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Impact of Disciplinary Variations on Second Language Mental Lexicon
Get PDFThis study investigates how academic disciplines impact second language (L2) lexical competencies. Prior L2 research has often overlooked the broader effects of disciplinary backgrounds on lexical development. To address this gap, this study utilized lexical decision, memory, and semantic fluency tasks to examine lexicon recognition, memory, and storage processes among L2 Chinese learners from various academic fields. The study participants comprised 16 students from the Humanities and Social Sciences (HSS) disciplines and 11 from the Science and Engineering (S&E) disciplines, all having passed HSK level 4. The tasks were conducted using E-Prime 2.0. The findings revealed distinct cognitive strategies and thinking patterns among the participants from different disciplines . These strategies and patterns affected lexical task performance in terms of accuracy and response times. Although lexical memory exhibited no significant variation among the groups, discipline-specific tendencies were observed in the formation of semantic networks. Learners from S&E disciplines preferred mastering field-relevant Chinese terminology, whereas HSS learners tended to acquire words outside their specific disciplines. This observation highlights how learners’ disciplinary backgrounds influence their vocabulary acquisition and the organization of semantic networks in L2
The Future of Artificial Intelligence in English Language Teaching: Pros and Cons of ChatGPT Implementation through a Systematic Review
Get PDFThe integration of artificial intelligence (AI) into language instruction has presented new opportunities, with ChatGPT emerging as a promising tool for interactive and personalized learning. This systematic review examines the effectiveness, advantages, and drawbacks of the ChatGPT in English language teaching (ELT). To achieve this objective, peer-reviewed studies published between 2023 and 2024 were sourced from the Web of Science database and focused on those that explored ChatGPT for language instruction. Using standardized criteria, data extraction covered the study design, participants, interventions, outcomes, and quality assessments. The findings indicate that the ChatGPT significantly improves language teaching by providing personalized feedback, fostering learner autonomy, enhancing student motivation and engagement, and facilitating specific language skills. Moreover, its ability to simulate real-life conversations makes it an effective tool to improve language fluency and comprehension. Nevertheless, challenges have been highlighted, such as overreliance on AI, academic dishonesty, skill deterioration, biases in AI-generated content, and the digital divide affecting access to AI technology. Integrating AI into existing educational frameworks and addressing the need for teacher training have also emerged as significant concerns. The implications are provided based on these findings
The Impact of Monologic and Dialogic Sequences on Incidental Vocabulary Learning among Chinese Vocational High School EFL Learners
Get PDFThis study examines the effects of monologic and dialogic task sequences on incidental vocabulary learning among 115 students in four intact classes of a Chinese vocational high school. Twenty vocabulary items including words, phrases and fixed expressions ranging from high to low frequency levels were targeted. Students were required to complete meaning-focused oral tasks by applying different sequence combinations within three weeks. Vocabulary meaning and application, involving meaning recognition, meaning recall, and form recall, were assessed using pre-and post-tests. The results confirmed the efficacy of meaning-focused oral tasks in promoting incidental vocabulary learning and showed that different sequence combinations can lead to varying learning outcomes. The findings suggest that incidental vocabulary meaning learning is more dependent on meaning-focused tasks and less influenced by task sequences. On the other hand, vocabulary application learning is more influenced by task sequences, indicating that a balance between cognitive load and involvement load may have a positive effect on application learning. Pedagogically, the simple-complex-complex sequence in monologic tasks and the complex-simple-complex sequence in dialogic tasks were found to result in significantly worse performance than other sequence combinations for both vocabulary meaning and application learning
Transforming L2 Teachers’ Written Feedback through Professional Development: An Activity-System Analysis
Get PDFL2 teachers’ written feedback (WF) has been widely researched as one key cognitive factor in students’ learning of a new language. Little research, however, has viewed WF as a contextually embodied and socially mediated activity that may be influenced by professional development. We compared five Iranian EFL teachers’ WF before and after a professional development program in order to understand how the program may have contributed to reshaping their WF practice. We used activity theory (AT) to analyze marked writing assignments, semi-structured interviews, and teachers’ narratives after the program. Analysis revealed that while some teachers featured a transformation in the object, tool, rule and division of labor of their WF activity, others displayed a change only in the object component. Professional development in WF helped EFL teachers reconceptualize their WF, making it more indirect and oriented to content. However, these changes also posed a variety of tensions for teachers. Reconceptualizing WF is a key component in teachers WF practice that should be considered along with other social and individual factors that mediate how teachers decide to provide WF to their learners
Exploring tertiary EFL learners’ and teachers’ perceptions of the effectiveness of EFL writing course syllabi: Pedagogical implications
Get PDFGiven the importance of effective and standard syllabi in developing tertiary students’ EFL writing skills, this study aimed to analyze the perceptions of Bangladeshi tertiary EFL learners and teachers towards the effectiveness of English writing course syllabi in developing writing proficiency. The study involved 392 students and 14 EFL teachers from seven Bangladeshi universities in a five-point Likert-scale questionnaire survey using a purposive sampling procedure. The results show that both students and teachers had a negative perception of the effectiveness of most of the components of the syllabus, namely, objectives of the syllabus, content and skill coverage, instructional time, suitability, and effectivity of the instructional materials covered in the syllabus. However, students had a positive perception of the effectiveness of the writing content, while teachers had a low perception of this aspect of the writing syllabus. Recommendations call for policymakers and syllabus designers to ensure that EFL writing course syllabi include essential subject components and skills, adhere to global standards, and provide ample classroom practice time for students. The study also highlights the need for devising better syllabi to meet the needs of tertiary EFL learners' academic and professional needs and guide EFL teachers to meet the expectations of Bangladeshi tertiary EFL education
Teacher-written feedback in L2 writing education: Insights into student tensions and responses
Get PDFThis study aimed to investigate the perceptions and experiences of six undergraduate students enrolled in two writing courses within an L2 teacher education programme. The focus was on understanding the tensions these students experienced when engaging with their tutors' written feedback and the impact of these tensions on their responses. Adopting a qualitative methodology, the research involved semi-structured background interviews and stimulated recall interviews. Key findings reveal multiple dimensions of tensions, including emotional, interpersonal, academic, and institutional. Students employed various adaptive and maladaptive strategies to navigate these tensions, ranging from proactive engagement and peer support to avoidance and selective feedback engagement. The study also identified five characteristics of the interaction between tensions and responses: dynamic, context-dependent, idiosyncratic, cumulative, and interconnected. These insights emphasise the need for educators to provide clear, specific, and constructive feedback, and foster a supportive environment that mitigates negative impacts and promotes adaptive strategies. The findings have significant implications for research and practice, advocating for the development of feedback literacy among educators and students to enhance the effectiveness of written feedback in L2 writing education
Exploring the Role of Loving Pedagogy in Reducing Learned Helplessness and Boredom: Perspectives from Female Students and Teachers in Iranian EFL Classrooms
Get PDFIn Teaching English as a Foreign Language (TEFL) contexts, fostering students’ emotional engagement is vital to overcoming challenges like learned helplessness and boredom. This mixed-methods study, conducted with female senior high school students in Alborz, Iran, investigates the role of ‘loving pedagogy’ in addressing these emotional and motivational barriers. The research involved administering three questionnaires to 110 students (ages 15-18) and conducting semi-structured interviews with teachers. Findings reveal that key elements of loving pedagogy, including kindness, forgiveness, and teacher-student bonding, significantly reduce boredom and moderately address learned helplessness. These results underscore the importance of emotional support in fostering student engagement and resilience in EFL contexts. Practical recommendations for integrating loving pedagogy into teacher training programs are provided
Strategy to Decrease Counterproductive Work Behavior: Implementation of Interpretive Structural Modeling
Get PDFThis study aims to analyze the determinant factors of Counterproductive Work Behavior (CWB) to make plan strategies for overcoming Counterproductive Work Behavior. This research used the Interpretative Structural Modeling (ISM) method. The ISM method is able to show the interrelationships between existing elements. This method can be developed to plan strategic human resource management policies related to CWB. The strategy for managing human resources related to CWB in automotive companies in Bekasi is carried out according to the level of importance based on a problem. The results showed that it is necessary to overcome Counterproductive Work Behavior by handling job stress (Task demands, Role demands, Family problems, and Economic problems) and role ambiguity (Clarity of Responsibilities, Clarity of goals, and Clarity of roles and scope of work). 
Financial Analysts and ESG Factors in Listed Companies: A Critical Review and Future Directions
Get PDFThis paper aims to provide a comprehensive and critical literature review of pivotal studies examining the interaction between analysts’ coverage and publicly traded companies' disclosure of ESG practices. It explores how analysts' coverage influences corporate sustainability and identifies gaps for future research. The review highlights that analysts catalyze corporate sustainability by driving ESG adoption, fostering transparency, and promoting responsible investment practices. This dynamic relationship benefits the companies and contributes to the broader goal of creating sustainable and resilient financial markets. However, results are more robust in developed markets, while evidence for emerging markets remains limited. This study offers a critical perspective on the relationship between analysts' coverage and ESG practices, addressing an area of growing interest in sustainable finance. By identifying gaps in the existing literature and proposing a research agenda, the paper contributes to understanding how analysts influence corporate sustainability and market practices
First Steps towards Ecosystemic Governance for Health and Recreational Tourism Destinations
Get PDFThe concept of the business ecosystem emerged at the turn of the century, drawing inspiration from biology to describe the economic community. Since its inception, this concept has found applications across various domains, including technology, innovation, and entrepreneurship, where it significantly contributes to strategic management. However, within the realm of tourism, there remains a notable dearth of literature on this subject. While it is acknowledged that tourism destinations embody many characteristics of a business ecosystem, concrete tools for adopting an ecosystemic approach in tourism management, particularly across different tourism types, are lacking. The current study seeks to address this gap by undertaking a theoretical exploration of health and recreational tourism. It aims to identify socio-economic aspects that could facilitate the adoption of an ecosystemic approach in the governance of tourism destinations, with a specific focus on these types of tourism. As a result of this endeavor, an initial model delineating the ecosystem of a health and recreational tourism destination is proposed. This model lays the groundwork for empirical validation and further refinement through subsequent studies