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Celebrating 35-Year’s Research Contribution to Psychology, Language Education and Communication: A Special Issue Honoring Peter MacIntyre
Get PDFIt is with immense pleasure and gratitude that we present this latest Special Issue of LTRQ, celebrating the remarkable 35-year career of Professor Peter MacIntyre and his extraordinary contributions to the broad fields of language education, educational psychology, and second language acquisition (SLA). Professor MacIntyre, currently a distinguished Professor of Psychology at Cape Breton University in Sydney, Nova Scotia, Canada, stands as a towering figure in the interdisciplinary realms of educational psychology and language education. His groundbreaking work has not only advanced theoretical understanding and research methodology but has also had a profound impact on pedagogical practices worldwide
Positive Paths to Feeling Successful and Accomplished in Teaching English: A Teacher-Focused Pilot Study in Hungary
Get PDFFeeling successful and accomplished is an important aspect of well-being according to Seligman’s (2011) PERMA model, which seems to represent an interesting intersection of objective and subjective as well as individual and social factors that are all relevant to flourishing. This paper describes a pilot study aimed at developing an instrument for measuring both individual and social aspects of teacher well-being. In addition, we also investigate the ways the well-being scales used in the study influence the extent to which teachers feel successful in their work. A long-term aim of the study is the development of an application or website where teachers can get personalized information on various aspects of their well-being. As regards the findings of the current pilot study, it lent support to the reliability of the piloted scales and showed that teachers tend to experience positive emotions and accomplishment/success when working. It appears that teachers find meaning in their profession, are often engaged and perhaps experience flow in their work environment. They tend to have good relations with their colleagues while also experiencing a certain amount of stress as a result of various expectations regarding student achievement. At the same time, collegial leadership seems to be less characteristic of the principals of Hungarian schools, and teachers report lower levels of resilience and health. Various paths of achieving accomplishment/success have also been identified in our study
Developing an aptitude test based on Pienemann’s SLA theory
Get PDFThis article reports on a proof-of-concept study regarding the development of a language aptitude test. The test, which measures inductive language learning, is based on Pienemann’s account of second language acquisition (SLA). His theory proposes several stages which are followed in second language development, and the aptitude test draws on these stages to build in progressive complexity as the test proceeds. Data is reported suggesting that actual performance is consistent with the Pienemann’s stages. Finally, the place of such a theoretically-based test within aptitude measurement is discussed, as well as the way the test could be adjusted to better predict attainment at different levels of proficiency
Automated written corrective feedback in research paper revision: The good, the bad, and the missing, by Qian Guo, Ruiling Feng, Yuanfang Hua
Get PDFL2 graduate students face the dual struggles of being both second-language speakers and novice research writers. Publication is an important indicator of one’s academic potential, but the language barrier and a lack of research-writing experience often hinders L2 students’ ability to get published. In Automated Written Corrective Feedback in Research Paper Revision, Qian Guo, Ruiling Feng, and Yuanfang Hua show the potential AWE systems have to help L2 students overcome these barriers to publication. The authors study the usage of automated writing evaluation (AWE) systems in the context of research-based writing for students and explore the various ways in which it is helpful, limited, and could be improved for usage in this field/in this vein of writing. The authors present a powerful and convincing argument for the usage of AWE tools for developing writing skills needed to effectively engage in academic discourse
Narrative Therapy for Children with Cancer
Get PDFStorytelling is used as a therapeutic tool in psychotherapy and psychological well-being. This method, called narrative therapy, utilizes stories, narratives, and written texts as an indirect means of conveying emotions, experiences, and concepts to the audience. The present study aims to implement narrative therapy to improve neurotic disorders and to compare the effects of hope, joy, and anxiety reduction on mitigating neurotic behaviors in children with cancer. This study follows a quasi-experimental pre-test and post-test design with a control group and an intervention group. The sample size was determined through interviews with physicians, specialists, psychologists, and social health professionals. The statistical population consisted of children aged four to eight years diagnosed with cancer. The sample comprised children with cancer who participated in two months of narrative therapy, during which data were collected using three questionnaires and two therapy sessions. Data collection instruments included the Children's Hope Scale, the Spence Children's Anxiety Scale (SCAS), and a physician-administered questionnaire assessing the child's medical condition. Sampling was conducted in two stages of narrative therapy. Data obtained from the questionnaires were analyzed in SPSS 22, using repeated-measures ANOVA. The results indicated a direct and significant impact of narrative therapy on improving neurotic behavioral disorders in children, assessed through three key indicators—hope, anxiety, and emotional expression. According to the findings, children who participated in the therapy sessions regained lost hope and continued their treatment with a more optimistic outlook. Additionally, the overall treatment progress and responsiveness to therapeutic methods improved among the children
Learning to Be a Writing Instructor in the Age of Generative AI: The Role of Research-Practice Partnerships
Get PDFThe rise of generative AI (GenAI) is reshaping writing instruction, presenting both opportunities and challenges for language educators. While some teachers initially resisted AI integration, many now recognize its potential to support brainstorming, modelling, and feedback. This shift necessitates new pedagogical strategies that balance AI-assisted writing with traditional skill development. Research-practice partnerships (RPPs) offer a collaborative approach to teacher learning, enabling educators to explore GenAI’s role in writing instruction through reflective inquiry and structured experimentation. Our perspective in this article is developed via an examination of the experiences of two English language teachers who engaged in an RPP to integrate GenAI into their writing lessons. The project’s findings reveal that RPP participation facilitated professional growth, deepened pedagogical understanding, and fostered meaningful engagement with writing among students. The article highlights the evolving nature of writing instruction, emphasizing a shift from product-based to process-oriented teaching. While concerns persist regarding AI’s impact on originality and critical thinking, structured integration within an RPP framework empowers teachers to navigate these complexities proactively. As GenAI continues to transform literacy practices, RPPs serve as a scalable model for professional learning, equipping educators with the skills and insights needed to harness AI’s potential responsibly and innovatively in the writing classroom
Progressive Integration of High-Leverage Practices in English Language Teacher Education: Insights from a Chilean Practicum Program
Get PDFThis study examines the integration and progression of High-Leverage Practices (HLPs) in a Chilean English language teacher education practicum program. Using a mixed-methods approach, we analyzed documentary evidence and survey data from 283 preservice teachers and seven tutor teachers to assess HLP implementation across practicum stages. Findings revealed inconsistencies in HLP exposure, with gaps in structured progression affecting teachers' confidence and instructional adaptability. While HLPs exposure was associated with improved classroom management, misalignment in mentorship and feedback practices hindered optimal application. Some HLPs, such as lesson planning and student engagement, are well-integrated, whereas others, like real-time formative assessment and differentiated instruction, are inconsistently addressed. The study proposes a structured model for progressive HLP integration, ensuring coherence between theoretical instruction and classroom practice. Findings highlighted the need for targeted mentorship training and refined assessment frameworks to support pre-service teachers effectively. This research contributes to practice-based teacher education, emphasizing the importance of systematic HLP progression for developing confident and adaptable educators
No Pain, no Gain: Willingness to Communicate vis-à-vis Communication Behaviour and their Effects on Language Performance
Get PDFActive communication is an important element of second language (L2) learning, as it contributes to the acquisition of language competence. The prerequisite of L2 use is having the willingness to communicate (WTC). However, previous research tended to conflate WTC and communication behaviour and provided little evidence that WTC and/or communication behaviour actually improve language attainment. This study aims to distinguish between WTC and actual communication behaviour and to analyse how they may influence language performance at both the trait and state levels. The participants included a sample of 31 undergraduate English majors at a Chinese university. Their WTC, communicative behaviour and language performance were measured at both the trait and state levels via self-reports and teacher reports. In addition, group interviews were conducted to gain further insight into the differences between WTC and communication behaviour. The study revealed inconsistencies between state WTC and actual communication behaviour. Compared with WTC, communication behaviour was a better predictor of language performance. This study highlights the importance of distinguishing WTC from actual communication behaviour and constitutes an appeal to language teachers to strive for translating learners’ subjective communication intentions into actual communication behaviour to facilitate their language learning
Chinese EFL Learners’ Task Control-Value Appraisals, Emotions and Behavioral Engagement During After-Class App-Assisted Vocabulary Learning
Get PDFMobile apps have surged in popularity, enhancing the effectiveness of more traditional second or foreign language (L2) teaching and enabling independent L2 learning. Drawing on control-value theory, the present research examined the role of students’ control-value appraisals in enhancing behavioral engagement via enjoyment and boredom in specific app-assisted vocabulary learning tasks. Analyzing questionnaire responses from 98 college students, the results showed that learners’ task control-value appraisals impacted their behavioral engagement in multiple ways, both directly and indirectly, with task-related enjoyment and boredom serving as key mediators in these relationships. Specifically, intrinsic task value positively affected learners’ behavioral engagement directly and indirectly through enjoyment and boredom; extrinsic task value promoted behavioral engagement directly, but undermined it indirectly through boredom; task control appraisal did not significantly affect behavioral engagement directly but had a positive impact through task enjoyment. The findings offer important theoretical insights and practical applications for L2 education
Understanding Dual Teacher and Researcher Identities: A Multiple-Case Study in the Hungarian Context
Get PDFNowadays there are more and more studies investigating the joint role of research and practice in the field of applied linguistics. Previous studies have identified many problems or obstacles that led to ineffective communication between the two stakeholders; however, there is little research exploring teacher and researcher identities (cf. Barkhuizen, 2017; Marsh & Vagliardo, 2002). Therefore, this study intends to investigate these internal identities in the Hungarian context using a multiple-case study approach. A qualitative research design was employed with the use of semi-structured interviews to explore teacher and researcher identities. The participants were four Hungarian PhD students studying at a Hungarian university. The interviews were analysed with thematic content analysis using the web-based Atlas.ti software. The main findings show that there are no internal identity conflicts in the researcher and teacher interface in the selected participants. All four participants experienced considerable changes in identity throughout their PhD studies. They mentioned many challenges related to their teacher and researcher roles, and it is apparent that they would need more institutional help to overcome these issues more easily. The participants mentioned that there is no efficient communication between teachers and researchers, thus pointing to the need to bridge this communication gap