Eurokd | European Knowledge Development Institute
Not a member yet
985 research outputs found
Sort by
Changes in Primary Language Teachers’ Digital Integration as a Result of a Period of Online Teaching
Get PDFThis study explores the factors influencing primary school English teachers’ integration of digital tools into their classroom practices in Hungary. Building on prior quantitative findings (N=706), this mixed-methods research is primarily based on qualitative interviews with 27 teachers. The study investigates which features of digital tools teachers find most relevant, and how personal beliefs, digital competencies, and contextual conditions affect sustained digital integration. While educators widely adopted digital tools during emergency remote teaching (ERT), the post-pandemic return to in-person instruction revealed varied patterns: some retained selected tools as pedagogical aids, while others reverted to traditional methods. Teachers emphasized the importance of learner autonomy, motivation, and maintaining a balanced role between digital and in-person interaction. The study concludes that sustainable digital integration requires not only technical training but also pedagogical and attitudinal development, underscoring the need for targeted professional development that bridges technology use with evolving conceptions of effective teaching
Reflections on Carol A. Chapelle’s Contributions to Applied Linguistics: Perspectives from her Students
Get PDFThis paper reflects on Dr Carol Ann Chapelle’s contributions to applied linguistics from the perspectives of some of her former students. As alumni of the Applied Linguistics and Technology (ALT) doctoral program at Iowa State University, we had the privilege of spending a significant amount of time with her, thus being able to closely observe her approach to research and teaching, her evolving research interests, and the increasing impact of her work in the field of applied linguistics. Our reflections on her accomplishments and contributions are centred around her academic achievements in areas such as computer-assisted language learning (CALL), computer-assisted language testing (CALT) and validity theory and validation practices; the qualities and traits that she exhibits which we believe enabled her to succeed; and her dedication to teaching, mentoring, and training of the next generation of applied linguists. Each author provided their reflections independently, based on their personal experiences of studying and collaborating with her. Dr Chapelle is a distinguished but low-key scholar. We intend to reveal the extensive efforts she has made behind the scenes to advance the knowledge and practice of language learning, teaching and assessment
Reflecting on Chapelle’s View of Open GenAI's Role in Language Education: Using ChatGPT for Academic Writing Courses in Higher Education
Get PDFThe rapid development and availability of Generative AI (GenAI) tools, such as ChatGPT, offer new possibilities for academia, yet they also raise concerns for academic integrity. Chapelle's (2024) seminal work on GenAI’s implications serves as an impetus for this study, which explores teaching academic integrity in the context of AI use. Chapelle frames GenAI as an ‘inflection point’, calling for a re-evaluation of pedagogical strategies to support students in understanding its technological and ethical implications. This article presents findings from a mixed-methods study at a university in Cyprus, where ESL undergraduates in academic writing classes engaged with ChatGPT. Participants with B2/C1 English proficiency from diverse cultural backgrounds were assessed through pre- and post-intervention evaluations and qualitative interviews. A semester-long intervention incorporated activities to enhance academic writing skills and comprehension of ethical AI use, focusing on critical thinking, proper citation, and policy adherence. Findings indicate that students demonstrated increased AI knowledge and awareness of academic integrity. This study contributes to the discourse on integrating GenAI in academia, providing insights into effective instructional practices and addressing ethical considerations in academic writing. It offers guidance for educators and institutions aiming to integrate GenAI responsibly, ensuring academic integrity remains central in second language education
Revisiting Reflection in E-Portfolios: A Chapelle’s Technological Perspective
Get PDFE-Portfolios are digital dossiers that document students’ efforts, learning, and achievements over time. They characterise iterative processes of creation, compilation, curation, and reflection. Of these attributes, reflection is a core activity which promotes students’ learning of writing and metacognitive awareness. In this paper, I argue for augmenting the instructional potential of reflection within a virtual environment (i.e., e-Portfolios) by showcasing how various modes of digital reflection empower students’ metacognitive composing and thinking skills from a Chapelle’s technological perspective. I set the scene by describing the background of research before thematically reviewing the e-Portfolio scholarship with a focus on reflection. Afterwards, I critically appraise three digital reflection approaches: reflection as soliloquy, dialogue, and multilogue. Based upon the review, I discuss pedagogical and research implications concerning how to warrant the successful implementation of digital reflection in classroom-based e-Portfolio programmes and some practical strategies
Language Teachers’ Immunity in Technology-Integrated Classrooms in Light of Activity Theory: A Case of Public Schools versus Private Institutes
Get PDFLanguage teacher immunity (LTI), i.e., the ability to confront professional challenges, has recently gained momentum in applied linguistics research. However, the impact of technology integration on its development across diverse educational contexts has not yet received the attention it deserves. The present study aims to fill this gap by exploring the immunity of 10 language teachers from public and private institutions with respect to the integration of technological instruments in their actual practices. Data were collected through narrative frames and semi-structured interviews drawing on Activity Theory (AT). The data analysis revealed that both groups of teachers experienced maladaptive immunity due to insufficient infrastructure, inequitable assessment standards, lack of technological support, administrative greed, and inadequate TPACK in their educational environments. To address these triggers, public sector teachers endeavored to adapt external resources while private sector teachers practiced autonomy and engaged in professional development courses. The participating teachers found self-reliant strategies more beneficial and reported that engaging in these processes led to a range of self-perceptions, from feeling highly autonomous to feeling demotivated. This study provides implications for language teachers, policymakers, and teacher educators
Aligning ELT with the United Nations’ Sustainable Development Goals: An Ecolinguistic Analysis of Coursebooks and Teacher Practices
Get PDFThe present study explored the representation of themes related to the United Nations’ Sustainable Development Goal 13 (SDG 13: Climate Action) in a series of global English language teaching (ELT) textbooks. To this end, sustainability narratives in these coursebook series were analyzed, along with how language teachers interpret and adapt them. Data were collected through content analysis of the coursebooks, semi-structured interviews with ten Iranian English as a foreign language (EFL) teachers, and narrative inquiry forms. The findings reveal an uneven and fragmented treatment of environmental sustainability across the coursebooks. While World English and, to a lesser extent, Ready For B2 include episodic counter-narratives of care and resilience, American English File predominantly foregrounds consumerist discourses, and Evolve largely overlooks ecological themes despite offering strong pedagogical affordances. Teachers frequently attempted to mediate these gaps by re-storying tasks and introducing sustainability-related discussions. However, their efforts were constrained by curricular demands, exam-oriented instruction, and institutional expectations. The study demonstrates that sustainability in ELT remains peripheral rather than systematically integrated. The findings highlight the need for coursebook developers, policymakers, and teacher education programs to embed sustainability structurally within ELT materials and practices, thereby supporting the development of climate literacy beyond individual teacher practices
Editorial: Envisioning Practitioner Inquiry in Language Teacher Education Research: Practice in the Spotlight
Get PDFThis editorial introduces the Practitioner Inquiry section of Language Teacher Education Research (LTER), positioning it as a space where research, practice, and professional development intersect in the field of language teacher education. We briefly trace the historical roots of practitioner inquiry and highlight its role in challenging the theory–practice divide through reflective, classroom-embedded research. The editorial outlines key thematic priorities for future submissions, including, inter alia, teacher professional development and research literacy, classroom practices and assessment, teacher identity and emotions, digital and AI-mediated pedagogies, equity and social justice, and policy. We also emphasize the importance of teacher voice, school–community partnerships, and collaborative, locally grounded knowledge-building. We conclude with an invitation to practitioners, teacher educators, and educational leaders to contribute inquiries that foreground context-sensitive practice while speaking to global conversations in language teacher education
Action Ascription and Mediation in Interaction: A CA-for-SCT Perspective
Get PDFThis article presents the use of conversation analysis (CA) in the context of sociocultural theory (SCT) driven research on L2 development, or CA-for-SCT. I focus specifically on the CA concept of action ascription as it applies to understanding the nature of mediation in interaction. I begin with an overview of the concept of action ascription before discussing the CA-for-SCT approach, and in particular Jim Lantolf’s contribution to our understanding of the dialogic nature of graduated and contingent assistance in interaction. I then present several examples of interactions from SCT-based pedagogical enrichment programs to illustrate how mediation in interaction can be understood as action ascription. The discussion and conclusion then center on developing future research in this important domain
Internalization and Externalization in a Computerized L2 Context from Vygotskian Optique
Get PDFThe introduction of Vygotsky’s sociocultural theory (SCT) into the second language (L2) domain provides a potential site to explore the mechanisms underlying L2 learners’ cognitive modification and the transformation of social understanding into the personal one. This study provided a picture of L2 personalization in two groups of advanced and intermediate English Language (EL) learners. Software was designed to present 25 consecutive statements and capture two groups of EL learners’ intra-psychological process by asking them to present their perspective toward a social event in two ways: a) giving punishment and blame scores to the main character; and b) provide oral comment for each episode. The software also recorded the two groups of learners’ response latency. The findings brought to surface L2 sociogenetic mental functioning in internalization/externalization process and presented the evidence of individualistic personalization in EL learners. The learners transformed the presented contexts through internalizing/externalizing their intra-mental operations by interpolating and integrating their personal beliefs and knowledge
Factors Influencing Bangladeshi English Teachers’ Perceptions of Academic Policy, Academic Culture and Knowledge Related to Plagiarism in Higher Education
Get PDFSome serious instances of plagiarism have been discussed in Bangladesh's institutions, where students, researchers, and even faculty members were given severe penalties. This study explores the factors influencing teachers of English at the tertiary level in Bangladesh regarding plagiarism, including emerging concerns around AI-based plagiarism. A mixed-method research design has been used to answer two research questions: (1) What are the perceptions of English teachers about plagiarism at the tertiary level? and (2) What are the factors that influence these perceptions? Data were collected through a survey questionnaire administered to 128 English teachers from 25 public and private universities in Bangladesh, followed by in-depth interviews with 10 teachers involved in research supervision. Factor analysis revealed institutional negligence, lack of writing courses, absence of plagiarism policies, and infrequent use of plagiarism detection software as major drivers of plagiarism. The thematic analysis identified concerns relating to the misuse of AI tools that escalate plagiarism and make its detection difficult. Respondents expressed the need for guidelines with respect to the ethical application of AI in academic writing. Recommendations include making writing courses mandatory, including plagiarism policies in course outline, and implementing AI-specific plagiarism detection tools to strengthen the academic integrity of higher education