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A Systematic Review of Carol A. Chapelle’s 45-Year Contribution to Language Assessment and Education
Get PDFThe present systematic review examines Carol A. Chapelle’s contributions to language assessment and education. The data include the review and analysis of all of her published research works (with some exceptions) relevant to language assessment, applied linguistics, and technology literacy from the 1980s to the present. To accomplish the objectives of the study, it was outlined and tackled in six sections including background, methodology, themes and overall achievements, exclusion and inclusion rules, systematic review and Carol Chapelle’s personal reflection. First, in procedural terms, we struggled to access her all research works. Then, three macro-themes (Language Assessment, Applied Linguistics and Technology Literacy) and five micro-themes were derived from her whole research works. Next, a subjective methodology was developed for the purpose of the study, with reference to which some exclusion and inclusion rules were coined and then applied to the decision regarding the types of research works to review and analyze, i.e., journal articles, books and book chapters. After that, the systematic analysis was conducted and finally, Carol A. Chapelle provided her own personal discussion and reflection of this systematic review
Integrating Local Culture and Multilingualism in English Language Teaching in Bangladesh: Bridging Global Standards and Local Practices
Get PDFThis review paper examines the integration of culture and multilingualism into English Language Teaching (ELT) in Bangladesh, striking a balance between global frameworks and local applications. Recent ELT research suggests that situating language instruction within a cultural context has beneficial implications for understanding and retention of content, emphasizing that local culture can foster a sense of belonging among learners. It highlights the complexities that come with multilingualism, including cognitive flexibility and linguistic proficiency, which offer learners the opportunity to establish a solid linguistic foundation. Several cases of linking international ELT standards to local approaches to education through culturally responsive instructional methods are presented in this review. The paper offers educators valuable suggestions for incorporating local culture and multilingual approaches into their classroom practices, and it encourages policymakers to promote these integrative approaches through targeted policy adjustments. Additionally, the review highlights the potential for improved language learning outcomes and advocates for a progressive shift in the ELT paradigm in Bangladesh. It also identifies areas for future research, proposing the exploration of these integrative perspectives, as well as the achievement of a balanced approach that meets both global demands and local contexts
The Implementation of 21st-Century Skills- Barriers and Instructor Views
Get PDFThe implementation of 21st-century skills in EFL settings is essential, considering their transferability into real-life settings. However, research indicates that there are barriers to implementing these skills within educational systems, including the inadequacy of teacher training and digital tools, as well as the challenge of transitioning to student-centered pedagogies. Therefore, this study aims to identify the obstacles to implementing 21st-century skills in tertiary-level EFL settings in Türkiye. An online pilot survey, adapted from the UNESCO Bangkok Office's (2016) work on transversal competencies, was conducted at a foundation university's school of foreign languages in Istanbul, Türkiye. The participants (n = 18) were selected using convenience sampling for this quantitative study. According to the findings, implementing these skills in classroom practices may be challenging due to the emphasis on academic achievement, the lack of clarity in defining 21st-century skills, the absence of practical guidance, and insufficient community awareness. Most of the participants (n = 13) stated that schools should be the primary source for students to acquire these skills and that they have sufficient training to help their students do so, although the modality of the training could be modified. While the participants claim to possess the necessary knowledge about technology use, they lack awareness of ICT literacy as a 21st-century skill. In light of the findings, the content they need to cover may be reduced, allowing them to allocate more time and effort to implementing 21st-century skills into classroom practices. In addition, the curriculum designers should increase the intensity of instructor-guided group and individual projects to ensure the implementation and acquisition of 21st-century skills
Unveiling the Power of Leadership Styles in Project Management: A Comprehensive Systematic Literature Review
Get PDFAn Effective Leadership Style (LS) plays a pivotal role in determining the success of projects, making comprehensive research in Project Management (PM) essential. The Systematic Literature Review (SLR) in this article meticulously examines how different LSs impact project outcomes. Through systematic searches in reputable academic databases, we scrutinized peer-reviewed articles to uncover key insights. The primary aim of this review is to assess the effectiveness of various LSs within PM contexts, shedding light on their influence on project success and team performance. The results underscore the significance of transactional and transformational LSs in PM. Both styles contribute positively to project outcomes, but transformational leadership stands out as exceptionally impactful in boosting team motivation and overall project performance. By nurturing a sense of purpose and empowerment, transformational leaders inspire adaptability in the face of dynamic challenges. In conclusion, we encourage project managers to thoughtfully integrate transactional and transformational LSs to optimize project success. While transactional leadership ensures task completion and structure, transformational leadership fosters innovation and team commitment. This review advocates for a strategic fusion of these styles, cultivating a culture of excellence and achievement in project endeavors
Our Twenty-Year Journey of Co-Discovery: A Retrospective Dialogue with Jim Lantolf
Get PDFSince my contribution to this special issue commemorating Jim Lantolf’s life and work deviates from a traditional journal paper format, I forego an abstract and begin with a prologue befitting the one-act play “Conversations with Jim” I have created to show my gratitude to Jim for his guidance and wisdom through many years. In this tribute to his enormous impact on second language studies and Vygotskian scholarship, I hope to showcase the power of collaborative inquiry and mentorship in advancing knowledge. In our retrospective dialogue, we cover three main areas of Vygotsky’s work: (1) Znachenie slova: We challenge common interpretations by distinguishing "analysis into units" from "units of analysis," highlighting the interplay of stable cultural meanings and individual sense-making (smysl); (2) Sense and Meaning: we dissect the relationship between sense and meaning in external and internal speech, emphasizing the role of affect and subjective experience (perezhivanie) in shaping an internal system of meaning; and (3) Consciousness: We follow Vygotsky’s advice and explore the origins and development of consciousness, from its emergence in single-celled organisms to the human capacity for meta-consciousness, drawing on recent scientific and philosophical insights
Collective Reflections on James Lantolf and his Influence in China
Get PDFThe current paper reports the collective reflections of eight Vygotskian scholars in China who had frequent academic interactions with Professor James Lantolf in the past decade. The results of the thematic analysis of the scholars’ semi-structured interviews present how they perceive his contributions as a world-renowned scholar advocating Sociocultural Theory (SCT) in second language development and his influence on their personal, institutional, and China’s SCT development as a whole. Their views on the future of SCT in China are also presented
A Systematic Literature Review of Process Genre Approach in EFL Writing Teaching in China: From Theory to Practice
Get PDFProcess genre approach (PGA), which integrates the strengths and drawbacks of product approach, process approach and genre approach, has long been proved effective in scaffolding EFL writing teaching in culturally divergent contexts. China with the largest EFL learner population worldwide likewise places rising attention to PGA, yielding a body of research findings. However, constrained by language barriers and data permission, the implementation of PGA in EFL writing teaching in China remains an incomplete picture, especially for foreign researchers and practitioners. As such, to fill the research gap, this study conducts a systematic literature review of PGA in EFL writing teaching in China by virtue of Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework. Based on three most influential databases in China, namely China National Knowledge Infrastructure, Wanfang Data and CQVIP, 25 articles are identified from core periodicals and then systematically examined in a bid to address the research questions pertaining to research status, research achievements and developmental implications of PGA. In so doing, this study is hoped to provide more valuable references and kindle more insightful ideas for moving this line of research forward
A Bibliometric Analysis of Written Corrective Feedback in Second Language Writing
Get PDFWritten corrective feedback is a hot topic in the field of L2 writing and second language acquisition. Citespace, one of the bibliometric analysis software, was used to investigate the number of publications, productive authors, influential journals and institutions, major themes, and research trends of written corrective feedback in L2 writing from 2014 to 2024. This study employed WoS core collection as a data source for selecting relevant articles. The results showed the finalized 321 eligible articles, two influential authors, Yu Shulin and Lee Icy, two leading journals, Assessing writing and Journal of second language writing, the leading institution, University of Macau. Meanwhile, the findings of this research revealed that the major research themes were students' engagement, factors that influenced students' engagement, theoretical foundations underpinning written corrective feedback, teachers' written corrective feedback practices, and factors that impact their implementation of feedback, students' perception, and motivation. Future research might continue to investigate students’ agentic engagement and teachers’ role in written corrective feedback research, which could better understand written corrective feedback and adjust teachers’ implementation of feedback
AI Integration into Language Education and Teacher Identity: An Ecological Perspective
Get PDFThis study explores how the integration of Artificial Intelligence (AI) tools into language education can influence language teachers’ identity from an ecological perspective. To do so, 16 teachers were selected based on purposeful sampling and completed a narrative frame. To corroborate data, seven of them (based on the richness of their narrative frames) attended a semi-structured interview in which they discussed the integration of AI in their classes and how it impacted their identity. The semi-structured interviews were translated and transcribed and along with the narrative frames were analyzed by employing thematic analysis. The findings of this study revealed that AI integration in language education had a significant impact on participating teachers’ identity and shaped their identity at different ecological layers of micro-pedagogical, meso-institutional, and macro-societal. These findings may assist teachers and teacher educators in raising awareness about AI integration into language education and how it can construct language teacher identity
Self-Positioning and Critical Thinking: Demotivated Students in English for Academic Purposes
Get PDFWith burgeoning attention to English for Academic Purposes (EAP), increasing emphasis has been placed on learners’ Critical Thinking (CT), their experiences of demotivation, and how these factors interact within EAP writing framework. At the same time, learners' self-positioning in the EAP context has emerged as a process variable influencing their academic engagement and writing development. This study employed Structural Equation Modeling (SEM) as the primary analytical tool, collecting questionnaire data from 473 Chinese university students to examine the relationship between CT and Demotivation. To enhance the scientific rigor of the findings, stimulated recall diaries were introduced as a triangulated data source and two student participants were invited to explore, through the lens of self-positioning, the mediating effects between CT and Demotivation. Findings from the quantitative analysis indicated that Misconceptions in CT exerted the strongest influence on demotivation, followed by Valuing CT (VCT), and lastly Confidence in CT (CCT). The qualitative results revealed that teachers exerted a strong mediating effect on learners’ CT cognition and subsequent writing demotivation trend. This study contributes pedagogical insights from a positive psychology perspective, offering EAP instructors a deeper understanding of how learners’ cognitive beliefs and emotional attitudes significantly shape their academic writing experiences