Are Two Heads Better than One? Comparing Engagement between Pairs and Individuals in an L2 Writing Task

Language Classroom ◽

Writing Scores ◽

Pair Work ◽

Writing Task ◽

Better Than

This study examined the performance of university foreign language learners on a writing task by comparing paired work (n = 50) against individual work (n = 50). Data were collected based on three aspects of learners’ task engagement: behavioral (time spent working on the task, number of words written), linguistic (English writing scores), and affective (attitudes toward the task). The results showed that (1) all participants worked on the task for the same amount of time and produced a similar number of words, (2) texts written by pairs were similar to and as accurate/fluent as those written individually, and (3) learners who worked in pairs evaluated the task more positively than did those who worked individually. A more detailed examination using cluster analysis revealed that while there was generally a positive relationship between each aspect of task engagement, a trade-off might occur depending on the situation, and one aspect might mediate the effect of others. In addition, by examining the differences between a successful and a less successful pair, this study provides pedagogical implications in relation to the use of pair work activities in the language classroom.

The Effect of Teaching Cohesive Devices on IELTS Writing Task 2 of Iranian Foreign Language Learners

Journal for the Study of English Linguistics ◽

10.5296/jsel.v5i1.11749 ◽

2017 ◽

Vol 5 (1) ◽

pp. 81

Author(s):

Leila Kamelifar

Keyword(s):

Foreign Language ◽

Language Learners ◽

Relevant Research ◽

Paired Samples ◽

Cohesive Devices ◽

Significant Difference ◽

The World ◽

The Mean ◽

Obtaining good scores in IELTS has become a concern for many foreign language learners throughout the world. Therefore, any relevant research to pave the way of applicants' achievement may be considered significant. This study deals with an indispensable element of IELTS writing tasks as teaching cohesive devices and it verifies the effect on writing performance of IELTS task 2. To this end, 30 participants at intermediate level took an IELTS test writing task 2 as the pretest. Then, they went under a 10 session treatment program to learn cohesive devices. At the end, they took a parallel form of IELTS task 2. The scores were obtained. The inter-rater reliability was met. The results of the paired Samples T-test showed that there was a significant difference between the mean scores of pre and post- tests of the participants after being exposed to cohesive devices treatment.

Patterns of Vocabulary Development in Foreign-Language Learners

Studies in Second Language Acquisition ◽

10.1017/s0272263100000474 ◽

1987 ◽

Vol 9 (2) ◽

pp. 201-219 ◽

Cited By ~ 34

Author(s):

Rolf Palmberg

Keyword(s):

Foreign Language ◽

Language Learners ◽

Time Pressure ◽

Vocabulary Development ◽

Vocabulary Knowledge ◽

Language Classroom ◽

The Stability ◽

Introductory Discussion ◽

The Relationship

After an introductory discussion of the concepts of vocabulary knowledge continua and foreign-language learners' mental lexicons, the paper presents the results of a longitudinal pilot study whose aim was to make preliminary insights into vocabulary development as it takes place in an ordinary foreign-language classroom setting involving elementary-level Swedish-speaking learners of English. The results are discussed in terms of vocabulary growth in general, the learners' accessibility to words under time pressure, the relationship between “old,” well-known words and newly learned words, and finally, the stability of the learners' immediate access to words.

Exploring Engagement in Tasks in the Language Classroom

Annual Review of Applied Linguistics ◽

10.1017/s0267190515000094 ◽

2016 ◽

Vol 36 ◽

pp. 50-72 ◽

Cited By ~ 60

Author(s):

Jenefer Philp ◽

Susan Duchesne

Keyword(s):

Foreign Language ◽

Language Learners ◽

Cognitive Behavioral ◽

Multidimensional Construct ◽

Social And Emotional ◽

Language Classroom ◽

Key Concepts ◽

Language Classrooms ◽

Emotional Dimensions

ABSTRACTThis article explores how learners engage in tasks in the context of language classrooms. We describe engagement as a multidimensional construct that includes cognitive, behavioral, social, and emotional dimensions of engagement among second and foreign language learners in the classroom. We discuss key concepts and indicators of engagement in current research on task-based interaction and outline some of the issues in researching engagement in this context.

Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2020.10.1.3 ◽

2020 ◽

Vol 10 (1) ◽

pp. 45-65 ◽

Cited By ~ 6

Author(s):

Jean-Marc Dewaele ◽

Livia Dewaele

Keyword(s):

Foreign Language ◽

Language Learners ◽

Single Point ◽

Target Language ◽

School Students ◽

Frequency Of Use ◽

Language Classroom ◽

Item Level ◽

Group Characteristics

Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.

Dunkin’ the Donut: A Study on Students’ Patterns of Language Use through Technology Applications in Independent Language Learning

Jurnal Intelek ◽

10.24191/ji.v15i1.275 ◽

2020 ◽

Vol 15 (1) ◽

pp. 125-132

Author(s):

Norizul Azida Darus ◽

Norhajawati Abdul Halim

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Language Teachers ◽

The Other ◽

Target Language ◽

Foreign Language Teachers ◽

Language Classroom ◽

Technology Applications

Any language can be acquired at any time, but to acquire the language, one needs to learn the language. Learning a second or foreign language is not a favourite among second or foreign language learners. This is because learning a language is a very intense time-consuming activity. Learning is often unsuccessful because learners receive impoverished or insufficient input and lack of motivation. To this, second language or foreign language teachers play the most significant role to help and motivate the students to acquire the said language. The preferred method is to be immersed into the actual ecosystem of the target language and become part of the language ecosystem. The other way is to dunk the learners into the artificial ecosystem of the language classroom. In dunking, the learners are immersed temporarily and repeatedly into the simulated ecosystem language. As can be seen now, technology remains the only viable option to get enough interactive contact with the target language. Using interesting software is one of the methods in making learning more interesting. Furthermore, the students are able to practice the language not only during class time, but on their own free time outside of class hours, that is during students’ independent time of learning. The findings revealed that most students found using the applications has improved their language learning. The role of teachers on the other hand is to provide instructions and assist whenever necessary and needed by the students.

Does the effect of enjoyment outweigh that of anxiety in foreign language performance?

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2018.8.1.2 ◽

2018 ◽

Vol 8 (1) ◽

pp. 21-45 ◽

Cited By ~ 35

Author(s):

Jean-Marc Dewaele ◽

Mateb Alfawzan

Keyword(s):

Foreign Language ◽

Language Learners ◽

Negative Emotions ◽

Language Performance ◽

Foreign Language Acquisition ◽

Language Classroom ◽

Negative Effect ◽

Positive Effect ◽

Positive And Negative Emotions

Interest in the effect of positive and negative emotions in foreign language acquisition has soared recently because of the positive psychology movement (Dewaele & MacIntyre, 2014, 2016; MacIntyre, Gregersen & Mercer, 2016). No work so far has been carried out on the differential effect of positive and negative emotions on foreign language performance. The current study investigates the effect of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on foreign language performance in a group of 189 foreign language pupils in two London secondary schools and a group of 152 Saudi English as a foreign language learners and users of English in Saudi Arabia. Correlation analyses showed that the positive effect of FLE on performance was stronger than the negative effect of FLCA. In other words, FLE seems to matter slightly more than FLCA in foreign language (FL) performance. Qualitative material collected from the Saudi participants shed light on the causes of FLCA and FLE and how these shaped participants’ decisions to pursue or abandon the study of the FL.

Podcasting as a tool to develop speaking skills in the foreign language classroom

The EuroCALL Review ◽

10.4995/eurocall.2020.13191 ◽

2020 ◽

Vol 28 (1) ◽

pp. 40

Author(s):

Mario Tomé Díez ◽

Marlisa Amanda Richters

Keyword(s):

Foreign Language ◽

Language Learners ◽

Spoken Language ◽

Preparation Time ◽

Actual Duration ◽

Language Classes ◽

Language Classroom ◽

Oral Activity ◽

Speaking Skills

It is essential for foreign language learners to have adequate opportunities for speaking in order to enhance the acquisition of oral communicative competence. Although research over the last few years has dealt with the potential of podcasting for the development of oral competencies, little has been done towards its application in the improvement of speaking skills or the correction of pronunciation. This article presents experiments with podcasts developed in French foreign language classes over the course of ten years. The results obtained relate to the following three aspects: firstly, selection and analysis of the available tools fostering greater oral activity and effective correction of pronunciation; secondly, the quantification of spoken language according to the actual duration of the podcasts, as well as preparation time estimated by the students; finally, the evaluation of spoken language using certain indicators of improvement of pronunciation.

Comparing Writing vs. Smartphone Tapping Speed

10.37546/jaltsig.call2020.6 ◽

2021 ◽

Vol PCP2020 (1) ◽

pp. 78

Author(s):

Bradford Lee

Keyword(s):

Language Learning ◽

Language Learners ◽

Learning Activities ◽

Teaching Mode ◽

English Writing ◽

Use Of Technology ◽

Computer Mediated ◽

L1 English ◽

English Group ◽

As COVID-19 pushes the world into emergency remote teaching mode, many teachers struggle with designing online or computer-mediated language learning activities due to having little to no prior experience. It is imperative to understand how the use of technology affects not only the processes of learning, but also the outcomes. Particularly in Japan, where smartphone ownership among adults aged 18-34 topped 96% in 2018 (Pew Research Center, 2019), many students use their phones to access their schools’ learning management systems (LMS) and complete assignments (i.e., mobile learning). The current study therefore sought to elucidate how different writing media can affect the execution of a simple writing task by examining the differences in transcription speeds between handwriting and ‘tapping’ on a smartphone. A total of 176 participants were divided into 3 groups (L1-English, writing in English; L1-Japanese, writing in Japanese; and L1-Japanese, writing in English), and their times-on-task were recorded. While no difference was found for the L1-English group, the L1-Japanese groups were found to be significantly faster at one task than the other (tapping in Japanese and writing in English). Pedagogical implications suggest the need for instructors to be aware of the extreme difficulty language learners may have when using mobile devices for writing tasks.

Measuring the Impact of Online Translation on FL Writing Scores

IALLT Journal of Language Learning Technologies ◽

10.17161/iallt.v46i2.8560 ◽

2016 ◽

Vol 46 (2) ◽

pp. 1-39 ◽

Cited By ~ 1

Author(s):

Errol M. O'Neill

Keyword(s):

Foreign Language ◽

University Students ◽

Future Research ◽

Control Group ◽

Student Writing ◽

Prior Training ◽

Language Classroom ◽

The Impact ◽

Writing Scores ◽

Online translation (OT) sites, which automatically convert text from one language to another, have been around for nearly 20 years. While foreign language students and teachers have long been aware of their existence, and debates about the accuracy and usefulness of OT are well known, surprisingly little research has been done to analyze the actual effects of online translator usage on student writing. The current study compares the scores of two composition tasks by third- and fourth-semester university students of French who used an online translator, with or without prior training, to the scores of students who did not use OT. Students using an online translator did not perform significantly worse those not using the translator on either task. In fact, students who received prior training in OT outscored the control group overall on the second writing task. Additionally, students using the online translator received higher subscores on one or both writing tasks for features such as comprehensibility, spelling, content, and grammar. The results of the current study are discussed in detail; implications for the foreign language classroom are presented; and avenues for future research are proposed.

EXPLORING THE ROLE PLAYED BY ERROR CORRECTION AND MODELS ON CHILDREN’S REPORTED NOTICING AND OUTPUT PRODUCTION IN A L2 WRITING TASK

Studies in Second Language Acquisition ◽

10.1017/s0272263113000612 ◽

2013 ◽

Vol 36 (3) ◽

pp. 451-485 ◽

Cited By ~ 13

Author(s):

Yvette Coyle ◽

Julio Roca de Larios

Keyword(s):

Second Language Acquisition ◽

Error Correction ◽

Language Learners ◽

Collaborative Writing ◽

Feedback Strategies ◽

Feedback Error ◽

Model Texts ◽

This article reports an empirical study in which we explored the role played by two forms of feedback—error correction and model texts—on child English as a foreign language learners’ reported noticing and written output. The study was carried out with 11- and 12-year-old children placed in proficiency-matched pairs who engaged in a three-stage collaborative writing task involving (a) spontaneous noticing of linguistic problems while composing, (b) comparison of their texts with the feedback provided, and (c) rewriting of their original output. Results indicate that although the children noticed and later incorporated mainly lexical features into their output, gains in the linguistic acceptability and comprehensibility of their revised texts showed an advantage for error correction over models. Learners in the error correction condition reported more noticing of grammar at the comparison stage, which later emerged in their revisions. The potential effects of both feedback strategies on children’s reported noticing and output production are discussed, and conclusions are drawn for the role of feedback in children’s classroom second language acquisition.