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“I Feel Proud of me”: Emotions and L2 Development in ZPD Activity
Full text linkDynamic Assessment (DA) research in the second language (L2) field has, to date, focused almost exclusively on understanding the usefulness of forms of mediation to diagnosing learner language abilities. Largely absent from this work is examination of learner experience of engaging in DA, including the role of emotions in their orientation to the activity, sustained participation, and awareness of outcomes. We report a case study of one participant in a larger study that implemented DA in an L2 English academic writing program at a university in the U.S. The research design included an initial DA to determine areas of writing to target for individualized instruction, a five-week enrichment program informed by this diagnosis, and a follow-up DA to trace learner developmental trajectories. Following one learner through this program, we identify changes in her emotional responses to the challenges of academic writing and also the ways in which changes to these responses emerged in relation to development of her writing abilities and her awareness of strengths and difficulties in her performance. Our discussion considers the importance both of mediation that is attuned to learner emotional responsiveness as well as understanding changes to learner reflections on their abilities as outcomes of development
Artificial Intelligence in EFL Education in China: A Systematic Review of Trends, Gaps, and Future Directions (2015-2024)
Full text linkThis study conducts a systematic review of artificial intelligence in English as a Foreign Language teaching and learning in China from 2015 to 2024 based on 56 articles selected from Scopus, ScienceDirect, ERIC, and CNKI databases, highlighting emerging trends, unresolved gaps, and possible avenues for future research. The findings reveal that AI in EFL education in China is at an early yet fast-developing stage. Research designs are dominated by experimental studies, system or model design, and empirical studies, with the mixed method being the most common, while the qualitative method is neglected in experimental research. AI systems and platforms like ChatGPT and Pigai are widely discussed, but AI algorithms receive limited attention. Higher education and university students are the focus, whereas K12 participants, adult learners, policymakers, AI developers, and administrators are rarely involved. The most discussed language skills are speaking and writing. Language acquisition and affective or psychological states are the most studied learning outcomes, while contemporary competencies remain under-researched. AI’s role in enhancing English skills is well-documented, but its potential in administration, intelligent tutoring, and adaptation and personalization remains underexplored. The review offers an up-to-date landscape with valuable insights for academics, teachers, decision-makers, and AI technologists
Navigating Multicultural Education in Japan: An Ecological Exploration of Teacher Agency through a Multi-Layered Perspective
Full text linkIn light of globalization, the demands for multicultural coexistence within Japan’s public education system have become increasingly prominent. Drawing on the teacher’s profound insights derived from her distinct roles as an educator, former learner, and parent, this study transcends a conventional case study by revealing how these unique perspectives enrich and redefine teacher agency. Utilizing Bronfenbrenner’s ecological systems theory as a theoretical framework, the study analyzes the dynamic interplay between individual efforts and institutional support across micro, meso, and macro levels. The findings reveal that the teacher’s reflective practices and proactive curriculum and language support initiatives significantly contribute to fostering multicultural coexistence and improving the learning environment within the international class. Furthermore, the study underscores the capacity of educators to leverage their diverse experiences to implement flexible and effective teaching practices, even amid inadequate institutional frameworks. By highlighting these insights, the research offers valuable implications for future educational policies to accommodate cultural and linguistic diversity and promote intercultural competence in Japan’s evolving public education landscape
EFL Teachers’ Classroom Management Practices: Predicting Role of Immunity
Full text linkLanguage teacher immunity is conceptualized as a buffering mechanism protecting teachers amid the shifting sands of their teaching careers. Despite a noticeable interest drawn to this novel aspect of language teachers’ professional identity, scant attention has been paid to examining its potential roles in classroom management. Therefore, this study aims to conduct a quantitative analysis of the relationship between the immunity of English as a Foreign Language (EFL) teachers and their classroom management practices. Using a correlational design, 213 Iranian EFL teachers, 134 females and 79 males with the age range of 20 to 53, completed two electronic surveys of the Teacher Immunity Scale (TIS) and the Behavior and Instructional Management Scale (BIMS). The results indicated a significant negative relationship between EFL teachers’ immunity and their approach to classroom management. Moreover, multiple regression analyses revealed that openness to change and teaching self-efficacy dimensions of EFL teachers’ immunity were significant negative predictors of their classroom management practices. The results are discussed in light of the teaching context of Iran, and implications are provided for language teachers, teacher educators, and policymakers
No Picture, No Sound? The Effect of Anxiety, Disinhibition and Online Attention Control on Willingness to Communicate in Different Modes of Communication in a Synchronous Online Foreign Language Classroom
Full text linkThis study examines whether and to what extent video, voice and text-based communication in a synchronous online foreign language classroom affect the university students’ willingness to communicate (WTC) and what impact anxiety, online disinhibition and online attention control exert on the level of WTC. Applying a cross-sectional design, a four-part questionnaire gathered data on participants’ 1) background information and self-reported online attention control during lessons; 2) anxiety in different communication modes (adapted version of SCAM, McCroskey & Richmond, 1985); 3) disinhibition levels (modified version of the Measure of Online Disinhibition, Stuart & Scott, 2021); and 4) WTC in the three modes of communication (adopted from MacIntyre et al., 2001; Mystkowska-Wiertelak & Pawlak, 2016). The results of an RM ANOVA point to a variation in WTC depending on the communication mode, with video communication showing the lowest WTC. Further, a series of linear regressions reveal that in all three contexts anxiety stands in negative correlation with WTC, while students’ disinhibition and online attention control appear as positive WTC predictors. The findings contribute to the underexplored realm of digital L2 learning, shedding light on the pivotal role of previously under-researched variables
Peter D. MacIntyre’s 35-Year Research Contribution to Psychology, Language Education and Communication: A Systematic Review
Full text linkPeter MacIntyre’s 35-years of research in SLA, psychology of language learning, and communication was systematically reviewed in six sections driven by subjective guidelines developed for the purposes of the present survey. To operationalize the objectives of the sections, an impressionistic methodology was created for analysis, according to which exclusion and inclusion rules were coined. Then, a fairly representative sample of six main thematic areas were extracted; the main themes were SLA, willingness to communicate, psychology of language learning, motivation theory, the idiodynamic method, and other relevant topics, all of which were portrayed in the light of the dominance and frequency of investigation. Next, we tabulated from our online search, a total number of his overall achievements which stood approximately at 250 research works. After that, we systematically reviewed his research works including articles, book chapters and books. Finally, Peter MacIntyre provided a discussion and his personal reflections on the systematic review
Researching Language-Based Teaching: Walking the Walls of our Thinking
Full text linkIn this essay, I use the title to organize an argument about the particular—and possibly unique—place of researching second language teacher education in educational research more generally. The argument rests on two points. First, rather than simply applying methods to problems, researching is a process of taking a position both epistemologically and ontologically. Second, because language plays a unique role in how we experience our lives and worlds, it plays with usual ways of thinking and organizing educating teachers. Basically, we are positioning ourselves conceptually and practically in this havoc through the ideas we use as researchers and teacher educators in second language teacher education. As building blocks of our thinking, these ideas categorize and organize how we design and conduct studies and how we develop and implement teacher education activities and programs. In so doing the ideas create possibilities as well as blind spots, a process which I refer to here the ‘walls of our thinking’. 
Book Review: Stories of Mentoring Teacher-Research Edited by Richard Smith, Seden Eraldemir Tuyan, Mariana Serra, and Erzsébet Ágnes Békés (2024, IATEFL Research SIG/MenTRnet)
Full text linkIn the growing field of teacher-research, “Stories of Mentoring Teacher-Research” (Smith et al., 2024) breaks new ground by shifting the focus from conducting research to mentoring it. This timely 2024 collection of mentoring narratives, edited by Richard Smith and colleagues, presents twenty vivid accounts from mentors guiding exploratory action research (EAR) in diverse contexts – ranging from challenging socio-political environments to formal teacher training settings in different parts of the world. What sets this collection apart is its raw, narrative approach that immerses readers in the emotional and logistical realities of mentoring in challenging contexts. Through these stories, we witness the delicate process of building trust with hesitant teachers, adapting research methods to local constraints, and mentoring large groups of teachers at the same time. As one of the first publications to center the mentor's role in teacher-research, it makes an invaluable contribution to the literature on professional development in language teacher education, particularly for educators working in under-resourced or politically complex contexts
Xenocentrism, Country-of-Origin Perception, and Switching Barriers: A CRM-Based Consumer Behavior Perspective in Five-Star Hotels in Bali
Full text linkThis study examines the mediating role of Customer Relationship Marketing (CRM) in the influence of consumer xenocentrism and Country-Of-Origin Perception (COOP) on switching barriers in the context of five-star hotels in Bali. A total of 140 hotel guests were surveyed using a quantitative approach, and the data were analyzed using Structural Equation Modeling (SEM-AMOS). The results indicate that consumer xenocentrism and COOP significantly affect CRM; however, the mediating effect of CRM on switching barriers is positive but not statistically significant. These findings challenge conventional CRM perspectives that relational strategies alone are sufficient to enhance customer retention. Instead, foreign brand prestige and origin-based superiority exert a stronger influence on switching resistance formation than relational efforts managed by domestic hotels. Theoretically, this study extends Service-Dominant Logic (SDL) by introducing xenocentrism and COOP as boundary conditions that may weaken CRM effectiveness in luxury hospitality markets. Practically, domestic hotels need to shift CRM strategies from transactional incentives to cultural value differentiation supported by technology-enabled service innovation. This study contributes by offering empirical evidence on CRM limitations in emerging tourism markets and by providing strategic insights to strengthen the competitive advantage of domestic luxury hotels competing against global hotel brands in Bali
Language Learning Motivation in Trilingual Hungarian Learners: A Partial Least Square Structural Equation Modeling Analysis of Dörnyei’s Motivational Dimensions
Full text linkThis study investigates L2 and L3 motivation, through the application of Dörnyei’s seven motivational constructs identified in a longitudinal study by Dörnyei et al. (2006). These motivational components fall within the framework of the L2 Motivational Self System that was developed to offer a more self-based understanding of language motivation. This research aims to unravel Hungarian secondary school students’ L2 and L3 motivational disposition based on the Partial Least Squares Structural Equation Modelling (PLS-SEM). The study involves 134 Hungarian high school students, speakers of L2 English and L3 French, who are enrolled in a Hungarian-French bilingual program. Participants were administered the Language Experience and Proficiency Questionnaire, a language motivation questionnaire, an English proficiency test, and a French proficiency test. The findings reveal a complex motivational profile, where students, despite being enrolled in a French bilingual program, exhibited greater motivation towards learning English, due to its global dominance across various platforms, social media, and educational resources. The study yielded different results regarding the different motivational constructs originally defined by Dörnyei et al. (2006), as some discrepancies were observed in factor loadings which consequently created a difference in the motivational models subsequently developed