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Vocabulary frequency and dispersion in Japanese junior high school EFL textbooks
No full textStudies relating to the vocabulary items within EFL textbooks have revealed a divergence from well-researched wordlists such as the New General Service List (NGSL) (Browne et al., 2013), and the BNC/COCA wordlist (Nakayama, 2022; Sun and Dang, 2020). In Japan, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) recently updated its course of study in 2019 to increase the target vocabulary for junior high school students from 1,200 words to a range between 1,600 and 1,800 words, in addition to the 600 to 700 words taught in elementary school. To analyze the content of the increased vocabulary for Japanese junior high school students, this study examined a corpus of six EFL textbooks from the New Horizon series: three elementary texts and three junior high school texts, (published between 2020 and 2021) using the new JACET8000 wordlist (2016), generating data pertaining to lexical coverage, in-corpus frequency, and in-corpus dispersion. It was found that 42.9% of the first 3,000 words from the JACET list were not found in the corpus, and 50.4% of the high-frequency words studied by junior high school students occurred less than two times within the corpus. Additionally, 35% of analyzed words were found to have a dispersion value of zero, indicating that several items were isolated into single units of study. Lastly, factors contributing to lexical difficulty of the textbooks were also examined
Estimating the impact of local item dependency in a test of second language reading comprehension
No full textLocal item dependency (LID) occurs when test-takers’ responses to one test item are affected by their responses to another. It can be problematic if it causes inflated reliability estimates or distorted person and item measures. The cued-recall reading comprehension test in Hu and Nation’s (2000) well-known and influential coverage–comprehension study may have been susceptible to LID because of its very high sampling rate of idea units from the test’s reading passage. To explore this possibility, we examined Yen’s Q3 statistics in a dataset comprising responses from 63 learners who took Hu and Nation’s test. Using Q3 values of ≥ .30 to flag possible instances of LID, 14 item pairs were identified as being locally dependent. To remove LID, items with high Q3 values were combined into polytomous super-items. Using Rasch measurement, a comparison of the data with and without the effects of LID indicated that LID only modestly inflated reliability estimates and that there was a negligible effect on the ordering of persons by ability. Thus, while LID was present, it had only a small impact on how test scores might be interpreted in a study like Hu and Nation’s
Rigor and self-awareness in L2 instructed vocabulary research: A commentary on Isbell and colleagues (2024), Stoeckel and Ishii (2024), and Aizawa (2024)
No full textIn this discussion paper, I examine three exceptional articles presented at the 2023 Symposium of the Japan Association for Language Teaching’s Vocabulary Special Interest Group. These papers are analyzed from the standpoint of providing positive examples for future vocabulary researchers to follow in order to promote rigor in their work. I also discuss how these reports demonstrate a clear self-awareness regarding the conclusions their inquiries can and cannot support. Taken together, these three reports are invaluable for promoting better vocabulary research
Online interaction, emotions, and EFL learners’ grit in collaborative writing
No full textThis case study addresses both online interaction and the EFL students’ emotions and grit in a collaborative writing project. While benefits of collaborative writing are confirmed in the literature, little is known about learners’ diversified emotions and L2 grit in the process, and the connections between interactions and their affective changes. Via a ten-week online collaborative writing project, two groups (n=6) out of 24 students provided peer feedback and worked together on their collective drafts. An emotion questionnaire and a grit questionnaire elicited the participants’ responses with their posts on emotions. Both groups showed much more positive emotions which may stimulate their motivation for task accomplishment with improved writing performance over time. The two groups demonstrated slight variations on interaction dynamics with mutuality or equality in active participation associated with their perseverance and interest on the writing tasks. Our study is among the first that examined both interactions and grit and emotions in online collaborative writing and shows success in two cases. The collaborative task design provides a chance for mutual scaffolding among peers. Future studies can design online collaborative writing tasks aiming to benefit EFL students’ writing performance while fostering positive feelings and more grit
Chasing butterflies? Experiences and challenges of being and becoming a TELL researcher against the digital applied linguistic context
No full textTo burgeon in academia, early-career researchers face many challenges related to teaching, research, and career development. This paper seeks to explore these challenges through the lens of Bronfenbrenner’s (1979) ecological systems theory, highlighting the lived experiences of two TELL (Technology-enhanced language learning) researchers. By revisiting Bourdieu’s (1986) theory of capital, we analyzed how various forms of capital emerge from their experiences. We also referred to Davin and Norton’s (2015) model of investment for understanding TELL identities and investment. The findings reveal significant insights into the broader social issue of inequity, offering valuable perspectives on how these challenges can impact academic progression and success as a “TELLer.” Through this exploration, we aim to shed light on the systemic barriers early-career TELL researchers face and suggest pathways for addressing these inequalities within the TELL academic landscape
The predictive role of L2 motivation in receptive and productive informal digital learning of English: A chain mediation model
No full textThis article draws attention to the ways in which Hong Kong university students are motivated to engage in informal digital learning of English (IDLE) activities. Drawing upon the second language (L2) Motivational Self System (Dörnyei, 2009), it seeks to examine how Hong Kong students’ L2 motivational components, including the ideal L2 self, the ought-to L2 self, and L2 learning experiences, predict their receptive IDLE activities (RIA), and productive IDLE activities (PIA). Using an adapted and validated questionnaire, we collected data from 310 undergraduate students in a Hong Kong public university and analyzed the data following a structural equation modeling approach (Collier, 2020). Results supported that Hong Kong university students’ ideal L2 selves could positively predict their L2 learning experiences, RIA and PIA, while the ought-to selves could only directly influence L2 learning experiences. Our findings based on the mediation analysis also highlighted that L2 learning experiences and RIA could partially mediate the impact of the ideal L2 self on PIA and fully channel the indirect effect of the ought-to L2 self on PIA. These findings not only add to the existing understanding of IDLE in a localized Hong Kong context but also disclose the dynamic interactions between L2 motivation, and receptive and productive out-of-class learning activities in the digital age
Examining the effect of generative AI on students’ motivation and writing self-efficacy
No full textThe present study explores the effects of generative AI, specifically ChatGPT, in EFL classrooms on student motivation and writing efficacy. Motivation was measured through three components: Ideal L2 Self (IL2), Ought-to L2 Self (OL2), and L2 Learning Experience (L2LE). Participants (n = 327) were first and second-year undergraduate students at a Japanese university, enrolled in mandatory English classes focused on reading/writing or speaking/listening. The control group (n = 164) received peer feedback, whereas the treatment group (n = 163) utilized ChatGPT with specially crafted prompts for feedback. Both groups completed pre- and post-questionnaires to assess motivation and writing self-efficacy. Results affirmed that ChatGPT positively affected students’ motivation related to Ideal L2 Self and L2 Learning Experience. ChatGPT also significantly enhanced writing self-efficacy, which was found to correlate with all three motivational factors. However, there was no impact on Ought-to L2 Self motivation. The study highlights that ChatGPT’s integration can improve intrinsic motivation and writing self-efficacy, provided structured guidance is available to manage issues such as plagiarism. Future research should examine diverse samples, long-term effects, and ChatGPT’s impact on other language skills. 
The difficulties hindering EFL teachers from using metaphor-based teaching
No full textThis paper aims to assess the knowledge of metaphor-based teaching among teachers by investigate the obstacles that hinder them from incorporating metaphor-based teaching into their instructional strategies. This study makes use of a questionnaire to collect data from EFL teachers worldwide. The results show that the difficulties most faced by teachers when using metaphor-based teaching include the unsuitability of the topic, the difficulty of the topic, the unavailability of materials, time constraints, extra workload, and metaphor-based teaching not fitting students’ expectations and needs. The research also touches on some countermeasures to deal with the difficulties teachers face when using metaphor-based approach. The results indicate the importance of reevaluating teacher training programs and refocusing teachers' instructional efforts on incorporating metaphor-based teaching, which is often overlooked and not fully acknowledged in language classrooms
Prescribed pedagogy: An autoethnographic analysis of coursebook constraints, teacher identity, and power dynamics in Iran through Foucault’s lens
No full textThis study uses Critical Autoethnographic Narrative (CAN) to explore the influence of standardized coursebooks on English as a Foreign Language (EFL) teaching in Iran. Drawing on over ten years of experience as an English teacher and supervisor, the research highlights how these coursebooks act as tools of control, constraining teacher autonomy and creativity. While existing literature focuses on technical aspects of coursebooks, this study fills a gap by examining their impact on pedagogical flexibility and teacher identity. Through a reflexive analysis guided by Foucault’s theories of power and discipline, key themes such as "pedagogical constraints," "reduced autonomy," and "professional satisfaction" are identified. The findings reveal significant limitations imposed by standardized materials, suggesting a need for more flexible and culturally responsive teaching approaches. This study contributes to understanding the socio-political dimensions of EFL education in Iran and offers insights for enhancing teacher autonomy and curriculum development
Lower-proficiency EFL students’ use of Grammarly in writing: Behavior, cognition, and affect
No full textThis multiple case study examines lower-proficiency EFL students’ attitudes toward the use of Grammarly’s free version in writing. It explores the participants’ behavior, cognition, and affect, aiming to provide detailed insights into their experiences and perspectives. Utilizing Zoom recordings, stimulated recall, and semi-structured interviews, the investigation revealed that the lower-proficiency learners were product-oriented in revising their writing, showing low cognitive engagement with automated written corrective feedback (AWCF). Although one participant did not fully trust Grammarly’s accuracy, all of them accepted its suggestions quickly and uncritically. The desire to increase the scores seemed to play a significant role in their engagement with AWCF. Despite this, the research primarily demonstrated how inadequate linguistic knowledge posed challenges for the students in effectively utilizing the technology. Nonetheless, the students expressed overall satisfaction with Grammarly’s assistance, recognizing its ability to improve their drafts. To optimize the technology’s benefits for EFL students with lower proficiencies, the study highlights the need for providing metalinguistic knowledge and user training to enhance their language learning through its feedbac