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Translingual Oral Corrective Feedback in an Arabic as a Heritage Language Classroom in the USA
Get PDFOver the years, a sweeping interest in translanguaging practices and corrective feedback (CF) in parallel has received momentum in instructed SLA research. Whereas previous CF studies focused on CF interactions and factors affecting L2 learning, this study examined how translanguaging intertwined with CF in Arabic as a Heritage Language learning in a sixth-grade class at a K-12 school in the USA. The research data resulted from twenty hours of class observations, interviews with the class teacher, and ten randomly selected participating students. The data were coded based on Ranta and Lyster’s (2007) CF types and uptake moves taxonomy. The results showed that the teacher's translanguaging practices helped learners engage in pedagogical tasks and CF interactions, leading to effective Arabic language learning. The teacher provided five CF types—explicit correction, recast, metalinguistic feedback, elicitation, and multiple feedback. Metalinguistic feedback, recast, and multiple feedback accounted for 72% of CF, where recasts received the highest uptake and repair rates (95% and 87%, respectively), and the other types of CF also led to high uptake and repair moves. This study suggests that CF can be effective when teachers employ translanguaging during CF interactions, positively address learner errors, and motivate learners’ in-class participation
Exploring the Nexus between English Teacher Identity and Socio-demographic Background: Evidence from Algeria
Get PDFThis study aimed to investigate how English teachers’ identity (ETI) levels vary based on different sociodemographic backgrounds in Algeria. To this end, a survey research design was adopted by utilizing a questionnaire as research instrument: The first of section elicits information about teachers’ background information, including age, professional title, teaching experience, leadership position, salary level, and family condition. The second section is Yan’s (2024) 19-item English Teacher Identity Measure (ETIM) to measure the teachers’ levels of ETI, which consists of four indicators: self-efficacy (SE), future perspective (FP), teacher belief (TB), and career perception (CP). By using convenience sampling, an online questionnaire was emailed to 170 tertiary EFL teachers from different regions in Western Algeria, and 105 teachers voluntarily participated in this study. 30 of them participated in the pilot study and the remaining 75 teachers’ responses were analyzed using SPSS. The data revealed significantly different ETI levels according to years of teaching experience. The findings showed that teachers who scored the lowest ETI levels were PhD holders, lecturers, teachers of the 1980s generation and middle-level leaders. This study informs teacher management and teacher educators of those particular teacher groups that need more support
Integration of SDGs in Language Teaching: Assessing the Response of Indonesian Researchers – A Systematic Literature Review Using the SPAR Methods
Get PDFThis study aims to analyze the responses of Indonesian researchers to the integration of Sustainable Developments Goals (SDGs) into language teaching. The data for the articles were collected using the SPAR-SLR technique and thematic analysis. A total of 1701 articles were analyzed, sourced from 42 language teaching journals classified under SINTA levels 1 to 6. The articles collected were from journals with two issues per year. The findings of this research indicate that Indonesian researchers have not given optimal attention to the integration of SDGs into language teaching. This limitation is primarily due to the lack of awareness and capacity among educators to integrate SDGs into language teaching. The limited integration of SDGs in language teaching corresponds with the scarcity of studies on this topic. There is a need to enhance the awareness and capabilities of educators in integrating SDGs into language teaching. Simultaneously, researchers must adopt a scientific inclination in their studies and publications related to the integration of SDGs into language teaching. Collaboration between educators and researchers to improve awareness and capacity is recommended as part of the effort to achieve educational quality, in line with the goals of the SDGs, through language teaching
Foreword
Get PDFThe breadth of topics covered in this volume gives some sense of the range of Brian MacWhinney’s perspectives on and contributions to our understanding of language -- how it is learned, represented, and studied. My brief personal reflections will focus on this latter contribution – how language is studied, and how researchers can be supported in studying the acquisition and use of language, with appropriate attention to variation due to the language features themselves, the learner’s stage of development, the linguistic context, the activity being engaged in, and the presence of clinical impairments
Why was Hungarian so Important for Brian?
Get PDFBrian MacWhinney started to study Hungarian for a psycholinguistic perspective from the 1970s on. The paper surveys his work on the unfolding of child morphology based on diary data, his experiments on morphological productivity in children of different ages, and his experiments on sentence processing in children and adults. By studying the unfolding of morphology, the emergence of sentence interpretation patterns, and the processing of relative clauses Brian MacWhinney certainly made two services to Hungarian psycholinguistics. He provided the domain with rich data for anyone coming from all theoretical orientations. At the same time, by relying on some peculiarities of the structure of Hungarian, he has put Hungarian into the center of discussions about the status of rules, the analytic and holistic approaches of sentence processing, and in general the import of a functionalist attitude towards language
ChatGPT in Language Writing Education: Reflections and a Research Agenda for a ChatGPT Feedback Engagement Framework
Get PDFThis personal reflection explores the ethical considerations surrounding the use of ChatGPT in ESL writing education. It begins by highlighting contrasting perspectives on the tool’s impact, from skepticism to its potential as an empowering resource for students, particular with the immediate feedback ChatGPT provides. Then in reviewing existing models of feedback engagement, this paper identifies gaps that necessitate a more comprehensive ChatGPT feedback framework, one that incorporates ethical dimensions alongside cognitive and emotional aspects. The discussion concludes with a call for future research to investigate the complexities of engagement with AI tools like ChatGPT, emphasizing the importance of fostering ethical responsibility in student writers. Through this exploration, the paper aims to contribute to a more nuanced understanding of ChatGPT’s role in language writing education, advocating for an informed and responsible integration of AI in the classroom
Developing a Bilingual Linguistic Identity through the Written Scientific Texts Creation
Get PDFThe research aimed at identifying approaches for building a bilingual individual through written an academic text, using five text types for achieving this goal. The analysis of text types used in this study were glossed, bilingual, dictionary assisted text, authentic, task-based text that reveals valuable insights into their effectiveness and areas for improvement in language learning. After engaging with the texts, they wrote annotations and reviews. The study showed the following results: The glossed text approach has demonstrated significant effectiveness in enhancing comprehension, however, challenges remain in providing detailed examples, crafting comprehensive conclusions, ensuring precise grammar. Working with bilingual texts students could identify the main ideas and use vocabulary correctly, but, their texts often lacked depth in argumentation and critical analysis. Using dictionary was helpful for understanding vocabulary and grammar, it was less effective for in-depth text analysis and synthesis. Authentic texts provided exposure to real-world language but also posed difficulties that require targeted instructional strategies. Task-based texts, while engaging, highlighted areas where students need more focused support. The experiment involved fifteen first-year philology students, aged 19 to 20, from a higher educational institution who were learning Russian as a foreign language, with Kazakh as their first language (L1)
Stakeholder Perception of Extracurricular Activities at the Tertiary Level in Vietnam
Get PDFThe statement of NCES on its website that "extracurricular activities (ECAs) provide a channel for reinforcing the lessons learned in the classroom, offering students the opportunity to apply academic skills in a real-world context, and are thus considered part of a well-rounded education" has further consolidated the significance of this component in a school's curriculum development. No matter how important these activities are, they have seemingly not received due attention and investment from universities in Vietnam. This study was conducted at four universities in Vietnam to examine the perceptions of three stakeholders, namely administrators, teachers, and students about ECAs. Survey questionnaires and informal interviews were used for data collection. Descriptive statistics was used to analyse quantitative data while qualitative data were approached by deductive content analysis. Major findings reveal both matches and mismatches in the perceptions of the participants, and there was an association between the encouragement of extracurricular activities and students' engagement as well as improvement in their academic performance; however, an unwelcome fact remained regarding students' participation rate, teachers’ belief, and administrators' engagement. 
Faces of Power in Organizations: Foundations, Applications, and Extension
Get PDFQuestions of power are core to organizations, organizing, and the conduct of the organized. Organizational research, however, often avoids addressing questions of power in the direct, explicit, straightforward fashion that their theoretical importance would warrant. Mainstream management and organization studies, including work and organizational psychology and organizational behavior, typically limit themselves to basic and narrow conceptualizations of episodic interpersonal power. Building on broader theorizing in political and social science, an integrative literature review has introduced the ‘four faces of power’ to organizational research a decade ago. Albeit frequently referred to, applications of this model seem rare. However, a systematic assessment of the literature is lacking. Against this backdrop, objectives of this contributions are three-fold: First, an overview of foundational theories and taxonomies for the study of power in organizations is provided. Secondly, a semi-systematic review of the uptake of the ‘four faces of power’ taxonomy in the organizational literature is presented. After seven identified applications are summarized, the current state of knowledge and further research needs are discussed. Finally, an extended version of ‘six faces of power’ is suggested. Envisioned is a perspective that puts power into the foreground of organizational research
The Mediating Effect of Recovery Experience and Emotional Contagion on Work Stressor and Job Burnout among Nigeria Corporate Employees
Get PDFIn human resource management and regarding employee mental health in the workplace, job burnout, and work stressors are fundamental issues as they affect not only the employees' wellness but also the organization's sustainability as a whole. Embedded in the Conservation of Resources theory and the Effort–Recovery model of working time, this quantitative study aims to answer questions of how recovery experience and emotional contagion affect the effect of work stressors on job burnout. In putting our hypotheses to the test, we targeted a sample of 305 corporate employees from different industry sectors in Nigeria. The results showed that work stressors led to an increase in job burnout. The results also showed that work stressors and recovery experience were correlated in such a way that work stressor caused recovery experience, which, in turn, enhanced the work-stressor-job burnout relationship. In this study, work stressor had no relationship or influence with emotional contagion; consequently, there was no mediation effect of emotional contagion between work stressors and job burnout. On the other hand, there was a direct relationship between emotional contagion and job burnout, although no relationship existed between the recovery experience and job burnout. These findings are in accordance with the Conservation of Resources theory and the Effort-Recovery model, thereby increasing understanding of job burnout as experienced by workers in organizations as a result of work demands. This will be beneficial to the organization whose intention is to reduce employees´ burnout and their welfare