Questions asked by teachers are vital to maintaining and sustaining learner engagement. In Hong K... more Questions asked by teachers are vital to maintaining and sustaining learner engagement. In Hong Kong secondary classrooms where English is used as the medium of instruction (EMI), productive teacher questioning is key to promoting both language and content learning. Drawing on classroom observations and in-depth interviews, this study investigated the questioning practices of two teachers from EMI schools in Hong Kong. Quantitative and qualitative analyses of the data revealed that the teachers adopted different approaches to questioning. Their questioning practices can be captured by a dynamic model of two intersecting dimensions: cognitive demand (lower- and higher-order questions) and interactional orientation (authoritative and dialogic discourses). The findings of this study support the notion of teacher questioning as pedagogy and demonstrate how productive teacher questioning can mediate learner engagement. A guiding framework is proposed for productive teacher questioning that relies on the synergistic combination of cognitive demand and interactional orientation.
Linguistic expressions of surprise (i.e., surprise markers) are epistemically motivated and inher... more Linguistic expressions of surprise (i.e., surprise markers) are epistemically motivated and inherently connected to knowledge construction. Taking a frame semantic approach, this study examined how surprise markers were used by academic writers to disseminate knowledge in research articles. Based on a self-built corpus of 640 journal articles totaling four million words, the study explored how the use of surprise markers was mediated by various factors, including disciplinary background (i.e., applied linguistics, history, biology, mechanical engineering), gender (male vs. female), geo-academic locations (Core vs. Periphery), and time of publication (1985–1989 vs. 2015–2019). Semi-structured interviews were also conducted with 16 disciplinary informants. Corpus-based quantitative analyses of surprise markers and a thematic analysis of the interviews uncovered distinct patterns in the use of surprise markers across the variables examined. These findings deepen our understanding of how surprise markers in academic writing function within specific linguistic and situational contexts, highlighting the intricate nature of knowledge construction in scholarly discourse.
English for Academic Purposes (EAP) focuses on equipping learners with the English language skill... more English for Academic Purposes (EAP) focuses on equipping learners with the English language skills necessary for academic success. Since its emergence in the early 1970s, EAP has grown significantly, adapting to the changing demands of globalization and the rise of English as the lingua franca of academia. This chapter outlines the history, shaping influences, and key approaches in EAP. Additionally, it addresses the integration of technology in EAP, and discusses future directions for the field.
This study examines researchers' ethical concerns toward the deployment of GenAI in research and ... more This study examines researchers' ethical concerns toward the deployment of GenAI in research and their emotional responses. To acquire an in-depth understanding, we used narrative frames and follow-up interviews to collect data from 22 researchers who reported extensive experience with GenAI. An inductive thematic analysis revealed three themes capturing ethical concerns that invoked three types of emotional reactions. From an ethical perspective, our participants were concerned with "human ethical agency in AI research practices," "cognitive impacts of overreliance on GenAI in research," and "ethical issues of access, accuracy, and privacy." From an emotional perspective, they showed "mixed emotions," "positive emotions," and "negative emotions" when dealing with GenAI tools. There were close connections between the ethical implications of GenAI and the emotional reactions to them. In this light, we conclude that emotional reactions to GenAI, which are determinants of future use, should be taken more seriously in further research.
Despite the emerging attempts to integrate identity work into teacher education programs, how ide... more Despite the emerging attempts to integrate identity work into teacher education programs, how identity can be incorporated into professional development of in-service teachers is still an open question. This study reports on a professional development program on productive teacher questioning that was offered to secondary school English teachers in Hong Kong. The program aimed to pedagogize identity work for the native English-speaking teacher participants while they were engaging in the target pedagogic knowledge-base through identity-oriented activities. Using a comparative case study design, we drew on data collected with narrative frames, stimulated recalls, and semi-structured interviews. Our thematic analysis revealed that the teachers juxtaposed their enacted and narrated identities by negotiating multiple externally defined roles, that they identified professional tensions while reflecting on the academic cultures as transnational teachers, and that their identity work unveiled the emotion labor of becoming a native speaker teacher in Hong Kong. The findings highlight the interface of identity work and teacher learning and call for an identity focus in in-service teacher learning as well as the betterment of the native English-speaking teacher policy in Hong Kong.
Drawing upon the theoretical framework of learning and identity work through boundary crossing, t... more Drawing upon the theoretical framework of learning and identity work through boundary crossing, this study examined how Chinese university English-as-a-foreign-language (EFL) teachers negotiated their researcher-teacher identities through attending professional doctoral programs in education and applied linguistics. Adopting a case study design, data were collected through narrative frames and follow-up interviews with eight participants, with journal entries and other documents drawn on as additional data. Analysis of the data revealed four distinctive trajectories of identity development: from intuitive teacher to rigorous teacher, from passive follower to critical inquirer, from idealistic researcher-teacher to qualified researcher first, and from EFL teacher to EFL academic. In general, while boundary crossing in professional doctoral programs facilitated the participants' progression towards a researcher-teacher identity, the construction of the teaching-research nexus in the participants' professional work followed a non-linear route and took variegated forms. The study thus yielded insights into the complexities of teachers' navigation of the teaching-research nexus through doctoral education. Based on the findings, researchmindset-informed practice is proposed as an alternative approach to the teaching-research nexus that complements previous approaches such as evidence-based practice and practice-based research.
Many of us may remember Hester Prynne, the protagonist of Nathaniel Hawthorne’s The Scarlet Lette... more Many of us may remember Hester Prynne, the protagonist of Nathaniel Hawthorne’s The Scarlet Letter, who was stigmatized for conceiving a daughter out of wedlock [...]
This chapter offers a comprehensive examination of the rhetorical, linguistic, and multimodal fea... more This chapter offers a comprehensive examination of the rhetorical, linguistic, and multimodal features of popular science communication genres. It reviews existing literature on prevalent written and spoken popular science. The findings indicate that authors of popular science genres employ a diverse range of recontextualization and reformulation strategies to render scientific knowledge more comprehensible to a wide audience. Nonetheless, there are discernible variations in rhetorical structures and language use across different genres and across distinct scientific disciplines.
The global spread of EMI is a response to the internationalisation and marketisation of higher ed... more The global spread of EMI is a response to the internationalisation and marketisation of higher education. However, students may not fully benefit from EMI programmes if they are not adequately prepared. The extent to which students have been prepared to succeed in such programmes and acquire English as linguistic capital is an underexplored area. The present study addressed the research gap by investigating the preparation and support that students received in EMI programmes in Chinese higher education. The study adopted a mixed-methods design by collecting responses to an online survey from 248 students in different Chinese universities and conducting semi-structured interviews with 12 students regarding their preparation and support for, their learning motivation and views of EMI programmes as well as their expectations of EMI teachers. The findings showed that the students did not seem to be sufficiently prepared to achieve the dual goal of EMI (i.e., subject and language learning) and that the EMI programmes tended to widen the gap between students with different English proficiency and might lead to educational inequality. Finally, the students were critical of the quality of EMI teachers and favoured teachers with high English proficiency and pedagogical skills in delivering sophisticated content knowledge. These findings suggested that future studies need to explore strategies to better prepare and support students to benefit from EMI programmes and promote educational equality. Furthermore, the criteria for recruiting EMI teachers should be reconsidered to meet students’ learning needs and development.
Linguistic expressions of confusion (e.g., perplexing, puzzling, confusing) are important lexico-... more Linguistic expressions of confusion (e.g., perplexing, puzzling, confusing) are important lexico-grammatical resources for academic authors to construct knowledge, enhance persuasion, and promote their research. Drawing on a frame-semantic approach, this paper examined whether the deployment of such expressions differed between male and female academics and between authors based in the Core countries (i.e., Anglophone countries, Western and North European countries), which represent the locus of dominance, power and resource in scholarly publishing, and their counterparts affiliated with the Periphery ones (i.e., the remaining countries). The analyses of 640 research articles sampled from 4 disciplines and semi-structured interviews with 16 disciplinary experts revealed multiple gender-and location-based differences in authors' use of linguistic expressions of confusion for scientific communication. These observed differences can be attributed to the female and Periphery-based academics' underrepresentation in the disciplinary community as well as the epistemological positioning and academic literacies that they developed in their particular contexts. Ó 2024 Elsevier Ltd. All rights are reserved, including those for text and data mining, AI training, and similar technologies.
English for specific purposes (ESP) practitioners who are content experts experience different ty... more English for specific purposes (ESP) practitioners who are content experts experience different types of critical incidents (CIs), which are unplanned and unexpected events that happen during a lesson or outside of the classroom, leading to insights about teaching and learning. Although CIs can influence the success or failure of ESP courses and impact on ESP practitioners' professional lives significantly, they have received only limited attention in the ESP literature. This study investigates language-related CIs experienced by ESP instructors who are content experts. Twenty-seven CIs were identified via narrative frames (n = 17) and interviews with Iranian ESP practitioners (n = 10). Of them, the ten language-related CIs were analyzed in terms of their nature, the strategies and tactics that the ESP practitioners utilized to tackle them, and the lessons that they learned from them. These CIs centered on difficulty in pronunciation, grammar, teaching reading and writing, language testing, and research on academic genres. In their response to the CIs, the ESP instructors deployed three types of coping strategy: admitting ignorance, avoidance, and risk-taking. They utilized different tactics to manage their CIs and reported different lessons learned. The results of this study have important implications because they shed light on the real difficulties encountered by ESP practitioners who are content experts and highlight the need for ESP teacher training programs.
The Retraction Watch Database (RWDB) is widely used to retrieve retraction data. However, its lac... more The Retraction Watch Database (RWDB) is widely used to retrieve retraction data. However, its lack of affiliation normalization hinders the retrieval efficiency of retraction data for specific research-performing organizations. A query for a university name in the RWDB may yield retraction data entries for other universities with similar names, giving rise to the issue of affiliation naming proximity. This study assessed the impact of this issue on the retrieval efficiency of retraction records for 2,692 Chinese university names in English. The analysis revealed that the retrieval efficiency of retraction records for 206 Chinese university names can be influenced by 408 university names. As of 2022, the retrieval efficiency of retraction records for 96 Chinese university names was compromised by the involvement of 402 university names, resulting in an overall retraction inflation rate of 37.9% and an average rate of 45.0%. The findings highlight the importance of curating retraction data through affiliation-specific queries in the RWDB, adhering to the official English names of Chinese universities for scholarly publishing, and adopting the Research Organization Registry system for affiliation disambiguation. Given the significance of this issue concerning the English names of universities in non-English-speaking countries, the identified causes of the problem and proposed solutions can offer valuable insights for improving the retrieval of retraction records for non-Chinese universities in the RWDB.
本文透过评价韵律现象审视评价意义的语篇语义建构原理，从内涵与实证两个角度梳理概念的起源和演进、与语篇组织的关系、语篇过程属性以及在劝说语类中的应用。评价韵律是人际意义语篇布局的一种动态机制，属于... more 本文透过评价韵律现象审视评价意义的语篇语义建构原理，从内涵与实证两个角度梳理概念的起源和演进、与语篇组织的关系、语篇过程属性以及在劝说语类中的应用。评价韵律是人际意义语篇布局的一种动态机制，属于评价语篇组织的下位概念，基于相互依存性与重复性语义关系建构语篇过程。评价语篇组织研究存在术语混用的问题，建议准确理解概念意涵并定位研究视角，规范术语使用。
Engaging students in the second language (L2) classroom is important, but sustaining and promotin... more Engaging students in the second language (L2) classroom is important, but sustaining and promoting L2 learner classroom engagement over time is even more crucial for the long-term acquisition of the target language. This study contributes to the L2 engagement literature by tracking L2 learner classroom engagement over the course of a semester and identifying personal and contextual factors that sustained their long-term engagement. Questionnaire data were collected over three time points during a semester from 389 EFL learners enrolled in a Bachelor of Arts in English language program at a university in Vietnam. Results of latent growth curve modeling showed that the participants displayed both intraindividual growth and interindividual differences in the rate of growth in their classroom engagement over the semester. These interindividual differences in engagement growth were attributable mainly to the interest value that they attached to learning English in the respective classroom and the extent to which they perceived their teachers to be responsive to their emotions and learning difficulties. The findings are discussed in light of engagement and motivation theories in both educational psychology and psychology of second language learning and teaching. Implications are also offered to inform relevant classroom-based practices to enhance students’ long-term engagement in the L2 classroom.
International Journal of Educational Research, 2024
Despite the recent growth of research on language teacher educators’ (LTEs) professionalism, litt... more Despite the recent growth of research on language teacher educators’ (LTEs) professionalism, little research is available on their agency. In response to this gap of knowledge, this study drew on an ecological theoretical framework and explored the agency and identity construction of Iranian LTEs. Grounded in a narrative inquiry methodology, data were collected from narrative frames and semi-structured interviews. Analyses of the data revealed that power and interpersonal relationships were key to the LTEs’ constrained and facilitated agency, respectively. Collectively, the findings show that although power ecologies perform negatively in sanctioning LTEs’ agency and identity, such ecologies motivate LTEs to strive toward becoming more caring through enacting agency strategies that build on discursive meaning-making processes among LTEs and teachers. Based on the findings, we provide implications for policymakers and teacher educators in regard to how partnership initiatives could be established so that a more professional environment is provided for teachers and LTEs, especially in relation to the role of language in such partnerships.
English medium instruction (EMI) as a language policy in higher education is based on monolingual... more English medium instruction (EMI) as a language policy in higher education is based on monolingual conceptions and limits the use of the full linguistic repertoire of bilinguals/multilinguals in the university classroom. Informed by the constructs of language ideology (Spolsky, Bernard. 2009. Language management. Cambridge, UK: Cambridge University Press), translanguaging (Li, Wei. 2018. Translanguaging as a practical theory of language. Applied Linguistics 39(1). 9–30) and pedagogical translanguaging (Creese, Angela & Adrian Blackledge. 2010. Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal 94(1). 103–115), this case study aimed to examine the ideologies held by micro-level stakeholders (i.e., teachers and students) towards institutional English-only EMI policy, translanguaging, and the significance and scope of pedagogical translanguaging in EMI classrooms. Semi-structured interviews were conducted with six teachers and 10 students at a public research university in Malaysia. Also collected were a variety of publicly accessible institutional documents, including the focal university’s programme brochures, promotional materials and policy statements on its website. Analyses of the interviews and documents revealed that although EMI was officially adopted in the programmes, both teachers and students advocated for translanguaging and underscored its important role in the transmission of new information, effective communication, and scientific meaning-making. In light of these findings, the study concludes that an inclusive language policy is required that allows teachers and students to access all their linguistic resources.
Questions asked by teachers are vital to maintaining and sustaining learner engagement. In Hong K... more Questions asked by teachers are vital to maintaining and sustaining learner engagement. In Hong Kong secondary classrooms where English is used as the medium of instruction (EMI), productive teacher questioning is key to promoting both language and content learning. Drawing on classroom observations and in-depth interviews, this study investigated the questioning practices of two teachers from EMI schools in Hong Kong. Quantitative and qualitative analyses of the data revealed that the teachers adopted different approaches to questioning. Their questioning practices can be captured by a dynamic model of two intersecting dimensions: cognitive demand (lower- and higher-order questions) and interactional orientation (authoritative and dialogic discourses). The findings of this study support the notion of teacher questioning as pedagogy and demonstrate how productive teacher questioning can mediate learner engagement. A guiding framework is proposed for productive teacher questioning that relies on the synergistic combination of cognitive demand and interactional orientation.
Linguistic expressions of surprise (i.e., surprise markers) are epistemically motivated and inher... more Linguistic expressions of surprise (i.e., surprise markers) are epistemically motivated and inherently connected to knowledge construction. Taking a frame semantic approach, this study examined how surprise markers were used by academic writers to disseminate knowledge in research articles. Based on a self-built corpus of 640 journal articles totaling four million words, the study explored how the use of surprise markers was mediated by various factors, including disciplinary background (i.e., applied linguistics, history, biology, mechanical engineering), gender (male vs. female), geo-academic locations (Core vs. Periphery), and time of publication (1985–1989 vs. 2015–2019). Semi-structured interviews were also conducted with 16 disciplinary informants. Corpus-based quantitative analyses of surprise markers and a thematic analysis of the interviews uncovered distinct patterns in the use of surprise markers across the variables examined. These findings deepen our understanding of how surprise markers in academic writing function within specific linguistic and situational contexts, highlighting the intricate nature of knowledge construction in scholarly discourse.
English for Academic Purposes (EAP) focuses on equipping learners with the English language skill... more English for Academic Purposes (EAP) focuses on equipping learners with the English language skills necessary for academic success. Since its emergence in the early 1970s, EAP has grown significantly, adapting to the changing demands of globalization and the rise of English as the lingua franca of academia. This chapter outlines the history, shaping influences, and key approaches in EAP. Additionally, it addresses the integration of technology in EAP, and discusses future directions for the field.
This study examines researchers' ethical concerns toward the deployment of GenAI in research and ... more This study examines researchers' ethical concerns toward the deployment of GenAI in research and their emotional responses. To acquire an in-depth understanding, we used narrative frames and follow-up interviews to collect data from 22 researchers who reported extensive experience with GenAI. An inductive thematic analysis revealed three themes capturing ethical concerns that invoked three types of emotional reactions. From an ethical perspective, our participants were concerned with "human ethical agency in AI research practices," "cognitive impacts of overreliance on GenAI in research," and "ethical issues of access, accuracy, and privacy." From an emotional perspective, they showed "mixed emotions," "positive emotions," and "negative emotions" when dealing with GenAI tools. There were close connections between the ethical implications of GenAI and the emotional reactions to them. In this light, we conclude that emotional reactions to GenAI, which are determinants of future use, should be taken more seriously in further research.
Despite the emerging attempts to integrate identity work into teacher education programs, how ide... more Despite the emerging attempts to integrate identity work into teacher education programs, how identity can be incorporated into professional development of in-service teachers is still an open question. This study reports on a professional development program on productive teacher questioning that was offered to secondary school English teachers in Hong Kong. The program aimed to pedagogize identity work for the native English-speaking teacher participants while they were engaging in the target pedagogic knowledge-base through identity-oriented activities. Using a comparative case study design, we drew on data collected with narrative frames, stimulated recalls, and semi-structured interviews. Our thematic analysis revealed that the teachers juxtaposed their enacted and narrated identities by negotiating multiple externally defined roles, that they identified professional tensions while reflecting on the academic cultures as transnational teachers, and that their identity work unveiled the emotion labor of becoming a native speaker teacher in Hong Kong. The findings highlight the interface of identity work and teacher learning and call for an identity focus in in-service teacher learning as well as the betterment of the native English-speaking teacher policy in Hong Kong.
Drawing upon the theoretical framework of learning and identity work through boundary crossing, t... more Drawing upon the theoretical framework of learning and identity work through boundary crossing, this study examined how Chinese university English-as-a-foreign-language (EFL) teachers negotiated their researcher-teacher identities through attending professional doctoral programs in education and applied linguistics. Adopting a case study design, data were collected through narrative frames and follow-up interviews with eight participants, with journal entries and other documents drawn on as additional data. Analysis of the data revealed four distinctive trajectories of identity development: from intuitive teacher to rigorous teacher, from passive follower to critical inquirer, from idealistic researcher-teacher to qualified researcher first, and from EFL teacher to EFL academic. In general, while boundary crossing in professional doctoral programs facilitated the participants' progression towards a researcher-teacher identity, the construction of the teaching-research nexus in the participants' professional work followed a non-linear route and took variegated forms. The study thus yielded insights into the complexities of teachers' navigation of the teaching-research nexus through doctoral education. Based on the findings, researchmindset-informed practice is proposed as an alternative approach to the teaching-research nexus that complements previous approaches such as evidence-based practice and practice-based research.
Many of us may remember Hester Prynne, the protagonist of Nathaniel Hawthorne’s The Scarlet Lette... more Many of us may remember Hester Prynne, the protagonist of Nathaniel Hawthorne’s The Scarlet Letter, who was stigmatized for conceiving a daughter out of wedlock [...]
This chapter offers a comprehensive examination of the rhetorical, linguistic, and multimodal fea... more This chapter offers a comprehensive examination of the rhetorical, linguistic, and multimodal features of popular science communication genres. It reviews existing literature on prevalent written and spoken popular science. The findings indicate that authors of popular science genres employ a diverse range of recontextualization and reformulation strategies to render scientific knowledge more comprehensible to a wide audience. Nonetheless, there are discernible variations in rhetorical structures and language use across different genres and across distinct scientific disciplines.
The global spread of EMI is a response to the internationalisation and marketisation of higher ed... more The global spread of EMI is a response to the internationalisation and marketisation of higher education. However, students may not fully benefit from EMI programmes if they are not adequately prepared. The extent to which students have been prepared to succeed in such programmes and acquire English as linguistic capital is an underexplored area. The present study addressed the research gap by investigating the preparation and support that students received in EMI programmes in Chinese higher education. The study adopted a mixed-methods design by collecting responses to an online survey from 248 students in different Chinese universities and conducting semi-structured interviews with 12 students regarding their preparation and support for, their learning motivation and views of EMI programmes as well as their expectations of EMI teachers. The findings showed that the students did not seem to be sufficiently prepared to achieve the dual goal of EMI (i.e., subject and language learning) and that the EMI programmes tended to widen the gap between students with different English proficiency and might lead to educational inequality. Finally, the students were critical of the quality of EMI teachers and favoured teachers with high English proficiency and pedagogical skills in delivering sophisticated content knowledge. These findings suggested that future studies need to explore strategies to better prepare and support students to benefit from EMI programmes and promote educational equality. Furthermore, the criteria for recruiting EMI teachers should be reconsidered to meet students’ learning needs and development.
Linguistic expressions of confusion (e.g., perplexing, puzzling, confusing) are important lexico-... more Linguistic expressions of confusion (e.g., perplexing, puzzling, confusing) are important lexico-grammatical resources for academic authors to construct knowledge, enhance persuasion, and promote their research. Drawing on a frame-semantic approach, this paper examined whether the deployment of such expressions differed between male and female academics and between authors based in the Core countries (i.e., Anglophone countries, Western and North European countries), which represent the locus of dominance, power and resource in scholarly publishing, and their counterparts affiliated with the Periphery ones (i.e., the remaining countries). The analyses of 640 research articles sampled from 4 disciplines and semi-structured interviews with 16 disciplinary experts revealed multiple gender-and location-based differences in authors' use of linguistic expressions of confusion for scientific communication. These observed differences can be attributed to the female and Periphery-based academics' underrepresentation in the disciplinary community as well as the epistemological positioning and academic literacies that they developed in their particular contexts. Ó 2024 Elsevier Ltd. All rights are reserved, including those for text and data mining, AI training, and similar technologies.
English for specific purposes (ESP) practitioners who are content experts experience different ty... more English for specific purposes (ESP) practitioners who are content experts experience different types of critical incidents (CIs), which are unplanned and unexpected events that happen during a lesson or outside of the classroom, leading to insights about teaching and learning. Although CIs can influence the success or failure of ESP courses and impact on ESP practitioners' professional lives significantly, they have received only limited attention in the ESP literature. This study investigates language-related CIs experienced by ESP instructors who are content experts. Twenty-seven CIs were identified via narrative frames (n = 17) and interviews with Iranian ESP practitioners (n = 10). Of them, the ten language-related CIs were analyzed in terms of their nature, the strategies and tactics that the ESP practitioners utilized to tackle them, and the lessons that they learned from them. These CIs centered on difficulty in pronunciation, grammar, teaching reading and writing, language testing, and research on academic genres. In their response to the CIs, the ESP instructors deployed three types of coping strategy: admitting ignorance, avoidance, and risk-taking. They utilized different tactics to manage their CIs and reported different lessons learned. The results of this study have important implications because they shed light on the real difficulties encountered by ESP practitioners who are content experts and highlight the need for ESP teacher training programs.
The Retraction Watch Database (RWDB) is widely used to retrieve retraction data. However, its lac... more The Retraction Watch Database (RWDB) is widely used to retrieve retraction data. However, its lack of affiliation normalization hinders the retrieval efficiency of retraction data for specific research-performing organizations. A query for a university name in the RWDB may yield retraction data entries for other universities with similar names, giving rise to the issue of affiliation naming proximity. This study assessed the impact of this issue on the retrieval efficiency of retraction records for 2,692 Chinese university names in English. The analysis revealed that the retrieval efficiency of retraction records for 206 Chinese university names can be influenced by 408 university names. As of 2022, the retrieval efficiency of retraction records for 96 Chinese university names was compromised by the involvement of 402 university names, resulting in an overall retraction inflation rate of 37.9% and an average rate of 45.0%. The findings highlight the importance of curating retraction data through affiliation-specific queries in the RWDB, adhering to the official English names of Chinese universities for scholarly publishing, and adopting the Research Organization Registry system for affiliation disambiguation. Given the significance of this issue concerning the English names of universities in non-English-speaking countries, the identified causes of the problem and proposed solutions can offer valuable insights for improving the retrieval of retraction records for non-Chinese universities in the RWDB.
本文透过评价韵律现象审视评价意义的语篇语义建构原理，从内涵与实证两个角度梳理概念的起源和演进、与语篇组织的关系、语篇过程属性以及在劝说语类中的应用。评价韵律是人际意义语篇布局的一种动态机制，属于... more 本文透过评价韵律现象审视评价意义的语篇语义建构原理，从内涵与实证两个角度梳理概念的起源和演进、与语篇组织的关系、语篇过程属性以及在劝说语类中的应用。评价韵律是人际意义语篇布局的一种动态机制，属于评价语篇组织的下位概念，基于相互依存性与重复性语义关系建构语篇过程。评价语篇组织研究存在术语混用的问题，建议准确理解概念意涵并定位研究视角，规范术语使用。
Engaging students in the second language (L2) classroom is important, but sustaining and promotin... more Engaging students in the second language (L2) classroom is important, but sustaining and promoting L2 learner classroom engagement over time is even more crucial for the long-term acquisition of the target language. This study contributes to the L2 engagement literature by tracking L2 learner classroom engagement over the course of a semester and identifying personal and contextual factors that sustained their long-term engagement. Questionnaire data were collected over three time points during a semester from 389 EFL learners enrolled in a Bachelor of Arts in English language program at a university in Vietnam. Results of latent growth curve modeling showed that the participants displayed both intraindividual growth and interindividual differences in the rate of growth in their classroom engagement over the semester. These interindividual differences in engagement growth were attributable mainly to the interest value that they attached to learning English in the respective classroom and the extent to which they perceived their teachers to be responsive to their emotions and learning difficulties. The findings are discussed in light of engagement and motivation theories in both educational psychology and psychology of second language learning and teaching. Implications are also offered to inform relevant classroom-based practices to enhance students’ long-term engagement in the L2 classroom.
International Journal of Educational Research, 2024
Despite the recent growth of research on language teacher educators’ (LTEs) professionalism, litt... more Despite the recent growth of research on language teacher educators’ (LTEs) professionalism, little research is available on their agency. In response to this gap of knowledge, this study drew on an ecological theoretical framework and explored the agency and identity construction of Iranian LTEs. Grounded in a narrative inquiry methodology, data were collected from narrative frames and semi-structured interviews. Analyses of the data revealed that power and interpersonal relationships were key to the LTEs’ constrained and facilitated agency, respectively. Collectively, the findings show that although power ecologies perform negatively in sanctioning LTEs’ agency and identity, such ecologies motivate LTEs to strive toward becoming more caring through enacting agency strategies that build on discursive meaning-making processes among LTEs and teachers. Based on the findings, we provide implications for policymakers and teacher educators in regard to how partnership initiatives could be established so that a more professional environment is provided for teachers and LTEs, especially in relation to the role of language in such partnerships.
English medium instruction (EMI) as a language policy in higher education is based on monolingual... more English medium instruction (EMI) as a language policy in higher education is based on monolingual conceptions and limits the use of the full linguistic repertoire of bilinguals/multilinguals in the university classroom. Informed by the constructs of language ideology (Spolsky, Bernard. 2009. Language management. Cambridge, UK: Cambridge University Press), translanguaging (Li, Wei. 2018. Translanguaging as a practical theory of language. Applied Linguistics 39(1). 9–30) and pedagogical translanguaging (Creese, Angela & Adrian Blackledge. 2010. Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal 94(1). 103–115), this case study aimed to examine the ideologies held by micro-level stakeholders (i.e., teachers and students) towards institutional English-only EMI policy, translanguaging, and the significance and scope of pedagogical translanguaging in EMI classrooms. Semi-structured interviews were conducted with six teachers and 10 students at a public research university in Malaysia. Also collected were a variety of publicly accessible institutional documents, including the focal university’s programme brochures, promotional materials and policy statements on its website. Analyses of the interviews and documents revealed that although EMI was officially adopted in the programmes, both teachers and students advocated for translanguaging and underscored its important role in the transmission of new information, effective communication, and scientific meaning-making. In light of these findings, the study concludes that an inclusive language policy is required that allows teachers and students to access all their linguistic resources.
This report summarises the main research questions, designs, and results of the three phases of t... more This report summarises the main research questions, designs, and results of the three phases of the English Language Learning Strategies in Singapore Primary School project. The overarching aim of the first phase was to identify language learning strategies used by ...
Page 1. Reading Strategies and Approaches to Learning of Bilingual Primary School Pupils Zhenhui ... more Page 1. Reading Strategies and Approaches to Learning of Bilingual Primary School Pupils Zhenhui Rao Jiangxi Normal University, Nanchang, PR China Peter Yongqi Gu Victoria University of Wellington, New Zealand Lawrence ...
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