International mobility can provide students with opportunities for inter-cultural learning and developing language skills. Language proficiency is also a factor in the choice of a host university and satisfaction with study abroad programmes. The present study examines student reflec-tions on the role language played in their academic, social, and personal experiences during international mobility, drawing on interviews with 21 international students at European universities. The findings under-score the importance of international academic languages, particularly English, but also point to the students' interest in local languages for social interaction with the community. This interest is often driven by a desire for deeper integration and to counteract national stereotypes. This research highlights the complex relationship between language and mobility, where language constitutes both a tool and a barrier. This dynamic is particularly evident in students' interactions, where com-municating with other international students was often perceived as less stressful than with native speakers. Students' agency is key in nav-igating these dynamics, which are mediated by prevailing language ideologies and institutional constraints. Ultimately, language in inter-national mobility settings shapes academic success, social integration, and the negotiation of personal identity.
We examined 25 teachers' weekly linguistic analysis reports (N = 175) from a graduate linguistics course. They analysed language data from their daily lives using terminology across seven linguistic branches (phonetics, phonology, morphology, semantics, syntax, pragmatics, and sociolinguistics) and described their reflections and plans for classroom application. We then identified and quantified the sources of linguistic data they chose from everyday life, the teaching techniques they intend to use to integrate linguistic knowledge into instructional plans, and the pedagogical goals guiding those applications. We also qualitatively analysed their final reflection papers to triangulate our findings and gather their thoughts after completing a series of linguistic analyses. Our findings revealed that although multimedia was the most frequently used source for linguistic analysis, teachers' selections varied depending on the linguistic branch being explored. They most often planned explicit instruction or analytical activities to help learners identify target language features, develop awareness of linguistic and cultural differences, and recognise the value of linguistic knowledge. This study highlights how linguistics course activities that involve analysing real-world language data and reflecting on those analyses can engage teachers in developing their linguistic knowledge and awareness for teaching multilingual learners and supporting their professional growth. (sic) (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic)(sic) 25(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic) (sic)(sic) (sic)(sic) (sic)(sic)(sic)(N = 175)(sic) (sic)(sic)(sic)(sic)(sic)(sic)(sic). (sic)(sic) (sic)(sic)(sic)(sic) (sic)(sic)(sic)(sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic) (sic)(sic)(sic)(sic) (sic)(sic)(sic), (sic)(sic)(sic), (sic)(sic)(sic), (sic)(sic)(sic), (sic)(sic)(sic), (sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic) 7(sic) (sic)(sic)(sic) (sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic)(sic) (sic)(sic)(sic)(sic), (sic)(sic) (sic)(sic) (sic)(sic)(sic) (sic)(sic) (sic)(sic) (sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic)(sic)(sic)(sic)(sic). (sic)(sic)(sic)(sic) (sic)(sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic) (sic) (sic)(sic) (sic)(sic)(sic) (sic)(sic), (sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic)(sic) (sic)(sic) (sic)(sic)(sic) (sic)(sic) (sic)(sic), (sic)(sic)(sic) (sic) (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic)(sic) (sic)(sic)(sic)(sic)(sic) (sic)(sic)(sic)(sic)(sic)(sic)(sic). (sic)(sic) (sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic) (sic)(sic) (sic)(sic) (sic)(sic)(sic) (sic)(sic) (sic) (sic)(sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic) (sic)(sic) (sic)(sic)(sic)(sic) (sic)(sic) (sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic)(sic)(sic)(sic)(sic). (sic)(sic) (sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic) (sic)(sic) (sic)(sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic) (sic)(sic) (sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic)(sic)(sic), (sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic)(sic)(sic). (sic)(sic) (sic)(sic) (sic)(sic)(sic)(sic)(sic) (sic)(sic)(sic)(sic) (sic)(sic) (sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic)(sic), (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic), (sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic) (sic) (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic) (sic)(sic)(sic) (sic)(sic) (sic)(sic) (sic)(sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic)(sic)(sic)(sic). (sic) (sic)(sic)(sic) (sic)(sic) (sic)(sic) (sic) (sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic)(sic) (sic)(sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic) (sic)(sic)(sic) (sic)(sic) (sic)(sic), (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic) (sic)(sic)(sic)(sic)(sic) (sic)(sic)(sic) (sic) (sic)(sic)(sic) (sic)(sic)(sic)(sic)(sic).
The effectiveness of written languaging (WL), in which learners articulate their thoughts about linguistic issues through writing, has been increasingly supported by empirical research. However, the underlying mechanisms that contribute to its benefits remain insufficiently understood. This study employed a pre-test/post-test design in both a main experiment and a follow-up experiment to investigate whether the intended addressee of WL influences its facilitative effects on second language (L2) learning. University students engaged in WL by writing explanations about the use of English articles, either addressed to themselves (Self group) or to an imaginary peer (Other group). The relationship between these WL activities and learners' performance on pre- and post-tests was examined. In the main experiment, the Other group demonstrated greater gains in writing accuracy than the Self group. However, no significant group differences were found in the follow-up experiment. This article discusses these findings in relation to previous research from sociocultural and cognitive perspectives and offers implications for L2 instruction. (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)& ulcorner;(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(WL)& lrcorner;(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic),WL(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)((sic)(sic)(sic))(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)((sic)(sic)(sic))(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)WL(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)WL(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).
With the reconceptualization of feedback as an individual resource that learners proactively engage in, the notion of feedback-seeking behaviour (FSB) has received increasing research attention in language learning contexts. While different variables have been identified as the antecedents of feedback-seeking, the predictive role of intellectual humility has been neglected in this line of research. Therefore, this study examined how intellectual humility (as a composite construct) and its subcomponents (i.e., independence of intellect and ego, openness to revising one's viewpoint, respect for others' viewpoints, and lack of intellectual overconfidence) predicted FSBs in L2 learners. The study was conducted through a questionnaire survey with undergraduate EFL students. The results of standard multiple regression analyses revealed the predictive role of intellectual humility (composite) in feedback monitoring, feedback inquiry/teacher, and feedback inquiry/others. The results further revealed that openness to revising one's viewpoint, respect for others' viewpoints, and lack of intellectual overconfidence predicted feedback monitoring. For feedback inquiry/teacher, respect for others' viewpoints, independence of intellect and ego, and openness to revising one's viewpoint were found to be strong predictors. Finally, independence of intellect and ego and lack of intellectual overconfidence were found to predict feedback inquiry/others. Implications are provided for language instructional programs.
An increasing number of studies have proposed strategies for integrating the role of English as a global lingua franca into teacher education programs as a way to respond to the demands posed by the globalised spread of English. While numerous pedagogical proposals acknowledging the significance of English as a global lingua franca have been put forward, there has been relatively less research exploring the potential effects of such proposals on the ideologies and attitudes of English pre-service teachers towards the language. To fill this gap, the current study was designed to investigate the influence of a semester-long course on English as a Global Language on attitudes towards English held by five Catalan university students. The findings reveal that the course had an impact on the cognitive and affective dimensions of attitude (Garrett, 2010) of all participants. However, as expected, these changes were not uniform across all students, and notably, they did not progress consistently in the two dimensions. Essentially, changes at the cognitive level manifested first and were met with minimal resistance from the participants. In contrast, changes at the affective level proved to be more intricate and nuanced in their progression. Un nombre creixent d'estudis han proposat estrat & egrave;gies per a integrar el paper de l'angl & egrave;s com a llengua franca global en els programes de formaci & oacute; del professorat, i d'aquesta manera respondre a les demandes plantejades per la difusi & oacute; globalitzada de l'angl & egrave;s. Tot i que s'han presentat nombroses propostes pedag & ograve;giques que reconeixen la import & agrave;ncia de l'angl & egrave;s com a llengua franca global, hi ha hagut relativament menys investigacions que explorin els possibles efectes d'aquestes propostes sobre les ideologies i actituds dels futurs docents d'angl & egrave;s. Per omplir aquest buit, aquest estudi ha estat dissenyat per investigar la influ & egrave;ncia d'una assignatura centrada en l'angl & egrave;s com a llengua global en les actituds de cinc estudiants d'una universitat catalana. Els resultats mostren que el curs va tenir un impacte en les actituds de tots els participants tant en la dimensi & oacute; cognitiva com afectiva (Garrett, 2010). No obstant aix & ograve;, aquests canvis no van ser uniformes en tots els estudiants, i en particular, no van progressar de manera coherent en les dues dimensions. Essencialment, els canvis a nivell cognitiu es poden apreciar de forma clara al llarg de tot el per & iacute;ode. En canvi, els canvis a nivell afectiu van resultar ser m & eacute;s complexos i matisats en la seva evoluci & oacute;.
This study explores school-aged children's preferences and biases towards second language (L2) English accents in Taiwan, where exposure to diverse English accents is increasing due to the integration of international non-native English-speaking teachers. Two experiments examined how accent familiarity and ethnicity cues influence children's preferences when listening to pairs of accented voices. A teacher preference task was used, featuring a verbal guise in a neutral condition and two ethnicity-cued conditions (congruent and incongruent). Experiment 1 found that third-grade children (N = 235) preferred the familiar Mandarin-accented English over native American-accented English in the neutral condition, highlighting the role of accent familiarity. Experiment 2 showed a preference for American-accented English over other less familiar non-Mandarin accents, further reinforcing the effect of familiarity. Across both experiments, when ethnicity cues were introduced, children preferred American-accented English more strongly when it was paired with a Caucasian face (congruent), but not with an Asian face (incongruent). Additionally, children with higher English vocabulary levels showed stronger preferences for American-accented English paired with Caucasian faces. These results suggest that children's accent preferences are shaped by both familiarity and ethnicity cues, with biases potentially becoming more pronounced as L2 vocabulary increases.
This paper elaborates on some initial findings from a plurilingual comprehension task that a Grade 6 class in Quebec, Canada, completed without teacher guidance, as a baseline tool to illuminate their existing language awareness and reading abilities for critical understanding. Drawing on previous research on plurilingualism and critical literacy, this study is part of a broader research project that brings together teachers of French and English, as first or second language, to build linguistic and curricular bridges across the two official languages for in-depth learning about eco-social issues. We use the concept of critical moments as our method to capture and analyse key instances of great research significance, i.e., when students actively made sense of their wonderings about unknown language elements and story development. The findings illuminate students' promising abilities to operate across language boundaries, interpret and compare new language structures, transfer reading strategies (both linguistic and visual), and exercise critical judgement on issues addressed in the text. Implications for teaching and further research are discussed.
This mixed-methods instrumental case study explores how a bisexual North Korean refugee navigates language attitudes, trauma, and identity reconstruction across five varieties: his native Hamkyong dialect, North Korean, Seoul Korean, Yanbian Korean dialect, and English. Combining thematic analysis of in-depth interviews with quantitative language attitude surveys, this study illuminates how language serves simultaneously as survival strategy, emotional refuge, and means of transnational identity formation. Findings reveal that emotional connections to language significantly shift with trauma, migration, and intersectional marginalisation. English emerges uniquely as a language of emotional affirmation and aspirational identity. By foregrounding a refugee's voice rather than the North Korean regime, this study contributes to critical language awareness by highlighting how language attitudes reflect broader experiences of marginalisation, resilience, and imagined futures.
This study used a within-groups design to investigate how ChatGPT-assisted revision affected tertiary ESL learners' writing quality and their engagement. Data from written texts, chat logs, stimulated recalls, and interviews revealed that using ChatGPT significantly improved learners' writing quality, particularly in lexical complexity, grammatical accuracy, cohesion, and style. Learners also exhibited diverse engagement profiles and variation in engagement levels, marked by different approaches to the use of ChatGPT (i.e. behavioural engagement), various cognitive processes (i.e. cognitive engagement), and mixed emotional responses (i.e. emotional engagement), which arguably contributes to the improvement of their text quality. These findings offer implications for integrating ChatGPT into L2 writing instruction.
Enhancing the ability of English as a Foreign Language (EFL) prospective teachers to apply theoretical knowledge gained in teacher education to teaching practices is crucial. Previous research underscores the need to investigate factors influencing this application. However, none has explored the roles of student-oriented incremental language mindset and perceived instrumentality in applying theoretical knowledge to teaching practices. Working with 84 final-year EFL prospective teachers and utilising a pre-test, post-test quasi-experimental research design with two experimental groups, this study investigated whether EFL prospective teachers perceive the theoretical knowledge gained during teacher education in the context of the Course Content Development in English Language Teaching (CCD) class as influential in improving students' incremental language mindsets and whether they consider this knowledge instrumental for students' EFL learning, particularly focusing on how these perceptions influence its application during the teaching practicum. Preliminary analyses and a multinomial logistic regression analysis were conducted. Results revealed diverse cluster compositions regarding changes in EFL prospective teachers' student-oriented incremental language mindset and perceived instrumentality, indicating varied effects of the interventions within the same groups. Results also demonstrated that as EFL prospective teachers' student-oriented perceived instrumentality increased, their perceived effectiveness of the CCD class in the EFL teaching practicum improved.
This study investigates the effects of a pedagogical intervention combining Core Academic Language Skills (CALS) and pedagogical translanguaging on the development of metalinguistic awareness among first-year secondary students in the Southern Basque Country. Sixty-six multilingual students participated in a quasi-experimental design: 35 received a three-week intervention (experimental group), while 31 continued with standard instruction (control group). Metalinguistic awareness was assessed through pre- and post-tests involving both quantitative tasks and qualitative written reflections. Results showed a significant increase in metalinguistic awareness in the experimental group, with no such gains observed in the control group. Post-test comparisons revealed statistically significant differences between groups. Qualitative reflections further suggested increased awareness of linguistic features, cross-linguistic transfer, and metacognitive strategies among students in the intervention. Participants also reported greater recognition of language similarities, enhanced academic language skills, and deeper engagement with multilingual practices in both academic and cultural contexts. These findings underscore the value of integrating CALS and pedagogical translanguaging to promote metalinguistic awareness and support academic language development across students' full linguistic repertoires.
This study examines how multilingual undergraduates perceive and negotiate communicative success in English as a Lingua Franca (ELF) settings. Sixteen students from seven Asian countries enrolled in English-Medium Instruction (EMI) programmes at three Thai universities participated through interviews, classroom observations, and reflective journals. Qualitative analysis revealed that students' experiences centred on three interconnected dimensions: (1) communicative effectiveness, (2) intercultural sensitivity, and (3) pragmatic adaptability. Students consistently prioritised intelligibility and mutual understanding over native-speaker norms, viewing communication as a shared responsibility co-constructed through flexibility, adaptation, and collaborative meaning-making. Although native-like English retained prestige in formal academic contexts, it was often impractical in informal peer exchanges. Students emphasised strategic practices, such as rephrasing, simplification, providing examples, and clarification requests, that sustained interaction across linguistic diversity. Furthermore, they reported greater confidence in ELF-oriented environments where acceptance of variability reduced anxiety and encouraged authentic participation. However, they experienced uncertainty and tension when institutional ideologies prioritised native-like standards while peer interactions valued adaptability and effectiveness. This study argues for pedagogy and assessment that move beyond native-speaker norms. It recommends prioritising intelligibility, adaptability, and intercultural sensitivity as core elements of communicative competence in internationalised higher education contexts.
This mixed methods study examines how English teacher candidates in T & uuml;rkiye construct teacher linguistic legitimacy around English accents through Global Englishes and raciolinguistic perspectives. A verbal-guise task (N = 59) and semi-structured interviews (n = 5) showed a consistent hierarchy. Standardised North American and British Englishes and German English were rated higher, while Turkish and Arabic Englishes were rated lower. Quantitative data were analysed using linear mixed-effects models, and interview data were analysed through thematic coding complemented by micro-discourse analysis. Prior Global Englishes coursework did not significantly moderate ratings. Interview discourse showed that preferences were often reframed as "intelligibility," and hierarchies were reproduced through staffing, curricula, and racialised marketing. Exposure to multiple Englishes alone was insufficient to disrupt entrenched hierarchies of linguistic legitimacy, pointing to sustained identity-oriented curricular work. Bu karma y & ouml;ntemli & ccedil;al & imath;& scedil;ma, T & uuml;rkiye'deki & Idot;ngilizce & ouml;& gbreve;retmeni adaylar & imath;n & imath;n & Idot;ngilizce aksanlar & imath; etraf & imath;nda & ouml;& gbreve;retmen dilsel me & scedil;ruiyetini K & uuml;resel & Idot;ngilizceler ve & imath;rkdilbilimsel perspektifler & uuml;zerinden nas & imath;l in & scedil;a ettiklerini incelemektedir. S & ouml;zl & uuml; & ouml;rneklem testi (N = 59) ve yar & imath;-yap & imath;land & imath;r & imath;lm & imath;& scedil; g & ouml;r & uuml;& scedil;meler (n = 5) tutarl & imath; bir hiyerar & scedil;i oldu & gbreve;unu g & ouml;stermi & scedil;tir. Standartla & scedil;t & imath;r & imath;lm & imath;& scedil; Amerikan ve & Idot;ngiliz & Idot;ngilizceleri ve Alman aksanl & imath; & Idot;ngilizce daha y & uuml;ksek, T & uuml;rk ve Arap aksanl & imath; & Idot;ngilizceler ise daha d & uuml;& scedil;& uuml;k puanlanm & imath;& scedil;t & imath;r. Nicel veriler do & gbreve;rusal karma-etkiler modelleri kullan & imath;larak analiz edilmi & scedil;, g & ouml;r & uuml;& scedil;me verileri ise mikro-s & ouml;ylem analizi ile desteklenen tematik kodlama yoluyla & ccedil;& ouml;z & uuml;mlenmi & scedil;tir. & Ouml;nceden al & imath;nan K & uuml;resel & Idot;ngilizceler derslerinin puanlar & uuml;zerinde anlaml & imath; bir etkisi olmam & imath;& scedil;t & imath;r. G & ouml;r & uuml;& scedil;me s & ouml;ylemleri, tercihlerin s & imath;kl & imath;kla "anla & scedil;& imath;l & imath;rl & imath;k" olarak yeniden & ccedil;er & ccedil;evelendi & gbreve;ini ve hiyerar & scedil;ilerin istihdam, m & uuml;fredat ve & imath;rksalla & scedil;t & imath;r & imath;lm & imath;& scedil; pazarlama yoluyla yeniden & uuml;retildi & gbreve;ini g & ouml;stermi & scedil;tir. & Idot;ngilizcenin farkl & imath; de & gbreve;i & scedil;kelerine maruz kalmak, dilsel me & scedil;ruiyet hiyerar & scedil;ilerini sarsmak i & ccedil;in tek ba & scedil;& imath;na yeterli olmam & imath;& scedil; ve bu durum, s & uuml;rd & uuml;r & uuml;lebilir kimlik odakl & imath; m & uuml;fredat & ccedil;al & imath;& scedil;malar & imath;n & imath;n gereklili & gbreve;ine i & scedil;aret etmi & scedil;tir.
This exploratory study investigates how learners' cognitive and affective reactions to direct written corrective feedback (WCF) relate to the development of second language (L2) writing accuracy. Thirty-four second-year engineering students at a university in Japan participated, and complete data from 20 students were analysed. Direct WCF was provided on learners' initial drafts, and its effects were assessed using a subsequent revised draft and a new draft (transfer), focusing on past hypothetical conditionals, articles, and other items. Writing accuracy was quantified for each linguistic category, and learners' self-reported cognitive and affective reactions to WCF were measured using questionnaires. Stepwise multiple regression analyses examined how these reactions and linguistic-item type predicted accuracy changes across drafts. The results showed that both learners' reactions and linguistic-item type were associated with WCF effectiveness in revision and subsequent writing. For example, gains in article accuracy from the initial to revised draft were negatively associated with frustration but positively associated with thinking about the corrected vocabulary, expressions, and grammar (adjusted R2 = 0.64). These findings suggest that effective WCF depends not only on the targeted linguistic features but also on learners' cognitive and affective engagement with feedback strategies. (sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic) (written corrective feedback: WCF) (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic) (L2) (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)2(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)34(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic) 20 (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)WCF(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic) WCF (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic) ((sic)(sic)(sic)(sic)) (sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic) ((sic)(sic)(sic)(sic) R2 = 0.64).(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(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 examines the transformative impact of a teletandem programme, a reciprocal telecollaborative language exchange, on participants' beliefs about language and interaction. Drawing on semistructured interviews with 18 participants over a three-year period, including 14 who completed follow-up interviews around one year after initial interviews, we explore how engagement in digitally-mediated, autonomous language exchanges reshapes participants' conceptualisations of interaction, with particular attention to beliefs about authenticity, meaningful engagement, and linguistic correctness. Thematic analysis identified patterns in interview data that prompted a contextual approach to learner beliefs. This revealed a shift among participants from transmission-based views of interaction to more nuanced understandings of interaction as a co-constructed, negotiated process. We argue that teletandem participation catalyses this ontological shift, raising participants' awareness of the inherent ambivalences of language use. These shifts can also evoke affective responses, including increased confidence and anxiety. By highlighting the dialectical relationship between learner beliefs and telecollaborative practices, this research contributes to discussions about the role of online exchanges in shaping how language and interaction is conceptualised. (sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic) ((sic)(sic)(sic)(sic)(sic)(sic)) (sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).3(sic)(sic)(sic)(sic)(sic)18(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)((sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)1(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)14(sic)(sic)(sic)(sic))(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).
Chinese nationals constitute the largest foreign community in Japan. To better understand how Chinese learners of Japanese (CLJs) make choices regarding formal forms - an essential communicative skill - this study examines the formality choices of eleven CLJs and the pragmatic awareness underlying their choices from an intercultural perspective through a bottom-up approach. A multiple-choice discourse completion task (MDCT) comprising 64 scenarios was developed, each presenting three semantically equivalent responses differing in formality level. Five recurrent patterns of divergence from Japanese native speakers (JNSs) were observed: CLJs tended to select more formal expressions when imposing a high burden on others and less formal expressions in (1) familiar, hierarchical relationships, (2) when offering benefits, (3) interactions with unfamiliar, equal-status interlocutors, and (4) situations involving infringements of personal interests. Thematic analysis of concurrent think-aloud protocols and post-test interviews revealed three dimensions of their pragmatic awareness: (1) intercultural understandings of Japanese language and culture, (2) learners' identity and agency, and (3) perceived personality. These findings highlight how CLJs' formal form choices and pragmatic awareness can be understood through an intercultural lens, offering pedagogical implications for empowering learners as agentive and legitimate language users and promoting mutual understanding between CLJs and JNSs. (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)11(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)64(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic): (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic);(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic): (1)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (2) (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (3) (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (4) (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic): (1) (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (2) (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (3)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).
As gender-fair language (GFL) gains prominence, the choice of epicene pronouns in English as a Second Language (ESL) writing remains underexplored, particularly in conservative educational settings. This study investigates the pronoun preferences of Filipino college English majors when referring to gender-unspecified individuals, addressing a gap in the literature on GFL in ESL contexts. A survey, which included both closed- and open-ended questions, was administered to 113 third-year English majors to examine their pronoun choices in writing. Findings reveal a preference for singular they over traditional forms such as he or she, although the latter persists due to grammatical familiarity. The results highlight an ongoing linguistic shift towards inclusivity, underscoring the role of education in shaping GFL practices. This study contributes to discussions on linguistic equity in ESL education, advocating for pedagogical strategies that normalise inclusive pronoun use in academic and professional discourse. Habang lalong nakikilala ang erya ng gender-fair language (GFL), nananatiling kapos ang mga pananaliksik hinggil sa pagpili sa panghalip na epicene sa pagsusulat gamit ang Ingles bilang Ikalawang Wika (ESL), partikular na sa mga konserbatibong kontekstong pang-edukasyon. Sinusuri ng pag-aaral na ito ang mga preperensiya sa paggamit ng panghalip ng mga Pilipinong mag-aaral sa kolehiyo na nagmemedyor sa Ingles kapag tinutukoy ang mga indibidwal na di-tiyak na tinutukoy ang kasarian, tungo sa pagtugon sa kakulangan ng pananaliksik hinggil sa GFL sa mga kontekstong ESL. Isinagawa ang isang sarbey na naglalaman ng parehong sarado at bukas na mga tanong sa 113 mag-aaral sa ikatlong taon ng kursong nagmemedyor sa Ingles upang masiyasat ang kanilang mga pagpili ng panghalip sa pagsusulat. Natuklasan sa pag-aaral ang malinaw na pagkiling sa paggamit ng singular they kaysa sa mga tradisyonal na anyo tulad ng he or she, bagaman nananatili ang paggamit ng huli dahil sa nakasanayang kaalaman sa gramatika. Binibigyang-diin ng mga resulta ang nagpapatuloy na lingguwistikong pagpihit tungo sa mas inklusibong paggamit, na nagtatampok sa mahalagang papel ng edukasyon sa paghubog ng mga praktika ng GFL. Nag-aambag ang pag-aaral na ito sa mga talakayan hinggil sa lingguwistikong katarungan sa edukasyong ESL tungo sa pagtataguyod ng mga estratehiyang pedagogikal na ginagawang karaniwan at katanggap-tanggap ang inklusibong paggamit ng panghalip sa akademiko at propesyonal na diskurso.
