective communication. Being communicatively competent helps language learners to avoid any kind of breakdown of communication, and therefore reaching fluency is the main goal of EFL learners. Thus, this quantitative study is an attempt to explore the influence of idioms acquisition on enhancing English students' fluency. The study has been carried out with twenty lecturers where a five-point Likert-scale questionnaire was employed to obtain data for the study. The collected data were analyzed statistically using SPSS software. The findings revealed that the participants have a positive attitude towards the impact of idioms acquisition on enhancing English students' fluency and acknowledged the importance of learning such expressions. The study concludes by a thorough discussion of the findings in relation to pedagogical implications in the field of second language teaching and learning.

En torno a la noción de interculturalidad en la enseñanza de segundas lenguas: Didáctica cultural, hermenéutica y literatura

Interculturality is often used in L2 Spanish didactics. However, its theoretical underpinnings are unclear and somehow ideologically biased. This paper clarifies intercultural issues as a core aspect in the field of second language teaching. To this end, it considers contributions from different fields (sociology, pedagogy, hermeneutics, or literature) which focus on the dialogical, social, and cultural condition of the human being. This approach invites a new conception of multiculturality in the humanistic-cultural classroom. Literature, this article proposes, overruns all intercultural boundaries as it represents universals beyond local issues.

Iranian EFL teachers and learners\u2019 perceptions of grammar instruction and corrective feedback

This paper addresses Iranian English as Foreign Language teachers and learners’ perceptions of explicit grammar instruction and corrective feedback and the effect of language background on learners’ perceptions of explicit grammar teaching. The research background indicates that explicit instruction and corrective feedback can play a significant part in the second language development. However, the extent to which their perceptions of the variables in the light of linguistic differences and learners’ language proficiency levels differ towards them remains a gap in the literature. To fill it, the study was conducted involving totally 360 Iranian Azeri and Persian EFL learners along with 100 teachers possessing the similar language backgrounds. Both groups received a validated questionnaire of Perceptions towards grammar instruction and corrective feedback. The respective data were analyzed non-parametrically such that the results revealed both the learners and the teachers held significantly different perceptions towards the grammar instruction. The differences mainly attributed to their language backgrounds affecting the way they perceive the world including education. The Persian EFL learners held more positive views than the Azeri EFL learners. They also hold a more neutral view. The findings of the present study contribute to the field of second language teaching. The findings may improve our understanding of grammar development and corrective feedback and enable us to incorporate effective methods of teaching grammar in the EFL classrooms through considering learners’ linguistic background and the context in which the target language is being taught.

Interculturality as collaborative identity management in language education

Just over ten years ago, Block (2007, p. 2) called the increasing attention that second language researchers—and social scientists at large—were giving to the construct of identity an obsession. Since then, the of those who use, learn or study a language have been investigated in greater detail (e.g., Benson, Barkhuizen, Bodycott & Brown, 2013; Clarke, 2008; Dornyei & Ushioda, 2009; Edwards, 2009). It may seem that intercultural language education is lagging behind this tendency. However, a number of publications (e.g., Kramsch, 2009; Rivers & Houghton, 2013) suggest that, considering contemporary global societies, the intercultural goals of language learning and teaching can be better promoted by replacing the notion of culture with that of multiple identities or subjectivities. More specifically, language education can aim to make students capable of selecting the language resources available to them in order to express their (developing) desired and, at the same time, to recognise the multiple that their interlocutors put forth in a given context (Borghetti, 2016). To make the case for this identity-related intercultural language education, the article reviews and discusses a number of studies which, from different perspectives, have already argued for a more prominent role of the construct of identity in the field of second language education.

Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

Linking Language Learning with Community: A Community-Based Learning Project for Advanced Korean Courses

ABSTRACT This article focuses on the significance of community-based learning (CBL), which has yet to be incorporated more widely and proactively in the field of second language education, including Korean. It introduces the Junior-and-Mentor (JAM) project as a model CBL project for advanced language courses, describes its outcomes, and discusses pedagogical implications. The article concludes with a suggestion for collaboration on expansion of the CBL project repertoires and creation of a CBL project repository for the language-teaching community.

Cross-Cultural Perspectives on the Differences in Food and Culinary Customs between the Chinese and Shona Societies with figurative Language as Point of Reference

The present study falls under social linguistics. In this study we attempt to use figurative language to compare Chinese and Shona societies. The central argument of the research in anchored by the claim that, figurative languages are an important repository of the culture. Therefore, figurative language (hence, cultural knowledge) should be given an important position the field of Second Language Teaching. Referring to one type of figurative language, Bromley (1984) further pointed out that, idioms “… add confusion and difficulty to learning of language and so they occupy a special position in teaching of language and reading”. The research is expected to prove that language is an important repository and conduit of cultural knowledge. The research therefore advocates awareness of cultural conflict between speakers of different languages during various economic, political or social interactions. The figurative language will be grouped into 4 categories according to which aspect they show differences, namely; availability, edibility, cooking methods and eating customs.

Context-appropriate crosslinguistic pedagogy

In the field of second language education, researchers increasingly call for crosslinguistic pedagogical practices meant to encourage bilingual learners to draw on all of their linguistic resources regardless of the focus of instruction or the status of the target language. These recommendations include a relaxation of the strict language separation common in many bilingual education programs. Specifically, some Canadian French immersion researchers suggest that it may be beneficial to allow immersion students to use English for peer interaction during instructional time allotted to French. In this position paper, we argue that researchers should proceed with caution in calling for increased majority language use in the minority language classroom. We use Canadian French immersion as a case in point to contend that until empirical evidence supports increased use of English in immersion, crosslinguistic approaches that maintain a separate space for the majority language may represent ideal pedagogical practices in these contexts.