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Translanguaging and Collaboration in EFL Writing
Full text linkTranslanguaging pedagogy has been shown to promote second language (L2) writing development (Garcia, 2014; García & Kano, 2014; Turnbull, 2019; Zhang, 2019). This study examines how exposure to translanguaging pedagogy influenced Kurdish EFL learners’ engagement in collaborative writing during a seven-week intensive academic English writing course. Two intact courses were assigned to translanguaging pedagogy or English-only pedagogy. Recordings of randomly selected pairs of students and assessment of written products were used to determine whether translanguaging pedagogy impacted learner engagement in collaborative dialogue and the quality of their collaboratively written texts. The results indicate that students who experienced translanguaging pedagogy engaged more frequently in language related episodes (LREs) than students in the monolingual classroom. Students who experienced translanguaging pedagogy also wrote higher quality texts as measured by the course rubric. These findings suggest that incorporating translanguaging pedagogical practices may increase the effectiveness of collaborative writing in foreign language classrooms
A Dramatic Perezhivanie-based Analysis of EFL Teacher Identity Development: An Autoethnography
Full text linkThis study reports an autoethnography of how the first author grappled with her EFL teacher identity crises in her transformative periods. The sociocultural concept of dramatic perezhivanie, i.e., how one experiences a crisis through the emotion-cognition dialectic, is employed as a unit of analysis. Through thematic analysis and dramatic perezhivanie analysis of semi-structured interviews and other data including teaching portfolios, chatting records on WeChat (a local social media), emails, drafts of manuscripts, the study reveals her four individualized crises: losing teaching identity, lack of qualitative research ability, ignorance of philosophy, and the balance between teaching and research. Her negative emotions not only indicated the peak of each crisis, but also interacted with her cognition to influence her attitudes to situational features, thus leading to positive or disruptive outcomes. Interactions with different mediators expanded her ZPD (Zone of Proximal Development) to achieve her coordinated positive emotions and cognition. The study demonstrates that reflective autoethnograhic narratives within the framework of dramatic perezhivanie helps to ontologically explore and construct one EFL teacher’s authentic and whole self in a time of flux and transformation
James Lantolf’s 50-Year Research Contribution to SLA through Sociocultural Theory: A Systematic Review
Full text linkAli Panahi and Hassan Mohebbi review James P. Lantolf’s 50-years of research in Sociocultural Theory and language-related issues. They read through his whole research works spanning a period of almost 50 years. To accomplish the systematic review, varying procedures were operationalized. All of his research works were first browsed and attempted to be accessed, based on which the objective themes were extracted and James P. Lantolf’s overall achievements were represented. Then, on the ground of a subjective framework and impressionistic criteria, some exclusion and inclusion rules were created for the systematic review. Next, the analysis was performed in the light of five components including his research works, theoretical justification, practical justification, micro-themes and macro-themes. In the end, James P. Lantolf provided his personal discussion and reflection on the systematic review
Predicting Teacher Well-Being Through Teacher Leadership and Collective Teacher Efficacy
Full text linkTeacher well-being has emerged as a critical determinant of teacher success and educational quality throughout the previous decade (Hascher et al., 2021). While individual factors like self-efficacy and emotional regulation are well-documented predictors of teacher well-being, collective dynamics such as teacher leadership and collective efficacy remain understudied in their predictive capacity. This study investigates whether these variables independently predict psychological well-being among Iranian EFL teachers, while identifying their relative predictive strength. Using validated instruments, 186 participants completed the Teacher Leadership Inventory (Angelle & DeHart, 2010), Perceived Collective Teacher Efficacy Scale (Skaalvik & Skaalvik, 2007), and Index of Psychological Well-Being at Work (Dagenais-Desmarais & Savoie, 2012). Multiple regression analysis demonstrated that both variables significantly predict well-being, with collective efficacy demonstrating stronger predictive power. The study highlights the significance of fostering school-wide coordination and leadership structures that promote collective agency. Implications include integrating collaborative professional development programs and leadership training to enhance psychological well-being of teachers
Understanding Anxiety, Enjoyment, and Breakdown Fluency in L2 Monologic and Dialogic Speaking: An Idiodynamic Approach
Full text linkThis study reports on anxiety, enjoyment, and breakdown fluency of L2 English learners under the monologue and dialogue conditions using an idiodynamic approach. Eight Mandarin-speaking undergraduates from a top university in China voluntarily participated in the study, with half completing in a monologue condition and the other half in a dialogue condition. The results showed that both monologue and dialogue groups exhibited a significant positive correlation between anxiety and breakdown fluency, and a significant negative correlation between enjoyment and breakdown fluency. However, these correlations were more pronounced in the dialogue group. The study also revealed that the monologue group experienced significantly less anxiety (p < 0.05) and more enjoyment (p < 0.001) in L2 speaking than the dialogue group. Nevertheless, there was no significant difference in breakdown fluency between the two groups (p = 0.152). Last but not least, the study found that learners’ emotional fluctuations could be subject to cognitive, task implementation, task design, and interpersonal factors
A Reflection of Ethical Responsibility in Applied Linguistics Research
Full text linkThis reflective paper raises important questions regarding ethics in applied linguistics research. Starting with understanding the need for an analysis of ethics in the field, the reflective paper opens with an excerpt from Ema Ushioda’s abstract from the 5th Psychology of Language Learning (PLL5) conference in Madrid in May 2024, which provided an overview of unintended effects of applied linguistics research. The reflection continues, citing Lamb’s (2018) longitudinal work and Tekin’s (2024) dissertation as examples of some potential unintended affects. Then, a synopsis of the rise in popularity of positive psychology in applied linguistics is provided, citing MacIntyre’s earlier work on the Willingness to Communicate (WTC) construct as a precursor to the more recent work in positive psychology. The reflective paper concludes with a summary of the need for increased public-facing scholarship to enact positive societal change
The interdependency between engagement, basic psychological needs, and L2 proficiency among EFL learners in Japan: A psychological network approach
Full text linkStudent engagement is steadily gaining interest among SLA researchers; however, few studies have examined the intricate associations between student engagement and its antecedents and outcomes. This study explores the complex interdependencies between basic psychological needs, engagement, and L2 proficiency of English language learners. The participants were 203 high school students in Japan, and data were collected using a questionnaire. Prior to analyses for addressing the research questions, we confirmed the factor structures of a systematically translated second-language (L2) student engagement scale. The results of reliability analysis and confirmatory factor analysis showed that the Japanese version of L2 student engagement scale was highly reliable and had valid factor structures. Subsequently, psychological network analysis was performed to identify the relative associations and central variables among psychological needs, engagement, and L2 proficiency. The results revealed that the three engagement dimensions exhibited small-to-moderate intercorrelations, and cognitive engagement was identified as the central variable within the system. We discuss the theoretical and pedagogical implications of the interconnectedness of psychological variables in relation to student engagement and the pivotal role of cognitive engagement
A Scoping review of individual differences in EFL education in Iraqi Kurdistan: State of the art and prospects for future research
Full text linkWith the rapid advancement of teaching and learning English as a second or foreign language (ESL/EFL) and research in second language acquisition (SLA), English has become one of the most sought-after languages to learn. In this regard, one of the fundamental aspects of second language (L2) teaching and learning is individual difference factors (IDs), as they impact the learning process and learning outcomes. However, the relationship between teaching/learning EFL and IDs has remained largely unexplored. Therefore, this scoping review is undertaken to expand our understanding of this area of investigation by examining the breadth of available literature on the topic. We aim to identify key concepts, sources of evidence, strengths, weaknesses, and research gaps that contribute to informing practice in the field, focusing on Iraqi Kurdistan as the target EFL context. Similar to prior research, this study carried out a five-stage scoping review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Four databases, namely Web of Science (WOS), APA PsycNet, Education Resources Information Center (ERIC), and Google Scholar, were used for scoping data. Ten studies were included in the final analysis after a full review. The main findings suggest a positive relationship between learning EFL and IDs with varying degrees. At the same time, the available data reveals that although EFL learners face serious challenges in the process of learning EFL, these challenges can be turned into opportunities by considering IDs. The paper concludes with some recommendations for future research
Perceptions of School-Based Teaching Practice Mentoring in Cameroon
Full text linkTeaching practice (TP) mentoring has been extensively discussed as a central component of initial teacher education. However, limited research has examined the meanings that participants in a TP mentoring relationship attribute to the word “mentoring” and how their interpretations of “mentoring” might influence the distribution of roles within the mentoring relationship. This study addressed the research gap by investigating both cooperating teachers’ and student-teachers’ perceptions of school-based TP mentoring in the Cameroonian context. Four cooperating teachers’ and four student-teachers’ perceptions of TP mentoring were explored through analysis of semi-structured interviews conducted individually. Findings of the study revealed alignment in terms of power dynamics but contradictions between cooperating teachers’ relatively constructivist views on how student-teachers should be learning and student-teachers’ beliefs about cooperating teachers imparting knowledge to them. These different perceptions, the findings also revealed, influenced the distribution and enactment of roles in practice. The study highlights the need for greater clarity around TP mentoring expectations and discusses practical implications for mentoring preparation programmes targeting both cooperating teachers and student-teachers
An Agenda for Emotional Intelligence in Language Teacher Education
Full text linkIn this perspective article, I advocate for integrating emotional intelligence (EI) into language teacher education, addressing the complex, interconnected challenges of the modern educational landscape. The rapid pace of technological advancements and global uncertainties necessitates educators who are simultaneously cognitively adept, as well as skilled in emotional regulation and interpersonal dynamics. I begin the article by defining EI and clarify common misconceptions, highlighting its pivotal role in enhancing teacher well-being, classroom dynamics, and student success. I propose an agenda for embedding EI into language teacher education through pre-service training, ongoing professional development, and culturally responsive practices. By aligning EI with broader educational trends and advocating for policy support, I underscore the importance of EI in fostering resilient, empathetic educators capable of navigating and mitigating the emotional complexities of multicultural and multilingual classrooms. I end the manuscript with a call to action, emphasizing the transformative potential of EI in reshaping educational practices to produce well-rounded, emotionally intelligent individuals