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Journal: Theory and Practice of Second Language Acquisition

Are they part of the equation? – foreign language teachers versus language attrition A diagnostic study

Małgorzata Szupica-Pyrzanowska , Katarzyna Malesa

Language: EN | Published: 12-12-2017 | Abstract

Non-pathological language attrition has been thoroughly investigated in the context of first as well as second language (for review, see Bardovi-Harlig & Stringer, 2010; Schmid & Mehotcheva, 2012). However, still not enough is known about language attrition in a different population. Foreign language teachers, who often fight an uphill battle trying to prevent their learners’ lack of progress, may also face a different challenge. Namely, their own linguistic skills may regress as well. Therefore, the inquiry should be extended so as to include this population. As a result, in the present study we aim to investigate the extent to which FL teachers are aware of the phenomenon of language attrition. The diagnostic study was motivated by anecdotal evidence and frequent interactions with foreign language teachers. Our observations rested on the assumption that FL teachers may experience stagnation in the language they teach or may even be on the verge of language regression. 21 primary school non-native foreign language teachers (mean age 29) representing both rural and urban areas participated in the study. All participants had a B.A. in elementary education and were pursuing their M.A. in language teaching. In our pilot study, they were asked to complete an anonymous questionnaire including both closed-ended and open-ended questions. The preliminary analysis reveals factors contributing to language loss among foreign language teachers and suggests future research directions.

2017-12-12



Journal: Theory and Practice of Second Language Acquisition

An Analysis of the Higher Eductional Systems of Teaching Chinese as a Foreign Language in Poland and China

Katarzyna Elżbieta Bańka

Language: EN | Published: 30-06-2017 | Abstract

Nowadays, we witness changing trends in terms of the interest in language learning. In Poland, more and more higher education establishments, not only public, but also private, introduce various types of majors concerning oriental languages, such as Chinese translation programmes.
The aim of this paper is to compare the Chinese learning process in China and in Poland. In the first part, a comparative outline of both types of learning processes will be introduced, on the base of author’s few years of experience gained while teaching and studying in both of those countries. Furthermore, the author will investigate the results of teaching Chinese in Poland, a place of very few Chinese native speakers, as compared to teaching Chinese in the mainland of China. In the end, the proposals on what to do to improve the Chinese learning system in non-Chinese speaking countries will be introduced.  

2017-06-30



Journal: Theory and Practice of Second Language Acquisition

Poetry in Teaching Grammar to the Advanced Users of Polish as a FL

Marzena S. Wysocka

Language: EN | Published: 30-06-2019 | Abstract | pp. 55-72

The article offers an insight into problematic issues the advanced learners of Polish as a FL cope with in terms of grammar in speaking and writing. It opens with a brief insight into teaching literature, poetry including, in a FL classroom. What follows includes types of poems and their potential to be used in the teaching context, mainly when teaching grammar. Having presented  the scope of linguistic problems experienced by the users of Polish as a FL, the type and frequency of grammatical problems are discussed. Polish grammar-based issues the foreigners struggle with constituted the main area of the research conducted among 146 students of the Polish Language Course attending the School of Polish Language and Culture at the University of Silesia in Katowice, Poland. The findings come from oral and written assignments produced by the sample in question, and, most frequently, reflect grammatical mistakes that are persistent and difficult to eliminate from the linguistic repertoire. Given that,  ways of using poetry as a means of a “grammar refresher” are suggested. These include a few examples of activities based on poems to be used  when trying to overcome particular linguistic difficulties, together with implications for teachers raising students’ language awareness and developing reflection on language per se.

2019-06-30



Journal: Theory and Practice of Second Language Acquisition

L2 Gain or L2 Pain? A Comparative Case Study of the Target Language Development among the Erasmus+ Mobility Students and At-Home Students

Katarzyna Ożańska-Ponikwia , Angélica Carlet , Maria Pujol Valls

Language: EN | Published: 30-06-2019 | Abstract | pp. 73-92

The Erasmus+ exchange programme has become very popular, with the numbers of student sojourners growing each year. However, it was observed that not all students benefit equally from the study abroad (SA) experience (cf. Kinginger, 2008, 2009; Marijuan & Sanz, 2018; Mitchell, Tracy-Ventura & McManus, 2017; Regan, Howard & Lemée, 2009). Consequently, the main aim of the present study was to have a closer look at various factors that might contribute to the development of the target language among two small groups of students that self-selected themselves to do their language teaching practicum abroad, as a part of the Erasmus+ mobility program (n=6), or to do it at the local schools in the country of their residence (n=5). Both groups were examined prior their departure and after their arrival with a battery of tests that included: Oxford Placement test, Self-reported proficiency questionnaire, Oral proficiency test based on Cambridge Advanced exam, Language Engagement Questionnaire, Multicultural Personality Questionnaire(MPQ), Big Five Personality Questionnaire and Trait Emotional Intelligence Questionnaire (TEIQue). Our findings demonstrated that the majority of the Erasmus+ mobility program students examined in this study showed some greater linguistic progress when it comes to grammar and speaking in comparison to the home stay students. However, there were two cases that failed to progress after the stay abroad experience. Further analyses and interviews showed that some other factors like attitudes, language engagement and satisfaction from the Erasmus experience might in fact influence and shape target language development while abroad. At the same time, it could be speculated that in the case of researched informants their progress in grammar and speaking could be assigned mostly to the amount and quality of the language input outside of the classroom setting.

2019-06-30



Journal: Theory and Practice of Second Language Acquisition

Gure Ikastola en tres languages: the teaching and learning of trilingual oral expository skills by means of a didactic sequence

Ana Aldekoa

Language: EN | Published: 14-12-2018 | Abstract

The aim of this presentation is to analyse the development of trilingual oral expository skills in sixteen-year-old Spanish L1, Basque L2 and English L3 students in the framework of a multilingual didactic sequence. The promotion of multilingualism including a minority language such as Basque is a major specificity of the Basque educational system (Cenoz, 2009; Idiazabal et al., 2015), and the Integrated Teaching of Languages (ITL) is highlighted as a relevant approach for multilingual education both in the Basque and European contexts (Gobierno Vasco, 2015; Troncy, 2014).

Initial and final oral expository texts produced at the beginning and at the end of a didactic sequence by trilingual students constitute the empirical data of this study. Both texts were addressed to students’ school community as well as to foreign students with the aim of presenting their school. We followed text genre-based criteria in order to analyse students' trilingual productions (Dolz & Schneuwly, 2016).

Results show that students did improve their oral expository texts overall, although to different extents: among the aspects that showed a greater improvement, we can name the explicit mention of core elements at the introductory section in Basque, the more consistent use of topic introducers regardless of the language and the more regular use in English of resources to clarify those concepts whose meaning could be difficult to grasp for foreign students. Among those aspects where improvement is notably less, we could mention that students hardly ever addressed the audience in English and thus failed to catch their interest; also, the production of target-deviant past tense verb forms in English remains quite problematic.

From the perspective of the ITL, we will conclude that this analysis shows that teaching oral expository skills from an integrated perspective fosters multilingual development, being inter-linguistic discursive transfer a relevant didactic resource (Cummins, 2008).

2018-12-14



Journal: Theory and Practice of Second Language Acquisition

Teaching Materials and the ELF Methodology – Attitudes of Pre-Service Teachers

Aleksandra Aniela Szymańska-Tworek

Language: EN | Published: 13-08-2016 | Abstract

The central argument voiced in the present paper is that the English language classroom should be influenced by the English as a lingua franca (ELF) methodology. What we mean under the notion of ELF methodology is a set of assumptions and tenets advanced by a number of scholars (e.g., Jenkins, 2002; Seidlhofer, 2011), who advocate rejecting the hegemony of a native-speaker language model and embracing a more egalitarian perspective that promotes the linguistic and cultural diversity of the English-using world. The ELF methodology is one of the recent developments in ELT. An abundant literature (e.g., Spichtinger, 2001; McKenzie, 2008) recommends that learners of English are exposed to as many different varieties of English as possible. A further recommendation (e.g., Matsuda, 2012) is that the cultural content presented to pupils in the ELT classroom should be drawn from multiple sources. The present paper aims to contribute to the debate concerning the implications that the ELF methodology carries for coursebooks and teaching materials. The study explores pre-service teachers’ views on the following questions: (1) How many and which varieties of English should appear in the CD recordings that accompany coursebooks? (2) Cultures of which countries should constitute the content of teaching materials? The data obtained from 170 pre-service teachers majoring in English indicate that most of them are far more willing to embrace the cultural rather than linguistic diversity in their own teaching practice.


 

2016-08-13



Journal: Theory and Practice of Second Language Acquisition

Multimodality of cultural content in ELT materials for young learners.

Maria Dorota Stec

Language: EN | Published: 30-06-2017 | Abstract

Cultural content is incorporated into EL materials to enrich linguistic content. The paper focuses on English materials as cultural artefacts analysed in terms of multimodality. The aim is to identify the most important multimodal aspects of cultural content offered in English course books for early language education. Following the multimodal discourse analysis, the image–language relations presented in the culture sections are examined. The paper seeks to address two following questions: What is the multimodality of cultural content in English course books for young learners? What are the image-language relations involved in the construction of cultural content? The project involves an analysis of nine course books currently used in teaching English to young learners in Polish primary schools. The data will be collected during the evaluation studies, which here are both quantitative and qualitative in nature. The study is based on a set of universal, content-specific, multimodal and intermodal criteria. It is hoped that the results from the research project will enrich the process of ELT materials design in terms of multimodality. They will support the need for developing multimodal (visual) literacy through multicultural education in early language education.   

2017-06-30



Journal: Theory and Practice of Second Language Acquisition

Immersion learning activities: developing communicative tasks in the community

Jorge Pinto

Language: EN | Published: 07-03-2018 | Abstract

This paper examines the out-of-class Portuguese language teaching activities for foreign students learning Portuguese at the Faculty of Arts of the University of Lisbon and their results in the output of learners. Even in contexts of immersion, students have a tendency to focus only on class activities and not on community activities that involve face-to-face contact with native speakers. To change this situation, we have created a new subject, built on task-based language teaching, called "Immersion Activities", for the Portuguese Foreign Language Annual Course. We present the preliminary results of a study carried out with eighty students and twelve teachers, whose objective is to verify up to what extent this subject translates into a more effective learning of the language and if students' perceptions, at the end of the semester, regarding the learning outcomes, coincide or not with those of the teachers. From the results, it is possible to observe that the students’ and teachers’ opinions converge in the same sense: immersion activities provide a better development of students' communicative competence in Portuguese.

2018-03-07



Journal: Theory and Practice of Second Language Acquisition

Classroom learning environment and its influence on selected aspects of foreign language attainment. Insights from students.

Anna Michońska-Stadnik

Language: EN | Published: 14-12-2018 | Abstract

The twenty first-century learning environment, the classroom in particular, is believed to create conditions for a language learner to engage in autonomous and cooperative learning activities. It is also believed to develop and sustain motivation, to foster self-regulation and – last but not least – to facilitate the learning process. The learning environment is composed of the learner, other students, the teacher and the physical environment, i.e. the furniture and equipment. The research presents students’ opinions concerning the positive and negative influences of selected aspects of the classroom environment on their language learning process, motivation, ability to self-assess, self-confidence and attitudes to the target language and culture. As seen from data analysis, it is the teachers whose knowledge, behaviours and attitudes appear to have the biggest influence on students’ learning process. The opinions are collected from students’ written guided interviews and may become an inspiration for teacher educators at the university level.

2018-12-14



Journal: Theory and Practice of Second Language Acquisition

Teaching Speaking Skills in Ecuador: EFL Pre-Service Teachers’ Beliefs during the Practicum

Jardel Santos , Gloria Luque-Agulló

Language: EN | Published: 22-10-2025 | Abstract | pp. 1-28

Teachers’ beliefs shape their pedagogical strategies, yet many language teachers remain unaware of their educational philosophies and how these beliefs are manifested in their teaching practices. This issue becomes more significant regarding pre-service teachers’ beliefs, which affect their performance during the practicum when they start university programs with pre-established beliefs about teaching. The present qualitative study aims to investigate five Ecuadorian EFL pre-service teachers’ beliefs about teaching speaking skills. Data were collected through written and visual narratives, focus group interviews, and reflective journals. The analysis was done following grounded theory. Findings show three different core beliefs: (a) the importance of English, (b) speaking error correction, and (c) methodologies to teach speaking skills. Research into teachers’ beliefs is critical, as it may offer insights into teachers’
thought processes and classroom planning strategies. Further research is necessary to see how these beliefs affect their teaching practices.

2025-10-22



Journal: Theory and Practice of Second Language Acquisition

Lexical Availability and Foreign Language Teaching: Main Contributions of a Growing Field

Marta Sánchez-Saus Laserna

Language: EN | Published: 12-03-2024 | Abstract | pp. 1-20

Teaching vocabulary presents a significant challenge in foreign language instruction. This article discusses the advantages that the results obtained in studies on lexical availability offer for foreign language teaching. The methodology of lexical availability, which involves extracting vocabulary that is closely associated with specific lexical categories, was first developed in France in the 1950s, and since then, it has been predominantly used for teaching Spanish as a first language. More recently, in the past 15 years, it has also been employed for teaching Spanish as a foreign language. This article examines the origins and methodology of lexical availability, with a particular focus on two significant applications related to teaching Spanish as a foreign language. From a cognitive standpoint, the article discusses studies analysing the configuration of the mental lexicon using available vocabulary data. From a didactic perspective, the article explores how lexical availability can be used to improve the selection of vocabulary in teaching materials for Spanish as a foreign language.

2024-03-12



Journal: Theory and Practice of Second Language Acquisition

A Habermasian Approach to the Examination of Language Teachers’ Cognitive Interests

Maria Villalobos-Buehner

Language: EN | Published: 29-01-2021 | Abstract | pp. 11-31

Language teacher educators train pre-service teachers in numerous theories and pedagogical practices of language learning and language teaching. They expect that their student teachers will translate this conceptual and practical knowledge into action during their practicum. However, in the process of determining pre-service teachers’ readiness for the field experience and the profession in general, methods classes measure only their conceptual knowledge and omit looking at their student teachers’ belief system about language teaching and learning. This belief system is a strong indicator of how the students organize their knowledge for application (Borg, 2003) and may help teacher educators gauge students’ read ness in the use of new pedagogies that these pre-service teachers may not have experienced before. Using two reflective essays and a piece of authentic assessment as instruments to gather data, as well as Jürgen Habermas’s theory on cognitive interests as a framework to explore the espoused beliefs of nine pre-service language teachers at the end of a methods
course, this qualitative study addressed the following questions: What levels of cognitive interests do the nine pre-service world language and ESL teachers exhibit prior to student teaching? To what extent do the students’ levels of cognitive interests change during the methods course called Teaching a Second Language? What are the most common cognitive interests regarding such areas of teaching performance, such as methodology and assessment among the participants? The results show that the nine pre-service teachers held mostly technical
and some practical cognitive interests at the beginning of the semester. In the end, most of the participants held practical interests, and three out of the nine pre-service teachers held elementary emancipatory beliefs. One pedagogical recommendation is to include experiences in the training of pre-service teachers that promote emancipatory beliefs that could support teachers in their pursuit of transforming challenging social conditions while examining and adopting new pedagogies.

2021-01-29



Journal: Theory and Practice of Second Language Acquisition

Ali H. Al-Hoorie and Peter D. MacIntyre (Eds.) (2020), Contemporary Language Motivation Theory. 60 Years since Gardner and Lambert (1959) (Bristol: Multilingual Matters)—by Anna Mystkowska-Wiertelak

Anna Mystkowska-Wiertelak

Language: EN | Published: 29-01-2021 | pp. 149-153

2021-01-29



Journal: Theory and Practice of Second Language Acquisition

Corpus-Assisted Analysis of Discourses on EFL Teaching Approaches

Marianna Lőrincz

Language: EN | Published: 04-11-2025 | Abstract | pp. 1-27

This study explicates the lexico-semantic features of the discourses constructed by EFL student teachers regarding language teaching approaches and methods. Utilizing corpus linguistics methods, the research explores a specialized corpus comprised of reflective essays produced by forty-one EFL student teachers in the context of Ukrainian teacher education. Techniques such as keyword analysis, n-grams, collocations, and KWIK (key word in context) were sequentially applied to complement the data. The keyword profile of the corpus enabled the extraction of the main semantic fields, including approaches and methods, education and instructional processes, agents, linguistic aspects, language skills, and techniques. The n-grams analysis further detailed that the participants were familiar with a repertoire of approaches and methods. Evidence garnered from collocations and concordance analyses substantiated that the respondents self-identified with current language teaching approaches and believed in the utility of principled eclecticism. Nevertheless, a minor segment of respondents gave precedence to traditional language teaching. Despite a lexically rich representation of the semantic field of EFL approaches and methods, the related semantic field of techniques was underrepresented in the corpus, indicating challenges associated with the procedures underlying specific approaches in the instructional process. This highlights the need for guided training in the application of contemporary language teaching principles.

2025-11-04



Journal: Theory and Practice of Second Language Acquisition

Self-reported Difficulties in Learning English as a Second Language for Third-age Students in Poland

Łukasz Matusz , Anna Maria Rakowska

Language: EN | Published: 30-06-2019 | Abstract | pp. 113-130

The problem of teaching English to third-age students is among the issues in ELT which have gained increasing attention and interest in recent years. The aim of this paper is to identify difficulties in learning English as a foreign language reported by students taking part in language courses at third-age universities in Poland. The research is based on the questionnaire distributed among the group of 70 third-age students of English. The results show that the problems the learners report are cantered around their age- and health- related conditions, as well as their general attitudes concerning foreign language learning. It is hoped that the present study will constitute a minor contribution to the study of learning needs and expectations of senior students in Poland.

2019-06-30



Journal: Theory and Practice of Second Language Acquisition

Integrating Form and Content within Classroom Discussion of Literature: A Discernible Advantage in Language Learning

Çağrı Tuğrul Mart

Language: EN | Published: 29-01-2021 | Abstract | pp. 51-74

As both form-focused (FFI) and content-based (CBI) instructions have advantages and disadvantages in language teaching, the integration of FFI and CBI into literature-based classrooms provides an ideal context to attend to form and meaning and some of the strongest rationales for language acquisition as the disadvantages of one approach will be compensated by the advantages of the other. When FFI and CBI are integrated in conjunction with literature-based approach, learners easily perceive language patterns in the meaningful context, foster content learning and initiate production of the meaningful discourse. Simply put, the advancement of grammatical accuracy and content unveils improvements in language proficiency. The present study aimed to create a favorable condition for language learning through employing FFI and CBI incorporated in a literature-based program. Quasi-experimental approach was adopted and the participants were 60 students majoring in English Language Teaching at a university. It was found that this integrative pedagogy can be used as a springboard for language proficiency development because learners are at advantage to maximize their grammar and vocabulary knowledge.

2021-01-29



Journal: Theory and Practice of Second Language Acquisition

The Role of Digital Storytelling in Jordanian School EFL Classrooms: A Qualitative Exploration of Teachers’ Perceptions

Mohammad Hamad Al-khresheh

Language: EN | Published: 05-05-2025 | Abstract | pp. 1-29

The topic of digital storytelling in the field of EFL instruction has attracted increasing attention. However, its significance, effectiveness, and incorporation within educational settings in Jordan have not been thoroughly studied. In order to address this research gap, the present paper explores the teaching effectiveness, challenges, and practical applications of digital storytelling in Jordanian EFL classrooms, specifically through a qualitative analysis of teacher perspectives, incorporating semi-structured interviews with 26 EFL teachers recruited by purposive sampling. The thematic analysis revealed that EFL teachers in Jordan predominantly view digital storytelling as a valuable enhancement to English language teaching, notably for its ability to engage students and facilitate language learning. This positive perspective, however, is tempered by concerns over resource availability and curriculum integration challenges. The study also observed that digital storytelling positively impacts student engagement and language skills, with teachers reporting notable improvements in student involvement and language competencies. However, this impact varied among students, influenced by individual learning styles and access to technological resources. Lastly, regarding integrating digital storytelling into the curriculum, teachers identified several benefits, including the versatility of digital storytelling in achieving educational objectives and its effectiveness in facilitating interactive learning. Yet, they also faced challenges, particularly regarding inadequate technological infrastructure and difficulties aligning digital storytelling with rigid curricular structures. These findings provide crucial insights into the application of digital storytelling in EFL education in Jordan, reflecting its potential to transform teaching practices amidst practical implementation challenges. The paper concludes with limitations and future research suggestions, intending to encourage deeper scholarly and practical involvement with this novel teaching style.

2025-05-05



Journal: Theory and Practice of Second Language Acquisition

ICT as material culture in CALL

Elżbieta Gajek

Language: EN | Published: 30-06-2017 | Abstract

Human and technology interactions are two directional. A human makes use of the technology available, but the technology enhances human potential and creates opportunities for further development in the use of technology. This mutual influence will be presented on the example of the use of Information and Communication Technologies (ICT) in language learning and teaching LL&T. Both historical perspectives on CALL and the contemporary practices illustrate interrelations between material artefacts and their use for learning purposes in the multilingual reality of the Internet. The results of research on teachers of foreign languages show that material culture gives ground for social and pedagogical practices but human perceptions, opinions, and actions constitute the actual use of it.

2017-06-30



Journal: Theory and Practice of Second Language Acquisition

Rethink your old teaching methods: designing a pronunciation course for young teenagers

Dorota Lipińska

Language: EN | Published: 07-03-2018 | Abstract

ABSTRACT

 

Numerous studies (e.g. Lipińska, 2014; Majer, 2002; Nowacka, 2003; Sobkowiak, 2002; Szpyra-Kozłowska, et al., 2002; Szpyra-Kozłowska, 2008; Waniek-Klimczak, 2002; Wrembel, 2002) have shown that although teaching L2 pronunciation is included in university curricula, it is at the same time virtually absent at lower stages of education. Moreover, it has been noticed that teaching phonetics to younger learners is advisable and may be really effective (e.g. Lipińska, in press a; Nixon and Tomlinson, 2005). Undoubtedly, one can say that there are a lot of books and courses designed for adults written by and for Polish learners of English (e.g. Porzuczek et al., 2013; Sawala et al., 2011) or dedicated to international users (e.g. Baker, 2006; Hancock, 2008; Hewings, 2010). But the materials and methods used while working with adult learners and university students are no longer applicable if one wants to teach phonetics in a different environment and create an attractive and efficient course for children or young teenagers, since, as e.g. Komorowska (2011) notices, each foreign language course has to be characterised by realistic goals and appropriate methods and components.

The aim of this paper is to present various methods and materials which can be successfully applied while teaching English pronunciation to 11-13-year-olds. They have been used in three groups consisting of such L2 learners, and their usefulness and effectiveness have been proven by studies on both speech production and perception (e.g. Lipińska, in press b).

2018-03-07



Journal: Theory and Practice of Second Language Acquisition

Uncovering Procrastination in Language Teaching: Self-Efficacy, Anxiety, and Situational Influences

Dino Dumančić

Language: EN | Published: 15-10-2025 | Abstract | pp. 1-34

The study employed a mixed-methods approach to investigate the relationship between English language teachers’ teaching efficacy, emotional experiences, and situation and task-related procrastination. It aimed to explore both self-reported teaching self-efficacy beliefs and the factors influencing language teachers’ procrastination behaviors and emotions during task delay. A total of 305 Croatian EFL teachers participated in this study. Descriptive, correlation, and directed content analyses were carried out. According to the findings, the Croatian language teachers viewed themselves as highly effective in the classroom and they also reported engaging in procrastination infrequently. When inquired about language proficiency-related anxiety, they admitted having experienced it sporadically. Those confident in utilizing instructional strategies and implementing classroom management strategies procrastinated less and reported lower anxiety levels. Qualitative analysis revealed that demotivating or fatiguing tasks, especially administrative and testing-related ones, instigated procrastination, among others. When procrastinating, the teachers reported primarily unpleasant emotions, such as anxiety, nervousness, frustration, and guilt.

2025-10-15



Journal: Theory and Practice of Second Language Acquisition

Language Teacher Identity and Emotions in a Duoethnographic Narrative: The Perspective of Teacher, Parent, and Teacher Educator

Joanna Rokita-Jaśkow , Dorota Werbińska

Language: EN | Published: 21-07-2023 | Abstract | pp. 1-26

Teacher identity building rather than learning teaching in terms of skills and subsystems has recently been acknowledged as a priority in future teacher preparation. Several teacher identity models have been offered, including the 3A Language Teacher Identity Framework (3ALTIF) (Werbińska, 2017a) in which teacher identity comprises affiliation (teachers’ willingness to teach), attachment (teachers’ beliefs related to their teaching) and autonomy (teachers’ agentive, reflective, and resilient powers). With hindsight, it seems that the 3ALTIF, which
drew on other identity models available at the time of its conception, does not address the affective side of language teacher identity explicitly enough and therefore can hardly embrace the uniqueness of this profession. That is why we decided to explore the issue of emotions more deeply and conduct a lengthy duoethnographic narrative to consider the 3ALTIF’s ‘missing’ component for the future ‘improvement’ of the 3ALTIF. Duoethnography was chosen as a qualitative research method thanks to its novelty, its suitability for investigating identity issues and the opportunity it provides for us to explain and express ourselves. In our
duoethnographic dialogues we focused on our own emotions from three perspectives: former school language teachers, language teachers as parents, and language teacher educators, all of which are the roles we have played. The findings reveal our experience of emotions that once affected us and also suggest that emotions are not only psychological constructs but have social dimensions as well.

2023-07-21



Journal: Theory and Practice of Second Language Acquisition

Fostering Positive Language Education Practices: Exploring the Synergy of Institutional Practices and Learner Characteristics

Robert Oliwa

Language: EN | Published: 25-11-2025 | Abstract | pp. 1-44

The following quantitative study investigates the impact of institutional practices at the State University of Applied Sciences in Przemyśl on the language education of Generation Z students. By examining their educational preferences and characteristics, the research explores how these practices foster positive language learning experiences. A questionnaire was used to assess key aspects, including student motivation, learning environments and alignment of study programs with personal and career goals. Findings indicate that supportive institutional practices, personalised teaching methods and an appreciation for diversity enhance the effectiveness of English language classes. The study also highlights significant differences in satisfaction levels between undergraduate and graduate students. The research offers insights into the interplay between institutional practices and student needs. The study underscores the necessity for a dynamic and responsive educational environment that aligns with contemporary student expectations. Future research should aim to validate these findings across diverse student populations and further investigate the factors influencing language education outcomes.

2025-11-25



Journal: Theory and Practice of Second Language Acquisition

Challenges of Learning in Second Language among South African School Learners with Developmental Language Disorder

Nettie N. Ndou , Segun Emmanuel Adewoye

Language: EN | Published: 29-03-2024 | Abstract | pp. 1-17

Language in education plays a critical role in effective teaching and learning worldwide. This study aimed to explore the challenges of learning in a second language among secondary school learners with developmental language disorder (DLD). The study also unveils strategies used by professionals to support learners and learners’ attitudes towards support. The study participants were learners (n = 12), teachers (n = 5), a speech Language therapist, and an educational psychologist. A qualitative research approach was utilised employing a case study as the research design. Data generation sources included non-participatory observations, interviews, and focus group discussions. Data was analysed using thematic analysis. Findings indicated that learning in a second language as the medium of instruction posed challenges for learners with DLD. They struggled with comprehension, reading, and word recognition of learning content. Teachers indicated that they used strategies such as remedial lessons and giving learners more reading material to enhance their vocabulary and narrative skills. They also referred learners to other professionals for further assistance. Parental involvement is also encouraged in support of learners. However, one of the factors limiting learners’ support is learners’ attitudes. Learners’ attitudes towards support may be attributed to limited awareness of DLD. Hence, there is a need to raise awareness of DLD among the learners. An in-depth course on special education in secondary teacher training programmes is necessary to further equip teachers with strategies to enhance inclusive classrooms. The promotion of local languages as a medium of instruction must be highly prioritised, even at a secondary level of education.

2024-03-29



Journal: Theory and Practice of Second Language Acquisition

Model for Using Music in Pronunciation Teaching (MOMUP): New Validation and Revision

Adelina Castelo

Language: EN | Published: 03-06-2025 | Abstract | pp. 1-26

Songs have been used in the context of additional language teaching with different purposes, such as cultural knowledge, motivation, vocabulary development, and pronunciation teaching. A Model for Using Music in Pronunciation Teaching (MOMUP), proposed in 2018, provides guidelines to help teachers to create or adjust song-based learning materials to teach pronunciation in a more efficient way, but it needs further validation. Consequently, this paper aims at (i) presenting and discussing new validation data on the MOMUP, and (ii) revising the model in accordance with that discussion. The paper includes: a literature review on creation and validation of guiding models for teachers; the MOMUP’s presentation; the description of new validation data on the model, collected through an online questionnaire to 30 teachers of additional languages; the model’s revision in accordance with the validation data, as well as further literature review. The output of this process, the revised version of MOMUP, is simpler than the previous one and is composed of thirteen principles/criteria associated to each one of the topics what for?, which song?, and how? (3, 5 and 5 principles, respectively).

2025-06-03



Journal: Theory and Practice of Second Language Acquisition

Approaches to Teaching Agreement and Disagreement in Selected Coursebook Series

Silvie Válková , Jana Kořínková

Language: EN | Published: 05-04-2023 | Abstract | pp. 1-20

The article focuses on the explicit teaching of language used to express agreement and disagreement in the popular English language coursebooks English File and Navigate. It reviews the current research on teaching various aspects of polite language and politeness-sensitive speech acts and analyses and compares the explicitly taught phrases of agreement and disagreement in the two selected coursebook series, as well as the methods of their presentation and the amount of background theoretical information provided to students and teachers to facilitate their proper usage. Differences were identified not in the inventories and language representation of the explicitly taught phrases, but mainly in the background support available for students and teachers on their usage.

2023-04-05



Journal: Theory and Practice of Second Language Acquisition

Acquisition of Structures at Syntax-Discourse Interface: Post-Verbal Subjects in L2 English

Liljana Mitkovska , Eleni Bužarovska , Natasha Stojanovska-Ilievska

Language: EN | Published: 18-08-2023 | Abstract | pp. 1-22

The present study explores the acceptability of postverbal subjects by intermediate and advanced L2 English learners with L1 Macedonian, a pro-drop Slavic language with rich verbal morphology. The two languages differ regarding the distribution of subject-verb inversion (SVI): in Macedonian, it is a default pattern in thetic sentences, but English severely restricts SVI to specific contexts. To test the hypothesis that Macedonian learners encounter difficulties in acquisition of English SVI because of crosslinguistic influence, a grammaticality judgement and correction task was administered to two groups of Macedonian learners of
English and a control group of English native speakers. The results revealed that L2 learners find English VS sentences and VS + it-insertion examples more acceptable than the native speakers, but the performance of the advanced group is closer to the native speakers than to the intermediate learners. Both non-native groups accept more readily inappropriate English sentences that conform to typical L1 structures.

2023-08-18



Journal: Theory and Practice of Second Language Acquisition

DEVELOPING LEARNING ENVIRONMENTS FOR BLENDED AND ONLINE LEARNING

Beata Webb , Alicia Vallero

Language: EN | Published: 14-12-2018 | Abstract

Developing online and blended learning programs at a university requires the selection of an appropriate framework which addresses the criteria of effective pedagogy. This paper aims to determine a framework for developing and evaluating online and blended learning environments within university educational contexts. The paper is based on the experience of developing blended and online teacher training programs in Teaching English to Speakers of Other Languages at Bond University, Gold Coast, Australia. First, the paper outlines the methodology of the project. Then, it explores various concepts and theoretical models of learning environments. The next part of the paper examines students’ perspective of the elements of the learning environment as defined by the framework of choice. The paper concludes with a comparative overview of the theoretical framework and its application within the Bond University context.   

2018-12-14



Journal: Theory and Practice of Second Language Acquisition

Rachelle S. Savitz, Leslie D. Roberts, & Jason DeHart (Eds.), Teaching Challenged and Challenging Topics in Diverse and Inclusive Literature: Addressing the Taboo in the English Classroom Routledge, 2023, 218 pp.

Kornél Farkas

Language: EN | Published: 18-04-2025 | Abstract | pp. 1-5

Review

2025-04-18



Journal: Theory and Practice of Second Language Acquisition

New School, the Same Old Rut? Action Research of Unsuccessful First-Year Students in a High School

Joanna Masoń-Budzyń

Language: EN | Published: 07-03-2018 | Abstract

Action research is one of the tools that a reflective teacher may use in order to solve specific problems they encounter in their daily teaching practice. The article describes action research carried out in a high school to investigate some of the reasons behind the poor performance of some first-year students. It has been observed that students’ lack of success during the first semester corresponds directly to their low results in the end-of-middle school exam, despite the fact that they were allocated to groups on the basis of a placement test. In a questionnaire survey students reflected upon their motivation, attitude, classroom anxiety, and assessed their performance against other group members. This article offers an analysis of the questionnaire results and attempts at presenting certain ways in which teachers could help students who did not manage to wipe the slate clean avoid some learning barriers.

2018-03-07



Journal: Theory and Practice of Second Language Acquisition

Reflections on complexity: TESOL researchers reflect on their experiences

Achilleas I. Kostoulas , Sarah Mercer

Language: EN | Published: 14-12-2018 | Abstract

Complex Dynamic Systems Theory (CDST), or complexity, is increasingly being used as a theoretical framework in Applied Linguistics. In this article, we present the reflections of researchers in Teaching English to Speakers of Other Languages (TESOL) about how they have made use of complexity in their work. The aim of this article is to take stock of how it is being used in the field, the challenges and benefits it provides, as well as inspiration for future work from this theoretical perspective. In the first part of the article, we present a concise overview of CDST, focusing specifically on three salient features: its holistic lens, its non-linear perspective on causality, and its focus on emergence and self-organisation. We also take stock of how complexity perspectives have been used to inform research in a variety of applied linguistics topics. We then move on to present narratives provided by nine academics who have employed CDST in their work, which we synthesise with a view to showing how the theory has gradually developed in TESOL. Early encounters of the field with CDST were usually serendipitous, but the theory has so far proved to be useful, both on account of its descriptive power and because of its phenomenological validity. A common theme in the narratives of these experiences of complexity researchers is that complexity is associated with a steep learning curve, compounded by terminological opacity, and conceptual challenges. However, their responses also indicate optimism regarding the potential of the theory to inform research in TESOL and applied linguistics more generally.

2018-12-14



Journal: Theory and Practice of Second Language Acquisition

Contextualising the Hyflex Model of Instruction for Language Classes

Robert Oliwa

Language: EN | Published: 12-03-2024 | Abstract | pp. 1-23

The paper discusses a possible, practical application of the hybrid flexible (hyflex) model of content delivery in a tertiary context. The model may as well be applied in foreign language instruction. It is the author’s belief that there are convincing reasons for employing digital competences and skills acquired over the last two years to enhance teaching and learning. AnMappropriate contextualisation of the hyflex model may further encourage the retention of theMalready attained competences and skills in the new normal. It may also allow to combine
the traditional, in-class instruction with the new, online interaction both synchronously and asynchronously. The possibility of hyflexing language courses can be a challenging, however responsible, prospect because the restoration of the education we used to know might not be easy. Although theoretical, the paper provides practical guidelines as well as offers a selection of online tools to contextualise the hyflex model in language teaching. The paper may also constitute a strong claim for the practical application of the hyflex model especially when combined with an in-depth analysis and research of the model in various educational
contexts. As the future is hard to envisage, various models and approaches might be taken into account so as to appropriately respond to the challenges and requirements education is likely to be confronted with.

2024-03-12



Journal: Theory and Practice of Second Language Acquisition

When “grass was greener”*: Longplay Album Covers and Learning English. A Retrospection

Liliana Piasecka

Language: EN | Published: 31-05-2022 | Abstract | pp. 1-18

This paper brings together several important threads accounting for learning English as a foreign language, that is, language learning experience, material culture as an element of this experience as well as a component of the learning environment, motivation and music. Material culture has recently attracted the attention of researchers interested in foreign/second language learning and multilingualism because it provides a rich context for many multilingual practices. Longplay album covers are an excellent example of artefacts that combine the verbal with the material. Music and songs, pop songs in particular, are an important motivating factor in learning languages.
The aim of this paper is to share with the reader the author and her generation’s encounters with pop music of the 1960s, focusing on language learning experience based on the material aspects of these encounters, that is, longplay record covers. The paper, then, is the author’s personal reflection based on her own experience as well as on the multiple discussions she has had with friends and colleagues whose teenage years spanned the 1960s. Also connections between music and language learning are discussed along with suggestions of activities capitalizing on learners’ interest in music in the teaching process.

2022-05-31



Journal: Theory and Practice of Second Language Acquisition

Impact of Task-based and Task-supported L2 Teaching on the Use of Connective Markers in Learners’ Written Performance

Tomasz Róg , Artur Urbaniak

Language: EN | Published: 16-10-2024 | Abstract | pp. 1-22

The current study investigates the impact of two types of instruction on teaching connective markers in learners' written performance. 82 EFL learners were assigned to two experimental groups (EG1, N = 29 and EG2, N = 25) and one control group (CG, N = 28). The experimental groups were introduced to a set of connective markers in two sessions. EG1 followed a task-based approach, while EG2 experienced task-supported language teaching. CG took part in regular classes that were not intended to teach connective markers. The analysis of variance showed that instruction in both experimental groups positively impacted the number and quality of connective markers used in learners' for-and-against essays, with a slight but non-significant advantage of TBLT in the delayed post-test. The study is timely in that it addresses a still inconclusive line of research on L2 pragmatics instruction, investigates the thriving area of task-based teaching, and employs the most often-used type of essay on a nationwide secondary school-leaving examination.

2024-10-16



Journal: Theory and Practice of Second Language Acquisition

EFL Teacher Preparedness to Include Learners with Dyslexia: Israeli Context (ICFSLA 2023)

Joanna Nijakowska , Susie Russak

Language: EN | Published: 30-09-2024 | Abstract | pp. 1-30

The aim of this study was to investigate Israeli English as a foreign language (EFL) teachers’ perceived preparedness to include learners with dyslexia in mainstream classrooms (TEPID) and to verify whether there were cross-country differences in this respect. The study examined the effect of demographic variables on Israeli EFL teachers’ TEPID and identified their professional development needs around inclusive teaching. Principal components analysis of the TEPID scale led to a two-factor structure, that is, knowledge about dyslexia and self-efficacy in implementing inclusive instructional practices with dyslexic EFL learners
(F1), and stance towards inclusion (F2). Statistically significant effects were found for training, highest level of education, years and type of teaching experience with dyslexic learners, and type of certification in relation to F1, yet, only type of teaching experience with dyslexic EFL learners (direct contact and personal involvement in teaching) impacted teacher stance towards inclusion (F2). Additionally, Israeli teachers differed significantly from Polish and Cypriot teachers on both factors of the TEPID, but not from Greek teachers. Moreover, both
Greek and Israeli teachers evaluated their knowledge and skills (F1) as well as stance towards inclusion (F2) higher than Polish and Cypriot teachers. Teachers stressed the need for practical information and training about how to teach students with dyslexia. Implications regarding content of teacher training are discussed.

2024-09-30



Journal: Theory and Practice of Second Language Acquisition

Context-related Beliefs about L2 Language Learning and Teaching of the Millennial Pre-service EFL Teachers as a Prognosis for Future Classroom Actions

Magdalena Szyszka

Language: EN | Published: 02-02-2023 | Abstract | pp. 1-20

The qualitative study presented in this paper aimed to collect beliefs about learning and teaching English as a foreign language (EFL) from individual representatives of the generation frequently referred to as the millennials. The participants were 47 pre-service EFL trainee teachers from four socio-cultural contexts: Finnish, Israeli, Polish, and Spanish. Their voices have been considered because beliefs are dynamically related to actions and soon the millennial EFL teachers may implement them in the course of their teaching. The contextual approach, followed in this research, provided opportunities for discussing similarities and differences in the beliefs of Finnish, Israeli, Polish, and Spanish pre-service teachers. The identified similarities lead to outlining a tentative picture of a universal, future, post-pandemic EFL classroom.

2023-02-02



Journal: Theory and Practice of Second Language Acquisition

Are Portuguese Higher Education Students Motivated to Study English as a Second/Foreign Language?

Luciana Cabral P. Bessa , Elisabete Mendes Silva , Galvão Meirinhos , Rui Silva

Language: EN | Published: 11-10-2024 | Abstract | pp. 1-18

Being motivated is fundamental for any individual to achieve personal and professional success. In the context of learning in Higher Education, Motivation is crucial for achieving this success. Understanding the motivational state of students is essential for higher education managers and teachers. Understanding students’ Amotivation, intrinsic and extrinsic motivation can provide vital information to initiate changes in teaching and learning. In this sense, measuring Amotivation, Intrinsic Motivation, and Extrinsic Motivation allows for understanding the general state of students’ Motivation. This study aims to analyze the Motivation of 145 Portuguese Higher Education Students (70 Male and 75 Female) aged between 17 and 47 years old who studied the second/foreign language (English) in Portugal during the Academic Year of 2020/2021. We used the Academic Motivation Scale to measure Motivation to study English. The results show that students are not demotivated. The Motivation that prevails in the results is Intrinsic Motivation, and Extrinsic Motivation was insignificant. This study’s results contribute to the literature on Motivation to study Second Language, especially concerning the need to understand why students are only intrinsically motivated. Are the lessons, the teaching methodologies, the techniques and the contents not able to motivate them?

2024-10-11



Journal: Theory and Practice of Second Language Acquisition

Effects of Adjunct Model of Instruction on EAP Learners’ Reading Comprehension Skill

Mahzad Karimi , Elahe Ghorbanchian

Language: EN | Published: 29-07-2022 | Abstract | pp. 1-19

With the quick transition to online teaching during the COVID-19 pandemic, it is vital to take the recent development in language teaching methodology into consideration, especially the pedagogical utility of new models of English for Academic purposes (EAP). Accordingly, the main objective of the present study was to investigate the efficacy of the adjunct model in improving the overall reading comprehension skills of Iranian architecture students in online EAP courses. To this end, from the population of students studying architecture at the Isfahan University of Art, three intact classes, each with 35 sophomore students were selected. While the first class was taught by a language teacher (the Language-driven Group) and the second class received instruction from a content teacher (the Content-driven Group), the third class was taught by applying the adjunct model involving both content and language teachers. At the end of the semester, a reading comprehension test was administrated to all students. The analysis of the data through running a one-way ANOVA and post hoc analysis revealed that the students in the adjunct class outperformed their peers in the other two classes on the reading comprehension test.

2022-07-29



Journal: Theory and Practice of Second Language Acquisition

Investigating Critical Thinking in ELT Textbooks: A Systematic Literature Review of Textbook Evaluation Studies

Thiri Soe

Language: EN | Published: 29-03-2024 | Abstract | pp. 1-29

The pivotal role of critical thinking and its integration in English language education are synthesised through systematic literature reviews and meta-analysis studies in the areas of pedagogical interventions, teaching methods, and assessment methods. However, there is little evidence of systematic literature review on the integration of critical thinking into English language teaching materials such as textbooks. In this study, 41 empirical textbook evaluation studies published between 2010 and 2021 were reviewed from critical thinking perspective. The purpose of this study is to provide an overview of English textbook evaluations on critical thinking integration, to identify critical thinking frameworks applied, and to look for possible research gaps among the studies. An extensive literature search was conducted by applying Xiao and Watson’s (2017) eight-step systematic literature review method. From a collection of 41 empirical studies, this review focuses on such four aspects as applied critical thinking frameworks, findings, recommendations, and the language levels and content areas of the textbooks studied. The results revealed that (1) Bloom’s Taxonomy and Bloom’s Revised Taxonomy were most frequently applied critical thinking frameworks, (2) integration of higher-order thinking skills in textbooks was less common than lower-order thinking skills, (3) textbook assessment occurred primarily at the middle and high school levels more than at other levels, and (4) methodological considerations regarding the reliability and validity of the coding process in textbook content analysis received little attention. This study contributes a synthesised literature background of English textbook evaluation with recommendations for
methodological improvements in future studies.

2024-03-29



Journal: Theory and Practice of Second Language Acquisition

The Role of Compassion during the Shift to Online Teaching for Language Teacher Wellbeing

Astrid Mairitsch , Sonja Babic , Sarah Mercer , Giulia Sulis , Sun Shin

Language: EN | Published: 16-02-2023 | Abstract | pp. 1-22

Research on compassion has received increasing attention over the past decades (Seppälä et al., 2017). However, empirical studies focusing on the role of compassion for teachers still remain sparse to date. This paper reports on a study designed to investigate the wellbeing of 21 language teachers across the globe during the first wave of the COVID-19 pandemic crisis. In particular, the study sought out to examine the ways in which compassion and self-compassion contributed to the wellbeing of language teachers during this time. Data were generated through in-depth, semi-structured individual online interviews and were analyzed from
a Grounded Theory perspective (Charmaz, 2006). Findings revealed that acts of compassion in the workplace and in the private lives of the teachers played a crucial role in shaping our participants’ wellbeing during this time of crisis. Furthermore, self-compassion emerged as an important factor influencing the wellbeing of teachers during the pandemic crisis. Indeed, compassion and self-compassion served as core elements in their teaching and appeared to affect their relationships with their students, colleagues, and headteachers. In the absence of compassion, the stressful and challenging situation they were already experiencing was exacerbated. These findings imply the potential benefits of compassion and self-compassion training for teachers, administrators, and policymakers to support and promote wellbeing in the educational workplace.

2023-02-16



Journal: Theory and Practice of Second Language Acquisition

Language Teacher Identity Outside the State-School Context

Kirsten Hempkin

Language: EN | Published: 20-07-2023 | Abstract | pp. 1-22

The importance of understanding language teacher identity is well-established in the existent literature. It has been shown to impact upon many aspects of teachers’ lives both inside and outside the classroom, such as wellbeing (Day & Kington, 2008) and self-efficacy (Canrinus, Helms-Lorenz, Beijaard, Buitink, & Hofman, 2012). The nature of language teacher identity is broadly categorised from a socio-cultural perspective, as dynamic rather than static, as negotiated in social interaction and (potentially) a source of struggle (Barkhuizen, 2017)
or friction (Beijaard, Meijer, & Verloop, 2004). As this struggle with identity comes to the fore during periods of transition, when identity is seen to be challenged, the focus of research has largely been trained on pre-service or early-service teachers (Mercer & Kostoulas, 2018). The research in this paper addresses a teaching population who have thus far escaped the research gaze, but aspects of whose identity could be problematic and possible sites of struggle. Drawing upon a narrative approach, in case-study form, I examine how two established teachers (with four years or more service) who have been trained to work in the state-school
context and who, for a variety of reasons are now working outside it, construct their language teacher identities. The findings point to the importance of the teachers’ own experiences as learners in their identity formation, and how emotion accompanies and acts as a driver of identity change as they seek stability and status on an uncertain professional path.

2023-07-20



Journal: Theory and Practice of Second Language Acquisition

Foreign Language Classroom Anxiety in Emergency Remote Instruction

Katarzyna Budzińska

Language: EN | Published: 15-03-2024 | Abstract | pp. 1-26

Although language anxiety is the most widely studied emotion in second language acquisition, the extent to which emergency remote teaching (ERT) provokes anxiety is still insufficiently understood. The present research fills this gap by analyzing variables affecting anxiety in the new mode of instruction, while also exploring apprehension-relieving pedagogical approaches. This qualitative study was conducted among 218 university students and data were obtained by an online questionnaire and a focus group interview. Additionally, an
online questionnaire was used to find out how teachers adapted their approaches to ensure student wellbeing in ERT. The findings reveal several factors affecting anxiety levels as well as pedagogical approaches that students find effective for anxiety reduction. On the whole, the study extends language anxiety research by looking closely at the variables affecting FLCA increase and decrease in a new, insufficiently explored mode of instruction.

2024-03-15



Journal: Theory and Practice of Second Language Acquisition

Understanding the Perception of Emotionality of GenZers as a Way of Developing Well-Being

Dagmara Gałajda

Language: EN | Published: 28-10-2025 | Abstract | pp. 1-23

Emotionality plays a significant role in teaching and learning a foreign language. Emotions are always present in a foreign language classroom, and teachers and learners aim to determine how to regulate them (Bielak & Mystkowska-Wiertelak, 2020). In the literature on applied linguistics and psycholinguistics, the importance of emotions has been subject to considerable discussion (Dewaele, 2010; Pavlenko, 2006; Wierzbicka, 1999). We already know that students’ and teachers’ emotional needs should be discussed, understood, and met to develop (Aron, 2013; Mercer & Gregersen, 2020). Despite the importance of emotionality, there remains a paucity of evidence on language learners’ perceptions of emotions and emotionality. Researching perception seems to be an essential strategy for understanding any element influencing the affective dimension of a foreign language classroom, especially when we consider the psychological state of teachers and students due to the COVID-19 pandemic and the generally poor mental health that characterises young people from Generation Z. Thus, the primary aim of the following study was to analyse spoken definitions of emotionality, provided by Generation Z university students (N = 70). The analysis was conducted at the intersection of psycholinguistics and applied linguistics. It employed qualitative content analysis. The results show an informative picture of how GenZers talk about such personal issues as emotions, which will certainly be helpful for educators and researchers in the context of psycholinguistics and well-being research.

2025-10-28



Journal: Theory and Practice of Second Language Acquisition

Academics’ Motivation to Learn Foreign Languages: The Case of English

Katarzyna Morena

Language: EN | Published: 18-04-2025 | Abstract | pp. 1-21

Teaching and research are central aspects of university scholars’ work. To provide a high quality of teaching and research, scholars are required to continually learn and develop professionally. Only recently have some empirical studies that focused on academics’ motivations and emotions attempted to explain key outcomes related to their research, teaching, and professional development. This study adopted a self-determination lens to explore academics’ motivation to learn foreign languages, an area that has hardly been scrutinized due to an assumption that academics are highly motivated. The sample consisted of 593 academics (330 women) from nine public and one non-public higher education institutions in Krakow, Poland. The participants also self-rated their level of proficiency in English, French, German, Spanish, and Russian. The results from the Polish version of the Language Learning Orientations Scale—intrinsic motivation, extrinsic motivation, amotivation (LLOS-IEA) (Noels et al., 2000) showed that these university academics were characterized by both intrinsic motivation and the most internalized form of extrinsic motivation (identified regulation). These have been considered to be optimal forms of motivation with positive outcomes. Statistically significant differences were found between scholars’ motivation to learn languages and age, gender, and job seniority. The analysis performed for English indicated that scholars rated themselves as having a proficient level (C1) in reading and an independent level (B2) in writing skills.

2025-04-18



Journal: Theory and Practice of Second Language Acquisition

Influence of Background Knowledge and Language Proficiency on Comprehension of Domain-Specific Texts by University Students

Justyna Kendik-Gut

Language: EN | Published: 17-12-2019 | Abstract | pp. 59-74

This paper presents the results of a quantitative study that explores two factors contributing to reading comprehension of domain specific texts, namely level of language proficiency and background knowledge. Overall, 32 students participated in the study by taking two custom-designed reading comprehension tests. The test scores were further  analyzed using SPSS statistical software. The results of statistical tests revealed the differences between study groups as well as the effects of compensation. More precisely, the most proficient group scored higher on almost all tests and completed the tests more quickly than the remaining groups. The statistical tools used to test the data showed that there are significant differences between all the groups in their performance on Proficiency Level Test and in timing. Hence, our hypothesis concerning the influence of background knowledge and language proficiency on reading comprehension of domain-specific texts has been confirmed. Finally, the paper discusses limitations of the study as well as implications for EFL teaching.

2019-12-17



Journal: Theory and Practice of Second Language Acquisition

Hopeless Cases or Just Hard Nuts to Crack? Stories of “Difficult” Foreign Language Learners

Katarzyna Nosidlak

Language: EN | Published: 20-07-2023 | Abstract | pp. 1-24

In accordance with the assumptions of the sociologically grounded labelling theory, an individual’s self-perception and, consequently, their actions, might be influenced by words used to describe them. Also, in the context of education, including the field of foreign language learning, such a process of defining learners in a simplified way, has been proven to have profound consequences of psychological nature. The main purpose of the article is to outline the results of a study in which 37 teachers of English shared the stories of their most
“difficult” students. The qualitative analysis of the gathered descriptions allowed the identification of some common features characteristic of, so-called, hopeless cases, among which motivation-related problems are the most often enumerated ones. Additionally, many teachers wrote about their struggles while teaching students with special educational needs. The views expressed by the participants of the study might help understand the way in which opinions about students are formulated as well as point to the need for significant changes to be made in the area of foreign language teacher education and training.

2023-07-20



Journal: Theory and Practice of Second Language Acquisition

How is the National Image Represented? A Multimodal Cognitive Perspective of EFL Textbooks in China

Chenming Lin , Sabariah Md Rashid

Language: EN | Published: 15-10-2025 | Abstract | pp. 1-23

Currently, very few studies have discussed representations of a national image in textbooks of English as a foreign language (EFL) from the multimodal critical cognitive perspective. To address this issue, this study, based on conceptual blending theory, critical discourse analysis, and multimodality, aims to qualitatively examine the co-instantiation of texts, images, and tasks that represent the national image in two Chinese EFL textbook series, People’s Education Press (PEP) and Foreign Language Teaching and Research Press (FLTRP). The study explores the text-image-task semiotic relationship in constructing social-cultural meanings in textbooks. Content analysis of the selected textbooks suggests that the indexical relationship between the text, image, and task matters in the representation of the national image. The findings reveal how the text-image-task co-instantiation helps EFL learners develop cultural awareness of national image cognitively. The study makes comparisons between PEP and FLTRP and suggests that teachers’ pedagogical strategies, textbook design, and learners’ learning approach be improved in the development of cultural awareness.

2025-10-15



Journal: Theory and Practice of Second Language Acquisition

Mariusz Kruk and Mark Peterson (Eds.), New Technological Applications for Foreign and Second Language Learning and Teaching

Caterina Hauser

Language: EN | Published: 28-01-2022 | pp. 183-187

2022-01-28



Journal: Theory and Practice of Second Language Acquisition

Polish-English Code-Switching in the Language of Polish Facebook Users

Daria Pańka

Language: EN | Published: 29-01-2021 | Abstract | pp. 99-120

Social networking services, such as Facebook, are important channels of communication both for monolingual users and for those having various degrees of proficiency in L2, with the latter deploying expression both from L1 and L2. It can, therefore, be presumed that communication on FB plays a role in practicing the use of L2. One of the phenomena that can be examined in relation to that are various forms of code-switching. There is an
immense research gap related to Polish-English code-switching appearing on this SNS. To obtain a full picture of the issue, the paper identifies and discusses types, strategies, and functions of Polish-English code-switches found in posts and comments published by Poles on Facebook in 2014–2019. It also indicates possible applications of FB tools and materials including CS in foreign language teaching and learning and shows how Facebook enables “social learning” (Mallia, 2013). The research is based on a corpus constructed by the author of this article. An integrated approach with both qualitative and quantitative methods of analysis is used in the paper. Three main CS types (intrasentential, intersentential, and tag-switching) and strategies (alternation, insertion, and congruent lexicalisation) have been attested in the material. The code-switches mostly indicate in-group membership but also, for example, introduce humor, quotes, and signal a lack of L1 equivalents. The study points out that there are certain relations between the types, strategies and functions. The results
of the research are collated with the recent studies on Polish-English and Indonesian-English CS on Facebook.

2021-01-29



Journal: Theory and Practice of Second Language Acquisition

Making Students Responsible for Grammar Learning: A Report on a Learner-Centered Technique Aimed at Accuracy

Zuzana Nováková

Language: EN | Published: 03-04-2023 | Abstract | pp. 1-23

Learner-centered approaches to learning and teaching alongside education for sustainable development (ESD) emphasize the education of engaged and active global citizens (UNESCO, 2017). The development of students’ reflective skills and metacognitive strategies is the center of this study that aims at investigating the learner language of a group of adult learners at an upper-intermediate level. It sets out to investigate to what extent learners are able to notice and correct their errors after reflecting on their spoken production. Moreover, it seeks to examine the students’ perception of their self-reflection and their attitude towards using speaking tasks for grammar learning. Comparative error analysis showed that the participants were able to amend 34.6% of total errors. These were made mainly in noun phrases (30% of total errors in Task 1 and 31% in Task 3) and verb phrases (40% of total errors in both tasks). Although no general conclusions could be drawn, the results seem to suggest that after critical, evidence-based reflection, the participants were able to notice and correct some errors, namely, in determination and the use of the past simple. The results of the survey analysis showed that all participants reported on an improved awareness of the gaps in their interlanguage, and all of them considered speaking tasks beneficial to grammar development. The study indicates that carefully planned, repeated speaking tasks might be helpful for learners’ language processing, consolidation of their grammatical knowledge and the improvement of their reflection skills and metacognitive strategies.

2023-04-03



Journal: Theory and Practice of Second Language Acquisition

Assessing English Writing Skills of Students from Bilingual and Non-bilingual Schools in Castilla-La Mancha, Spain. A Comparative Study

María Begoña Ruiz Cordero

Language: EN | Published: 17-12-2019 | Abstract | pp. 95-113

The teaching of foreign languages and the use of CLIL (Content and Language Integrated Learning) methodology is hugely popular in Spain nowadays. Many families are interested in this type of academic training because they are convinced the academic results are positive, but the question is whether it is in fact the case that foreign language level increases. The aim of this study was to analyse the different level of English writing skills of 4th grade students from both compulsory bilingual and non-bilingual secondary schools in Castilla-La Mancha (Spain). From the results of the study, we were able to examine whether bilingual programs help students improve their English writing skills as well as to compare the results obtained by bilingual schools in Castilla-La Mancha with those developed in other Spanish, or even European, regions.

2019-12-17



Journal: Theory and Practice of Second Language Acquisition

Can We Modify Teacher Mindsets: Towards Well-being in Education

Małgorzata Szulc-Kurpaska , Sabina A. Nowak

Language: EN | Published: 25-10-2024 | Abstract | pp. 1-37

Following the impact of positive psychology on education, the term well-being has recently received more attention. However, there is not much research devoted to practical aspects of developing well-being. The studies that exist focus on mindset of novice (Dweck, 2014b) or pre-service teachers (Irie, Ryan, & Mercer, 2018; Haukås & Mercer, 2021). Therefore, there is still much to be done as far as teacher training and well-being development (TT&WD) is concerned. Inspired by Maslow’s study (1943) on self-actualised people, the main aim
was to present characteristic features of growth mindset teachers. A mixed method study (Cresswell & Cresswell, 2018, p. 304) was applied to analyse statements about pre-service teacher well-being. By focusing on teachers’ beliefs, the distinction was made between fixed and growth mindsets. In the first phase of the study, using Likert-scale, a set of 50 questions was created to capture nuances of positive and negative stance of pre-service teachers. The aim was not to verify the teachers’ “subjective well-being” (SWB) (Mazzucchelli & Purcell,
2015), but to focus on the “psychological well-being” (PWB) based on their beliefs and attitudes (Werbińska, 2011). In the second phase, a qualitative analysis of 15 narrative statements served as an indication of the pre-service teacher well-being. The narratives turned out to be the projections of either success or failure of the participants. Finally, a well-being intervention was used which aimed at influencing teachers’ mindsets by involving them in three tasks. The data also show subtle differences in respondents’ answers concerning the way certain students recognise and show their attitudes to life or the teaching profession, which correspond to fixed and growth mindset (Dweck, 2006). These findings highlight the importance of training pre-service teachers in well-being and offer some implications connected with developing a paradigm framework of teacher well-being.

2024-10-25



Journal: Theory and Practice of Second Language Acquisition

Investigating the Roles of the Four Sources of Self-Efficacy Beliefs in an EFL Listening Context

Hyang-Il Kim

Language: EN | Published: 01-06-2022 | Abstract | pp. 1-25

Research in the academic context has revealed the positive roles of self-efficacy in teaching and learning, showing that a thorough understanding of self-efficacy is essential. In this study, the relationships between the four principal sources and the formation of self-efficacy belief proposed by Bandura (1997) are examined in order to further this understanding. Based on this, several empirical studies have attempted to explore these relationships in various fields, but the relevant research appears to have produced insufficient empirical data in the field of language learning to support the theory. Therefore, this study aims to investigate how these sources affect basic self-efficacy (BSSE) and advanced skill self-efficacy (ASSE) classified according to the difficulty of listening tasks in English. As many as 107 Korean university students participated in the study and mediation analysis was employed to examine the relationships. The results show that all four sources act as mediators of BSSE, and all but physiological and emotional states serve as mediators of ASSE. The findings support Bandura’s hypothesis and the pedagogical implications are discussed.

2022-06-01



Journal: Theory and Practice of Second Language Acquisition

Diagnostic Abilities of Novice Teachers

Ewa Tołoczko

Language: EN | Published: 20-07-2023 | Abstract | pp. 1-26

This paper discusses diagnostic abilities of novice teachers of English as a foreign language in Poland as demonstrated through analyzing critical incidents (CIs). A case study, designed to explore patterns and regularities in cognitive processes that practitioners activate to examine disorienting situations in their educational context, provided evidence of effective mental work of beginner teachers at the verbal and conceptual levels. Specifically-structured written reports on what the instructors considered critical moments in their teaching practice served as a tool to verbalize how they represent, interpret, and value phenomena in the FL classroom by activating and integrating various sources of professional knowledge. The data analysis, which included both identification of the character of mental representations the subjects stimulated during the recall as well as higher order thinking operations on these representations, led to the conclusion that the inexperienced teachers show a degree of efficacy to register relations and variation in classroom realities, to problematize the unproblematic, to take position on matters, and to formulate relevant feedback for their future didactic moves. This encourages a hypothesis that teachers’ diagnostic abilities are not necessarily determined by the current state of their professional expertise and that limited classroom experience does
not suppress adequate cognitive and affective responses to problems in beginner practitioners.

2023-07-20



Journal: Theory and Practice of Second Language Acquisition

Exploring Lexical Sophistication in Second Language: An Analysis of Vocabulary Using a Word-Rating Method

Eihab Abu-Rabiah

Language: EN | Published: 25-09-2024 | Abstract | pp. 1-24

Previous research has established that determining lexical sophistication (i.e., the percentage of sophisticated words in a text) through the judgment of teachers on a corpus of words is a more accurate method than relying on word frequency-based lists. However, this approach can be time-consuming. To overcome this drawback, a new method is proposed in this study, which involves rating specific words out of context. A list of 68 words that appeared in approved high-school textbooks of teaching Hebrew to Arabic speakers was given to six experienced Hebrew teachers, who then categorized the words into four levels of lexical sophistication: (1) very basic words to (4) very advanced words. From this, a list of 28 words was created, with seven words from each level, and the lexical sophistication level was agreed upon by two-thirds of the teachers. Nineteen Arabic-speaking learners of Hebrew were asked to define the chosen words (passive vocabulary) and compose
a sentence including each (controlled-active vocabulary) in a test-retest study at two time-points: the 11th and 12th grade. The results indicated that although there was no significant increase in lexical sophistication over time, significant differences emerged between the four levels of lexical sophistication, with students’ accuracy decreasing as the level of lexical sophistication increased. Additionally, only in the 11th grade was passive vocabulary found to be significantly larger than controlledactive vocabulary. However, as acquisition time increased, the gap between these two vocabulary types narrowed, due to improved performance in the controlled-active task. Furthermore, a significant correlation was found between passive and controlled-active vocabulary, which became stronger with more acquisition time.

2024-09-25



Journal: Theory and Practice of Second Language Acquisition

EFL Teachers’ Perceptions of a Long Shift to Online Learning in a Saudi University during the Coronavirus Pandemic

Ahmed Al Shlowiy , Khaled Layali

Language: EN | Published: 05-04-2023 | Abstract | pp. 1-18

Discovering the new variants of coronavirus by the end of 2020 pushed many countries to continue suspending universities and schools. A complete change to online learning seemed the only available option to continue education given the detection of new coronavirus variants. Such a long time of using online learning can display how teachers experience this hard time of the pandemic. The researchers performed this study to explore EFL teachers’ perceptions of online learning in a Saudi university during this period. They aimed to have a closer look at EFL teachers’ perceptions of the sudden shift into online learning. They focused on the teachers’ benefits, drawbacks, and suggestions. They used a questionnaire and interviews to collect qualitative data to answer research questions. Results showed five benefits and two drawbacks of using online learning to teach English in that Saudi university. The benefits are being a good and useful option for teaching during the coronavirus pandemic, motivation of teachers, ease of access and use, interacting between teachers and students, and being less teacher-centered. The drawbacks are disruption by poor Internet and technical issues and cheating by students on assessments. The participants provided some suggestions to improve the benefits and overcome the drawbacks.

2023-04-05