ABSTRACT Focusing on Turkish as a second language (L2) education among migrant learners in Türkiye, this systematic review examines how empirical research has conceptualized the pedagogical, institutional, affective, and social conditions shaping Turkish language education between 2014 and 2025. Following the PRISMA 2020 guidelines, 72 peer‐reviewed empirical studies identified through TRDizin, ERIC, Scopus, and Web of Science were selected and analyzed. The studies were systematically coded for study characteristics and thematic dimensions. The findings indicate that Turkish language learning is not merely an individual process, but a relational, context‐dependent process shaped by pedagogical practices, teacher agency, social ecology, institutional conditions, and access to linguistic capital. The review identifies a segregation paradox whereby structural inclusion through school enrolment or integration classes does not necessarily foster meaningful interaction with host‐community peers. It also reveals a persistent gap between everyday communicative competence and the academic language proficiency required for participation in education and employment. By synthesizing these patterns, the review advances an ecological understanding of migrant language education and highlights the need for longitudinal and comparative research on non‐Syrian migrant groups, expressive language development, and the psychosocial dimensions of Turkish language learning.
ABSTRACT This study reports a case study on the development of a pre‐service second language (L2) Chinese teacher's knowledge and skills in teaching pragmatics through a 15‐week professional development (PD) course. From a sociocultural perspective, the course was designed to (a) provide the teacher with extensive exposure to academic concepts in pragmatics and instructional pragmatics, (b) engage her in languaging tasks that verbalized her conceptual understanding and fostered conscious reflection, and (c) offer opportunities for her to practically apply her conceptual knowledge. At the beginning and end of the course, the teacher completed questionnaires assessing her knowledge of pragmatics, along with her confidence and ability to teach it. Throughout the course, she participated in five monologic languaging tasks that articulated her conscious understanding of the concepts encountered during training. Toward the end of the course, the teacher had the opportunity to practically apply her conceptual knowledge by creating and presenting a lesson plan. To examine her development of pragmatic conceptual knowledge and skills over time, the study compared her pre‐ and post‐course questionnaire responses, analyzed her verbalized conceptual knowledge through the languaging tasks, and evaluated her lesson plan. The findings indicate the effectiveness of the PD course, as the teacher demonstrated notable improvements in her understanding of pragmatics, her awareness of pragmatic similarities and differences between her first language (L1) and L2, and her confidence and capacity to teach pragmatics. Finally, the study offers recommendations for the effective design of PD courses aimed at enhancing pre‐service L2 teachers’ professional knowledge and skills in pragmatics.
ABSTRACT Science popularization podcasts are valuable resources for EAP instruction because they make academic content more accessible to learners. However, producing high‐quality podcasts is time‐consuming and resource‐intensive, and existing resources may not always align with instructional goals or learners’ needs. NotebookLM, a large language model (LLM)‐based tool, may offer possibilities for generating multimedia materials more efficiently. Yet, little is known about how linguistically comparable such AI‐generated podcasts are to human‐created ones or how prompt design may shape their linguistic complexity for pedagogical use. To address this gap, this study examined the lexical and syntactic complexity of human‐created and NotebookLM‐generated podcasts derived from the same research‐article source texts. Four corpora were analyzed: a corpus of human‐created podcasts from the Nature Podcast series and three corpora of NotebookLM‐generated podcasts produced under different conditions: the default setting (no prompt) and prompts intended to approximate CEFR B1‐ and B2‐level output for EAP instruction. Fourteen indices of lexical and syntactic complexity were analyzed. The findings showed that NotebookLM‐generated podcasts were generally more lexically complex but less syntactically complex than human‐created podcasts. Prompt design also differentiated the linguistic complexity of NotebookLM‐generated output: the B1‐level prompt generally produced less complex output than the B2‐level prompt, while the default setting generated the most challenging materials. Although the prompted outputs were not fully comparable to the human‐created materials, they showed greater similarity on several linguistic features. These findings provide preliminary evidence of NotebookLM's potential for EAP materials development and highlight the importance of prompt design in shaping AI‐generated pedagogical materials.
ABSTRACT Writing emotions critically influence foreign language (FL) acquisition, yet existing research predominantly focuses on the anxiety‐enjoyment dichotomy in English learning contexts, overlooking boredom as a key negative emotion and multilingual learners (e.g., Spanish L3). Concurrently, while FL grit emerges as a pivotal trait for emotional regulation, its interplay with control‐value theory (CVT) in shaping enjoyment, anxiety, and boredom remains empirically unexamined. This study examines the relationship between FL grit and writing emotions (enjoyment, anxiety, boredom) among Spanish L3 learners, drawing on CVT. Bootstrap mediation analysis and psychological network analysis of data from 152 Chinese college Spanish L3 learners revealed that FL grit is directly and positively related to writing enjoyment, while negatively with writing anxiety and writing boredom. Both control and value appraisals partially mediated these relationships, complementing FL grit's positive effects on writing enjoyment and negative effects on negative emotions. Network analysis identified writing enjoyment as the central hub in the network, playing a regulatory and buffering role within the emotional system, and FL grit demonstrated the highest expected influence on writing emotions, signaling its systemic role in reducing negative emotions. Perceived control‐value over writing tasks is positively associated with more favorable emotions during the writing process. The results shed light on strategies to optimize emotional engagement and reduce negative affect in multilingual writing instruction.
ABSTRACT Self‐regulation (SR) plays a central role in instructed language learning, as it enables learners to set goals, monitor progress, and adapt learning behaviour through reflection. We investigate the contribution of two core self‐regulatory processes—performance control (PC) and reflection (R)—to attainment (A) in structure‐focused L2 English and L2 German courses. In the context of our study, these courses are taught to language majors and involve explicit, analytically oriented instruction in language structure, including phonology, morphology, syntax, and semantics, rather than skills‐focused language teaching. Addressing calls to move beyond self‐report measures, we drew on behavioural indicators of self‐regulation, including engagement in non‐graded Moodle activities and participation in structured reflection tasks. Data was collected longitudinally at four time points over one academic year from 119 learners enrolled in English L2/German L3 ( n = 70) and German L2/English L3 ( n = 49) programmes. Relationships among PC, R, and A were examined using longitudinal linear mixed‐effects models consistent with cyclical accounts of self‐regulated learning. Analyses supported a process‐consistent pattern in which R was associated with PC, while PC predicted A and R showed no direct association with A once PC was included in the model. Importantly, these relationships differed across L2 learning contexts, with PC showing a stronger association with A in L2 German than L2 English. The findings point to the value of linking structured reflection with behavioural engagement in low‐stakes practice, particularly in the L2 German context, rather than treating reflection as an isolated instructional target.
ABSTRACT Although research has increasingly examined individual differences in second language acquisition, less attention has been paid to how specific emotions and engagement change during secondary‐school lessons. This study examined within‐lesson variation in enjoyment, boredom, and engagement, the associations of enjoyment and boredom with engagement, and differences between student and teacher ratings. Participants were 244 Polish students from 19 intact classes and their 19 teachers, with data collected during one English lesson in each class. Students rated enjoyment, boredom, and engagement on a five‐point scale across four 10‐min segments and completed short post‐lesson reports. Teachers provided parallel class‐level ratings and reports. Quantitative data were analyzed using regression models with student‐clustered robust standard errors, time‐period and lesson fixed effects, and a time‐period × lesson interaction where appropriate. Qualitative responses were analyzed thematically. The three variables differed across measurement periods and lesson contexts, and their within‐lesson profiles varied across contexts. Enjoyment was positively and boredom negatively associated with engagement at matched measurement points. Teachers rated engagement and enjoyment higher and boredom lower than students did. Four recurring themes concerned task/activity features, energy and timing constraints, classroom process/structure, and evaluation‐related salience. The findings highlight within‐lesson variation in students’ emotions and engagement and differences between student and teacher ratings.
ABSTRACT This study examines how pre‐service teachers (PSTs) in Hong Kong developed beliefs about translanguaging and how they enacted and negotiated these beliefs during teaching practicums in English‐as‐a‐second‐language (ESL) classrooms. Drawing on reflective diaries and follow‐up interviews with nine PSTs, the study found that PSTs’ beliefs were shaped through ongoing negotiations among competing discourses encountered in teacher education programmes and practicum experiences. Although participants frequently drew on multilingual, multimodal, and semiotic resources to support comprehension and participation, their practices were largely oriented towards pragmatic instructional goals rather than the broader transformative aims associated with translanguaging pedagogy. Importantly, this discrepancy reflected not simply a failure of implementation but the ways in which PSTs exercised agency while navigating institutional constraints and contextual realities. The study contributes to research on translanguaging and teacher education by highlighting the complex relationship among teacher beliefs, classroom practices, and institutional contexts. It also underscores the need for teacher education programmes to support the development of a translanguaging stance and structured opportunities for PSTs to negotiate theory‐practice tensions in multilingual classrooms.
ABSTRACT This study examined the distinct effects of syntax‐focused and meaning‐focused AI‐assisted English learning on learners’ performative and affective outcomes. Drawing on Searle's Chinese Room hypothesis, the study distinguished formal accuracy from meaningful language use to examine whether AI‐supported learning produced uniform or differentiated development. A quasi‐experimental pretest‐posttest design was conducted with 160 non‐English‐major university students assigned to either a syntax‐focused or meaning‐focused condition. Analyses of covariance and mediation models were applied while controlling for prior language mastery and digital literacy. The results showed that AI‐assisted English learning was effective, but its effects differed by instructional orientation. The syntax‐focused condition led to significantly higher syntactic performance, whereas the meaning‐focused condition produced higher meaning‐level performance, social presence, and willingness to communicate. Social presence showed statistically significant indirect associations between learning condition and both meaning‐level performance and willingness to communicate, but not syntactic performance. Because social presence and the outcome variables were measured at the same post‐intervention stage, these mediation findings should be interpreted as statistical rather than definitive causal evidence. These findings indicate that formal correctness and meaningful understanding are related but distinct dimensions of AI‐assisted English learning. The study highlights the importance of aligning AI‐supported instructional design with specific learning goals and suggests that cultivating social presence may be relevant for communicative competence development.
ABSTRACT In English Medium Instruction (EMI) contexts, students face simultaneous linguistic and academic demands. Although psychological capital (PsyCap) has been recognized as an important psychological resource for academic success, less is known about whether its effects depend on students’ academic English literacy (AEL). This study examined the associations between PsyCap dimensions and academic success, and whether these associations varied with students’ AEL in EMI settings. Structural equation modeling showed that hope ( β = 0.16), self‐efficacy ( β = 0.19), and resilience ( β = 0.20) were positively associated with academic success, whereas optimism was not ( β = 0.01). Moderation analyses further indicated that the positive associations of self‐efficacy and resilience with academic success were stronger at higher levels of AEL, while interactions involving hope and optimism were not statistically significant. The findings highlight the dimension‐specific and conditional nature of PsyCap in EMI contexts and underscore the role of AEL as a key enabling factor linking psychological resources to academic success.
ABSTRACT In the field of second language acquisition, the growing emphasis on fostering communicative competence has brought task‐based language learning (TBLT) into the spotlight. Yet, empirical studies on TBLT with young novice learners in foreign language settings are notably lacking due to several factors associated with the cognitive and social‐emotional characteristics of young novice learners. To address these challenges, the cognitive sustainability framework was proposed; TBLT for this population of learners should be structured as a sequence of interconnected tasks culminating in a personally relevant end‐product, requiring multiple sessions to complete. This approach allows for systematic integration of progressively complex targeted vocabulary and syntax. Empirical validation of this framework was undertaken through a quasi‐experimental intervention study involving young novice Korean‐speaking learners of English. Results from repeated multivariate analyses of variance provide substantial support for the cognitive sustainability theory and shed light on crucial elements of TBLT overlooked in previous research.
ABSTRACT This case study investigated the lived experiences of 10 IELTS test‐takers from Bangladesh. It explored their motivations for taking the test as well as their test experiences during and after the test. It demonstrates how the participants sought to position themselves in the imagined community through renegotiating their identities to climb up the ladder of success through higher studies by taking IELTS. However, not all participants’ dreams to live in a globalized world could come true either due to visa rejection or refusal of admission from universities. The study also reveals challenges that these test‐takers faced during the test because it was unrelated to their education system, raising questions around whether tests can be distanced from test‐takers’ lives and realities. This study argues for a global test that not only measures English proficiency authentically but also aligns with the education system that test‐takers are familiar with.
ABSTRACT Foreign language anxiety (FLA) is an important emotional variable affecting language learning. However, previous research has mainly focused on listening, speaking, reading, and writing skills. Less attention is given to the Chinese character writing system and its emotional impact. This study investigates the effects of typing and handwriting on FLA and learning performance among zero‐proficiency Chinese learners from Myanmar in an online learning context. Adopting an explanatory sequential mixed‐methods design, the research analyzes differences between the two groups through questionnaires, tests, and interviews. The results indicate that the writing medium significantly influences both the level and function of anxiety. Typing generated higher levels of anxiety, and this anxiety was associated with increased concentration and learning engagement. In contrast, handwriting is associated with lower levels of anxiety. However, this anxiety is more likely to be debilitating, reducing learners’ confidence and performance. This study reveals the context‐dependent feature of FLA and demonstrates how writing modalities may modulate its facilitative or debilitating effects. These findings expand FLA theory in non‐alphabetic language learning and digital teaching environments.
ABSTRACT As virtual study abroad becomes an increasingly important form of international education, little is known about how transnational teaching is organised and sustained across institutions. Using activity theory as an analytical framework and team ethnography as methodology, this study examines a virtual intensive study (VIS) programme delivered through collaboration between home‐ and host‐country teachers during the COVID‐19 pandemic. The dataset consists of four lesson recordings, 10 student interviews, two teacher focus group interviews, 21 sets of field notes and programme artefacts. The findings show that VIS generated educational, personal and social benefits and enhanced student engagement, speaking confidence and intercultural awareness. The virtual format broadened access and inclusivity and created opportunities for meaningful language use. The study also identifies systematic tension across the activity system. Interpreted as contradictions, these tensions both constrained and stimulated programme development. The concept of knotworking further illuminates how participants responded through distributed coordination, continually negotiated roles, reconfigured teacher agency across institutional and geographical boundaries, and creatively mobilised resources to sustain learning. The study extends research on virtual exchange and study abroad by shifting attention from learner outcomes to the organisational dynamics of transnational teaching. It argues that the effectiveness of virtual international education depends less on technological affordances than on the design, coordination and institutional support of the activity system. These findings position VIS not simply as a substitute for physical mobility, but as a distinctive model of inclusive and distributed international language education.
ABSTRACT This study investigated the impact of a metacognitive instruction (MI) intervention on EFL writers’ metacognition, feedback uptake, and revision performance in a Generative AI (GenAI)‐assisted feedback environment. The MI intervention integrated prompt engineering into EFL writing pedagogy following a four‐step MI sequence. Participants were 141 EFL learners recruited from a Chinese university, with 71 allocated to the experimental group (EG), which received the MI intervention, and 70 assigned to the control group (CG), which engaged with GenAI feedback without additional scaffolding. Following a pretest–posttest quasi‐experimental design, data were collected from multiple sources, including questionnaires, reflective journals, think‐aloud protocols, and draft and revised writing products. Results showed that the MI intervention significantly improved students’ strategy knowledge and all dimensions of metacognitive strategy use. EG participants demonstrated more elaborate uptake of GenAI feedback on global writing issues. Moreover, the EG achieved greater feedback‐informed revision gains in content and organization, with no significant differences observed in grammar, vocabulary, and mechanics. This study has important pedagogical implications for designing and implementing situated metacognitive scaffolding to support EFL writers’ critical and effective engagement with GenAI‐assisted feedback.
This study explored the extent to which the effect of task complexity on writing performance would differ between computer-assisted individual versus collaborative writing. Participants were 112 Chinese users of English as a second language. They completed two reading-to-write tasks of varying cognitive complexity either individually (n = 56) or collaboratively (n = 56). Task complexity was manipulated as the presence or absence of a text structure for summary writing. The resulting texts were analyzed for linguistic complexity, accuracy, and text quality. It was found that the effects of task complexity on the use of academic words and phrasal structures, as well as the analytic rating of organization, differed between individual and collaborative writing. In individual writing, no significant differences were observed in these measures between the simple and complex tasks. In contrast, higher levels of performance were observed in the simple task in collaborative writing. These findings suggest that collaborative writing may play a more beneficial role than individual writing in text production. (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).112(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(n = 56)(sic)(sic)(sic)(n = 56)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).
This study investigates how English as a Foreign Language (EFL) teachers in Poland integrate artificial intelligence (AI) into their teaching and how they evaluate its pedagogical value. Drawing on data from a nationwide survey of 358 EFL teachers across educational levels and regions, the study examines patterns of AI use and explores teachers' perceptions across four interrelated dimensions: perceived benefits and challenges, self-assessed competence and training, and views on AI's long-term implications for the teaching profession. The findings indicate that AI-based tools are widely employed for instructional purposes, particularly for material development and language practice, whereas their use for assessment and administrative tasks remains limited. Teachers generally acknowledge the potential of generative technologies to support instruction and personalize learning; however, they also express substantial concerns regarding academic integrity, students' cognitive engagement, and ethical implementation. Although respondents largely reject the notion that intelligent applications could replace human educators, many report limited preparedness to integrate them confidently due to insufficient training and institutional support. By offering a large-scale, context-sensitive account of EFL teachers' experiences and perceptions, the study contributes to research on AI in language education and identifies key areas for pedagogical development, professional training, and policy intervention.
This study investigates the relationship between form and meaning in text recall by examining how linguistic factors-EFL proficiency, speech rate, lexical diversity, and mean dependency distance (MDD)-contribute to propositional density (PD) in 140 EFL learners' retellings. Propositions were classified into two categories: those identical to the auditory input and those idiosyncratic to the learners' output. Path analysis revealed that the model accounted for 29% of the variance in identical PD and 30% in idiosyncratic PD. While EFL proficiency emerged as the predominant predictor of identical PD, MDD exerted the strongest positive influence on idiosyncratic PD. Speech rate and lexical diversity moderately predicted identical PD. Although speech rate significantly mediated the indirect effect of EFL proficiency on PD, lexical diversity and MDD showed no such mediating effects. These findings suggest a functional shift: while proficiency and speech rate correlate directly with verbatim repetition, syntactic complexity-measured by MDD-is the dominant positive predictor of conceptual reconstruction. This study highlights the complex interplay between form and meaning construction in EFL oral production. (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)((sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic))(sic)140(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic):(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)29%(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)30%(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic):(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).
While studies have explored the effect of second language (L2) motivation on intended effort, research investigating how demotivation and the use of mediational resources mediate the relationship between L2 motivation and intended effort remains scarce. To address this gap, the present study aims to explore the mediating roles of demotivation and the use of mediational resources between L2 motivation and intended effort. Data were collected via a questionnaire survey administered to 1149 Chinese tertiary English as a foreign language (EFL) learners and analysed using SPSS 26.0 and AMOS 28.0. The results indicate that L2 motivation significantly and positively predicts learners' intended effort; L2 motivation negatively predicts demotivation and positively predicts the use of mediational resources; the use of mediational resources and demotivation play a chain mediating role in linking L2 motivation and intended effort. This study elucidates the mediating mechanism of the use of mediational resources and demotivation in the relationship between L2 motivation and intended effort. It transcends the traditional paradigm that focuses on a single variable or direct effects alone, providing a systemic explanation for the profile of intended effort. Additionally, it presents empirical evidence to inform support strategies for EFL learners.
This paper examines elementary Grade 5 and 6 students' emic perspectives on their L1 French and L2 English teachers' cross-curricular efforts to build linguistic and conceptual bridges. Drawing on research on translanguaging pedagogies and recent motivation scholarship, we propose a multi-competence view of motivation that aligns more closely with translanguaging classroom practices. Using this lens, we analyzed focal students' interview data on their linguistic profiles, aspirations for language learning and use, and perceptions of teachers' attempts to integrate the two school languages while encouraging them to draw on their entire repertoires for meaning making. Findings show that students sought to affirm, mobilize, and expand their desired multi/translingual selves for present and future purposes. Teachers' translanguaging approaches not only supported comprehension and vocabulary development but, crucially, aligned with students' aspired multi/translingual identities. We argue that such dynamic pedagogies can enhance motivation and investment beyond a single target language, calling for a reconceptualization of motivation theories to recognize the interdependent, shifting dynamics across learners' multilingual motivational systems.
Although digital personalized vocabulary learning (DPVL) tools have become widespread innovations, a thorough evaluation of its effectiveness in English as a foreign language (EFL) vocabulary learning has been notably absent. This research aimed to achieve a deeper insight into the overall and moderating effects by employing a four-dimensional perspective on personalization, conducting a meta-analysis that encompassed 25 effect sizes on DPVL published from 2004 to 2024 with 1342 EFL learners. The results highlighted that (a) DPVL produces significant improved learning gains compared to a diverse range of non-personalized vocabulary instruction, including paper-based learning, conventional classroom instruction, and non-personalized digital learning, demonstrating a moderate-to-large effect of g = 0.761; and (b) different age groups, system types, and intervention durations play a moderating role in the effects of DPVL. Inspired by the research results, some implications for future academic explorations were proposed as well. (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(DPVL)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(EFL)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)DPVL(sic)EFL(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic);(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)2004(sic)2024(sic)(sic)(sic)(sic)(sic)25(sic)DPVL(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)1342(sic)EFL(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic):(a) (sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), DPVL(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)g = 0.761, (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic);(b) (sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)DPVL(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).
