L2 Classes Research Articles

A self-regulation perspective on L2 grit development and its impact on language achievement

Evidence from recent studies has shown that sustained perseverance and passion for long-term goals in the domain of second language (L2) learning – a personality trait called L2 grit – is associated with various aspects of language learning, including positive psychological attributes (e.g. motivation, beliefs, and emotions), actions (e.g. learning efforts and strategy use), and achievement (e.g. course and task performance). Meanwhile, relatively little has been written about the mechanism through which such relationships emerge. Expanding upon L2 grit’s association with self-regulated learning (SRL) behaviors and SRL-related psychological variables, this study explores the development of L2 grit and its role in language achievement using the SRL framework. One hundred and eight English majors in Japan responded to a questionnaire, granted permission to access their L2 class records, and completed a standardized L2 test. The main findings include: (1) the psychological attributes that facilitate SRL may play a critical role in increasing levels of L2 grit, (2) the relationship between L2 grit and achievement in language classes was mediated by behavioral self-regulation (intensified learning efforts), and (3) L2 grit may promote different types of self-regulatory behaviors depending on learners’ status (i.e. learning experience and proficiency levels) and learning situations (e.g. learning content and goals). The results provide one explanation for the superior performance of gritty learners in L2 classes observed in previous studies.

EFL INSTRUCTORS’ PERSPECTIVES OF L1 USE IN L2 CLASSROOM: A CASE STUDY AT BİNGÖL UNIVERSITY

Language experts, educators, and scholars have long debated using first language (L1) in foreign/second language (L2) classrooms. During the heydays of the Direct Method, also called the Natural Method, which was sequenced by the Audio-lingual method, language scholars and educators strongly rejected L1 use in L2 classrooms. These two methods were an objection to the Grammar Translation Method that allows and facilitates L1 use in L2 classrooms. However, whether L1 use should be welcomed or refrained in L2 classrooms remains an open question. Ten English as a foreign language (EFL) instructors participated in the research. The required data was gathered using a questionnaire, and SPSS 20 was used for analysis. Three of the participants were interviewed in a semi-structured manner to gain a deeper understanding of their perspectives and to strengthen the quantitative data. This study was carried out to understand EFL instructors’ perceptions of using L1 in L2 classrooms who teach both in preparatory classes and at the English language and literature department at Bingöl University, Türkiye. The analyses and interpretations of the data showed that L1 is mostly used for teaching L2 grammar and vocabulary. The study also showed that there are too many contributing factors to L1 use, such as building mutual intelligibility (comprehension), giving clear instructions, setting up a good rapport with students, reducing anxiety, integrating humour into L2 classes, and reprimanding and appraising students.

Shaping the Bilingualism of Game-Addicted Players

In today's world, many people who spend more and more time in front of their computer and treat it as something more than a popular pass-time activity are often referred to being game addicted. At the same time, however, many of them, because of being exposed to different forms of dialogic English may be observed to excel the language and react to quite many situations they are exposed to both during the play and out of it. This study is meant to show how gaming addicts shape their bilingualism. Due to our research, it was found that such people who are truly addicted to games often reach a higher level of English much faster when contrasted to average L2 users. The research was based on the surveys filled by 54 carefully selected Internet respondents that fit the definition of a game addicted person (APA, 2022) and a standardized CEFR test they were requested to complete; the same test was also requested to be completed by the people who attend standardized blended L2 classes and who play similar games sporadically for pleasure. Consequently, a correlation between addicted and non-addicted people, and their CEFR test results was carried out. What followed was an analysis of the research results and the their detailed description.

“I feel AI is neither too good nor too bad”: Unveiling Chinese EFL teachers’ perceived emotions in generative AI-Mediated L2 classes

Despite the recent growth in the integration of artificial intelligence (AI) into second/foreign language (L2) education, its emotional side has been ignored, to date. In order to address this gap, the present qualitative study aimed to explore the typology of emotions that Chinese English as a foreign language (EFL) teachers had experienced in their AI-based L2 classes. Drawing on the technology acceptance model (TAM) and control value theory (CVT), a sample of 50 EFL teachers were interviewed individually. The results of thematic analysis showed that Chinese EFL teachers, in this study, had experienced a variety of positive and negative emotions due to AI technologies. The most frequently experienced positive emotions were ‘enjoyment’, ‘excitement’, ‘motivation’, and ‘satisfaction’. Conversely, the participants had most repeatedly experienced negative emotions of ‘anxiety’, ‘stress’, ‘worry’, and ‘frustration’ in their AI-based classes. The findings are discussed in light of prior research and suggestions and implications are presented to EFL teachers and educators.

In-service and Pre-service Perspectives: Cultivating Plurilingual Awareness in Multicultural Classrooms

Recent years have seen a growing interest in fostering inclusivity and interaction among individuals from diverse linguistic and cultural backgrounds in FL or L2 classes, which has led to the proliferation of intercomprehension practices in language teacher education, facilitating teachers' identity development, intercultural sensitivity, and plurilingual awareness. Using plurilingualism as a conceptual framework, the data of this qualitative study is collected from a pre-service teacher education program and an intensive language education program at two state universities. Building on the previous research and challenges reported by in-service teachers in multicultural and multilingual classrooms, some scenarios are formed with prompts to reveal metaphors, followed by semi-structured interviews to elaborate on the participants' perspectives. In light of the findings, some suggestions and implications are provided with pedagogical purposes to soften the bonds among different cultures in language classrooms and foster interaction among members of different societies and awareness of plurilingual competences. Acknowledging the substantial impact of English language teachers' intercultural sensitivity, diversity, and inclusion, and an emerging need for enhanced educational equality and social justice in teacher training, this study contributes to the existing research by providing implications for teacher identity development.

The Impact of Using First Language (Arabic) in ESL Learning classroom in Libyan High Schools

For many years, scholar always debated whether the use of L1 (First Language) and (MT) mother tongue contributes to the learning and teaching of the L2 (Second Language). A large number of studies were conducted regarding this area. Up until now, researchers could not some to a clear conclusion whether to ban L1 or include it in the field of teaching L2. The paper shed light on proponent’s, opponent’s and neutral’s view point regarding this topic. It also included a number of studies that was conducted on area related to the use of L1 in second language classrooms. This paper investigated whether the use of students’ L1 in the classroom by the teacher hinders the teaching of a (TL) target language. It aimed at exploring areas where Arabic should be used in class and it also look at students’ preferences of using L1 as well as their expectancy of their teacher’s use of L1 in teaching. Data were collected by using a questionnaire and was distributed among thirty high school English teachers. The statistical analysis of the data indicated that ESL teachers and students had high positive perceptions toward the inclusion of L1 in their L2 classes. The findings revealed that the use of L1 served to some extent in teaching pedagogical functions in the classroom such as: explaining grammar and vocabulary.

Exploring the Relationship among Multimedia Input, Working Memory and L2 Vocabulary Learning

With the advancement in online educational platforms in the present world, multimedia technologies have become a more easily accessed resource in language learning pedagogy than before. Different areas of language pedagogy are benefitting from the use of these multimedia technologies. The present research aims to explore the pertinent effect of multimedia language teaching input on L2 vocabulary building of learners by examining the way they enhance the learners’ working memory efficacy. The study employs an experimental research design by giving two types of WM strategic input (i.e., traditional verbal input and multimedia input) separately to two homogenous groups of 50 graduate ESL learners and observing their effectiveness in their vocabulary development. The study has used two research tools to collect data from the participants. The first is Wesche and Paribakht’s (1996) The Vocabulary Knowledge test which rates the vocabulary knowledge of the participants, and the second is a self-designed Working Memory cloze test to check the efficacy of the participants’ working memory through their vocabulary achievement. The participants are judged twice on the two scales, first before the treatment (pre-test 1 & 2), and second, after the treatment (posttest1 & 2). The results are obtained by comparing the participants’ mean scores of the vocabulary knowledge and working memory in pre and posttests of both variables. T-tests have also been run to see the improvement in learners’ VK and WM, and regression analysis has been carried out to see the relationship among the variables. The findings reveal that both WM strategies, i.e., verbal input and multimedia input are helpful in the development of learners’ vocabulary and working memory efficacy, and that verbal input and multimedia input are both positively related with VK and WM. However, the former (multimedia input) is more effective in enhancing the learners’ vocabulary knowledge and working memory efficacy as compared to the latter (verbal input). The findings are significant for the L2 learners, teachers, administrators, and the policy makers alike because they suggest that multimedia technologies should be incorporated to the maximum level of use in L2 classes for the learners’ vocabulary building.

A Survey on Primary Students’ Attitude toward Teachers’ Use of Mother Tongue in English Classrooms at Primary Schools in Binh Duong

It is a controversial issue whether to use or not to use mother language in teaching English in primary classrooms. The purpose of this research paper is to investigate the reality of speaking Vietnamese in English classrooms in several primary schools in Binh Duong province. 23 primary students in Binh Duong were asked to answer a list of questions to learn about their attitude toward L1 in L2 lessons. It turned out that nearly 70% of teachers at primary schools in Binh Duong usually used L1 in their L2 classes to explain new words and difficult terms. The majority of primary students preferred L1 use and had a positive attitude toward teachers’ use of Vietnamese when appropriate use of L1 to support and facilitate EFL classroom. We recommend that the teacher’s intensity of using L1 in L2 context should be taken into consideration in accordance to the students’ proficiency.

Nonverbal Communication in Classroom Interaction and Its Role in Italian Foreign Language Teaching and Learning

The purpose of this study is to present the state of the art of recent research on nonverbal communication in L2 classroom interaction, in particular on teachers’ and students’ gestures, and then focus on a case of gestures in an L2 Italian classroom. A corpus of video-recorded interactions (CLODIS) were analyzed to answer the following research question: How do L2 Italian native teachers behave when addressing international students? Are there differences with what has been observed in other foreign language (L2) teaching contexts? Both previous data-based research on multimodality in L2 classes and the analysis on CLODIS show that teachers select and coordinate multiple semiotic modes as interactional resources to complete various teaching tasks. Furthermore, Italian native teachers use not only the typical pedagogical gestures (both iconic and metaphorical), but also culturally specific emblems that may cause misunderstandings or inappropriate mirroring effects. For these reasons, it is important that L2 teachers develop a good multimodal awareness, especially if they teach their mother tongue to foreign students and if they belong to a “contact culture”, as is the case observed in L2 Italian classes.

INDONESIAN L2 LEARNERS’ ATTITUDES TOWARDS GROUP WORK: A SURVEY STUDY ON GENDER DIFFERENCES

This study was conducted to investigate the possible interaction between the attitudes of Indonesian learners from non-English majors towards group work in the English as second/foreign (L2) classes and their gender. The study employed an online survey. In this study, 187 learners from various regions in Indonesia participated. The study found that learners generally reported positive attitudes towards group work to facilitate a better learning atmosphere, for their self-improvement, and a medium of learning with their classmates. Furthermore, this study found no statistically significant difference in their attitudes towards group work seen from their gender. The no significant difference indicates that both male and female learners reported relatively similar attitudes towards group work. Limitations are acknowledged, and the possible contributions and pedagogical implications are stated alongside suggested directions for future studies in the fields of gender and group work in L2 classes.

Problematizing Possible -isms in Adult Second Language Classrooms

Abstract While addressing issues of prejudice and exclusion is crucial for helping adult second language (L2) learners acquire and critique socio-interactional norms of their pluralistic communities, there is still a lack of work examining how teachers can problematize prejudiced talk when it arises in the classroom. Within the detail-oriented frameworks of conversation analysis and membership categorization analysis, this study examines teacher practices for problematizing students’ hearably prejudiced, stereotypical, or exclusionary talk—that is, students’ possible -isms. Drawing on data from 55 hours of video-recorded English L2 classes in the United States, I explore three problematizing responses to possible -isms: (i) introducing complexities, (ii) offering counter examples, and (iii) treating -isms as absurd. While introducing complexities neutralizes students’ hearable -isms as somehow inadequate, the latter two practices treat the -isms as entirely inaccurate through illustrated and invited corrections. The analysis reveals these practices to be finely attuned to the institutional goals and features of the adult L2 classroom, allowing teachers to incorporate a critical perspective and delicately problematize possible -isms without threatening solidarity with their diverse adult learners.

Texts and contexts: Linguistic landscapes, graffiti, film, and literature in L2 classes

AbstractGiven that societies across the globe are increasingly multicultural and multilingual, the notion of communicative competence grounded in constricting definitions of national cultures and languages reflects neither our instructional realities nor the sociolinguistic reality of the languages and cultures we teach. To foster students’ development of second language (L2) competence grounded in an awareness of the symbolic construction of language and culture as well as “tolerance for ambiguity” (Kramsch, 2006), students must create with L2, rather than just reproduce what they have learned. After briefly outlining changing conceptions of language competency, this paper first describes how public uses of language and images through signs and graffiti make up a given place's linguistic landscape (LL), defines an evolving concept, and illustrates how it can be effectively used in L2 instruction. Then it highlights how a variety of LL‐based activities help language learners become cognizant of their own sociolinguistic contexts and provides concrete examples from intermediate to advanced‐level classes in two distinctly different German programs. The different approaches encourage students to combine LL‐based activities with visual, literary, and film analysis to develop symbolic competencies that prepare them to negotiate unpredictable and diverse cultural norms.

Slovak EFL Teachers' Perceptions of Using L1 at English Lessons

Using L1 (mother tongue) for the purposes of the target language teaching and learning has been the subject of ample debate throughout the years, generating considerable controversy among instructors and researchers. Although the principles of CLT (communicative language teaching) somehow “delimit” to a certain extent its use at EFL (English as a foreign language) classes, attitudes towards the implementation of L1 into foreign language classes may vary considerably. Thus, this article endeavours to plug this gap by examining the Slovak in-service EFL teachers’ (n = 140) perceptions of using L1 at English classes by acquiring and interpreting the data derived from the research method of a questionnaire, employing a 5-point likers scale items. The research outcomes indicate that although it is the tactful, sound, and judicious use of L1 that is favoured by the teachers, the mother tongue appears to take on a relatively high importance in the realms of EFL teaching and learning. Finally, pedagogical implications are discussed, and suggestions are provided regarding the use of L1 at L2 classes. It is vital that further exploration in this area takes place by performing future studies in this regard. Keywords: EFL teacher, in-service English language teacher, EFL learner, teaching English, L1, native language, mother tongue, L2, foreign language

How do certain atmospheric aerosols affect Cu-binding organic ligands in the oligotrophic coastal sea surface microlayer?

It is still unclear how the chemical speciation of Cu in surface seawater is impacted by aerosols from various sources deposited on the sea surface, which is surprising, considering the environmental importance of Cu. Therefore, we used voltammetry to investigate Cu complexing capacity (CuCC) in the sea surface microlayer (SML) and in the underlying water (ULW) of the oligotrophic middle Adriatic Sea during February-July 2019. The focus was on the impacts of specific atmospheric processes such as open-fire biomass burning (BB), pollination season and Saharan dust intrusion. The presence of ligand class L2 (19.9-392.0, average 63.8, median 43.1) nM; log K2 (8.3-10.2, average 9.6, median 9.6) was observed in all samples, while ligand class L1 (40.5-76.1, average 53.6, median 48.9) nM; log K1 (10.3-11.1, average 10.6, median 10.5) was found in only 25% of SML samples. Throughout the period, the SML was enriched with organic ligands by a factor of up to 9.1 compared to the ULW, mainly due to the high sensitivity of the SML to specific atmospheric depositions. In addition, measurements with corresponding specific model aerosols were conducted to analyse their impacts on CuCC. Pollen directly affected CuCC in the SML by increasing the concentration of allochthonous ligands such as proteins. The deposition of BB aerosols rich in nutrients and trace metals stimulated the biological production of organic ligands, showing an indirect effect on CuCC delayed by up to two weeks. Finally, Saharan dust had a negligible impact on CuCC. This study illustrates the susceptibility of oligotrophic coastal area to the effects of pollen and open-fire BB aerosols in altering the Cu-binding organic ligands in the SML.

Non-Native English Language Teachers’ L1 Use in L2 Classroom in Turkish Middle School Context: Amount, Purpose and Beliefs

This study aims to investigate purposes and amount of first language (L1) use in second language (L2) classrooms and English language teachers’ beliefs in Turkish middle school context in order to promote L2 acquisition in English as a second / foreign language (ESL/EFL) classes, boost L2 classroom atmosphere and examine whether L1 is supposed to be used or how frequently L1 can be used during L2 classes. The study also compares EFL/ESL teachers’ classroom practices with their perceptions on L1 use and gives teachers opportunity to observe their own classes and raise awareness about using L1 appropriately in EFL/ESL classrooms. In this case study both qualitative and quantitative data collection methods were used. The data collection instruments were an attitude scale, classroom observation reports and interviews. The findings of the study revealed that all 3 teachers used L1 in their EFL classes 28% in average. Students’ grades affect this amount. Among the purposes of L1 use, giving instructions is the most frequently used. Other functions are listed as vocabulary/sentence translation, teaching grammar, checking comprehension, classroom management, drawing attention and giving feedback. This study is supposed to be beneficial for language instructors and curriculum developers on L1 use in L2 classrooms.

Reasons for Afghan Teachers’ First Language Use in EFL Classes

The use of L1 in EFL classes has been an ongoing debate for many years since language educators use L1 in EFL classes for different reasons. Therefore, this study aims to investigate the reasons for Afghan teachers' L1 use in EFL classes at Balkh University. Semi-structured interview was conducted with a sample of 5 EFL educators with 10-15 years of teaching experience from the English Department of Balkh University. The sample for the study was chosen purposively due to proximity, easy accessibility and availability of the participants. Content analysis was employed for the analysis of the obtained data from the study based on the emergent themes. The result shows that Afghan EFL teachers at Balkh University use L1 in their classes for different purposes, namely, as a pedagogical tool for clarification, as a tool for establishing rapport, as a discipline and class management tool, based on curriculum and syllabus demand and as per need of students’ level of language proficiency.

Exploring the Use of Live Interactive Worksheets in Foreign Language Classes: Perceptions of Students and Teachers

Live interactive worksheets started to become known in the Jamaican foreign language (L2) circle after the COVID-19 pandemic plunged schools worldwide into online teaching. Educators needed to find creative ways to engage and motivate learners. Currently, there are no studies on live worksheets in Jamaica; therefore, this research aims to bridge this gap. The authors sought to ascertain both teachers' and students' perspectives on incorporating live worksheets in L2 classes. Sixteen undergraduate students at Northern Caribbean University (NCU) and seven L2 high school teachers responded to questionnaires and semi-structured interviews. The qualitative approach was used to analyze the data. Major findings show that live worksheets effectively engage students, promote autonomy, and aid in the recall and application of information. In this article, the authors have highlighted perceptions relating to both the benefits and challenges of using live worksheets, as well as how to overcome possible obstacles.

Indonesian L2 Learners’ CEFR-based Listening Proficiency: Interactions with Attitudes towards Teachers’ Use of L1

The present study was conducted to investigate Indonesian second/foreign language (L2) learners’ self-rated CEFR-based listening proficiency (SR-CEFR-L) and the possible interaction with their attitudes towards teachers’ use of learners’ first language (L1), Indonesian, in English as L2 classes. 168 learners from non-English departments taking General English (GE) Levels 1, 2, and 3 participated in this survey study. Using the chi-square test of independence, this study found a significant difference among learners from different General English levels in their SR-CEFR-L, where the higher their GE levels the more likely they reported higher SR-CEFR-L. This study also found that generally, learners reported positive attitudes towards teachers’ use of L1 in English classes. This study further found no significant association between learners’ SR-CEFR-L and their attitudes towards teachers’ use of L1, suggesting that regardless of how highly they rated their listening proficiency, learners generally preferred their teachers using Indonesian in teaching English. From the findings, implications are suggested along with possible contributions and suggested directions for future studies in the field.

The correlates of flow in the L2 classroom: Linking basic L2 task features to learner flow experiences

AbstractFlow is an intrinsic motivational state associated with full task engagement, positive affect, and enhanced performance. While research has examined how different language tasks interact with flow experiences, no study has examined learner flow experiences in a wide range of tasks using an experience sampling method to determine how universal basic task features (e.g., modality, participant structure, information distribution, and targeted skills) interact with flow. The present study aims to respond to this gap in the research. Participants were 13 teachers and 327 students from 18 intact French L2 classes in a Canadian postsecondary school. Teachers selected and implemented an average of six tasks from their personal repertoires at random moments throughout the semester. Immediately following each task, learners anonymously completed a flow experience questionnaire (N = 1408; α = 0.91), and teachers a task description questionnaire containing 17 basic task features (N = 81). Statistical analyses show that 10 of the 17 variables significantly interacted with learners’ flow experiences. The results not only validate a frequently used flow measurement and establish norms for future research but also outline a framework language teachers can use to evaluate and modify practices to improve learners’ subjective classroom experience.

An Ethnographic Study on Learners’ Use of Mother Tongue in EFL Speaking Classes

The debate over the importance of the mother tongue (L1) in EFL classrooms remains unresolved. If some researchers and scholars recognize the role of the mother tongue in teaching and learning English, others do not support the use of L1 for both teachers and students in L2 classes. The goal of this research is to present the results of learners’ use of L1 (Vietnamese) in English-speaking classes. Classroom observation and a semi-structured interview were designed to be delivered to participants for the study, 45 EFL learners at the basic and intermediate levels of an English language center in Can Tho city, and six of them were invited to attend the interview based on convenience sampling. The study’s findings indicated that L1 use was also discovered to be preferred for the following purposes: comprehending teachers’ lessons, expressing ideas or responses, translating English words or sentences, interpreting teachers’ questions or utterances, building rapport by making jokes, reminding mistakes made by teachers, doing pair work or group work, and chatting with classmates. The results also revealed that Vietnamese can help EFL learners make positive changes in their L2 learning journey.