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Mastery goal, task value, and self-efficacy as joint predictors of self-regulation in EFL learning: A conditional process modeling
No full textThis study attempted to examine the patterns of factors and their interplay involved in EFL learning through the lens of self-regulated learning. 285 grade-one senior high students from three Chinese middle schools completed a questionnaire which was designed to assess motivation (mastery goal, task value, and self-efficacy) and self-regulated learning (cognitive and meta-cognitive strategy use) in classroom context. The results of conditional process modeling of the data show that mastery goal is a positive predictor of task value and self-regulated learning effort, and that task value positively mediated the relationship between mastery goal and self-regulation. In addition, the current study provides evidence that is partially against the general assumption showing that self-efficacy belief exerts a negative moderator effect on the mastery goal, task value, and self-regulated learning relationship. The findings have implications for second language teaching and learning. It is suggested that due care be exercised in designing and selecting EFL learning tasks and materials so as for students to judge them as with high value in terms of interest, importance, and usefulness; educators should treat the issue of self-efficacy with subtlety so as to reduce the possible debilitating effects on learners
Advancing communicative competence in the digital age: A case for AI tools in Japanese EFL education
No full textEnglish language education in Japan has long been criticized for its traditional methods emphasizing grammar and reading at the expense of communicative competence. This article explores the potential of Artificial Intelligence in Education (AIEd) to address this issue. A review of literature explored critical challenges faced by Japanese EFL learners, including Japanese teachers’ low English proficiency and attitudes towards English teaching, heavy focus on entrance examinations in high school, overemphasis on grammar in EFL curricula and textbooks, lack of authentic communicative practice, and differences in cultural values. An examination of technology integration in Japanese education revealed that while many institutions have begun incorporating technology, its widespread adoption has been gradual. Several case studies support the use of AI to address the psychological barrier to speaking by offering a safe and engaging learning environment, thus boosting confidence and fluency. Furthermore, in the Japanese language context, AI can lower anxiety, promote creativity, and offer personalized learning. In addition to the individual benefits, AI empowers institutions to tailor learning needs, teachers to shift their role from instructors to facilitators, and students to become independent critical thinkers. Finally, challenges and limitations are addressed, including ethical considerations surrounding data privacy, overreliance, predictive patterns, and watermarking. Despite potential drawbacks, the benefits of AIEd merit a deeper exploration of its adoption in EFL curricula. AI tools offer a practical solution to prepare Japanese EFL students to communicate in English effectively and confidently and thus participate in the global landscape
Exploring ICT professional development of experienced female EFL teachers
No full textThe integration of Information and Communications Technology (ICT) into language teaching and learning is mandated by the national policy in Indonesia. This study aims to describe 34 experienced female EFL teachers’ experiences ICT professional development.. This study reports on: 1) encouraging and discouraging factors of ICT use for participants, 2) solutions of ICT integration for participants’ professional development, and 3) peers’ perception on participants’ improvement of ICT competencies. In order to investigate the external and internal factors on the participants' ICT professional development experiences, a sequential explanatory design with mixed methods approach was used in the study. In the first phase, a questionnaire was used as the instrument to categorize participants into satisfactory ICT proficiency and less satisfactory ICT proficiency. The second phase was one-on-one interviews to find further information on the participants’ experiences on ICT professional development. The questionnaire was analyzed using SPSS, while interviews were analyzed using deductive content analysis which employs four stages in its process. Results show that all teachers with proper ICT proficiency and those who are less proficient in ICT have positive perceptions of the use of technology in education. However, there are differences in how they solve internal and external problems, and how they perceive guidance from peers and also support from the school environment. This study recommends universities and the government to develop programs of ICT professional development suitable for experienced female teachers
Affective affordances in technology-mediated language teaching and learning
No full textThis article focuses on the intersection of technology and pedagogy through the lens of affect/ emotion. It highlights why technology-mediated teaching and learning require new ways of thinking about emotionality in educational contexts. To develop a nuanced understanding of what technology can and cannot do, we can draw insights from the recent affective turn in humanities and the social sciences, which wants us to look at human emotions as socially constructed, biologically rooted, physically distributed, and agentically complex. Building on the recent scholarship on critical affect/ emotion studies, I advocate a view of human emotionality that rejects the idea of emotion as an individual’s internal property or as a total social force outside the individual. The goal of this discussion is to bring more attention to affective affordances that will hopefully provide some pedagogical implications for technology-mediated spaces
Developing measures of L2 Korean vocabulary knowledge
No full textVocabulary knowledge plays an important role in language learning and language proficiency, but it is difficult to know how much of a role it plays without appropriate vocabulary measures. In this article, we first discuss learner vocabulary in our research on Korean as a second/foreign language. Unable to find appropriate measures for receptive vocabulary knowledge, we undertook the task of developing new tests: Park’s Korean Vocabulary Levels Test and Delaney’s Korean Vocabulary Knowledge Test. Although we needed to develop new tests from the ground-up, we were able to draw practical insights from (a) the large body of research on L2 English vocabulary and (b) existing tests of vocabulary knowledge tests for L2 English learners. We summarize the design of each test and initial/ongoing validation research. In sum, we have found these tests to have high reliability, generally desirable item statistics, and positive correlations with language skills that largely align with expectations
Online peer assessment in paragraph writing its implementation and students’ constraints
No full textPeer Assessment (PA) has recently been gaining increasing popularity in higher education due to its advantages in engaging students, and its use in English as a Foreign Language (EFL) writing classes is very common in Indonesia. The implementation of PA became more necessary when the government regulated emergency remote teaching in response to the COVID-19 crisis. This study examines the implementation of an online peer assessment (OPA) and the constraints encountered by the students in the OPA of a paragraph writing class. To achieve the objectives of this study, an embedded mixed method design was employed, which consists of an interview, observations, documentation, and a survey. The respondents in this study are a teacher of the writing class and 30 English Education Department students of a state university. The gleaned qualitative data were analyzed thematically while the quantitative data were analyzed by finding the percentages generated by Google Forms. The results show that the teacher made use of the three stages of the OPA: preparation, instruction, and evaluation. The students faced three constraints: the quality of the feedback, impartiality, and the clarity of the assessment criteria. It is recommended that when performing an OPA, teachers provide clear instructions regarding the stages and pay attention to the issues experienced by students
Teachers’ perceived perspective and selfefficacy in teaching EFL using Intelligent Computer-Assisted Language Learning (ICALL): A rigorous analysis
No full textThis study aims to describe Indonesian EFL teachers’ perceived perspective and self-efficacy in EFL teaching using ICALL, reveal the prominent factor influencing each variable, and examine the effect of the perceived perspective on their self-efficacy. This study used a cross-sectional survey design with a quantitative approach. There were 284 Indonesian EFL teachers taught in secondary schools chosen using a voluntary sampling technique as the respondents. Data were obtained by employing a Perceptify-ICALL questionnaire with forty items using a six-point Likert’s scaling method (α = .839). Data were analyzed using descriptive statistics, hierarchical multiple regression, and MANOVA. Results showed that teachers’ perceived perspective was in a very high category, but not for their self-efficacy. The prominent factor influencing their perspective was the support and facilities provided by the school and government in succeeding EFL teaching using ICALL. Whereas the most influencing factor of their self-efficacy was their skills in operating computers and AI. Another finding was the fact that the teachers’ perceived perspective significantly affected teachers’ mastery experience. 2Pratama, Lestari, Kirkgöz & Imaniar: Intelligent Computer-Assisted Language Learning The JALT CALL Journal vol. 20 no.3 This study suggests that Indonesian EFL teachers’ perceived perspective in EFL teaching using ICALL is well constructed, but their efficacy is on the contrary due to lower skills in operating computers and AI-powered devices or programs. Future professional development programs in improving the teachers’ computer and AI-operation skills are suggested to be undertaken as well as bringing the ICALL-based approach to EFL learning
ChatGPT, a new “Ghostwriter”: A teacher-and-students poetic autoethnography from an EMI academic writing class
No full textSince its launch in late 2022, ChatGPT has generated both excitement and concern among language professionals in applied linguistics. Although various organizations, publishers, and institutions have introduced guidelines to address this phenomenon, these topdown approaches often neglect the nuanced experiences and perspectives of L2 academic writing teachers and their students. This study aims to bridge this gap by centering on the experiences of one EFL writing teacher and two international students in an undergraduate academic writing course in an English medium program in a Thai private university. In this class, students engaged in writing, reading, and discussions about what it means to be an academic writer in the age of generative AI. By employing collaborative poetic autoethnography, we argue that ChatGPT is more than just a tool or assistant; it has become a ubiquitous “ghostwriter” that requires careful navigation. Drawing on the poems, reflections, freewriting samples, and drafts collected from January to May 2024, the present study provides critical insights into ethical and effective integration of ChatGPT in EFL academic writing classes. The study also contributes to the domain of digital applied linguistics through depicting the opportunities and challenges presented by AI technologies in language and literacy education
Pre-service teachers’ changing beliefs in a digital humanity course: Three cases of ELT teachers
No full textWhile a number of studies focused on pre-service teachers’ belief change in teacher education programs, the process of English Language Teaching (ELT) pre-service teachers’ belief change on technology integration remains underexplored. Adopting Cabaroglu and Roberts (2000)’s framework, this study investigated the process of belief change among three ELT pre-service teachers in a digital humanity course in a teacher education program in the US. The data were collected from interviews, the “story of self” of the participants, bi-weekly reflective journals, end-of-the semester reflection papers, and lesson plans. The study revealed that student teachers’ beliefs experienced different processes of change during the course, including awareness and realization, confirmation and consolidation, elaboration and polishing, addition, disagreement, and reversal. The paper provides a new understanding of the benefit of a digital humanity course with a technology integration focus in a teacher education program, which could exert a significant effect on affecting pre-service teachers’ beliefs on technology integration