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In this paper, the authors describe an investigation of Kennesaw State University's inaugural MOOC, a professional development opportunity designed to enhance educator skills in designing blended and online learning environments for their K-12 learners. Additionally, the authors discuss design aspects of the MOOC in regard to learning impact and first steps taken to evaluate the learners' perceptions of the instructional strategies used during the MOOC. The methods included an analysis of quantitative survey data, as well as a qualitative analysis of both open-ended survey questions and discussion forum responses. The findings from the investigation are presented in terms of design factors contributing to the students' learning, as well as the strategies perceived as barriers to their learning. Results of the study indicate a successful MOOC design from the learners' perspective. [ABSTRACT FROM AUTHOR]

This paper describes a Content and Language Integrated Learning (CLIL) curriculum innovation to improve motivation in language learning undertaken in the Republic of Ireland through a national pilot in transition year (TY) in 2021-2023 for learners aged 15-16. Here we extract data from part of an empirical evaluation study focussing on the research question, what are learner perceptions of learning through CLIL approaches in a national pilot module? A CLIL module on the theme of Fair Trade based on geographical and mathematical skills and content was taught through either French, German, Italian or Spanish. Models varied between schools--most undertook the module by teaching two to three lessons per week within a six-eight week period. A minority taught through this approach throughout the year. Results are presented from learner focus groups in three diverse school contexts and an online learner questionnaire drawn from all participating learners in these schools. Group discussions were recorded and transcribed. Thematic analysis was undertaken based on the Process Motivation Model for investigating CLIL in the classroom (PMM). Analysis and discussion include the positive impact on a large majority of learners and practical implications around the nature of learning a linear school subject in TY. Lessons learned include the need to extend this innovation to the wider curriculum, and the need for further professional learning for teachers. Constraints due to the nature of TY year and the module are acknowledged. [ABSTRACT FROM AUTHOR]

The present quantitative study aims to explore how students perceived the incorporation of precision teaching with Pinpoint, Record, Change, and Evaluation (PRCE) in a blended English course. This study surveyed 80 non-English majors at a Chinese university and utilised a questionnaire that focused on online learning experience, interaction, teaching quality, and evaluation, and overall satisfaction. The analysis of students’ responses showed that the blended design based on precision teaching gained positive learner perceptions due to its greater spatial and temporal flexibility, accessibility, targeted classroom instruction, increased learning autonomy, and more learner-instructor interaction. This study also established that learners’ positive attitudes towards blended learning featuring precision teaching were significantly linked to teaching quality and evaluation. The findings are discussed in alignment with those of earlier research, and practical implications for foreign teaching and learning in Chinese universities are also provided.

This paper reports on research in secondary schools in Brunei to investigate how teachers and learners view the English language learning classroom. The paper reviews the literature on learner perceptions, and comparisons with those of teachers, and argues that a 'researcher's agenda' frequently imposes limitations on data gathered. A research design utilising personal construct repertory grids was therefore developed to allow respondents to 'speak for themselves'. Respondents were asked to build repertory grids in respect of task types from their classroom, in order to establish the constructs they draw on when thinking about their language lessons. Findings show that the teachers and learners have very different views, with evidence that the learners view the classroom as a 'social event' in direct contrast to the teachers, who view the classroom as 'a pedagogic event'. The significance of this is that the learners are unlikely to be oriented towards achievement in language learning, and that the teachers will therefore find it difficult to keep learners focussed on the learning objectives. The paper concludes that only by involving learners in establishing aims and objectives, and in determining ways of working, will teachers and learners be brought to 'inhabit the same classroom world'. [ABSTRACT FROM AUTHOR]

Despite extensive research on feedback models, there is still sparse empirical evidence of their validity and application in higher education learning settings, whether online, hybrid, or face-to-face. Understanding how a feedback framework--integrated in the instructional cycle--is perceived by the learners can provide empirical support about its intended purpose and effectiveness. Recent reviews of research on student perceptions of feedback in different learning environments have revealed the need to research feedback as a process with the use of a more solid methodological approach. The aim of the present descriptive survey study is to investigate learners' perceptions of an established feedback model, Matrix of Feedback for Learning (Brooks et al., 2019), in the asynchronous online component of an undergraduate blended course. More specifically, the impact of its application on learners' encounters with three types of feedback (feed-up, feed-back and feed-forward) and three levels of feedback (task, process, and self-regulatory) is explored. A 36-item survey, previously piloted and preliminarily validated, was used to explore learners' perceptions (N=135) of the three feedback types and levels. Approximately 68% of responses showed that students recognized feedback and the possibilities to use and act on feedback as helpful to their learning. This present survey supports a line of research on feedback model validation in online learning environments while offering meaningful insights from the learners that can inform both course design and interventions to support engagement with feedback. [ABSTRACT FROM AUTHOR]

Within educational linguistics and applied language studies, the debut of ChatGPT has spurred significant scholarship analyzing its potential benefits and consequences in language teaching and learning. However, limited empirical research on factors influencing language learners’ use or non-use of ChatGPT exists. From an ecological theoretical perspective, an understanding of this (non)usage is nevertheless essential: a nuanced understanding of if, how, and why language learners use these tools is necessary to craft meaningful approaches to ChatGPT and other similar generative AI tools in the language classroom. To address this gap, the current article reports on an online survey of 173 learners of non-English languages at a large public university in the United States. Survey data were analyzed using descriptive statistics and iterative qualitative coding (e.g., thematic analysis). Analysis revealed a large majority of participants (74%) elected not to use ChatGPT in their language learning. The article subsequently explores the factors that influenced this non-use, namely policies; concerns about ethics both inside and outside the language classroom (e.g., concerns about cheating, intellectual theft, and questions of fairness); beliefs about tool limitations; considerations of the potential negative impacts on language learning; and reflections on education more broadly. We discuss the implications of these findings in relation to the role of digital literacies in language education; the production of knowledge in education; and the meaning of language study, including actionable items in the language classroom.

This paper describes a Content and Language Integrated Learning (CLIL) curriculum innovation to improve motivation in language learning undertaken in the Republic of Ireland through a national pilot in transition year (TY) in 2021–2023 for learners aged 15–16. Here we extract data from part of an empirical evaluation study focussing on the research question, what are learner perceptions of learning through CLIL approaches in a national pilot module? A CLIL module on the theme of Fair Trade based on geographical and mathematical skills and content was taught through either French, German, Italian or Spanish. Models varied between schools—most undertook the module by teaching two to three lessons per week within a six-eight week period. A minority taught through this approach throughout the year. Results are presented from learner focus groups in three diverse school contexts and an online learner questionnaire drawn from all participating learners in these schools. Group discussions were recorded and transcribed. Thematic analysis was undertaken based on the Process Motivation Model for investigating CLIL in the classroom (PMM). Analysis and discussion include the positive impact on a large majority of learners and practical implications around the nature of learning a linear school subject in TY. Lessons learned include the need to extend this innovation to the wider curriculum, and the need for further professional learning for teachers. Constraints due to the nature of TY year and the module are acknowledged.

In the tertiary level Indian ELT classrooms, learners from regional language medium schools find it difficult to cope with English though they excel in other subjects. One of the most important factors that affect the learning process is the 'baggage' that they bring into the language classroom. Identities that are very personal to the learners and are related to their social, religious, or cultural experience-termed as transportable identities (TI) have an impact on the learners in being involved in the cognitive processes related to language learning. Considering this, it is important to investigate how such transportable identities could be exploited in a language classroom to develop the speaking capabilities of the learners. The present study attempts to investigate how podcasts that match the transportable identities of learners could assist them in developing their speaking proficiency. Though largely designed as a qualitative study, a quantitative approach is used to establish inter-rater reliability of the pre-test and the post-test. The subjects of the study are four first-year engineering undergraduate learners from National Institute of Technology-Tiruchirappalli, India. Data was collected using discussion, pre- and post-tests and feedback. To triangulate data and understand the change in language use and identify learner perceptions, one-to-one interview was also conducted. The present study traces the changes in the learners' speaking proficiency and states the implications of using podcasts as speaking enhancement tools for communicative English classrooms. [ABSTRACT FROM AUTHOR]

Specialized learning institutions (SLIs) feature organizational cultures, learning environments, and Postgraduation expectations that typically differ from traditional 4‐year universities. For students pursuing foreign language (FL) study within an SLI, coursework is frequently accompanied by a range of nonacademic tasks that are required for graduation. This exploratory study focuses on one such SLI, a US military academy. Four FL majors (i.e., cadets) completed seven interviews over 4 years of FL study. A narrative inquiry and thematic analyses of cadets' interview responses highlighted both opportunities for and challenges to FL study. Overseas immersions, applicability of FL learning to their future careers, and interactions with foreign cadets positively affected FL development, while increased nonacademic requirements and institution‐specific classes greatly limited time for FL study. This report can inform FL instructors at SLIs or SLI‐like organizations on how to make appropriate pedagogical decisions to both facilitate FL learning and help maintain FL motivation. The Challenge: Learning a foreign language at a specialized learning institute includes extracurricular requirements not generally included at more traditional learning institutions. For curricular and pedagogical reasons, it is necessary to understand not only the benefits of learning in such settings but also the challenges learners face in finding balance in their studies. [ABSTRACT FROM AUTHOR]

This qualitative study explored the perceptions of EFL students at a Chinese university regarding collocation learning. The participating students were provided with a collocation instruction and practice component over ten weeks within a regular one-semester EFL course. The participants were 15 Chinese first-year non-English major students. The data consisted of semi-structured interviews conducted after the students had completed the intervention component (week 12). Analysis of the transcripts of audio-recorded interviews revealed that the students showed a generally positive attitude towards learning collocations. Also, the collocation component helped the participants raise their awareness of learning collocations, become less dependent on their first language in interpreting and using collocations, and highly value the importance of collocations in writing and translation. The students also expressed some concerns in learning and using collocations. Pedagogical implications are discussed. [ABSTRACT FROM AUTHOR]

This study investigates the role of self-efficacy in an asynchronous online English course enriched with interactive features. Self-efficacy is a strong predictor of academic achievement in conventional classrooms. However, when learning happens in an online environment, the students’ learning achievement is also affected by their psychological perceptions of online learning. In this study, the relationship between self-efficacy and affective factors (i.e., learner autonomy, learner–content interaction, and perceptions toward transactional distance) was investigated. The aims of this study were to identify the influence of different levels of self-efficacy on these factors and to explore their relationships in an online EFL course. In total, 286 students were administered the questionnaires before and after the curriculum to probe their self-perception of these affective variables. When asynchronous interactive learning materials came into play, learners with different levels of self-efficacy make statistically different learning achievements. The statistically significant differences were also found between the student’s self-efficacy level, their learner autonomy, and their perception toward the interactive contents. However, the difference was not significant between self-efficacy and transactional distance. The cost of asynchronous learning is an increasing transactional distance due to the lack of instructor-learner interaction. This study suggests that interactive content triggered an opposite effect by making the instructor’s role invisible rather than absent. A good online course must balance the student’s self-determined learning and flexibility with the course structure. Interactive learning content can keep the balance between developing learner autonomy and fostering engagement by dissolving the teacher’s role into interactive course material.

The aim of this exploratory practice research was to gain a better understanding of how tertiary education English as a foreign language (EFL) learners perceive oral presentations (OPs) in the formative assessment of their speaking skills. Participants were 150 pre-service teachers of primary education from the Higher Institute of Social Sciences and Education of Gafsa (HISSEG), Tunisia. Data were collected through a questionnaire and analyzed quantitatively and qualitatively. Results revealed that participants showed a positive attitude towards oral presentation (OP) assessment, viewing it as useful in enhancing their speaking abilities and self-reflection and self-assessment skills. They also appreciated teacher feedback. In addition, they demonstrated a relatively high awareness of the purposes of OP assessment. However, participants had moderate awareness of the assessment criteria and low perception of peer feedback. Further interventions are needed to reinforce the strengths and address the inadequacies of OPs as a tool of formative assessment.

Although the development of implicit grammatical knowledge is highly desirable, not all grammatical constructions could be learned implicitly. Therefore, one of the ultimate objectives of most English as Foreign Language (EFL) classrooms is to aid learners in developing their (automatic) explicit grammatical knowledge. Using progressively complex tasks and task-supported instructional conditions is one efficient way to materialize this objective. The current study investigates the extent to which performing focused dictogloss tasks accompanied with explicit instruction (EI) affects EFL learners' explicit knowledge and automatized explicit knowledge of the past-counterfactual conditional structure. Sixty-seven upper-intermediate proficiency learners were assigned into four groups: task performance without any EI (Task- Only); prewriting EI (Pre-EI); prewriting EI also available during task enactment (Pre + online- EI); and post-writing EI with revision (Post-EI). Results indicated explicit knowledge gains for the Pre-EI and Pre + online-EI groups in the immediate and delayed posttests. However, no significant development appeared concerning the automatized explicit knowledge. Learners' task engagement and the discrepancies and correspondences between the learning outcomes and learners' and teachers' perceptions are further discussed. اگرچه یادگیری دانش دستوری به صورت ضمنی بسیار مطلوب است، اما همه ساختارهای دستوری را نمی توان به طور ضمنی یاد گرفت. بنابراین، یکی از اهداف نهایی کلاس های درس زبان انگلیسی به عنوان زبان خارجی کمک به زبان آموزان در توسعه دانش دستوری ضمنی آنها است. استفاده از فعالیت های به تدریج پیچیده و آموزشی که مبتنی بر انجام فعالیت به همراه توضیح صریح دستوری است از جمله راه های کارآمد برای تحقق این هدف است. مطالعه حاضر به بررسی این می‌پردازد که تا چه اندازه انجام فعالیت متمرکز نوشتاری (دیکتوگلاس) به همراه ارائه آموزش صریح بر دانش صریح و سپس ضمنی شدهِ ساختار شرطی زبان‌آموزان انگلیسی تأثیر می‌گذارد. شصت و هفت زبان آموز سطح متوسطه به چهار گروه تقسیم شدند: گروه اول که فعالیت را بدون هیچ آموزشی انجام داد، گروه دوم که قبل از انجام فعالیت آموزش صریح دریافت کرد، گروه سوم که قبل و هنگام انجام فعالیت به توضیحات دستوری دسترسی داشت و گروه چهارم که توضیحات را پس از فعالیت با امکان بازنگری در نوشتار خود دریافت کرد. نتایج نشانگر پیشرفت در دانش صریح گروه های دوم و سوم در پس آزمون های فوری و تاخیری بود. با این حال، هیچ کدام از گروه ها پیشرفت قابل توجهی در دانش ضمنی خود نشان ندادند. تحقیق حاضر همچنین به بحث در مورد اینکه زبان آموزان چقدر با اشتیاق به انجام فعالیت نوشتاری پرداختند و اینکه تا چه اندازه دیدگاه زبان آموزان و معلمان با نتایج به دست آمده از دانش صریح و ضمنی مطابقت یا مخالفت میکند، میپردازد. Scholars have been interested in how the use of authentic, meaning--focused tasks with or without the provision of explicit instruction (EI) affects second language learning. However, there are still concerns about when and how best to incorporate EI in a task-based lesson. Some advocates of task-based language teaching (TBLT) argue that EI is effective not before the performance of the task (Long, 1996) or during task phases, but only after the task is completed (Willis, 1996) in order not to change an opportunity for authentic communication into a predefined language exercise. Nevertheless, this proposal often seems to be counterintuitive for teachers, particularly those who are used to the present-practice-production (PPP) approach. In most Asian countries including Iran, modifications of TBLT often comprise EI at the pre-task stage because of learners' needs and other institutional requirements (Khezrlou, 2019; Nguyen, 2013). Hence, the purpose of the current study was to explore whether the timing of EI differentially impacted the learning of a complex grammatical structure as well as learners' task engagement. The results of this classroom-based study suggest that opportunities to focus on the target structure before and during writing had a significant add-on impact to learners' explicit knowledge without compromising task engagement. The findings also illuminate the role of EI and its timing in developing second language knowledge from the perspective of teachers and learners. This study, thus, contributes to teachers', teacher educators', policy makers', and practitioners' knowledge. Effective integration of EI particularly in English as a foreign language (EFL) classes to draw learners' attention to linguistic features in a context-bound way is suggested. [ABSTRACT FROM AUTHOR]

Copyright of Theory & Practice of Second Language Acquisition is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study compares the pronunciation practices of three English instructors (two teaching in Australia and one in Japan) with the perceptions of their learners (n = 49). A student questionnaire, semi-structured teacher interviews, and classroom observations were used to collect data. The findings show that the learners strongly desire to be taught and improve their pronunciation, and the teachers’ provision of oral corrective feedback meets the students’ preferences. However, the use of primarily controlled (teacher-centred) techniques and subsequent lack of opportunities for communicative pronunciation practice suggest some incongruity between teachers’ practices and students’ perceptions. Factors such as the curriculum, instructors’ beliefs about second language learning, and their confidence play a role in this discrepancy.

While there is substantial research on literacy in the L1, factors impacting literacy in the L2 remain understudied. Preliminary research indicates that orthographic accuracy and typology influence literacy acquisition, indicating these aspects of linguistic representation need further exploration within the context of second-language acquisition (SLA). Additionally, SLA research on individual learner differences highlights emotional factors such as attitude and motivation, which are widely considered critical indicators of L2 success. Motivation is closely linked to perceptions towards the L2, which indicates learner perceptions of L2 literacy could impact success in learning to read and write. As such, this paper presents a cross-lingual, mixed-methods study that compares the orthographic transparency and typologies of 26 languages against learners’ (n = 217) perceptions of L2 literacy acquisition, such as perceived difficulty of the orthography and a self-assessment of literacy skills. Results indicated that orthographic transparency has a greater impact on learners’ perceptions compared to typology alone.

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present action-research study explored the experience of a co-educational class in a context where it was a total educational novelty. Generating data from a number of sources before, during, and after the course, the study portrays how the participants experienced initial challenges followed by mutual adaptability toward the end of the course. The findings of the study indicate how the experience has been culturally emancipatory with regard to bringing about reorientations in the learners' perceptions about the other gender. Particularly, the findings showed that the learners gradually developed a perceptual understanding regarding the social status of the other gender, mediated by the opportunities provided during the course that facilitated developing such an understanding. The study also demonstrates that the experience of this action-research study brought about relevant changes in the policies of the school and its transformational potentials for the participating learners' future careers. [ABSTRACT FROM AUTHOR]

This article reports on a mixed method study that investigated the differences in Japanese EFL (English as a foreign language) learners' satisfaction toward two different online teaching formats incorporated in universities during the COVID-19 situation: synchronous online courses (n = 324) and asynchronous on-demand courses (n = 323). Applying the items of the previously developed online satisfaction scale in the literature of online learning to EFL learning contexts, this study examined learner satisfaction from three main factors, engaged learning, agency, and assessment, as a quantitative inquiry. According to the Mann-Whitney U test, there were significantly higher results of engaged learning and assessment in synchronous online courses than in asynchronous ondemand courses, indicating a higher level of learner satisfaction in synchronous online courses. In addition, based on the qualitative textmining analysis of learner comments on their perceptions of the online courses they had taken, findings suggest that synchronous online courses accounted for higher percentages of positive comments compared to those in the asynchronous on-demand courses. This study shows that synchronous online teaching ensured higher satisfaction among Japanese EFL learners than asynchronous on-demand courses. [ABSTRACT FROM AUTHOR]

This study explores English as a Foreign Language (EFL) learners' perceptions of the promise and limitations of EAP Talk , an AI-based speech evaluation system, for speaking practice. Using a mixed-methods approach, data were collected from 366 EFL learners across five universities through questionnaires and semi-structured interviews. The findings reveal that EAP Talk significantly enhances speaking skills, including pronunciation, grammar accuracy, idea-organization, read-aloud, and presentation skills. Participants appreciated the convenience, motivational aspects, and institutional efficiency of EAP Talk , which allowed for flexible and autonomous learning. However, several limitations were identified. Issues with the accuracy of voice recognition and score feedback affected learners' confidence in the feedback. The relevance of practice materials to academic courses was another concern, as was the limited detail in the feedback provided by EAP Talk , which often lacked comprehensive explanations and corrective guidance. The absence of feedback on grammar accuracy and speech organization further limited the tool's effectiveness for developing comprehensive speaking proficiency. These findings suggest that while EAP Talk holds significant potential for enhancing language learning, ongoing improvements are necessary to address its limitations. This study contributes to the understanding of how AI tools can support EFL learners for speaking practice. [ABSTRACT FROM AUTHOR]

Audio-visual texts play a vital role in FL instruction. Numerous publications point to their benefits to reach communicative and cultural learning goals. However, there is only limited empirical insight into how the medium's multimodal resources are used in the context of FL learning. To understand how elementary-level learners of German engage with the multimodal linguistic and cultural resources of audio-visual texts, this quantitative study investigated learners' linguistic and cultural comprehension as well as their self-reported foci when watching two genres of short audio-visual texts. Results showed that, first, learners have less difficulty understanding action-driven audio-visual genres with embodied, interactional modes of communication that balance iconic, indexical and symbolic multimodal resources and, second, learners' self-reported foci on multimodal aspects were broad and varied by genre. Pedagogical implications for the selection of and teaching with audio-visual media as well as directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Most research on task-based language teaching (TBLT) has focused on specific factors that play a role in task-based performance and learning, whereas considerably fewer studies have paid attention to how TBLT curricula have been developed and delivered in second language (L2) teaching contexts. However, it has been argued that the latter type of evaluative inquiry is crucial in order to advance the educational significance of the approach. While more evaluation studies have been published in recent years, few of them adopt a multi-methodological, longitudinal and cyclical perspective. The current study examines the planning and implementation of task-based instruction in a university-level Spanish as a foreign language program over a five-year period, with a particular emphasis on instructors’ and students’ perceptions about the approach. Data sources consisted of notes from meetings with instructors, classroom observations, students’ perceptions collected through journals, focus groups and questionnaires, and instructors’ perceptions collected through a questionnaire. The qualitative and quantitative analysis of these data revealed critical aspects of the planning phase, positive and challenging components of the approach, modifications made in response to participants’ perceptions, as well as a gradual increase regarding the level of acceptance of task-based instruction throughout the implementation. Implications for the implementation and evaluation of TBLT in other second language educational contexts are discussed. [ABSTRACT FROM AUTHOR]

This study investigates the potential impact of translanguaging pedagogy on EFL learners' four language skills, as well as their perceptions towards its in-class implementation as a pedagogy. The study was conducted for 10 weeks with 60 pre-intermediate and 60 upper-intermediate students at a high school in the north of Turkey. In each group, half of the students were assigned as the experimental group, while the other half as the control group. The experimental groups were subject to a 10- week (40 h of teaching) of translanguaging pedagogy, whereas one of the control groups was taught through grammar-translation methods, while the other, through communicative language approach. In the study, the quasi-experimental mixed methods design was employed. The analysis of a paired-sample t-test and one-way analysis of ANCOVA indicated that translanguaging played an effective role in improving students' four English language skills. Semi-structured interviews revealed that the students reported constructive, cognitive, interactive, and affective benefits through translanguaging pedagogy since they were able to draw upon all the linguistic resources for meaning-making and negotiation, a sense of comfort, and a sense of motivation to use English. We offer implications for teachers and teacher educators regarding the role of translanguaging in teaching English. [ABSTRACT FROM AUTHOR]

This study aimed at highlighting the Turkish higher education learners’ perceptions of cheating on online learning programs, the ways of, causes for, and some suggestions to minimize cheating. Both quantitative and qualitative data were gathered from 163 online learners via a questionnaire including both open-ended and close-ended questions. Data from the close-ended items in the questionnaire were analyzed in terms of frequencies and percentages of the responses using SPSS 22. The open-ended questions were analyzed thematically and manually. Over half of the respondents believed that cheating is more frequent and easier in an online course and they take this opportunity. They cheated by ‘using online sources like Google to copy and paste the answers’, ‘consulting with others, and ‘using personal class notes or coursebook’. They cheated because of ‘lack of knowledge’, ‘getting higher marks’, ‘some technical problems’, ‘no proctoring’, and ‘exam stress’. To prevent cheating the respondents suggested that universities should disable the copy and paste features. Teachers should create different quizzes for each student, require all students to start their webcam during the online test, use alternative methods of assessment, prepare essay like thought-provoking questions, and create awareness of the problem. However, some students clearly stated that nothing can be done either due to some technical infrastructure problems or even lazy teachers. [ABSTRACT FROM AUTHOR]

Copyright of Language, Interaction & Acquisition / Langage, Interaction et Acquisition is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Two types of corrective feedback, recasts and prompts, have sparked much research in second language (L2) learning and teaching. However, it is still unclear how these two types of feedback draw learners' attention to the erroneous forms in L2 classes. This study used an open questionnaire to investigate Chinese learners' perceptions of recasts and negotiated prompts (i.e. clarification requests, elicitations and repetitions) for their English learning. The results show the majority of the comments about the two feedback types were positive, indicating the learners' overall positive attitudes to error correction. Significantly, most of the comments on the two feedback types accord with scholarly opinions about their usage for L2 learning, such as being able to identify the error made after hearing what the teacher said in the recast. Another example might be engaging in a thinking process on receiving a prompt. However, some of the comments provide new insights about how learners may use the two types of feedback for L2 learning, for example, having a deep impression/memory of what the teacher said in the recast and the difficulty in self-correcting their error following a negotiated prompt. These findings, in particular the new insights, confirm Swain's (2000) argument that research needs to test scholarly assumptions about pedagogical tasks or devices. [ABSTRACT FROM AUTHOR]

Curricular peer mentoring is a type of peer‐assisted learning that integrates advanced students of a subject directly into beginner‐level courses to facilitate engagement and learning. This study investigates how one curricular peer mentoring program, originally developed to foster active learning in large introductory science, technology, engineering, and mathematics (STEM) courses, impacted students' experience in the second language (L2) classroom. First‐semester German learners' perception of their experience with "Language Learning Assistants" (LAs) was analyzed using quantitative and qualitative survey data. Results indicated students' positive response to working with Language LAs. Four overarching themes emerged regarding students' views of the LAs' role and value: LAs as relatable peers, helpers to busy professors, language resources, and cultural ambassadors. Further analysis identified students' perception of LAs' "modeling" function as serving two distinct but overlapping purposes: (1) modeling with an immediate impact on in‐class learning ("near‐term modeling"), and (2) modeling that inspires goal‐setting beyond the classroom ("long‐term modeling"). The Challenge: Curricular peer mentoring is a type of peer‐assisted learning that integrates more advanced students of a subject directly into introductory‐level courses to facilitate engagement and learning. How can a curricular peer mentoring model impact students' learning experience in the second language learning context? This study analyzed German learners' perception of their experience working with Language Learning Assistants, a curricular peer mentoring program modeled after one originally designed for STEM fields. [ABSTRACT FROM AUTHOR]

In the wake of rapid development of Language MOOCs (LMOOCs), numerous studies have proposed principles and guidelines to inform curriculum design. Very few of them have, however, reported on learners’ views. This study aims to contribute to this line of research by bringing in a learners’ perspective. It is based on a content analysis of 3,510 learner reviews on 41 English LMOOCs offered by a national MOOC provider in China. It focuses on Chinese EFL learners’ views of LMOOCs. The results indicate that their views pertain mainly to seven categories: (1) content design of course videos, (2) presentation design of course videos, (3) MOOC program instructors, (4) assessments and assignments, (5) course settings, (6) forum discussions, and (7) technological environment, of which the first three are of the most importance to the learners. It is argued that Chinese EFL learners’ perception of English LMOOCs might be rooted in their engagement pattern with the courses, their perceptions of the role of teachers, the design of existing English LMOOCs, and a preference for the traditional way of foreign language teaching and learning they are acquainted with before engaging with the LMOOCs. The context-specific evidence could be used as an empirical base to guide future design of LMOOCs for foreign language learning in China.

Although Physical Education (PE) is valued for its educational outcomes and the potential to enhance learners' physical health, the professional implementation is often lacking, leading to a decline in learners' intrinsic motivation levels and negative perceptions of PE. PE teachers can enhance learners' motivation and perceptions of PE by meeting their basic psychological needs, according to the Self-Determination Theory (SDT), first developed by Deci and Ryan in 1985. The purpose of this study was to investigate the effect of an in-service PE teacher training and support programme, based on the principles of the SDT, on the perceptions of PE participating learners. Four months after the five-day teacher training programme including teaching strategies to support the needs of learners, data were collected through focus group interview, from Grade 7, 12- to 13-year-old learners (n=28). The participating learners generally perceived PE more positively after their teachers attended the training programme. It is recommended that PE teacher training programmes include needs-support strategies to enhance learners' perceptions and motivation levels in the PE class. [ABSTRACT FROM AUTHOR]

No previous studies have employed sociocultural theory and the notion of collaborative dialogue to examine collaborative writing in Saudi Arabia, where students favor writing individually. Exploring this topic is significant because of the importance the Saudi education system places on learning English, especially at the university level. Therefore, this longitudinal classroombased study tested how collaborative writing affected the development of university students learning English as a foreign language in Saudi Arabia. The 46 participants were evenly divided into a control group, who wrote essays individually, and an experimental group, who worked on essays in small groups. Both groups took a pre-test before the eight-week intervention and a post-test at the end. The experimental group also took an end-of-study questionnaire. Although both groups showed improvement, the experimental group improved significantly more on the post-test than the control group and expressed positive attitudes toward collaborative writing on the questionnaire. The study concludes with theoretical and pedagogical implications and recommendations for future research. [ABSTRACT FROM AUTHOR]

Recent reviews of the L2 collaborative writing (CW) literature have highlighted a propensity for researchers to rely on learner and task-related variables to explore CW phenomena. However, this focus limits how scholars conceptualize CW by overlooking the wider educational context that accompanies CW activities and how writers orient to said spaces. Investigating how writers perceive the CW landscape is important as their perceptions are known to impact writing development. Engaging a systems orientation to writing spaces, this study examined how students in different writing conditions perceive the writing landscape. This work followed two intact university classes (one engaged in CW, and one not) over one semester, and collected data from five iterations of a system mapping task and interviews with students. The CW group perceived a more nuanced and complex perspective of the writing space, comparatively. Cluster analyses also revealed that both groups oriented similarly to two variable sets: task and environmental factors, and learner and environmental variables. This study demonstrates how CW positively impacts writers' perceptions of the writing space and encourages instructors to help CW students realize and take advantage of the wider context that CW is embedded in. This work also expands the CW research framework. [ABSTRACT FROM AUTHOR]

Online learning environments (OLE) continue to expand due to the COVID-19 pandemic and the transition of a majority of educational institutions and universities worldwide from traditional classroom settings to online learning methods. The purpose of this study was to understand the perceptions of learners at a university in India toward the sudden transition from traditional face-to-face learning to an instructor-led OLE due to the pandemic-induced lockdown enforced across India in March 2020. Using a qualitative case study approach, structured interviews were conducted via Microsoft Teams with 35 learners from Savitribai Phule Pune University, a large public university in India. Interviews comprised eight open-ended questions, which were validated by experts. Results indicate that learners accepted the transition toward the OLE. Five key themes arose from the interview data: accessibility and comfort, Internet connectivity, OLE effectiveness, course content, and interactions between students and instructors. The study provides insights to the researchers with the emergent themes from the research. Also, it carries practical implications concerning implications regarding infrastructure readiness for remote learners, acceptance, and adoption of OLEs by faculty instructors, organizational support, and facilitating conditions.

This article reports the design of a course blended through a small private online course in a Chinese university EFL context, with an emphasis on the blended learning environment created thereby and on learners' perceptions of their blended learning. In a survey-based approach, 1603 students' experiences of blended EFL learning in two consecutive terms were examined. The questionnaire survey focused on the participants' perceptions of their engagement with blended learning, their motivation, learning autonomy and overall satisfaction. An analysis of students' responses reveals that the blended design can create an efficient EFL learning environment and gain positive learner perceptions. [ABSTRACT FROM AUTHOR]

Online learning environments (OLE) continue to expand due to the COVID-19 pandemic and the transition of a majority of educational institutions and universities worldwide from traditional classroom settings to online learning methods. The purpose of this study was to understand the perceptions of learners at a university in India toward the sudden transition from traditional face-to- face learning to an instructor-led OLE due to the pandemic-induced lockdown enforced across India in March 2020. Using a qualitative case study approach, structured interviews were conducted via Microsoft Teams with 35 learners from Savitribai Phule Pune University, a large public university in India. Interviews comprised eight open-ended questions, which were validated by experts. Results indicate that learners accepted the transition toward the OLE. Five key themes arose from the interview data: accessibility and comfort, Internet connectivity, OLE effectiveness, course content, and interactions between students and instructors. The study provides insights to the researchers with the emergent themes from the research. Also, it carries practical implications concerning implications regarding infrastructure readiness for remote learners, acceptance, and adoption of OLEs by faculty instructors, organizational support, and facilitating conditions. [ABSTRACT FROM AUTHOR]

This study investigates how working memory (WM) abilities are implicated in second language (L2) learners' (a) morphosyntactic achievement and (b) perceptions of required mental effort and task difficulty under oral versus written task modality conditions. Beginning-level learners of L2 Spanish completed two computerized focused tasks in which they produced output and received feedback in oral form (Speaking group) or written form (Writing group). Two grammatical structures varying in their relative level of salience were targeted. After each task, participants rated their perceptions of mental effort required and task difficulty. Production and written and aural acceptability judgment tasks were employed to measure immediate and sustained L2 morphosyntactic achievement. Executive, phonological, and visuospatial WM abilities were gauged using automated operation span, nonword recognition, and forward Corsi block-tapping tasks, respectively. Regression analyses revealed that WM capacity was predictive of L2 morphosyntactic outcomes and task perception ratings in the Speaking group only. Specifically, phonological and visuospatial WM were associated with production and acceptability judgment performance accuracy, whereas executive WM was related to learners' ratings of perceived mental effort. Differences were also observed based on the target structure. [ABSTRACT FROM AUTHOR]

Three university students from Japan on a five-week study-abroad program in Australia participated in a case study that investigated the impact of L2 learning experiences on changes in their motivation, especially in relation to development of their 'Motivational L2 Selves' as introduced by Dörnyei (2009). The study collected both qualitative and quantitative data in three interviews and weekly learning logs during the program. The results from the learning logs showed an upward trend in the level of motivational intensity as the program proceeded, with the participants' positive perception of environmental factors. The study confirmed that learner perception of the same motivational factor could vary, and perception can be affected by their prior learning experience and L1 culture. The study, however, failed to provide positive evidence that the study abroad program can help the elaboration of the L2 Self, although the learning experiences in the L2 context enhanced their instrumental motivation. [ABSTRACT FROM AUTHOR]

This study draws on Sociocultural Theory to explore how 12 adult EFL learners engaged in pair work, how their willingness to engage was demonstrated in pair activities, and what other factors influenced that willingness. Six pairs engaged in seven different activities and were interviewed after all activities were completed. Each pair's type of interaction and each learner's perception of the interactions were analysed. Five distinct types of pair interactions were found from the pair work data, and most pairs showed more than two types of interactions when performing activities with the same partner. The interview data revealed that learners' willingness to engage with each other in pair work influences the nature of pair work and that willingness is influenced by the perceived difficulty of the activity and social considerations such as the partner's attitude and proficiency level. These findings suggest that what influences learner engagement is not the pair work per se but what learners bring to the pair work. [ABSTRACT FROM AUTHOR]

This study explored perceptions of Turkish EFL teachers and learners on teaching and learning of collocations. Participants were 32 high school teachers and 326 students from five different state schools. The participants completed a questionnaire, and semi-structured interviews with 6 teachers were conducted to further explore the issues related to their perceptions and practices of teaching collocations. Results indicated that teachers consider it crucial to develop learners’ collocational knowledge starting from beginner levels. According to them, the main sources of collocational errors are learners’ unawareness of collocation as a concept and first language interference. Teachers reported that they specifically allocate teaching time for most frequently used collocations. Regarding learners, their responses indicated that most of them believe collocations play an important role in language learning. However, they think that teachers do not always dedicate enough time for collocations during teaching. Learners also believed that their collocational errors mostly stem from Turkish interference, and that the most effective strategy to study collocations is through collocational grids. The results of the study are discussed with reference to previous research conducted in different EFL settings, and in terms of practical applications for foreign language teaching in Turkey.

This study explored Korean university students' beliefs and perspectives on different English varieties, and their transformation in learner perceptions with respect to English learning, diversity in the English language, and learning of different English varieties over the course of a semester. On two occasions, Korean university students (N = 127) who were enrolled in different sections of a required English-language course completed a questionnaire evaluating different accented English speech samples (American, Indian, Italian, and Korean) and another questionnaire pertaining to learner beliefs about English learning and perceptions and learning of different English varieties. Results of the accent evaluation show that despite no significant difference in the level of message comprehension, the Korean students demonstrated favourable attitudes towards the varieties of their compatriots and of the American English speaker of English over the Indian and Italian speakers. Results of the perception questionnaire administered twice in the semester show positive changes in learner beliefs about English learning and perceptions of different English varieties. Commentary data provide additional insights into the learners' attitudinal changes as a result of the semester-long instruction. Pedagogical implications are discussed with respect to broadening learners' perspectives on the English language and its use around the world. [ABSTRACT FROM AUTHOR]

This study examined factors that might have affected EFL learners' willingness to communicate (WTC) in the extramural digital (ED) environment, a rapidly emerging L2 communication context. The investigator conducted a semi-structured interview with 98 EFL students from three Korean universities. Drawing on grounded theory, socio-political (Korea's K-12 instruction), contextual (familiarity with interlocutors and communities), and individual variables (L2 self-confidence and anxiety) emerged as major sources of influence on participants' L2 WTC. Additionally, these sub-variables appeared to interact simultaneously during L2 communication in the ED context. This study contributes to further advancing our understanding of L2 WTC in a CALL environment. It also offers pedagogical insights into how L2 teachers can facilitate EFL learners' WTC in a range of extramural digital environments where their L2 WTC is very different from face-to-face classroom and extracurricular digital settings. [ABSTRACT FROM AUTHOR]

Learners' perceptions of teacher assessment practices shape a unique classroom assessment environment that affects learners' willingness to engage in a task and motivation to learn (McMillan & Workman, 1998). Still, there has been limited research on learners' perceptions of classroom and high-stakes assessment. This article outlines a study exploring adolescent learners' perceptions of the speaking and writing assessment they experience in the English classroom. The Critical Incident Technique (CIT) was used to examine both positive and negative instances of oral and written assessment. During oral interviews, the learners reported and elaborated on the assessment experiences they personally perceived as particularly important, memorable and influential. The transcriptions of the interviews were content analysed in order to identify the properties of oral and written assessment that appeared salient to adolescent learners. The study indicates that the participants held predominantly positive views of oral and written assessment, emphasising such aspects as authenticity of assessment, freedom of expression and fair grading. It is worrying, however, that learners are not always provided with clearly articulated assessment criteria and that oral assessment is visibly neglected in the classroom. [ABSTRACT FROM AUTHOR]

The purpose of this study is to find out if the design of a course planned using language management systems, i. e. BlackBoard Learn, can improve the learning process and the effectiveness of a listening and speaking course investigating the perceptions of the learners. The study was conducted in the Listening and Speaking Course II during the second semester of the academic year 2019 at Koc University, Istanbul with 88 participants who started the academic year as false beginners. Despite their low proficiency level, the general expectation of the instructors and administration for learners is to pass the institutional proficiency exam within an academic year. Due to time constraints and pressure to help learners attain a higher proficiency level in a short time, the researchers decided to blend BlackBoardLearn into their course design to achieve “the optimal learning environment” as Marsh (2012) discussed. Based upon the research findings by Zhao (2003) that the use of technology alone may not produce the desired results, and the way it is used is more important, the researchers tried to design the course bearing in mind that factors such as “the delivery mode, task designs and materials, learners’ expectations and preferences”, (Alpala&Florez, 2011) may make a difference in the success of blending technology into language learning. Through the integration of online listening practice tasks and online speaking task submissions, the researchers tried to address the abovementioned issues in the course. In this way, they tried to create maximum exposure to the target language and promote self-paced learning, which also enhances student motivation and autonomy. In order to analyze this, the learners were given a questionnaire to find out about their perceptions regarding improvement in their listening and speaking skills. The findings were generally positive for both listening assignments and speaking tasks, yielding to important implications associated with online task designs. [ABSTRACT FROM AUTHOR]

The effect of reading on general communicative competence remains a focus of second language acquisition research. Extensive reading, in particular, provides rich input and helps learners acquire languages. Research has provided findings that support the value of extensive reading (ER); however, there is scant evidence to date showing the relationship of extensive reading to overall competence and, particularly, writing competence. The present study investigated the relationship of ER to overall English language competence as well as teachers' and students' views about its implementation. The participants were 190 Taiwanese university freshmen and their three English instructors. The data includes scores on pre- and post-tests measuring students' listening, reading, and writing as well as questionnaire responses and interview accounts. The findings of the study indicate that the effectiveness of ER for the student participants is partially supported and, hence, have implications for English teaching and learning in EFL contexts. [ABSTRACT FROM AUTHOR]

This study presents a synthesis of empirical research reporting on learners' perceptions about the effectiveness of CMC in EFL/ESL writing classes. Conducting a multi-stage systematic review, we analyzed 52 scholarly research articles published between 2000 and 2016. Our findings indicate that while learners perceive linguistic benefits from interacting with different interlocutors in mainly blog- and wiki-mediated writing activities, they also report challenges with respect to task demands and the quality of feedback. Learners perceive CMC-integrated writing to be authentic and interactive, thereby developing their motivation, autonomy, and identity as writers. Finally, the implications of this review and the directions for future research in the domain of CMC and EFL/ESL writing are discussed. [ABSTRACT FROM AUTHOR]

This article reports part of an empirical research study undertaken in state secondary schools in England in 2012/2013, to investigate the extent to which Content and Integrated Learning (CLIL) promotes pupil motivation in the teaching of modern foreign languages (MFLs). Pupil perspectives of the impact of CLIL on their motivation are presented from two schools where different models of CLIL are practised. Firstly, a Partial Immersion Model of more than two subjects, for one Year 8 (Y8) mixed ability group, was taught for over six hours a week by a language teacher. Secondly, a curriculum Subject Strand Model was taught for one lesson per week by a geography specialist in Year 7 (Y7) and Y8 ability sets. Data are presented from student questionnaires and focus groups. This article offers a unique contribution to the field by its focus on pupil motivation linked to contrasting CLIL contexts in England. The findings reveal positive perceptions of CLIL methodology and high levels of concentration, effort, enjoyment and progress, especially in the Partial Immersion Model, where the depth of relationship and cooperation and the enhanced levels of linguistic competence both lead to greater pupil engagement and motivation. [ABSTRACT FROM AUTHOR]

The negative impact of anxiety in learning a second or foreign language has been demonstrated in a number of studies over the past few decades. It is important to investigate ways of reducing such anxiety as empirical studies have shown that language anxiety negatively affects the language performance of learners. In this study, classroom intervention strategies for reducing language anxiety were implemented, and the effectiveness of the anxiety-reducing strategies was examined. The study was designed to ascertain: 1) which areas of the language anxiety were decreased due to intervention, 2) which strategies were considered the most effective in reducing language anxiety by learners, and 3) how the learners perceived the anxiety-reducing strategies. Participants were two groups of students from different universities in Japan, consisting of the experimental group (N = 50) and control group (N = 32). Questionnaire surveys were conducted before and after the intervention, with both the experimental and control groups. As a result, anxiety-reducing strategies were effective in reducing learner communication apprehension. Effective strategies for reducing language anxiety were found to be: making presentations in small groups instead of making presentations individually, and doing pair work and group work in class. From the responses to the open-ended questionnaire, learner perceptions of the strategies were found to be generally positive. [ABSTRACT FROM AUTHOR]

This study aims to investigate the perception of Chinese English-as-a-Foreign-Language (EFL) students towards the written and oral peer feedback they provided, received and observed in triads during an English writing course. Sixty-nine sophomores in a Chinese university who participated in the course filled out a questionnaire; nine of them, whose oral peer feedback interaction was closely observed, attended a stimulated recall interview afterwards. Questionnaire results showed that students enjoyed providing and receiving oral and written feedback, as well as observing the peer feedback interaction between the other two peers in the group. However, they preferred to give positive oral feedback and receive negative written feedback. Receiving oral feedback was perceived as being more useful than offering it. Interview responses reveal the reasons behind these perceptions. Finally, pedagogical implications are drawn. [ABSTRACT FROM AUTHOR]