Main Editions
A Quantitative Reanalysis of Data on the Structure of L1 and L2 Language Ability in Multitrait-Multimethod Studies
To gain a better understanding of the structure of L1 and L2 language ability, we conducted an extensive literature search to collect multitrait-multimethod (MTMM) studies. We specifically examined the unitary, correlated, uncorrelated, and higher-order structures of language ability to determine which of these best fit the data across studies. We used confirmatory factor analysis to reanalyze 58 correlation or covariance matrices from 39 studies, among which we retained 17 correlation or covariance matrices from 14 studies for the main analysis.
Participation in and Opposition to the Ideology of English in South Korea: Insights from Personal Narratives
The purpose of this study is to investigate how the ideology of English influences English language classroom interactions in South Korea. The ideology of English is a set of beliefs about the necessity of English language skills, particularly the ability to converse in English.
L2 Phone-based Interaction (PBI) and Development of Communicative Competence: A Case Study of an Adult’s English Learning in EFL Context
While L2 interaction over the telephone is growing method (Hong, 2008) for L2learning in some EFL countries (e.g., Korea, Japan, China), there has been no research investigating whether and how phone-based speech communication contributes to a learner’s L2 speaking ability. The purpose of this case study is to investigate the effectiveness of phone-based L2 interaction (PBI) by examining development of an EFL learner’s L2 communicative competence and increase of the learners’ willingness to communicate (WTC).
Designing a Computer-mediated, Task-based Syllabus: A Case Study in a Taiwanese EFL Tertiary Class
This case study was conducted in response to the concerns raised above with hopes that EFL students could use English in authentic contexts but not for artificial purposes imposed by forms-focused instruction. Operationalized under the 10 methodological principles (MPs) for the task-based language teaching (TBLT) syllabus design (Doughty & Long, 2003), this case study mirrored the six key components of a TBLT design: (a) needs and means analysis, (b) syllabus design, (c) materials design, (d) methodology and pedagogy, (e) testing, and (f) evaluation.
Towards a Discerning Image of Learners’ Estimation of Task Difficulty and Motivation: Goal Orientations Highlighted
This article is based on an experimental study which focused on goal orientation as a researchable learner difference factor in order to explore the nature of interaction between second language learners and language tasks. The study aimed to examine the extent of goal orientation in language learners’ profile and how this learner difference variable affects their perception of task difficulty and motivation.
An Optimality-theoretic Account of Corrective Feedback in Process Writing
By situating error correction within the framework of Optimality Theory (henceforth OT), we show that a constraint-based approach provides us with the mechanics to revise our pedagogy in teaching writing skills. In particular, we hope to get to the level of detail to show (1) how to reset treatment priorities, and (2) which type of corrective feedback is most constructive at each stage of development.
A Comparison and Contrast of Discourse Patterns among Three Groups Essays and the Implications for Teaching English Writing in Chinese Tertiary Education.
This paper analyzes discourse patterns among three groups of English learners at the China Agricultural University by means of criteria of English writing conventions, and puts an emphasis on conducting a critical literature review of various research, theories, claims and points of view.
A Metaphor Analysis of Preservice EFL Teachers’ Beliefs regarding Professional Identity
This research investigated preservice EFL teachers’ beliefs about their roles as English teachers in Japan. Objectives were three-fold: (a) to elucidate preservice EFL teachers’ beliefs regarding professional identity through a metaphor analysis in three research phases (i.e., pre-, mid-, and post-practicum phases), (b) to explore preservice EFL teachers’ underlying beliefs hidden behind metaphors, particularly regarding professional identity in the three research phases, and thereby (c) to examine preservice EFL teachers’ professional identity formation observed during the term of the investigation.
Spelling and society: The culture and politics of orthography around the world
Mark Sebba. Cambridge: Cambridge University Press, 2007. Pp. xix + 189. Reviewed by Jing Zhao Sun Yat-sen University Guangzhou, China Spelling and Society by Mark Sebba provides a systematic and coherent socio-cultural conceptual framework within which research on spelling can be conducted. The purpose of the book is to introduce new ways of looking at […]
Collaborative play making using ill-structured problems: Effect on pre-service language teachers’ beliefs
Much previous research has shown beliefs to be resistant to change. Furthermore, when exposed to conflicting information, studies have also shown that people are likely to use it selectively to reinforce existing beliefs, the so-called biased assimilation effect.
