Castledown Journals
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Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices
No full textTeachers’ backgrounds, knowledge, experiences and beliefs play a decisive role in what and how they teach, and research on teacher cognition indicates that teachers’ knowledge plays an important part in guiding their classroom teaching (Basturkmen, 2012). At the same time, the inclusion of pragmatics in teacher development and training courses and the integration of language and culture in the foreign language learning curriculum have been seen as a necessity by a number of authors (e.g., Basturkmen & Nguyen, 2017; Byram, 2014; Ishihara, 2011, 2014). Yet, the knowledge and skills necessary to teach the L2 pragmatics and cultural awareness may not come automatically to all L2 teachers, and without adequate teacher education and/or sufficient exposure to the target L2 culture, it is not surprising that some language teachers feel uncomfortable about being a source for target language pragmatics (Cohen, 2016). Through the use of semi-structured interviews, this qualitative study aims to explore how Greek-speaking, non-native speaker teachers handle the teaching of target language pragmatics and culture, and, more specifically, to investigate their professional knowledge, beliefs, and reported practices in relation to the teaching of pragmatics and culture in their EFL classroom
The washback of listening tests for entrance exams on EFL instruction in Taiwanese junior high schools
No full textThe study aims to explore the washback of incorporating English listening test in the senior high entrance exam (Comprehensive Assessment Program: CAP) on EFL instruction in junior high schools in Taiwan. The participants were thirty English teachers and 298 students from three junior high schools in Taiwan. The instruments consisted of questionnaires and interview guide. The questionnaires were conducted to investigate the participants’ perceptions of the influence of CAP English listening test on EFL teachers’ instructions, students’ learning activities and test preparation. A semi-structured interview was also adopted to probe specific information of participants’ perceptions of the CAP listening test, their needs and suggestions. Results showed that teachers and students had positive perceptions of the incorporation of CAP listening assessment. Moreover, the CAP reform generated positive washback effects to the instructors. Most of them were willing to change their teaching approaches, arrange some teaching activities, and provide diverse learning materials as long as class time allows. In addition, the results showed that students’ English learning motivation increased due to the CAP listening test. It is also indicated that students’ stress and test anxiety for senior high entrance exam may increase. As for the suggestions, both teachers and students indicated that they cared about the time for practicing listening and speaking, listening assessment of different English accents, and better audio equipment. Moreover, because the inequality of educational resources and bimodal distribution of students’ EFL proficiency still exist in Taiwan, most of the participants considered that the difficulty level and score weighting of the CAP listening test should not be increased. Implications for enhancing EFL listening instruction in junior high schools were further proposed
Building a validity argument for the use of academic language tests for immigration purposes: Evidence from immigration-seeking test-takers
No full textAs validity pertains to test use rather than the test itself, using a test for unintended purposes requires a new validation program using additional evidence from relevant sources. This small-scale study contributes to the validation of the use of originally academic language tests-the International English Language Testing System and the Test of English as a Foreign Language-for assessing skilled immigration eligibility. Data were collected from 39 immigration-seeking test-takers, who are arguably under-represented in validation research. Analysis was informed by contemporary validity theory, which treats validity as a unitary concept incorporating score reliability, score interpretation, score-based decisions and their consequences. Results showed that the test-takers’ perceptions varied widely. The evidence supporting this use included generally positive perceptions of the scores’ reliability, washback effect, and fairness of score-based decisions. The refuting evidence concerned factors perceived to interfere with test-takers’ performance and the complex consequences for the test-takers in aspects other than washback. However, overwhelmingly, as test-takers found the score-based decisions as fair, the validity judgement appeared tilted towards the positive side from the perspectives of these key stakeholders. Although the ultimate validity judgement requires the examination of evidence from other significant stakeholders as well, the present study has contributed valuable and unique evidence and bears important implications for research, practice, and policy particularly in high-stakes contexts such as immigration
Future of technology in language teaching and learning
No full textEver since the technology found its way into language education during the 1980s and 1990s, discussions surrounding language teaching and learning with technology have manifested into an interdisciplinary field, bringing together the diverse groups of scholars to consider how best to support language learning with technology. In conjunction with the ongoing advancement of technology, the field has now expanded its avenue and established multiple sub-disciplines and special interest groups, such as Intelligent CALL, virtual-reality (VR) and language learning, digital game-based language learning, virtual world and language learning, computer-mediated communication (CMC), distance and blended learning, massive open online courses (MOOCs), and mobile-assisted language learning (MALL), with even more unique and innovative subfields such as robot-assisted language learning and speech bots emerging. To respond to the increasing interest, it has become apparent that creating open platforms for scholars and practitioners to share their research outputs and pedagogical reflections is critical in contributing to the long-term growth of the field
A comparison of computer-mediated peer corrective feedback between high and low-proficiency learners in a Japanese EFL writing classroom
No full textThe present study compared the efficacy of computer-mediated peer corrective feedback (cf) among two groups of high-proficiency (n=11) and low-proficiency (n=19) postsecondary Japanese efl students. They completed a 10-week process writing composition, during which the students were given explicit instruction in metalinguistic peer cf. They then received cf from their peers and instructors. The researchers conducted a quantitative analysis of compositions, and the students’ perceptions of the process were elicited using qualitative surveys. The results corroborate previous studies which found low-proficiency learners lack the aptitude to engage in meaningful peer cf. However, the qualitative portion of the study found that both proficiency groups had largely positive views of the peer cf process and revealed some interesting distinctions between the groups
The role of EFL learners’ autonomy, motivation and self-efficacy in using technology-based out-of-class language learning activities
No full textThis study aims to identify which technology-based out-of-class activities are more commonly used by Iranian EFL learners outside language classrooms. Furthermore, it explored the relationship between the use of technology-based out-of-class language learning activities (TBOCLLAs) by EFL learners and three individual learner characteristics such as motivation, autonomy and self-efficacy. The participants of the study consisted of 100 Iranian EFL learners who were asked to take part in the study by filling out four questionnaires regarding TBOCLLAs, motivation, autonomy, and self-efficacy. The results revealed that among different TBOCLLAs, receptive activities were relatively more frequent among learners than productive ones. Results also indicated that there was a strong positive correlation between technology-based out-of-class language learning activities and Iranian EFL learners’ motivation levels. Moreover, it was found that there was a strong correlation between TBOCLLAs and the EFL learners’ autonomy. In the same vein, the findings revealed a strong and statistically significant correlation between TBOCLLAs and the learners’ self-efficacy. Finally, the research findings suggested that learners’ motivation, autonomy, and self-efficacy were all significantly contributing to the participants’ use of technology-based out-of-class language learning activities. Among the above mentioned individual factors, motivation had the highest predictive value, and among self-efficacy and autonomy, the latter could better predict the use of TBOCLLAs by the learners
The effect of cohesive features in integrated and independent L2 writing quality and text classification
No full textCohesion features were calculated for a corpus of 960 essays by 480 test-takers from the Test of English as a Foreign Language (TOEFL) in order to examine differences in the use of cohesion devices between integrated (source-based) writing and independent writing samples. Cohesion indices were measured using an automated textual analysis tool, the Tool for the Automatic Assessment of Cohesion (TAACO). A discriminant function analysis correctly classified essays as either integrated or independent in 92.3 per cent of cases. Integrated writing was marked by higher use of specific connectives and greater lexical overlap of content words between textual units, whereas independent writing was marked by greater lexical overlap of function words, especially pronouns. Regression analyses found that cohesive indices which distinguish tasks predict writing quality judgments more strongly in independent writing. However, the strongest predictor of human judgments was the same for both tasks: lexical overlap of function words. The findings demonstrate that text cohesion is a multidimensional construct shaped by the writing task, yet the measures of cohesion which affect human judgments of writing quality are not entirely different across tasks. These analyses allow us to better understand cohesive features in writing tasks and implications for automated writing assessment
Memeing to learning: Exploring meaning-making in a language-learning chat group
No full textMeaning-making in a new era increasingly defined by digital communication is a complicated ensemble of both verbal and non-verbal modes. Following this trend of conveying information multimodally, digital memes have become a new and viral way to communicate and make meaning. Memeing, as a multimodal and social practice, may hold potential for language learners. This study explores the impact of memes on second language learning, examining how memes support meaning-making and language learning during intercultural encounters in an online chat group. Using a case study design, this article focuses on three Chinese L2 learners varying in language proficiency, learning motivation, and memeing engagement. The naturally-occurring memeing data (from 2016 to 2018) of a university-level student-run Chinese-English intercultural chat group was collected and analyzed together with individual interviews. The findings show that meaning-making and language learning were empowered by memeing in the intercultural chat group through remixing linguacultural messages, constructing identities, and developing social connections. This study concludes with meme-related pedagogical activities and a discussion of future research
Engagement with technology: Gaming, immersion and sub-optimal experiences
No full textThis conceptual article focuses on student engagement, and the use of digital games in language classrooms. In making a contribution to the mapping of student engagement across SLA (Dornyei, 2019a), and in line with the need to use established theories to develop insights into engagement when L2 learning involves digital games, a case is made for the concept of immersion (Brown & Cairns, 2004). The concept is first introduced. Then, to explain how immersion can contribute in understanding student engagement with digital games, an example of engaged gameplay from a classroom ethnographic project in Sweden is provided. Drawing on this example, immersion is contrasted with the more established concepts of L2 willingness to communicate and flow. These comparisons show how immersion captures a form of engaged behaviour particular to playing video games, and which is distinct from other types of focused behaviour previously identified in L2 learning contexts. It is suggested that immersion can make a significant contribution to understanding engagement in contemporary classrooms: it captures engaged behaviour of varying intensity, validated measurement instruments exist, and it can be used in multi-variable designs. Although immersion captures engagement particular to gaming experiences, it has potential to extend to other digital technologies
Incorporating hypnotic suggestion into teacher education programs: Emotional and cognitive implications for teachers
No full textThis study is a report on the emotional and cognitive impact of hypnotic suggestion on EFL teachers’ practices. Twenty-five EFL teachers participated in two hypnotic suggestion sessions plus a self suggestion training class to enhance their emotional and cognitive experiences. To understand teachers’ emotional state, pre-intervention interviews were used, and post-intervention interviews were employed to assess the effects of the hypnotic suggestion intervention. Through content analysis, we found that the emotional experience of novice and expert teachers differed significantly. Furthermore, the effect of hypnotic suggestion on teachers’ emotions, cognition, and practice was significant and conducive to change in their perspectives toward hypnotic suggestion programs. Thorough theoretical and practical implications are discussed