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From pauses to processes: Automating the classification of L2 writing processes from keystroke logs
Full text linkAlthough cognitive models of writing have long emphasized the importance of planning, formulation, and revision, little is known about how adult L2 writers distribute these subprocesses during real-time composition. This study addresses that gap by investigating the temporal and spatial characteristics of writing behaviors in a timed argumentative task. Sixteen Spanish university students participated in a 35-minute English writing task, recorded with Inputlog. Writing events were automatically classified using a VBA-based system that integrates pause duration, pause location, and event context to identify underlying subprocesses. The analysis examined how these subprocesses evolved over time, how they related to linguistic pause locations, and how pausing behavior differed across subprocesses when measured as pauses per minute, mean pause duration, and relative pause frequency. Results indicated that subprocess distribution remained relatively stable throughout the session, but clear associations emerged between pause location and subprocess type, for instance, within-word and before-word pauses were linked to formulation, while sentence- and paragraph-initial pauses were associated with planning. Differences in pause duration and frequency also reflected distinct cognitive demands, with planning marked by longer pauses and revision by shorter, more frequent ones. The results support the classification system and shed light on cognitive effort in L2 writing, with potential applications for feedback and task design
Job Engagement and Employee Voice among Nurses with the Mediating Role of Leadership Style
Full text linkJob engagement and employee voice are crucial factors in enhancing the quality of care, organizational productivity, and job satisfaction among nurses in high-stress healthcare environments, such as hospitals. In the present study, we aimed to investigate the relationship between job engagement and employee voice among nurses, with an emphasis on the mediating role of leadership style. The study was conducted within the framework of a causal model, and data were collected from 248 nurses working in public hospitals in Tehran using a quantitative method. The data collection tool consisted of three standard questionnaires: the Utrecht Work Engagement Scale for Students (UWES-9), Employee Voice Surveys (EVS), and Multifactor Leadership Questionnaire (MLQ). The data were analyzed using Structural Equation Modeling (SEM) and Smart-PLS software. The findings indicated that job engagement has a positive and significant effect on employee voice. Moreover, transformational leadership style, as a mediating variable, strengthens the relationship between job engagement and employee voice. In contrast, the transactional leadership style did not have a significant mediating effect. These results highlight the importance of nursing managers selecting appropriate leadership styles to encourage and enhance employee engagement and active participation in organizational decision-making. Hence, it is suggested that health policymakers design and employ educational programs to promote transformational leadership and provide opportunities for nurses to be creative, innovative, and active participants in the workplace
AI Readiness and Technology Adoption Processes in SME’s in Emerging Economies
Full text linkSmall firms in emerging economies are often unaware of technology’s benefits. Technology assimilation tools are not common in their skill domain or business culture. Their absorptive capacity is very low, since they are usually pressed with operational problems. But artificial intelligence and digital technologies are powerful changes, modifying their competitive environment. The use of AI tools, and particularly generative AI, represents a further domain in which traditional businesses’ ability to assimilate the technology will be further challenged. Our research operationalizes specific capabilities that small firms must develop to assimilate and use AI in their operations, particularly in strategic decision-making. Evidence from case studies and AI use-case analyses from small firms in Latin America is used to illustrate the stages and capabilities that enable a firm to assimilate AI into strategic decision-making. Use case analysis explains the relationship between the use of artificial intelligence in small firms and their innovation capabilities in the Latin American economic context. A model of the process of dynamic capability development and the growth of absorptive capacity is proposed for guidance in future research in the Latin American context
Native Speaker Conversation Sessions to Enhance Communicative Competence and Oral Fluency in Tourism and Hospitality EFL Students
Full text linkThis study aimed to explore how monthly conversation sessions with native English speakers influence the development of communicative competence which encompasses grammatical, discourse, sociolinguistic, and strategic components as well as oral fluency in Tourism and Hospitality Management students at the University of Cuenca. A qualitative methodology was employed through three focus group sessions involving ten students each. All conversations were recorded, transcribed verbatim, and subsequently coded both deductively, drawing on Krashen’s Input Hypothesis (i+1, quantity, authenticity, variability, and implicit feedback) and guided by Hymes’ theoretical framework of Communicative Competence. Results indicated significant improvement in discourse competence, particularly during guided city tours, where students demonstrated the use of cohesive devices and coherent speech. Grammatical competence and oral fluency showed moderate progress, hindered by the limited frequency of practice opportunities. Sociolinguistic competence was perceptually activated, though without evidence of critical cultural reflection. Strategic competence remained underdeveloped. The study concludes that unless input quantity increases and tasks become more varied, professional-level fluency and automatization will remain difficult to achieve
A Bibliometric Analysis of Practicum Research in Preservice Teacher Education: Trends, Themes, and Future Directions (2006–2024)
Full text linkThe current study conducted a bibliometric review of studies that examine practicum experiences in preservice teacher education, and searches were performed in the Scopus database, retrieving publications between 2006 and 2024. VOSviewer was primarily used to analyze 145 peer-reviewed journal articles, examining trends in publications, most-cited articles, keywords, and thematic groups. The findings indicate an increase in interest in practicum research after 2021. The highest-ranked journal in terms of volume and citation impact was Teaching and Teacher Education. Among the most well-cited articles were those that embrace topics on professional identity development, reflective practice, diversity, mentorship, and international field experiences. Cluster analysis identified four main areas related to the practicum research: 1) the structure and evaluation, 2) reflective identity formation, 3) professional development, and 4) application to classes. The most significant contributors were the United States, Australia, and Canada, while the growing presence of publications from non-Western contexts suggests a continuously spreading trend of global involvement in practicum research. The findings are significant and relevant to guide research-based policy making and teacher educator efforts to enhance the quality and effectiveness of practicum courses in teacher education
Developing an Adapted English Proficiency Test for Adult Job Seekers with Intellectual and Developmental Disabilities (IDD): Literature Review
Full text linkThere is a critical need for an adapted English proficiency test designed specifically for individuals with intellectual and developmental disabilities (IDD). Current language assessments often fail to address the specific learning difficulties of this population. As a result, assessments underestimate the actual abilities of these test takers. To address this gap, a literature review was conducted on foreign language acquisition for individuals with IDD, and a methodological intervention was developed. This intervention uses multisensory structured language (MSL) instruction tools, task-based learning, and technology. The adapted proficiency test aligns with the Common European Framework of Reference for Languages (CEFR) and aims to assess language skills of individuals with IDD with a focus on reliability and validity. Through accommodation and adaptation, the test will ensure that the language capabilities of this population are accurately reflected. The aim of this study is to develop a reliable assessment tool for this demographic and to encourage their continued social integration and employability. This study has significant implications for educational practice and policy and offers a model for inclusive language assessments that can be adopted in various educational contexts. It also lays out the foundation for future research and allows for the expansion of assessments to higher CEFR levels, which will continue to support the long-term language needs of this population
Consequences of English Tests on Young Learners: Test-Takers’ Experiences in Context of Complex and Dynamic Learning Environments
Full text linkThis study examines the test uses and consequences of English tests for young learners in China from a sociocultural validation perspective. Drawing on Hofstede et al.’s (2010) Layered Structure of Culture and in response to Chapelle’s (2020) special call for investigating consequences of language test use throughout the world, we analyzed how English tests for young learners have shaped young learners’ experiences through five aspects (1) emotions, (2) family and social interaction, (3) efforts and supports, (4) barriers and challenges, and (5) motivation and aspiration. Employing the draw-a-picture technique and follow-up interviews with 14 young test-takers aged five to ten, we probed into the complex interplay of their emotions, family support, peer pressure, and societal expectations involved in their testing experience in context. The findings reveal that test uses and consequences are deeply mediated by sociocultural factors such as the supporting system, social dynamics, and cultural value within the given sociocultural context
Utilizing ChatGPT for Self-Directed Professional Development: Practices of Southeast Asian Language Teachers
Full text linkThis study investigated the common issues and challenges faced by Southeast Asian English language teachers in their teacher professional development (TPD) activities and explored how they utilized ChatGPT to address these challenges. Using qualitative data collected from participants from 10 Southeast Asian countries, this study found that limited time, heavy workload, limited support and resources, irrelevant training content, limited technical skills, and inability to identify professional development needs were the most common TPD challenges encountered. To address these challenges, the participants utilized ChatGPT as a learning companion, facilitator, adviser/coach, and collaborator for their self-directed TPDs. They used the tool as a partner or collaborator in planning and completing teaching and learning tasks. They used the tool to analyze their TPD needs and design their personalized, self-directed TPD activities. In addition, they also used it to independently learn new concepts and practices by prompting it with relevant questions or instructions. Moreover, they also used it to generate initial ideas and subsequently enhanced these ideas with their personal knowledge and experiences. Lastly, they used the tool to polish the language of their outputs for clarity and effectiveness. Insights and implications of these findings for language teacher education and professional development are discussed
Poetry-based cloze tests as a language assessment tool for European Portuguese as a foreign language
Full text linkThis study explores the use of poetry-based cloze tests as a language assessment tool for European Portuguese (EP) as a Foreign Language (PFL) at beginner-to-intermediate proficiency levels. Three rational cloze tests, developed from Portuguese poetry, were pretested with 24 native speakers and validated with 32 PFL learners. Data included response accuracy, perceived test difficulty, and sociolinguistic background. Test- and item-level analyses confirmed high internal consistency and item discrimination for the intended construct. Learners’ sociolinguistic profiles – self-assessed proficiency, country of residence, and native language – influenced performance. Item design features, namely hints and the structured response format for omitted words, may have contributed to the consistency in complexity across all cloze tests. This study highlights the role of poem selection criteria in test development, such as cultural relevance, narrative coherence, and lexical richness. Findings support the integration of poetry into PFL testing practices to promote holistic test development. These findings provide a methodological contribution to the field of PFL assessment, encourage the comparability of cloze testing methods in PFL research involving similar learner populations
Where Assessment Validation and Responsible AI Meet
Full text linkThe core principles of validity, reliability, and fairness have been the foundation of ethical assessment practices, as discussed in classical validation theories (e.g., Chapelle et al., 2008; Kane, 1992, 2013) and the American Educational Research Association (AERA), the American Psychological Association (APA), and the National Council on Measurement in Education Standards (NCME) (AERA & APA & NCME, 2014). The Standards have provided best practices for AI use in high-stakes testing, particularly in the automated scoring of written and spoken responses. Responsible AI (RAI) is essential across industry domains, including educational assessments. With recent advancements in generative AI, new policies and guidance on applying RAI principles in assessment have emerged. Expanding on Chapelle et al.'s (2008) work, this paper introduces a unified assessment framework that integrates traditional validation theory with both assessment-specific and domain-agnostic RAI principles. This framework supports responsible AI use, aligns with ethical principles to uphold human values and oversight, and promotes broader social responsibility in AI-driven assessments