L2 learners' engagement with written feedback is pivotal to realizing feedback's learning potential. Over the past decade, this construct has attracted growing scholarly attention; however, relatively little work has been done to theorize feedback engagement, particularly how individual and contextual factors interact to shape it. To address this gap, this article conceptualizes L2 written feedback engagement from an ecological perspective. Specifically, it synthesizes how engagement has been defined and operationalized in the literature, noting how the increasing use of generative AI has prompted an expanded conceptualization of feedback engagement. Drawing on affordance theory and the nested ecosystems model, the article characterizes engagement as multifaceted, dynamic, and context-sensitive, especially where teacher, peer, automated, and generative-AI feedback coexist. It further sketches future directions for ecological work, including longitudinal and multi-source designs, explicit modelling of person-context interactions, and methodological innovations to reveal underlying mechanisms. Overall, this article aims to deepen researchers' and teachers' understanding of feedback engagement and to inform contextresponsive interventions that support learners' engagement with written feedback.
Previous research has highlighted the critical role of the affective dimension in shaping L2 student writing feedback literacy; however, limited attention has been given to how emotional intelligence (EI), conceptualized as a constellation of emotion-related self-perceptions and dispositions, influences L2 student writers' feedback literacy. To fill this gap, this study investigated the relationship between students' EI and L2 writing feedback literacy by exploring how different EI patterns relate to variations in feedback literacy. A sample of 426 students in Chinese higher education institutions was administered the L2 Student Writing Feedback Literacy Scale and the short-form Trait EI Scale. Four EI profiles were identified through latent profile analysis (LPA): Low Emotionality Group, Average Balanced Group, Moderately Low Emotionality Group, and High Stable Group. ANOVA and Welch's Tests revealed significant differences in L2 student writing feedback literacy across most EI profiles. By examining the configuration of dimensions within these profiles, we identified an EI configuration that creates favorable conditions for developing L2 writing feedback literacy in a Chinese higher education context: a combination of lower emotionality, higher well-being, and greater self-control. Implications for L2 writing instruction were discussed based on the findings.
Students’ perceived teacher support (SPTS) is considered crucial to students’ learning. But most existing SPTS scales were developed for the field of general education, and there is a lack of studies that attempt to develop a tailored scale specifically for the context of EFL learning. This study interviewed 86 Chinese college EFL learners and surveyed 1,089 Chinese non-English majors to develop an SPTS scale specifically for the context of college EFL learning in China. Exploratory and confirmatory factor analyses were conducted. The result indicated that SPTS is a tripartite construct consisting of emotional, intellectual, and social support. This study contributes to a better understanding of the unique aspects of language teaching and emphasizes the significance of tailored SPTS scales in different educational settings. The study elucidates the importance of SPTS in college EFL learning, providing guidance for effective teaching practices to enhance students’ learning experience.
As one of the major feedback strategies in language classrooms, teacher reformulations have garnered intense interest from researchers in the field of second language teaching and learning. However, scant attention has been paid to teachers' self-reported intentions and students' perceptions of teacher reformulations. This study aims to identify the intentions of a teacher's reformulations and the factors influencing how his students perceive these reformulations from an ecological perspective. Drawing on classroom interactions and semi-structured stimulated recall interview data from a Chinese college EFL teacher and his students, this study found that the teacher reformulated students' utterances for three reasons: (1) bridging the gap between the interlocutor students and the other students in the classroom, (2) providing emotional support for the interlocutor students' interactive participation, and (3) reinforcing students' linguistic and content knowledge. However, these intentions might be perceived differently by students. A variety of contextual and individual factors shaped their perceptions. This study emphasizes the necessity of an alignment between teacher reformulations and students' perceptions. Pedagogical implications are discussed based on these findings.
自 20世纪 90年代二语习得输入加工理论被提出以来,不少研究者从不同角度探究了该理论对二语教学的指导作用.研究表明,基于输入加工理论所设计的加工教学能够有效促进二语习得.有鉴于此,通过回顾该理论的主要内容、实证依据、研究方法及未来发展方向,试图为国内外语教师优化课堂教学、研究者深入洞悉加工教学的作用机制提供指引和启发.
Click to increase image sizeClick to decrease image size Additional informationFundingThis work was supported by the Postgraduate Education and Teaching Reform Research Project of Wuhan University of Science and Technology under Grant number [Yjg202212]; and China College Foreign Language Teaching and Research Project of Shanghai Foreign Language Education Press under Grant number [2022HB0015]; the Philosophical and Social Science Research Project of the Department of Education of Hubei Province under Grant number [22Y020].
Click to increase image sizeClick to decrease image size Additional informationFundingThis work was supported by the Philosophical and Social Science Research Project of the Department of Education of Hubei Province under [Grant number 22Y020]; the Postgraduate Education and Teaching Reform Research Project of Wuhan University of Science and Technology under [Grant number Yjg202212]; and China College Foreign Language Teaching and Research Project of Shanghai Foreign Language Education Press under [Grant number 2022HB0015].
standing of higher education and enlarge their knowledge about Nepal. Compared with previous research works on similar issues, with its thorough analysis, comprehensive insights, detailed data and recent references, this book has unrivalled significant advantages. Further, with Nepal’s higher education, it offers a valuable case study which enriches higher education theory in South Asia. In future, this book will become an important resource for research not only on the development of higher education in South Asia, but also on China’s expansion of its soft power. Nonetheless, this book is not perfect, and the soft power theory in the book has limitations. Objectively speaking, the soft power theory is still an imperfect theory, it focuses more on the application in foreign policy and the description of the reality of today’s international relations, but lacks a rigorous theoretical system and effective empirical test.
基于自我决定理论,本研究考察了学术英语环境下基本心理需求满足感、自我决定动机和能动性投入的关系.251名非英语专业大学生参与了问卷调查,研究显示:1)学生的自主需求、关系需求满足感及自主性动机较高,受控性动机和能动性投入处于中等水平,能力需求满足感相对较低;2)基本心理需求(自主、能力、关系)、自主性动机、受控性动机与能动性投入均显著相关,且自主性动机与能动性投入相关系数高于受控性动机与能动性投入相关系数;3)自主性动机在基本心理需求满足感的三个维度与能动性投入之间起部分中介作用.研究结果不仅证实了 自我决定理论在中国学术英语学习环境中的适用性,还为如何提升学生能动性投入提供了一定启示.
自20世纪90年代以来,源自认知心理学的技能习得理论受到二语研究者的关注.基于该理论,二语习得研究产生了大量成果.本文回顾了该理论的内容、相关实证研究、研究方法以及未来研究方向,为国内外语教学研究者基于其自身语境开展同类研究、探究优化课堂操练途径、优化外语学习环境提供启示.
International Journal of Applied LinguisticsEarly View BOOK REVIEW Engaging language learners in contemporary classrooms. Sarah Mercer and Zoltán Dörnyei, Cambridge University Press, 2020. 208 pp., ISBN 9781108445924 Zaibo Long, Zaibo Long allen_lzb@163.com orcid.org/0000-0002-0845-4897 School of Foreign Languages, Wuhan University of Science and Technology, Wuhan, ChinaSearch for more papers by this authorJinfen Xu, Corresponding Author Jinfen Xu xujinfen@hust.edu.cn School of Foreign Languages, Huazhong University of Science and Technology, Wuhan, China Correspondence Jinfen Xu, School of Foreign Languages, Huazhong University of Science and Technology, Wuhan, China. Email: xujinfen@hust.edu.cnSearch for more papers by this author Zaibo Long, Zaibo Long allen_lzb@163.com orcid.org/0000-0002-0845-4897 School of Foreign Languages, Wuhan University of Science and Technology, Wuhan, ChinaSearch for more papers by this authorJinfen Xu, Corresponding Author Jinfen Xu xujinfen@hust.edu.cn School of Foreign Languages, Huazhong University of Science and Technology, Wuhan, China Correspondence Jinfen Xu, School of Foreign Languages, Huazhong University of Science and Technology, Wuhan, China. Email: xujinfen@hust.edu.cnSearch for more papers by this author First published: 20 January 2022 https://doi.org/10.1111/ijal.12414Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Early ViewOnline Version of Record before inclusion in an issue RelatedInformation
OPINION article Front. Psychol., 07 September 2022Sec. Educational Psychology https://doi.org/10.3389/fpsyg.2022.958104
International Journal of Applied LinguisticsEarly View BOOK REVIEW Meaningful teaching interaction at the internationalised university: Moving from research to impact , Dippold, Doris , Heron, Marion Routledge, 2021. xxiv + 209 pp. ISBN: 9780429329692 (ebk) Jun Zhang, Jun Zhang School of Foreign Languages, Wuhan University of Science and Technology, Wuhan, ChinaSearch for more papers by this authorZaibo Long, Corresponding Author Zaibo Long allen_lzb@163.com orcid.org/0000-0002-0845-4897 School of Foreign Languages, Wuhan University of Science and Technology, Wuhan, China Correspondence Zaibo Long, School of Foreign Languages, Wuhan University of Science and Technology, Wuhan, China. Email: allen_lzb@163.comSearch for more papers by this author Jun Zhang, Jun Zhang School of Foreign Languages, Wuhan University of Science and Technology, Wuhan, ChinaSearch for more papers by this authorZaibo Long, Corresponding Author Zaibo Long allen_lzb@163.com orcid.org/0000-0002-0845-4897 School of Foreign Languages, Wuhan University of Science and Technology, Wuhan, China Correspondence Zaibo Long, School of Foreign Languages, Wuhan University of Science and Technology, Wuhan, China. Email: allen_lzb@163.comSearch for more papers by this author First published: 19 June 2022 https://doi.org/10.1111/ijal.12433Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Early ViewOnline Version of Record before inclusion in an issue RelatedInformation
