Research methods in applied linguistics

This research aimed to find out whether there was a statistically significant increase in students' after the implementation of Total Physical Response (TPR) method. The research was quantitative research using one group pretest and posttest design. the samples of this research were thirty students in class V-Multazam at SDIT Insan Kamil Bandar Jaya in the academic year 2023/2024. The data were collected using pretest and posttest of vocabulary test. In order to analyze the result, Paired Sample T-Test was used to test the hypothesis. It was proven by the increase of the students' mean score in the pretest was 34.13 and the students' mean score in the posttest was 74.51. it showed that the gain of students' improvement was 40.37. The result showed that there was a statistically significant increase of students' vocabulary with the significant level (0.00<0.05) and the t-value (17.330) were higher than t-table (2.048). This suggests that teaching vocabulary using Total Physical Response (TPR) method facilitates students to improve their phrasal verbs.

The field of language teacher education (LTE) endured continuous shifts and changes in the recent decade. Amid looming precarity, language teacher educators, teachers, and scholars have grappled with their identities subjugated by colonialism, imperialism, neoliberalism, economic trends, transnational mobility, and other macro-level issues in education . Worldwide, language teachers are increasingly recognized as a conduit for diverse cultural practices, ideologies, and commodities . These encompass everything from free-market capitalism and neoliberal democracy to ideological power structures. Surprisingly, the voices of global language teachers and educators who are conveying these cultural nuances and linguistic ideologies have been notably absent. In this volume, we aim to interrogate language teacher identity (LTI) construction, negotiation, and meaning-making through critical lenses in today's complex and ever-changing global contexts to amplify the voices of language teachers. As the multilingual reality trenches into this twenty-first-century society, the pushback voices of seeking unity and singularity become louder. Although the economic market promotes English language teaching and bilingualism and multilingualism as a valuable resource to advance an individual's knowledge and access, significant budget cuts in the educational field worldwide have limited the advancement of the field . At the same time, educational policies undergirding neoliberalism attempt to transform education into forprofit businesses and open new avenues for reframing assimilation and alienation Criticality, Agency, and Language Teacher Identities LTI, as a guiding principle in LTE, requires explicit attention in the design and implementation of global teacher education, preparation, and professional development. While previous research underscores the importance of teacher identity research in LTE (e.g.

This study was conducted to compare the impact of two vocabulary learning techniques, namely corpus and association technique on vocabulary recall of Iranian Postgraduates. Two intact classes including 50 male and female Postgraduates, participating in TOFEL preparation course at English College in Kermanshah, Iran, were selected to be a part of a 504 course. They were randomly assigned to corpus group and association group. They were given a pretest including MCQ and Words Persian Equivalents test to make sure that they are not familiar with vocabularies in question. The corpus group and the association group were taught based corpus and association technique respectively. After the treatment they were given a post-test, then a delayed post-test. The results indicated that the corpus group outperformed both in the short and long term scores in MCQ, and association group performed better in Words Persian Equivalents test. The results can have pedagogical implication for teachers and syllabus designers.

This study aimed at finding out whether artificial intelligence generated pictures can increase the amount of language produced by intermediate EFL learners. To this end, sixty Iranian EFL student with an age range of 18 to 25 were selected through convenient sampling method. The aforementioned participants were studying in four different classes, two of which were assigned as the experimental group and the other two ones as the control group. In the activation stage of the lesson, the first group was given some imaginary pictures which have been made by artificial intelligence while the second group used some real pictures downloaded from the internet. The data was gathered on the number of sentences produced by each group. Finally, the data analyzed using independent t-test indicated that the use of artificial intelligence in language learning process led a salient increase in language production. Moreover, the results have pedagogical implications which could be applicable and beneficial in the field of language learning and teaching.

This paper discusses the sociocultural theory (SCT). The sociocultural theory by Lev Vygotsky argues that the social life plays a major role in learning. The paper focuses on the teacher-students collaboration that helps with the learning of children. And it concludes that there are multiple ways of learning during the involvement of the Student-teacher. This study or research paper is a small explanation of the major theoretical assumptions about the sociocultural theory of the mental evolution with the attention of an experienced person to a learning child and relate it to the teachings and learning of a second language. The major point of this view of the human evolution is that the interactions that happens in the social life are responsible for developing the child. Everyone must consider that the external factors in the child's environment such as participating in activities that can involve the cognitive functions and with doing that, we can acknowledge that they develop or nurture the child in his or her development process. The main idea of this case study is to present the ideas of Vygotsky's theory of learning and development.

The aim of this work is to investigate and describe the teaching methods in the field of the German language that emphasize cooperation and interaction, demonstrating how participants in a case study benefit from these approaches, ultimately enhancing their linguistic skills. The initial section of this paper will establish a theoretical framework grounded in Lev Vygotsky's Sociocultural Theory, which underscores the significance of social interaction in cognitive development. Following this, the paper will detail the transformative changes in foreign language teaching, particularly through the lens of the Common European Framework of References for Foreign Languages (CEFR) and peer-to-peer teaching methodologies. These frameworks foster the progressive development of socio-communicative competencies essential for effective language acquisition. The concluding section will present a case study conducted within an Italian university context, involving ten students. The study adheres to the principles of peer-to-peer learning, facilitating an environment where students actively engage with one another, thereby enriching their educational experience and promoting collaborative skill development. Through qualitative data collection and analysis, this study aims to elucidate the tangible benefits of cooperative learning in mastering the German language, providing insights into best practices for future pedagogical strategies.

The study aims to explore the foreign language (FL) curricula of Greek state schools and the European Schools through a thorough inspection of their documents to provide a record of the similarities and differences between them. The special legal status of the European Schools, which are intergovernmental entities controlled jointly by the Member States of the European Union (EU) and lie at the heart of EU language policy, offered the rationale for introducing the research. Document analysis was employed based on criteria related to curriculum development theories to facilitate the comparative analysis of the FL curricula. The broader categories of criteria considered for describing and analyzing these curricula were: a. theoretical background; b. structure; c. methodological approaches; d. the role of the teacher; e. main goals; f. types of assessment; and g. streaming of students. A multitude of similarities was revealed between the curricula. The structure, goals, and underlying principles reflected in them highlight a very high degree of convergence. Differentiation was identified in terms of teacher roles as further roles are assigned to Greek teachers offering them more freedom. Also, mediation, a newly introduced aspect in the Greek curriculum, is not mentioned in the curricula of the European Schools despite the enhanced attention it has received as part of the EU language policy, most likely because it is catered for by the multilingual context of the European Schools. Concluding, the high extent of convergence suggests that Greece is aligned with the EU educational policy concerning FLs and the latest developments in FL teaching.

Penelitian ini bertujuan untuk mengkaji pemerolehan morfem dalam pembelajaran bahasa Inggris sebagai Bahasa Asing (EFL) di sekolah dasar. Penelitian ini meliputi identifikasi, deskripsi, dan interpretasi morfem bahasa Inggris, yang diperoleh oleh 30 siswa sekolah dasar SDK Ruteng I, kecamatan Langke Rembong. Metode penelitian deskriptif kualitatif yang dipadukan dengan pendekatan kuantitatif diterapkan untuk mengungkap pemerolehan morfem bahasa Inggris secara komprehensif dan mendalam. Serangkaian observasi kelas, pencatatan, dan perekaman audio digunakan untuk menggali data yang lebih alami terkait dengan bentuk, frekuensi, dan pola morfem. Data dari transkrip dan catatan lapangan dianalisis untuk menemukan bentuk morfem serta mengidentifikasi frekuensi dan pola morfem bahasa Inggris dalam konteks pembelajaran bahasa Inggris. Hasil analisis data disajikan dalam bentuk tabel dan grafik. Penarikan simpulan dilakukan berdasarkan hasil data dan temuan penelitian. Verifikasi dilakukan dengan metode triangulasi sumber data dari rekaman dan catatan lapangan. Hasil penelitian ini mengungkapkan bahwa morfem bebas dan terikat diperoleh secara berbeda oleh siswa dalam mempelajari kosakata bahasa Inggris. Morfem bebas diperoleh lebih dominan oleh siswa dalam kategori nomina dan verba. Morfem terikat belum banyak diperoleh. Temuan ini menunjukan urutan pemerolehan aspek morfologi dimulai dari morfem bebas dan selanjutnya ke morfem terikat. Morfem terikat infleksional diperoleh lebih awal dari morfem terikat derivasi. Berdasarkan temuan ini, disimpulkan bahwa pemerolehan morfem dalam bahasa Inggris lebih kompleks karena perbedaan struktur bahasa serta selaras dengan tahapan perkembangan linguistik dari individu pembelajar. Kata kunci: morfologi; morfem; pemerolehan bahasa kedua

Academic writing and EAP teachers are often faced with the challenge of increasing their students’ vocabularies rapidly to improve learner writing. One technique is the use of academic word lists to teach targeted scholarly vocabulary. To investigate the relationship between academic lexis and student writing, research was done analyzing one hundred “apprentice academic texts” (seven- to ten-thousand-word bachelor’s research theses from an EMI institution). The correlations between academic vocabulary use as defined by the Coxhead (2000) Academic Word List and text effectiveness as assessed by grades was investigated in expectation of a positive correlation. Overall written proficiency was then investigated through error analysis. The results show only a weak correlation between academic vocabulary range and higher marks, partly due to the error level involving academic words. A proposed suggestion is combining targeted academic vocabulary teaching with The Lexical Approach (Lewis, 1993) to promote uptake and improve writing.

Symbolsk og indeksikalsk kasus i nutidsdansk -resumé Engelske låneords rolle i dansk fonologi Reklamejysk -resumé Højskolens sprog: En sprogetnografisk undersøgelse af tekst, tegn og ord på Rødding Højskole -resumé Forekomsten af stød i relation til betoningens placering i nonsensord -resumé Han sad ensomt på sit vaerelse. -t på nye eventyr Invers kasusattraktion i dansk, norsk og svensk -resumé Akkommodation i jysk regionalsprog -resumé var bror til Marilyn Monroes far: Subjektsellipser i argentinadansk med et sideblik til dansk talesprog Sprog, autenticitet og ulige adgang til at gøre 'god elev' -resumé Fra kanonfedt til sygt akavet. En diakron undersøgelse af forstaerkere i tv-program-merne Big Brother og Ex on the Beach Sprogets følelser. Sentiment analysis af danske salmer fra 1798-1873resumé

This article offers a rigorous and forward-looking examination of contemporary research directions and transformative trends within the fields of TESOL (Teaching English to Speakers of Other Languages) and TEFL (Teaching English as a Foreign Language). Positioned at the intersection of rapidly evolving technologies, innovative pedagogies, and urgent social justice imperatives, the article provides a strategic roadmap for graduate students and researchers aiming to conduct impactful, relevant studies in English language education. It foregrounds the expanding role of Artificial Intelligence (AI) and immersive technologies as adaptive assessment systems, natural language processing, virtual and augmented reality-in personalising and enriching language learning experiences while critically addressing associated ethical challenges like algorithmic bias and data privacy. Simultaneously, the article highlights groundbreaking shifts toward multilingual pedagogies, translanguaging practices, and culturally sustaining approaches that challenge traditional native-speaker norms and embrace linguistic diversity as a key pedagogical asset. Methodological innovations, including mixed methods and action research, are examined as vital tools for capturing the socio-cultural complexity of language learning and empowering practitioner-driven inquiry. Additionally, the article underlines the necessity of sustained professional development aimed at equipping educators with technological competencies and critical digital literacy for an equitable and inclusive digital era.

This study investigated the motivation of Burundi junior secondary school students learning simultaneously three foreign languages: French, English, and Kiswahili.  A 65-item questionnaire was employed to sample the views of 348 (grade 7 through 9) learners from state schools. Using Dörnyei’s (2009) L2 motivational self-system as the main theoretical framework, this study specifically explored temporal changes in L2 motivation of the participants over the three-year period across the three target languages. In doing so, the present study adopted a quantitative research design with a cross-sectional approach and the obtained data were analysed by means of descriptive and inferential statistics namely a one-way analysis of variance (ANOVA) and stepwise multiple regression analyses. Statistical analyses were computed using SPSS - version 22. The results indicated that there were significant differences in most of the measured motivational scales across the three languages with ninth grade students scoring significantly lower than their peers from lower school grades. Moreover, the results revealed that L2 learning experience and ideal L2 self were the two variables that respectively predicted most the students’ intended effort to learn each language. One school grade-related difference was that international posture appeared as a significant factor among seventh grade students in relation to French learning and among ninth grade pupils regarding English learning. Another finding, which was unexpected, was that English (L3) appeared to be the most popular foreign language among these students. In the light of the results, pedagogical implications are discussed based on the socio-educational context of Burundi.

The current study used Structural Equation Modeling (SEM) as a statistical technique to test a hypothesized mediating model to uncover the underlying relationship between the L2 motivational self-system, L2 anxiety, and L2 willingness to communicate (L2 WTC). This study is significant because it considers the unique experiences of English as a foreign language (EFL) learner in the era of globalization by incorporating the L2 motivational self-system. The mediating effect of L2 anxiety was also accounted for, providing a deeper understanding of how emotional factors influence L2 WTC. The data were collected through a questionnaire administered to 260 students at six public universities in China. The results showed that (a) two subcomponents of the L2 motivational self-system (ideal L2 self and L2 learning experience) were positive predictors to L2 WTC; (b) the higher the degree to which learners were motivated by their ought-to L2 self, the higher the anxiety of English learning; and (c) L2 anxiety had a suppressing effect between the L2 motivational self-system and L2 WTC. Specifically, L2 anxiety weakens the direct positive effect of the L2 motivational self-system on L2 WTC, leading to a decrease in L2 WTC. Pedagogical implications and future research directions were also addressed.

This study focused on the designing of English lexicogrammar materials that incorporate microlearning for junior high school students, especially 7 th graders. The study aimed to develop effective instructional materials that enhance students' understanding of lexico-grammatical concepts through microlearning. A design-based research methodology was employed in this study in three phases , namely analysis, design, and development. Information related to existing materials was gathered; the product model was planned; and the prototype design was then developed. Data was existing learning materials collected from teachers after they were interviewed and filled out a questionnaire. This study also utilized qualitative content analysis to examine a set of existing learning materials consisting of textbooks, PDFs, and ppt slides. The findings showed that the existing materials are not microlearning-based. The design of learning materials in lexicogrammar integrated with the listening skill named medium of microlearning objects was in the form of two podcasts, one audiobook, and some interactive games in integration with listening skill.

The action research study reported in this paper aimed to develop the statistical literacy of five applied linguistics teacher-researchers enrolled in a doctoral programme at a Colombian public university. A 16week statistics course was tailored to their needs. Evidence from pre-and post-tests, three assignments, and retrospective reflections indicated that participants improved in performing, interpreting, and reporting quantitative data analyses and results, as well as in critically analysing quantitative research studies. Positive perceptions were also reported about the course design. It is concluded that tailored statistical training at early stages of a doctoral programme helps applied linguistics teacher-researchers develop statistical literacies. Implications for statistical training in undergraduate and graduate applied linguistics programmes are also discussed.

Motivation is one of the key elements that makes L1 acquisition different from L2 acquisition because it is a significant factor that has a great impact on learners' success in second or foreign language learning (Ushioda, 2013). Motivation can be defined as learners' positive attitudes towards learning a language combining with their efforts and determination to learn and that helps them accomplish the goals of learning the language . This means that the chance students will be successful or unsuccessful in their learning depends on the amount of motivation that they have for a certain subject in schools. Those who are unsuccessful are frequently considered to lack motivation, while the successful ones are those who are motivated to learn . In Laos, English is taught as a foreign language (EFL) in secondary schools, learners in this context merely learn English in classrooms and do not usually have opportunities to speak English outside the classrooms. This may make them lose motivation to learn the language. Similarly, Brown (2007) argues that the main issue that teachers face when teaching English in EFL contexts is students' lack of intrinsic motivation because they are unlikely to see the relevance of learning it. Additionally, their circumstances may make them use the language only in a class and it is unnecessary for them to use it outside

This study reports the performance of five thousand one hundred and eighty three undergraduate and graduate students on a language proficiency test called Ministry of Science, Research and Technology (MSRT). It consists of one hundred traditional multiple choice items selected from the disclosed Test of English as a Foreign Language and measures the listening and reading comprehension abilities as well as structural knowledge. It was taken by students majoring in five branches of knowledge, i.e., agriculture, basic sciences, engineering, humanities and social sciences, and medical sciences, in Iran. The One-Way ANOVA analysis of scores showed that female test takers scored significantly higher than males not only on the MSRT but also on its structure, listening and reading comprehension subtests. The same analysis also showed that engineering test takers scored significantly higher than agriculture, basic sciences and humanities and social sciences on the listening comprehension subtest and MSRT. The scores of engineering and medical science test takers on the reading comprehension subtest were, however, significantly higher than humanities and social science test takers only. The results are discussed and suggestions are made for future research.

The book offers studies done in different countries on linguistic divide, code mixing, learner-centred activities in English language teaching, narrative research in English language teaching, ecolinguistics representation in English textbooks, gender representation in English textbooks, teacher professionalism, foundational linguistic theories and their applications, challenges from Pidgin English, computer assisted language assessment (CALA), language learning strategies for the weak learners, developing English vocabulary, ethnographic research in English language teaching, teaching English in a digital age, and language learning versus language acquisition.

Scientific publication has experienced an exponential increase, with publication rates nearly doubling in the last two decades. The field of Teaching English as a Foreign Language (TEFL) has been no exception and has also witnessed this trend. This phenomenon has raised concerns about the quality and credibility of published research articles. Although research on (under) graduate students’ perceptions of research has been conducted, students’ perceptions of the rapid publication culture is an unexplored area. As such, this qualitative study explores the perceptions of TEFL graduate students of the phenomenon in AL research, trying to shed light on their possible skepticism and concerns. Using the grounded theory approach, 30 participants (15 Ph.D. and 15 M.A. students) were interviewed, and the obtained data was analyzed using MAXQDA. The results showed that the students viewed a culture emphasizing speedy publication as an indicator of reduced research quality, causing skepticism and a decrease in motivation to interact with current literature. The students also suggested that some ‘unusually’ prolific researchers may have ulterior motives for conducting and publishing research rather than making genuine contributions to the field. The message received from the students’ perceptions is that there might be a potential erosion of research ethics and rigor, and this calls for a critical reassessment of research evaluation criteria and publication practices within the TEFL community.

In a time when computer technology can be used to prevent "built-in natural communication", communication transmission is directly being damaged via the "insertion installation" of "communicative taboo objects" that cause the intentional professional ruin of people for whom communication is a working tool, imposing the obsolescence of asynchronous communication as primary and essential. Asynchrony as a time lag in a communicative performance, the very equivalent to gender-conditioned redaction, could be seen as the only solution to cyberbullying communicative issue because the problem of "synchronous interference" in the conception of discourse does not necessarily have to be visible in the asynchronously delivered communicative act usually performed via its written result markers. The paper is conceived as an attempt to present the timelessness of a professionally needed asynchronous communication pattern. The patent originality of the asynchronicity research itself is a gender-edited communicative phenomenon need derived as a social communicative consequence that urges asynchronously conscious communicative practice. Humanoid, manually processed corpora analysis methodology practice of the study as a current rarity enables descriptive innovation conditions and depicts the daily communicative needs via descriptive, schematically evaluated discourse elements, and unfiltered discourse analysis results are reassuringly accompanied with a cumulative statistical method. The problem of structurally unintentionally imposed aftermath of socially derived communicatively necessary gendered language is being presented via an introductory discussion insight into the current mainly cyberbullying issue of interpreting structuralism in linguistics, poststructuralist and gender variation, the need for interdisciplinarity and the classification of asynchronous as a socially conditioned patent result of variation in the aftermath of linguistic asynchrony, cyberbullying and social-communicative anxiety via the territorially researched unfiltered discourse sample.

This panel is one of two sessions organized by the AoIR Ethics Working Committee. It collects five papers exploring a broad (but in many ways common) set of ethical dilemmas faced by researchers engaged with specific platforms such as Reddit, Amazon’s Mechanical Turk, and private messaging platforms. These include: a study of people&#39;s online conversations about health matters on Reddit in support of a proposed situated ethics framework for researchers working with publicly available data; an exploration into sourcing practices among Reddit researchers to determine if their sources could be unmasked and located in Reddit archives; a broader systematic review of over 700 research studies that used Reddit data to assess the kinds of analysis and methods researchers are engaging in as well as any ethical considerations that emerge when researching Reddit; a critical examination of the use of Amazon’s Mechanical Turk for academic research; and an investigation into current practices ...

Content and Language Integrated Learning (CLIL) is currently getting increased attention in higher education. This article describes an interventionist study whose aim was to investigate the effectiveness of CLIL instruction, and offers information on the challenges that teachers face in providing CLIL instruction in real classroom settings. After creating relevant CLIL material, and in collaboration with both language and content teachers, data was collected using student questionnaires, and class observation forms were analysed. Six teachers and 24 students were interviewed regarding their attitudes towards, perceptions of, and experiences with CLIL lessons. Student abstracts written in English were also analysed. The results indicate that the implementation of the CLIL approach requires close collaboration between content and language teachers through training sessions so that the steps and procedures that need to be taken in the classroom can be properly understood and provided. Some of the content teachers had difficulty in delivering CLIL instruction using English as the medium of communication. Giving the students constructive feedback on their revisions was also challenging, since it required both capabilities in English and diverse content knowledge (depending on the students' scientific research topics and laboratory procedures). This study suggests that a number of factors, such as CLIL-related training, language competency, multifaceted support and instructional material, are all necessary if CLIL is to be delivered successfully.

The interpretation of a legal act in labour law represents an issue that has not yet been processed from a legal-theoretical and legal-philosophical point of view. Despite the subsidiarity of the general provisions of the Civil Code to the first part of the Labour Code, it remains unclear whether § 15 of the Labour Code represents a complex interpretation manual for expressions of will or legal acts, disconnected from the interpretation manuals of the Civil Code, or it is "only" a partial special regulation, which should subsequently be confronted with the general rules of interpretation of legal acts in the Civil Code. The paper comes to the conclusion that the interpretation of a expression of will according to § 15 of the Labour Code basically represents a separate interpretation guide, combining elements of historical subjective and objective interpretation, always being updated by respect for good morals as an ultimate interpretative aim.

We present results from two pilot experiments investigating resumption in questions in Child Spanish. We tested the production and comprehension through an elicitation and an acceptability task respectively. The subjects were monolingual Spanish children, age 3-6, and a group of adult controls. Our results show that resumption is not attested in production by either group of subjects. Children, however, accept pronominals in embedded positions or in d-linked questions introduced by cuál , conditions which have independently been shown to favour resumption. Our results contrast with previous studies that have established productive use of non-target resumption in relative clauses in Child Spanish (Pérez-Leroux 1995). In particular, our results disconfirm Pérez-Leroux &#39;s 1995 hypothesis that overproduction of resumption in relative clauses is due to an underspecified (+/-variable) value for the pronominal, leading children to use pronouns as variables in quantificational chains (L...

This study evaluated the use of Task-Based Language Teaching (TBLT) to enhance the speaking skills of Grade 12 EFL students at Escola de Magistério Secundário No. 135 "Comandante Liberdade" in Lubango, Angola. The research was prompted by observations of students' lack of speaking confidence, confirmed through informal interviews. Using an action research approach, the study included diagnostic and intervention phases, with data collected through pre-and post-tests, questionnaires, and observations. SPSS was used to analyse the data, with results compared using t-tests. The research involved 58 students, with 27 in the experimental group and 31 in the control group. Initial findings revealed challenges such as limited exposure to English, anxiety and motivation, pronunciation and the influence of their L1. TBLT tasks, including role-plays, problem-solving, creative task and group discussions, led to improvements in fluency, coherence, and accuracy, with the experimental group's mean score increasing from 2.81 to 4.27. Post-intervention questionnaires showed reduced anxiety and increased confidence.

I review and challenge the views on simplicity and its role in linguistics put forward by Ludlow (2011). In particular, I criticize the claim that simplicity-in the sense pertinent to science-is nothing more than ease of use or "user-friendliness", motivated by economy of (cognitive) labor. I argue that Ludlow's discussion fails to do justice to the diversity of factors that are relevant to simplicity considerations. This, in turn, leads to the neglect of crucial cases in which the rationale for simplification is unmistakably epistemic, as well as instances where simplicity is part of the content of substantive, empirical hypotheses. I illustrate these points with examples from the history of generative linguistics, such as: (a) the shaping influence exerted by simplicity, via its involvement in the notion of "linguistically significant generalization", (b) its methodological and substantive contribution to the goal of explanatory adequacy, and (c) its central role in the Minimalist Program's search "beyond explanatory adequacy".

I review and challenge the views on simplicity and its role in linguistics put forward by Ludlow (2011). In particular, I criticize the claim that simplicity-in the sense pertinent to science-is nothing more than ease of use or "user-friendliness", motivated by economy of (cognitive) labor. I argue that Ludlow's discussion fails to do justice to the diversity of factors that are relevant to simplicity considerations. This, in turn, leads to the neglect of crucial cases in which the rationale for simplification is unmistakably epistemic, as well as instances where simplicity is part of the content of substantive, empirical hypotheses. I illustrate these points with examples from the history of generative linguistics, such as: (a) the shaping influence exerted by simplicity, via its involvement in the notion of "linguistically significant generalization", (b) its methodological and substantive contribution to the goal of explanatory adequacy, and (c) its central role in the Minimalist Program's search "beyond explanatory adequacy".

En este artículo se analiza el potencial del programa de análisis de datos cualitativos ATLAS.ti (https://atlasti.com/) para investigar en segundas lenguas a partir de textos multimodales. En primer lugar, se describe la herramienta, su accesibilidad, sus funcionalidades principales y las posibilidades que brinda para la investigación. A continuación, a partir de los resultados de una tesis doctoral en la que se empleó ATLAS.ti para analizar el contenido de vídeos musicales, se describe el procedimiento de trabajo: el registro de los datos primarios, su codificación, la visualización y la interpretación. En el apartado final se ilustra cómo ATLAS.ti facilitó el proceso para alcanzar los objetivos planteados en la tesis. En definitiva, se muestra que esta herramienta posibilitó codificar, visualizar e interpretar los datos obtenidos, es decir, efectuar un análisis sistemático a partir de grandes cantidades de datos. Con todo ello, se vislumbra ATLAS.ti como un instrumento apropiado p...

The present study had a two-fold objective. First, it purported to explore Moroccan English Department students' L2 Motivational Self System--viz: the ideal L2 self, the ought-to L2 self and the L2 learning experience, in line with D rnyei 2 2 and later works. As a second objective, it sought to uncover the relationship, if any, between the foregoing motivational variables and the students' perceived academic competence Eccles & Wigfield, 2002). The study, thus, hypothesized that a) the variables under study exhibit the same weight in the respondents' motivational behavior and that b these variables have a bearing on students' perceived academic competence. A 19-item questionnaire was distributed to 56 students at Mohammed V University, Morocco. The items were scored on a 5-point Likert scale ranging from "strongly agree" to "strongly disagree". The results indicated a strong ideal L2 self among the respondents, as against a weaker L2 learning experience and an even weaker ought-to L2 self. The ideal L2 self was also shown to shape these respondents' perceived academic competence.

Can we systematically analyse the linguistic features of literary texts that employ highly inventive language? How can existing tools for automated text analysis and computational linguistics be adapted when resources designed for natural language fall short? Traditional approaches often prioritize close reading over quantitative analysis, particularly for texts marked by extreme creativity. This study proposes an alternative method, using automated text analysis to examine the language and style of Giovanni Testori (1923-1993), a 20th-century Italian author. Testori's works challenge standard linguistic frameworks, merging Italian, Milanese dialect, word deformations, and code-mixing across stylistic levels. This approach assumes that even highly creative literary languages must maintain a degree of comprehensibility to achieve effective communication, which means relying on iterative and systematic deformation techniques. By identifying and formalizing these patterns through regular expressions, inventive languages can be treated analytically as natural ones, allowing their features to be statistically examined. While the approach involves subjective interpretation and risk errors in manual labelling, it demonstrates how computational tools can quantify and represent an author's style even in extreme cases. Integrating qualitative insights with quantitative analysis offers a deeper and more reliable understanding of the author's poetics, reducing the biases and limitations of close reading alone.

Baby talk: uma fala de adulto direcionada à criança. Que criança? Que adulto? Baby talk: adult talk direct to the child. Which child? Which adult? RESUMO -Interessada em compreender o processo de socialização da criança na comunidade de que faz parte, busco nos estudos sobre socialização da linguagem (Ochs e Schieffelin, 1986; um aporte teórico-analítico que possibilite esse empreendimento. A partir desse lugar, discuto uma prática que está amplamente vinculada, academicamente, ao processo de aquisição da linguagembaby talk. Baby talk foi definido por ) como um registro especial utilizado por adultos em interações com crianças. Esse registro, conforme o autor, facilita o acesso das crianças ao código lingüístico que caracteriza determinada comunidade de fala. Os estudos que se seguem dão conta de revelar, nas falas dos adultos, o quão simplificado -sintática, semântica e lexicalmenteesse código se mostra. Contudo, o que se percebe é que as correlações entre competência lingüística das crianças e uso de baby talk se mostram essencialistas na medida em que atribuem às crianças uma limitação cognitiva de compreensão de um código lingüístico "adulto", tido como "normal". O que o presente estudo propõe, então, é reposicionar o uso de baby talk à luz de estudos sobre socialização da linguagem a fim de compreender esse código em termos de práticas locais (Wenger

This study evaluated the use of Task-Based Language Teaching (TBLT) to enhance the speaking skills of Grade 12 EFL students at Escola de Magistério Secundário No. 135 "Comandante Liberdade" in Lubango, Angola. The research was prompted by observations of students' lack of speaking confidence, confirmed through informal interviews. Using an action research approach, the study included diagnostic and intervention phases, with data collected through pre-and post-tests, questionnaires, and observations. SPSS was used to analyse the data, with results compared using t-tests. The research involved 58 students, with 27 in the experimental group and 31 in the control group. Initial findings revealed challenges such as limited exposure to English, anxiety and motivation, pronunciation and the influence of their L1. TBLT tasks, including role-plays, problem-solving, creative task and group discussions, led to improvements in fluency, coherence, and accuracy, with the experimental group's mean score increasing from 2.81 to 4.27. Post-intervention questionnaires showed reduced anxiety and increased confidence.

This study examines whether different planning conditions after the provision of written corrective feedback have differential effects on the development of second language writing accuracy. It also explores whether learners' cognitive and affective individual difference factors-executive working memory (EWM), phonological short-term memory (PSTM), and L2 writing anxiety-have differential associations with the effectiveness of planning types. Fiftyeight high school EFL learners in South Korea participated in the study. They were randomly assigned to three groups, namely pre-task planning (n = 18), within-task planning (n = 21), and no planning (n = 19). All participants completed a narrative writing task and received direct correction on their errors in using English articles and past tense forms. Treatment effects were measured by calculating the percentage of the correct use of the target linguistic items in the pretest, immediate posttest, and delayed posttest. EWM was measured by using an operation span test, PSTM was assessed by a digit-span test, and L2 writing anxiety was gauged through the Second Language Writing Apprehension Inventory. The results revealed no differences between treatment types for the learning of English articles; however, for the past tense, pre-task planning had an advantage over other planning conditions in enhancing the effects of corrective feedback. Regarding individual difference factors, EWM was the only significant predictor in all learning conditions for article use. For the past tense, EWM was more strongly correlated with the effects of corrective feedback in within-task planning than other planning types; PSTM was significantly associated with all treatment conditions; L2 writing anxiety played a positive role in pre-task planning but a negative role in within-task planning.

Building a corpus has been a necessary task for NLP and other research fields like linguistics, language teaching, and translation. Only a few Thai corpora have been created and released. Most of them are static and small in size. They are not designed to be a monitor corpus, which can grow over time. The concept of a monitor corpus bears similarity to the new research area named Big Data, which has gained more interests in the past few years because of the extensive growth of data available online. In this paper, the differences between monitor corpus and Big Data will be first discussed. Then, the design and the framework for developing a Thai monitor corpus will be outlined. To carry out this task, techniques and methods used in Big Data research that are suitable for storing texts will be selected and summarized. The progress of this work will be reported in section 3, and the plan for further development and the use of TMC will be sketched. The paper is concluded by pointing ou...

The developments within the information society and the wide spread of collaborative technologies have created new
opportunities for collaboration and learning. Such collaborative technologies like text chat can help address certain
challenges in language education. For example, students, most often, do not seem to notice the corrective feedback (CF)
given to their language errors. This may be attributed to the possibility that the teachers’ CF lacks a systematic approach or
fails to consider individual differences in learner abilities. Unlike in oral conversation, text chat, which can be considered
as a conversation in slow motion, allows students to revisit and reflect on feedback.
This thesis aims to explore the potential of dynamic assessment (DA) as a feedback strategy, supported by text chat, to
enhance the language development of learners. Thus, three research questions are addressed: (1) What are the attitudes of
teachers and learners of English as a second language regarding the text chat mediated corrective feedback? (2) How can
the text chat mediated dynamic assessment be provided to learners in order to promote self-regulation? (3) How can the
text chat mediated dynamic assessment be implemented to accommodate more students in the everyday classroom?
Grounded in Sociocultural Theory, this study employs a design-based research approach. The analysis of the data reveals
five main findings: (1) Collaborative technologies such as text chat can be used as a mediational tool to provide corrective
feedback to students, 2) the DA based three-phase regulatory scale helps promote language development, 3) the three-phase
regulatory scale leads to learner reciprocity that helps teachers diagnose learner abilities, 4) group dynamic assessment
could be implemented in the everyday language classroom using the collaborative approach which promotes both teacher
mediation and peer scaffolding and 5) text chat features could be used as mediational and reciprocity moves. These findings
offer insights into the current discussion on DA in the CALL (computer-assisted language learning) context. The three-
phase regulatory scale, the learner reciprocity typology and the collaborative group dynamic assessment approach serve
as valuable contributions to the existing research.

Even though the importance of corrective feedback (CF) is widely recognized, there is no agreement on the most effective type of CF for promoting self-regulation. Thus, this study adopts a sociocultural perspective on learning and employs dynamic assessment (DA) as a CF form. DA is considered a theoretically promising approach to CF as it focuses on the learning process rather than the end product. Instead of the common teacher-learner interaction, this study initiates a teacher-learner group interaction with the support of text chat. Text chat helps teachers to cater to all students in the class simultaneously through several chat groups. This longitudinal study was part of an ongoing, university-level three-month English-as-a-second-language course. The findings demonstrate that this collaborative approach facilitates self-regulation through teacher mediation and peer scaffolding, and that the text chat supports implementing DA in the classroom while its features support mediational and reciprocity moves of the DA process.

This paper examines the motivational factors influencing junior high school students' desire to study English as a Foreign Language (EFL) in Kochi, Japan. Kochi has one of the lowest proportions of non-Japanese residents in Japan, which may impact the motivation of students to study English as they may have very little need to speak English outside the classroom. To better understand the types of motivations for learning English in mandatory English language classes, a survey of 160 second-and third-year students at a public junior high school is analyzed. The results show high levels of both instrumental and extrinsic motivation among the students surveyed. In addition, anxiety was not a significant issue among the students surveyed. The paper concludes with general recommendations regarding how regular English teachers and foreign Assistant Language Teachers can best motivate students.

Without a doubt, the contribution of Mozart&#39;s psychology, Lev S. Vygotsky, is an undeniable fact to the field of developmental psychology. One of the most significant issues put forward by Vygotsky is the notion of ZPD (Zone of Proximal Development) which is the distance between one’s actual and potential level of development. Due to the academic popularity and attribution of the ZPD concept to Vygotsky, recent discussions and contributions, either rival or complementary, seem to be marginalized. To this effect, the present paper starts with a description of the notion of ZPD and then moves to consider other contributions such as IDZ put forward by Mercer and ZFM and ZPA put forward by Valsiner. Finally, the current paper argues that the notion of ZPD is an ever-growing and developing concept thanks initially to the genius inspiration of Lev S. Vygotsky.

As with applied linguistics in general, the study of second language (L2) writing is in a pivotal phase of methodological growth and transformation. This transformative dimension has brought with it an evolution in research methods, the innovative application of existing and newer research tools, and – importantly – also had a significant impact on research outcomes. However, with transformation comes an imperative for clarity and guidance. Despite the undeniable value of these advancements, there remains a pressing need to demystify and elucidate evolving methods for L2 writing researchers, particularly novice or early career researchers who will continue to press the transformative push in L2 writing research and applied linguistics more generally. It is within this context that this RMAL special issue, titled "Research Methods in L2 Writing: Interdisciplinary Approaches, Cutting-Edge Methods, and Practical Applications " seeks to bridge the gap, offering insights, clarity, and direction in navigating the transformative methodologies shaping the future of L2 writing."

This paper discusses the effects of oral repetition and practice in improving speech fluency for adult second language acquisition. The experiment examined the impact of practice on fluency in learning Japanese as a second language. The measures included read-aloud time and speech production time during sentence rehearsal. The results indicated gradual improvement of speech fluency as the number of practice trials increases. Implications and directions for technology to promote fluency are discussed from the perspective of psycholinguistic research.

First, thanks to Allah as it ought to be for his Glorious Face and His Greatest Might. Then, the researcher would like to express all gratitude, appreciation and thanks to his supervisor Professor Atta Taha Zidan professor of curricula and methods of TEFL, Former Dean of Faculty of Education, Mania University. Many respect, gratitude and thanks to his supervisor Dr. Saber Ahmed Galal lecturer of curricula and methods of TEFL at Faculty of Education, Assiut University, who did their best to support, guide, encourage and advise the researcher. Special thanks go to Professor Salah Eddin El-sheirif, Dean of Faculty of Education, Assiut University, and professor Gamal Fikri, Deputy Dean of higher studies for their great care, support and encouragement. Many thanks go also to all the teaching staff at the Faculty of Education, Assiut University, and the curriculum and instruction department. Thanks also go to the jury members for their advices and valuable comments. The researcher expresses special thanks to his father, mother, brothers and wife for their patience and great encouragement.

The present study aimed to investigate the effects of TBLT-synthesized collaborative dialogue in teaching writing skills to Iranian EFL learners and also to explore their teachers' attitudes towards such an approach. Regarding the essence of the questions of the study, an explanatory sequential mixed-methods research design was employed. To this end, 100 conveniently sampled Iranian B.A. TEFL and Translation Studies students were identified as relatively homogeneous in terms of their language proficiency through administering Oxford Placement Test (OPT), and ten Iranian EFL teachers attended as the participants. The experimental group students were exposed to the synthetic approach of teaching writing. In contrast, the control group experienced conventional mainstream in the quantitative phase of the study lasting for 16-session treatments. As to the qualitative phase, a semi-structured individual interview was conducted with the participant teachers. The quantitative phase revealed that the synthetic initiative had comparatively significant impacts on the EFL students' writing performance, and the qualitative phase showed that the teachers adopted some positive views toward the implementation of the applied synthetic approach to TBLT and CD in writing instruction. The findings offer some pedagogical implications for the stakeholders, including syllabus designers, EFL learners, and teachers, to include task-based collaborative dialogues in EFL instruction.

In this article, we first discuss the rationale behind opening up a dialogic space between sociocultural theory and other compatible theories. In the second section, a brief sketch of sociocultural theory in the field of second language acquisition (SLA) is provided. In the third section, exploring the constitutive relationality that ineluctably holds between a given SLA theory and its putative worldview, we enunciate implications and categorical influence of worldviews on day-today research inquiries and scientific practices of the SLA scientific community. Then, we set out to delineate scientific development in SLA invoking a Kuhnian perspective with a honed focus on the theory-laden nature of empirical evidence as well as the key notions of paradigm, disciplinary matrix, and incommensurability of competing theories. In the fourth section, we specifically settle our attention on the issue of incommensurability of, and inter-theory dialogues between, SLA theories with a view to the articles which are included in the special issue and discuss their theoretical and practical implications. We conclude with some remarks on the importance of adopting a weltanschauung-centered perspective on doing research activities, theory choice, and scientific development in SLA for advancing a principally unified and scientifically coherent understanding and explanation of second language developmental processes.

As digital advancements reshape communication, researchers need interdisciplinary methods to understand the cognitive processes involved. This essential reference for advanced students and researchers provides a comprehensive introduction to innovative research methods in cognitive translation and interpreting studies (CTIS). International experts from diverse disciplines share best practices for investigating cognitive processes in multilectal mediated communication. They emphasize the application of these methods across research domains situated at the interface of cognition and communication. The book offers an in-depth analysis of key research methods, explaining their rationales, uses, affordances, and limitations. Each chapter focuses on one or two closely related research methods and their tools, including surveys, interviews, introspective techniques, keylogging, eyetracking, and neuroimaging. The book guides readers in planning research projects and in making informed methodological choices. It also helps readers understand the basics of popular tools, fostering more rigorous research practices in data collection. Additionally, it provides practical suggestions on study design, participant profiling, and data analysis to deepen our understanding of texts, tasks, and their users.

Describing the trends and developments in language teaching practice and research has been of considerable interest to the practitioners and researchers involved in the field. This study sought to provide a rough outline of Iranian language teaching research by analyzing a large collection of titles from language teaching research reports of Iranian researchers published in English-language academic journals. The 2612 titles came from articles published from winter 2006 to summer 2016. The main source of the articles was 21 journals published in Iran or international journals which featured a considerable number of Iranian authors. In several exploratory rounds of content analysis, the article titles in five language teaching journals were examined to identify their topic areas. Then, by collapsing some of the topics, a final list of topics was prepared. Then, the titles in all journals were examined and the topic area or areas which each covered were tallied. To triangulate this subjective analysis and furnish another frequency report for the topic areas of research in language teaching, the titles were submitted to the text-analyzing software AntConc 3.3.5w (Anthony, 2012), which put out two lists: a frequency-tagged list of two-to seven-word chunks, and a frequency-tagged list of key conceptual words. The subjective content analysis and the machine-based analysis together demonstrated how different sub-fields of language teaching were emphasized and received attention in Iran. The findings help researchers become more informed about the Iranian context and set better priorities. The limitations and weaknesses of the study and some caveats are also discussed.