Results 51 to 60 of about 2,243 (217)

Building a Collaborative Teaching Study Group as a Dynamic Nexus of Research and Practice in TBLT: Porous Systems, Agentic Beings, and Energy Flows

TESOL Quarterly, EarlyView.
Abstract Despite its potential benefits, empirical research on researcher–practitioner collaboration within collaborative teaching study groups (CTSGs) remains limited, particularly regarding how this collaboration is manifested and constructed. This study aims to fill this gap by documenting a 9‐year collaborative initiative that facilitated the ...
Yan Zhu, Bo Peng, Dingfang Shu
wiley   +1 more source

The effect of hybrid SCMC (BYOD) on foreign language anxiety and learning experience in comparison to pure SCMC and FTF communication

Frontiers in Psychology, 2023
This study aims to investigate the impact of using synchronized computer-mediated communication (SCMC) in a face-to-face (FTF) classroom on reducing foreign language anxiety (FLA) and enhancing the learning experience.
Xuecheng Liu
doaj   +1 more source

Teaching Enjoyment and Vitality as Mediators of Cognitive Flexibility and Reflective Teaching in EFL Teachers: A Mixed‐Methods Serial Mediation Analysis

TESOL Quarterly, EarlyView.
Abstract Reflective teaching (RT) is influenced by a range of cognitive, pedagogical, and psycho‐affective factors in second/foreign language (L2) education. However, empirical evidence on the influence of psycho‐affective variables on teachers' reflectivity remains limited.
Lili Qin, Hossein Nassaji, Ali Derakhshan   +2 more
wiley   +1 more source

Modeling the Paths from L2 Use and Socio‐Affective Variables to Communication Skills: A Mixed‐Methods Approach

TESOL Quarterly, EarlyView.
Abstract Previous research demonstrated that communication anxiety reduces L2 learners' willingness to communicate and communication frequency, but left unexplored its impact on performance. The current mixed‐methods study investigated factors impacting L2 communication skills.
Debra M. Hardison
wiley   +1 more source

Network analysis of the foreign language classroom anxiety scale

Frontiers in Education
The Foreign Language Classroom Anxiety Scale (FLCAS) is among the most widely used instruments for assessing anxiety in the foreign language classroom, yet prior factor-analytic studies have produced inconsistent solutions ranging from two to seven ...
Amy Rossomondo, Michael S. Vitevitch
doaj   +1 more source

Communicative Drills: The Impact of Communicative Intent on Oral Proficiency

TESOL Quarterly, EarlyView.
Abstract This exploratory study investigated the role of communicative intent in second language (L2) oral practice by comparing communicative and meaningful drills. English language learners played a game designed to elicit repeated use of the second conditional.
Jonathan Serfaty
wiley   +1 more source

Anxiety: A Source of Test Bias?

Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 2017
The present study investigated the foreign language classroom anxiety and test anxiety as sources of bias in English vocabulary and grammar tests. First, 158 intermediate EFL learners were selected as the participants.
Parviz Ajideh, Massoud Yaghoubi-Notash, Abdolreza Khalili   +2 more
doaj  

The anxiety-proficiency relationship and the stability of anxiety: The case of Chinese university learners of English and Japanese

Studies in Second Language Learning and Teaching, 2015
Adopting a longitudinal design, this study investigates the effects of foreign language anxiety on foreign language proficiency over time within English and Japanese learning contexts.
Yinxing Jin, Kees de Bot, Merel Keijzer
doaj   +1 more source

Implementing Argument‐Based Validity in Second Language Research on Individual Differences

TESOL Quarterly, EarlyView.
Abstract Quantitative meta‐syntheses focusing on the psychometric properties of measurement tools in second and foreign language (L2) individual differences (ID) research have drawn scholars' attention to the quality of data collection instruments (Plonsky & Derrick, 2016; Sudina, 2023).
Katalin Piniel, Ekaterina Sudina
wiley   +1 more source

Effects of Motivational Interventions on EFL Learners' Learning Effort and Achievement: An L2 Motivational Self System Perspective

TESOL Quarterly, EarlyView.
Abstract Grounded in the L2 motivational self system theory, this quasi‐experimental study investigated the impact of three motivational interventions on two outcome measures: L2 learning effort and L2 achievement. A total of 391 Chinese junior secondary students were assigned to four conditions: a control group receiving no motivational instruction ...
Xuejun Ye, Guangwei Hu
wiley   +1 more source