Language Teaching Research

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación creencias y actitudes de los profesores expresión oral

Resumen:

Previous research on oral corrective feedback (OCF) has primarily focused on teachers’ cognitions and practices in pre-service and private-sector contexts, with limited attention to in-service teachers, particularly in state-sector settings. This study investigates Iranian in-service English as a foreign language (EFL) teachers’ cognitions and reported practices concerning OCF in state-sector schools. Drawing on Borg’s teacher cognition framework and Lyster and Ranta’s typology of feedback types, the study focuses on five key aspects of OCF: source, provider, linguistic target, timing, and feedback type. An explanatory sequential mixed-methods design was employed: 204 teachers completed a...

Assessment-as-Learning in EFL: Effects of CEFR-Based Reflection on Achievement and Calibration

Emrah Baki Başoğlu, Eda Baki Zengin (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas evaluación autoevaluación

Resumen:

High-stakes tests often report outcomes without shaping what learners do next. In large, CEFR-aligned English as a foreign language (EFL) programs, evidence is limited on whether brief, scheduled reflection can turn assessments into learning and improve calibration (alignment between self-ratings and scores). A sequential explanatory mixed-methods study was conducted with 389 tertiary learners who completed two midterm exams 8 weeks apart. The intervention combined pre-exam CEFR “can-do” self-ratings with a short, teacher-led dialogue, and nonparticipants served as a comparison group. Quantitatively, achievement was compared with ANCOVA (Exam 2 adjusted for Exam 1), and calibration was tested per skill with χ²/Cramér’s V . Scores declined across the term in both groups, but the decline was smaller with reflection. Calibration patterns...

A serial mediation model testing associations between teacher–student relationship, resilience, autonomous learning and academic performance in the Chinese EFL context

Tianxue Cui, Chuang Wang, Yanchao Yang (2026)

Language Teaching Research 30-4

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos aprendizaje autónomo profesorado

Resumen:

The current study investigated the relationship between students’ perceived teacher–student relationship (SPTSR) and their performance in English via multiple mediation effects of resilience and autonomous learning in the Chinese English as a foreign language (EFL) context. The participants were 15,184 eighth-graders from China. Results of the multilevel mediation model revealed that after controlling for students’ gender, socioeconomic status (SES), and school type, the positive association between SPTSR and students’ academic outcomes in English was partially and serially mediated by the resilience and autonomous learning. The current study sheds new light on the crucial mediating roles of resilience and autonomous learning in improving EFL learners’ English proficiency. We recommend that English language teachers establish a...

Classroom Relationship Profiles: Links with English-as-a-Foreign-Language Students’ Academic and Social Goals and Self-Regulated Learning Strategy Use

Qingyao Dan, Barry Bai, Xuan Zang (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción motivación estrategias de aprendizaje

Resumen:

Classroom relationships represent a complex and dynamic system, in which students’ relationships with teachers and peers are intertwined with each other. A person-centered approach was used to investigate how multiple characteristics of a good-quality relationship (i.e., validation, caring, and instrumental guidance) with teachers and peers combined to form English-as-a-foreign-language primary school students’ classroom relationships profiles. Four distinct profiles of classroom relationships were identified: Supportive, Teacher-oriented, Moderate, and Isolated. Whether students’ gender and English proficiency level significntly predicted their likelihood of belonging to each profile was tested...

When big ideas meet critical thinking in lesson study: Insights from a pre-service language teacher education course

Rui Yuan, Zhaoxuan Wang, Shuwen Liu (2026)

Language Teaching Research 30-5

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Tipo: artículo

Metodología: estudio empírico

Temas: formación de profesores pensamiento crítico andamiaje/scaffolding

Resumen:

This article reports a classroom-based inquiry in which a group of pre-service language teachers were guided to engage in a lesson study project focusing on the incorporation of the framework of big ideas into language teaching. Specifically, the study zooms in on the student teachers’ exercise and development of critical thinking (CT) through the lesson study process. Relying on data from semi-structured interviews and classroom artifacts, the findings reveal that the introduction of big ideas in lesson study served as a crucial knowledge base for the participants’ pedagogical sense-making, thus contributing to their CT. The process of lesson study, characterized by a progressive structure, tailored scaffolding, and constructive feedback, also facilitated their development of CT skills and dispositions, which in turn contributed to...

Cooperative Development as a Means for Supporting Ukrainian EFL Teachers During the War

Nataliia Krynska, William S. Pearson (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado formación de profesores reflexión docente

Resumen:

Set against the profound precarity and disruption of Ukrainian higher education during Russia’s war against Ukraine, this study examines how 9 university English as a foreign language (EFL) teachers sustained their professional lives and wellbeing through participation in a Cooperative Development (CD) initiative within a language teacher association. The study encompasses a secondary thematic analysis of transcripts from a 9-month online CD project comprising 10 structured, non-evaluative peer-support sessions in which participants alternated Speaker, Understander, and Listener roles to reflect on their professional lives through narration and dialogue. The findings showed that CD offered...

Interthinking in asynchronous online talk: A study of Hong Kong English as a second language learners

Zenia Chan, Vivaldi Chung (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción pensamiento crítico aprendizaje colaborativo

Resumen:

Engaging in productive forms of classroom talk has been shown to positively impact students’ thinking and language exposure. To maximize the effects of classroom talk on students who learn English as a second language (ESL) and to create more learning opportunities by leveraging the affordances of dialogic teaching in enabling interthinking, this study set out to explore the influence of asynchronous online talk on students’ thinking through a micro-blogging tool, Padlet. Twenty-five students from a local secondary school were recruited. They were asked to post their views on current news articles and conduct dialogues with one another through the commenting function. After the discussion, the...

Informing and transforming language teacher education pedagogy

Karen E. Johnson, Paula R. Golombek (2020)

Language Teaching Research 24-1

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Tipo: artículo

Metodología: trabajo teórico

Temas: formación de profesores teoría sociocultural profesorado

Resumen:

Given emerging trends in where, why, how, and to what end English language teachers are being prepared, we argue that greater attention to the design, enactment, and consequences of language teacher education (LTE) pedagogy is critical in order to meet the needs of current and future English language teachers in an increasingly diverse, mobile, unequal, and globalized world. Through our experiences and conviction as researchers and teacher educators, we position a Vygotskian sociocultural theoretical perspective as foundational to informing and transforming LTE pedagogy. In this essay, we offer eight interrelated propositions that we believe constitute LTE pedagogy as a central domain for the knowledge-base of LTE.

Incorporating project-based language learning into distance learning: Creating a homepage during computer-mediated learning sessions

Fumie Kato, Ryan Spring, Chikako Mori (2023)

Language Teaching Research 27-3

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas aprendizaje basado en proyectos telecolaboración e intercambios virtuales

Resumen:

This quasi-experimental study reports on the outcomes of a video-synchronous learning program in which an element of project-based foreign language learning was integrated. The project chosen was to cooperatively create a homepage. American students learning Japanese in the United States and Japanese students learning English in Japan made pairs and communicated in both their native and target languages via Skype to complete the project. The goals of this educational program were to increase intrinsic motivation in learners and improve their target language oral abilities, and identify challenges and problems with implementation. The program was conducted during the spring semester in 2017 and evaluated both quantitatively (via pre- and posttests) and qualitatively (via surveys and reflection papers). The results show that both groups...

Language learning aptitude as a predictor of late-life L2 learning at beginner level

Karen Roehr-Brackin, Renato Pavlekovic (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: aptitud lingüística diferencias individuales cognición y procesamiento

Resumen:

Recent work in the field of second language (L2) learning and teaching has aimed for improved representativeness by including older adult participants. Findings to date suggest not only that it is perfectly possible to learn a new L2 late in life, but also that, compared with younger samples, third-age learners’ success may be less dependent on the nature of the instructional approach they are exposed to. Whereas the predictive power of language learning aptitude in young adults’ instructed L2 learning has been amply demonstrated, we know very little about language aptitude as a predictor of late-life learners’ L2 achievement. The present study addressed these issues by comparing the...