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Targeted feedback for Indonesian-speaking classrooms in higher education context: A perspective from educators’ lens
Get PDFIn today's interconnected world, excellent communication is essential to develop relationships and cooperate with people from various cultural backgrounds. Therefore, individuals with strong speaking abilities can explain their views clearly, negotiate successfully, and develop rapport across borders. However, many students are still facing difficulties and anxiety in producing spoken context in English classrooms. In terms of speaking skills in the EFL context, targeted feedback is a sort of instruction that is particular and focused, given to an individual based on their performance, activities, or habits. In educational settings, it is intended to specifically address specific parts of an individual's work or skill development in a precise manner. This qualitative study that involved 10 lecturers at college levels aimed to reveal their perspectives on the targeted feedback for speaking proficiency. The multiple-case study was applied here to identify and analyze the issue in speaking classrooms. Focus Group Discussion was conducted as a research instrument and analyzed using verbatim techniques. Findings revealed teachers are still facing challenges, yet they are exploring good chances to nurture students’ speaking skills at the same time. Additionally, the perspectives also figured out the principles of targeted feedback practised by the lecturers in speaking classes
Editorial: Special Issue in Honour of Diane Larsen-Freeman’s Contributions to Language Teaching and Second Language Development
Get PDFWe are pleased to announce the latest edition of this special issue of LTRQ in honour of Professor Diane Larsen-Freeman to celebrate her landmark achievements and enormous influence in language teaching, language learning, second language development, and teacher education. As the major papers we assembled in this special issue have provided a comprehensive review of Diane’s celebratory career as a language teacher, researcher, book author, journal and book editor, and teacher educator, in this editorial, we will just briefly discuss and summarize the different sections of papers that are targeting the major themes of areas where Diane’s long-lasting influence has been felt
The Past and the Future of Language Learning and Teaching: An Interview with Diane Larsen-Freeman
Get PDFThe Past and the Future of Language Learning and Teaching: An Interview with Diane Larsen-Freeman
Realization of Language Teacher’s Ideal Identity as Peacebuilder
Get PDFLanguage teaching has the potential not only to teach language skills but also to create a peaceful learning environment where students feel relaxed, safe and valued. To achieve this goal, teachers need to develop an ideal identity that reflects their commitment to promoting peace in their classrooms. In the interest of developing peacebuilder language teachers, this study investigated the ideal identity of English language teachers as peacebuilders, the strategies they employ to achieve their peacebuilder identities, and the manifestation of peace language: hope, help, and harmony (Oxford & Curtis, 2020). The narratives of three Iranian language teachers were thematically analyzed to understand their hopeful, helpful, and harmonious experiences. Our findings indicate that teachers’ ideal peacebuilder selves are becoming ‘an encouraging teacher’, ‘a more hopeful and caring teacher’, and ‘a patient teacher’. To achieve their peacebuilder identity, they proposed strategies such as encouraging students to communicate internationally, caring about students’ success, pursuing academic studies, and improving emotion-regulation skills. The findings of this study contribute to incorporating peace in language education and developing peacebuilder language
Mapping Motivational Networks in EFL: Exploring the Impact of Additional L2 Lessons
Get PDFLearning a second language (L2) is dependent upon numerous external and internal factors, among which motivation plays a relevant role. In fact, motivation has been recognized as crucial in the L2 learning process (Ushioda, 2012). Such has been its importance that interest in L2 motivation has led to the development of theories such as the L2 motivational construct, and the L2 motivational self system (Dörnyei, 2005, 2009). Nevertheless, despite the academic focus on L2 learning motivation (Dörnyei & Ushioda, 2013), the impact of additional L2 lessons on students already engaged in formal L2 instruction at an official educational level (e.g., Higher Education) remaines vastly underexplored. Thus, this study aims to bridge this gap by analyzing the differences between 118 undergraduate EFL students who attended extra L2 lessons and those who did not. Considering the complex nature of the motivational construct, a Bayesian network analysis was used, categorizing motivations into two modules based on attendance of additional L2 lessons. This allowed us to observe the different factors of motivation as a whole construct, and not individually. The findings revealed that students who attended extra lessons are internally motivated toward self-improvement, whereas those who do not attend extra L2 lessons are influenced by external pressures and career aspirations
Leveraging ChatGPT in the Writing Classrooms: Theoretical and Practical insights
Get PDFThis paper explores the transformative potential of integrating generative artificial intelligence (AI) technologies, particularly ChatGPT, into second language (L2) writing pedagogy. The paper begins by examining the evolution of L2 writing pedagogy and highlighting the strengths and limitations of each. It then discusses the integration of ChatGPT into eight stages of the writing process, such as preparation, modeling, planning, and collaborative writing, emphasizing the importance of ethical and responsible use of AI. Key challenges, including over-reliance on AI, ethical concerns, and privacy issues, are identified, with practical recommendations provided to address these concerns. Theoretical frameworks relevant to AI adoption are also discussed to offer insights into how L2 writing teachers and students might embrace AI tools. The paper concludes with research recommendations to ensure the effective and responsible integration of generative AI into L2 writing instruction
Reflective Journal Writing: EFL Pre-Service Teachers’ Perceptions during Practicum
Get PDFReflective journal writing is recognized as a valuable tool for pre-service teachers to analyze their teaching experiences and foster professional growth. However, its effectiveness in EFL teacher education in Kuwait remains understudied. This study investigates how systematic reflective journal writing affects pre-service EFL teachers’ practicum experiences in Kuwait. The study employs a qualitative case study approach to explore pre-service teachers’ perceptions and experiences with reflective journal writing during their practicum. Data was collected through interviews, reflective journals, and document analysis. Preliminary findings suggest that reflective journal writing enhances pre-service teachers’ self-awareness, critical thinking, and professional growth. However, challenges related to time constraints and classroom management also emerge. This study highlights the potential of reflective journal writing as a powerful tool for professional development among pre-service English language teachers in Kuwait. By exploring the impact of the weekly frequency of reflective journaling on participants' experiences to enhance teacher education programs
Brian MacWhinney’s 55 Years Research into Language Education and Psychology: A Systematic Review and Brian MacWhinney’s Personal Reflection
Get PDFAli Panahi and Hassan Mohebbi systematically reviewed Brian MacWhinney’s 55 years of research and publication in language education and psychology. The study was conducted in varying sections. Section 1 illustrates a methodology for the systematic review. It presents an impressionistic framework based on which the reviewers developed some exclusion and inclusion rules. Section 2 is concerned with MacWhinney’s overall achievements and contributions; all his research publications were estimated to stand at 540 items. Section 3 presents the themes (micro-themes and macro-themes) in MacWhinney’s research works and presents the extracted technical jargons, terms and concepts for both language education (1548 items) and psychology (447 items). Added to this, nine meta-themes were inferred and extracted for all of his research publications. Section 4 provides a systematic review of his research works. As a result, with reference to the subjective criteria and exclusion and inclusion rules, his research works, i.e., articles, book chapters and books, were systematically reviewed. In the end, Brian MacWhinney provided his own reflection and discussion
In Honour of Brian MacWhinney: A Personal Account
Get PDFWhile this volume and the writings have made it amply clear what significant contributions Professor Brian MacWhinney has made to the field at large, in this afterword, we begin with a senior member of our author team (Ping Li, PL) followed by a mid-career member (Helen Zhao, HZ) and an early career member (Zhe Gao, ZG), to provide our personal accounts of Brian not only as a leading scholar but also as a role model who touches and changes people’s lives
The Impact of AI on Enhancing Students’ Intercultural Communication Competence at the University Level: A Review Study
Get PDFThis systematic review explores the transformative role of Artificial Intelligence (AI) and Information and Communication Technologies (ICT) in enhancing intercultural communication competence (ICC) at the university level. As AI increasingly integrates into educational settings, its potential to revolutionize student learning and cultural interactions is profound. The review synthesizes findings from 11 empirical studies conducted globally, assessing the impact of AI-driven tools, such as chatbots and virtual reality simulations, on students' ability to handle cultural differences. While AI offers significant benefits in personalizing learning and fostering immersive cultural experiences, challenges remain, particularly in ensuring cultural sensitivity and addressing inequalities in technology access. The review stresses the need for careful integration of AI in education, cautioning the audience about potential pitfalls and emphasizing the importance of human oversight to reduce biases and enhance cultural understanding. The pedagogical implications stress the importance of blending AI with traditional teaching methods to create inclusive learning environments that prepare students for globalized society's demands. The review also identifies areas for future research, including the long-term impact of AI on ICC and the ethical considerations surrounding AI use in education. In the end, this study contributes to the ongoing discourse on AI's role in shaping the future of intercultural education