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This paper reports an empirical study investigating the effects of extensive reading on vocabulary uptake, and speed of word access, among of Chinese high school students using English as a second language. It builds on a study by Masrai & Milton (2018) which reported that an informal program of watching the news on TV and reading subtitles, carried out outside class, could result in significant and measurable improvements in both orthographic vocabulary size and speed of lexical access. This study investigates whether these findings can be repeated with learners from a different L1 background, and reading process background, and where the vocabulary noticing focus of the intervention is removed. The participants were given tests of written vocabulary size, aural vocabulary size, and reading speed. These tests were conducted before and after a six-week intervention which involved reading current news materials. The results showed an increase in reading speed which is assumed to indicate an improvement in the speed of lexical access, but no obvious growth in vocabulary size. It is suggested that this is a learning method which can help facilitate Chinese students' ability to acquire their second language ability in English. [ABSTRACT FROM AUTHOR]

Making requests is one of the most commonplace pragmatic behaviors in daily interactions. This present paper attempts to specifically examine the use of second language (L2) request strategies by a single English major in China. By providing four different role-play scenarios in which relative power (+/-P) and social distance (+/-D) were deliberately designed as the contextual constraints, while low ranking of imposition (-R) was kept constant, this case study elicited and audio-recorded the participant's conversational data via WeChat. Drawing upon the coding scheme developed by Blum-Kulka and Olshtain (1984), the study showcased that the participant was inclined to chiefly employ conventionally indirect requests and more external modification devices than internal ones in all the role-plays. In addition, the participant's inappropriate adoption of direct requests in the first and third role-plays and written responses to the followup survey questions suggested that he was not conscious of the contextual variables at all when performing requests. In conclusion, some pedagogical recommendations are proposed to enhance L2 learners' pragmatic competence by integrating pragmatic instruction into English language classes. [ABSTRACT FROM AUTHOR]

This paper contends that China higher education has become one of the most attractive academic hubs for citizens of developing and developed nations. Empirical evidences show that the opening up policy and the spread of Confucius institutes in the world support China higher education breakthrough. More importantly linguistic tolerance that is practiced during the selection process of international students and officials to undertake short or long exchange programs in Chinese institutions may account for the rapid internationalization of China higher education. The researcher has used content analysis of grants and scholarship offers to Chinese universities, related policy papers and statements to discover that the Chinese government gives a place of choice to students and workers of developing countries through the medium of many English-taught programs at bachelor's, master's and doctoral levels. In addition, the researcher has used the interview to collect some data from scholarship awardees. This was done in a bid to find out their impressions about English language requirements to be fulfilled by candidates for the award of various scholarships and short training programs in Chinese universities. The analysis of interviewees' verbatim strongly supports the claim that China higher education attracts more talents thanks to more tolerant and flexible linguistic requirements applied during the selection process. Owing to this new vision of higher education in China, it is recommended that more top ranking universities in the West, which use English as foreign or second language, must emulate China example and offer more flexible linguistic requirements for Englishtaught programs to talents from developing nations. This will undoubtedly foster academic mobility and inclusive development of the world in this new era. [ABSTRACT FROM AUTHOR]

This paper analysed a total of 334 English language articles on teaching Chinese as a second or foreign language from the Web of Science, during the period from 2001 to 2020. By examining the bibliometric indices of the literature, the analysis found that: 1) The numbers of research publication and citation have gone through slow growth in the first decade and strong growth in the second decade. 2) Highly cited journals are mainly from four categories: educational technology, linguistics, education and psychology. 3) Highly productive authors are mainly from the fields of computing and education, with research interests focused on the use of digital technology to help Chinese language learning. 4) Highly co-cited articles include keywords related to young Chinese learners, foreign language, English context and character learning. 5) The topical trends in Chinese language education research have evolved from an early focus on Chinese writing, learning strategies and cross-cultural language teaching to a mid-term focus on issues such as classroom management and task-based teaching, and further expansion to a more recent focus on the integration of digital technologies and multimodal approaches to teaching and learning. By reviewing these five areas, this study aims to provide a complete picture of the research on teaching Chinese as a second or foreign language outside mainland China. It is intended to help build bridges of collaboration between researchers and institutions within and outside mainland China by highlighting the researchers who have made significant contributions and the wide range of issues being explored. [ABSTRACT FROM AUTHOR]

Translanguaging pedagogy has widely attracted interests from studies of second or foreign language teaching. Corrective feedback has long been recognized for its value on improving second language learning outcomes. However, limited attention has been given to the potential influence of translanguaging in the process of corrective feedback on learners' second language writing performance, especially the influence of oral corrective feedback. This paper aims at exploring the effects of translanguaging in tutors' oral corrective feedback (OCF) on Chinese EFL learners' argumentative writing in six-week writing tutorials. 12 first-year Chinese college students and a Chinese tutor of English participated in the study at a university in Central China. The findings showed positive effects of translanguaging in OCF on Chinese EFL students' argumentative writing performance. It attempts to make some contributions to EFL writing instruction. Teachers can alter their monolingual medium of English only to adapt to students' needs, focus on students' language practices, and create a language education ecological environment through translanguaging pedagogy. [ABSTRACT FROM AUTHOR]

With the development of the Chinese language teaching all over the world, there is an increasing demand for TCSOL. However, there is no pure data-driven and highly automated teaching evaluation mode so far. Hence the paper learn and improve Flanders' Interaction Analysis System, in order to establish a set of Discourse Interaction Data Analysis System (DIDAS) and selects a typical Lesson of volunteer Chinese teachers in the Confucius Institute to make confirmatory analysis, and finally proves that the system is workable for the teaching evaluation of TCSOL and is suitable for promoting their self-teaching evaluation, so as to achieve the purpose of enhancing teaching quality. [ABSTRACT FROM AUTHOR]

This paper analyzes the productive vocabulary (PV) of non-English majors in a highly prestigious university in China through a DIY learner corpus of English compositions and the Productive Vocabulary Level Test. Based on the total PV and the average PV, this paper compares the corpus with the CEFR-aligned English Vocabulary Profile (EVP) of Cambridge University. The results show that some of the outstanding students can attain Level B2 of EVP while most students' PV is comparable to Level B1. The results of this study shed light on strengthening vocabulary teaching in College English teaching in China. [ABSTRACT FROM AUTHOR]

This paper describes an asynchronous, transnational virtual exchange between university students from Japan and China. Students from two different cultural and linguistic backgrounds, in two different physical locations, collaborated to produce a video on the broad theme of sustainability in a mutual second language, English. Through pre- and post-project surveys and the written reflections of students, it was found that students were able to develop greater intercultural awareness and improve their English language communication skills. [ABSTRACT FROM AUTHOR]

Informed by some relevant theories of positive psychology, the current study examined the interrelations among teacher support, grit, and L2 willingness to communicate (WTC), focusing mainly on the mediating role of foreign language enjoyment (FLE). A sample of 619 university students in China participated in this cross-sectional survey. Structural equation modeling (SEM) was used to analyze the gathered data. The results showed that grit could directly and positively predict L2 WTC. Furthermore, teacher support and grit could affect L2 WTC via the mediating role of FLE. These findings served as empirical evidence from the second language acquisition (SLA) domain for positive psychology, revealing the influential mechanism shaping the interconnectedness among all the constructs. The study concluded with a discussion of pedagogical implications and suggestions for future research. [ABSTRACT FROM AUTHOR]

Drawing from (Dörnyei's, The Psychology of the language learner: Individual differences in second language acquisition, 2005) L2 Motivational Self System, this case study delved into the L2 learning motivations of liberal arts and science English majors at a transnational university in China, where English Medium Instruction (EMI) is prevalent. The study aimed to uncover how the EMI educational setting, alongside disciplinary backgrounds, shapes students' motivational landscapes. Utilising a mixed-methods approach, a 4-point Likert scale questionnaire was first administered to 182 students, followed by semi-structured interviews with six purposively selected participants to ensure a representation of diverse perspectives. Quantitative data were analysed using descriptive statistics and an independent samples t-test to pinpoint motivational differences between the two groups, with Cohen's d effect size test further elucidating the significance of these differences. Thematic analysis of qualitative data provided a deeper layer of insight, which, when cross-examined with quantitative results, revealed a nuanced understanding of motivational dynamics. Key findings highlighted that both student groups were driven by factors such as ideal L2 self, ought-to L2 self, international posture, and instrumentality. However, within the EMI context, liberal arts students exhibited heightened sensitivity to their ought-to L2 selves, language anxiety, and teacher influence compared to their science counterparts (p < 0.05, dCohen > 0.8). These distinctions underscore the EMI context's role in modulating motivational profiles, particularly accentuating certain motivational factors among liberal arts students. In light of these EMI-mediated motivational nuances, the study proposes several educational implications, including enhancing teachers' professional development training, integrating English learning in EMI programmes with students' aspirations, and fostering intercultural interactions to enrich students' language and cultural experiences. [ABSTRACT FROM AUTHOR]

In this fast-changing and globalized world, English study is more and more important for Chinese college students. Nevertheless, the differences between English and Chinese and the influence of mother tongue have caused great trouble in English study of Chinese college students, especially vocational college students. Among the problems, Chinglish is the most serious one which hinders them in making progress in English study. The author has carried out a study in Leshan Vocational and Technical College about vocational college students' Chinglish problem. Hopefully, the paper is to help vocational college students to avoid Chinglish and further to provide some advice for English teaching and learning in colleges and universities, on the basis of the findings of the study like the types and causes of Chinglish. [ABSTRACT FROM AUTHOR]

This study examined how Chinese native speakers (NSs) and second language (L2) learners process compound words. The findings showed that they used the hybrid model of coexistence for whole word and morphemes; and were influenced by word frequency, semantic transparency, and word structure. The results revealed that two groups of participants used hybrid representation when identifying high-frequency words and whole-word representation when identifying low-frequency words. Besides, semantic transparency might impact word structure awareness, and subject-predicate words were the most difficult to process. The research also showed that L2 learners' word frequency effect was more robust than NSs'; morpheme location information might affect NSs, but L2 learners could not process it. There was variation in NSs' speed in recognizing transparent and obscure words, but there was no difference among L2 learners. Besides, L2 learners' word recognition speed could not reach the levels of NSs. [ABSTRACT FROM AUTHOR]

Once an asset owned exclusively by native English speakers (NESs) in inner circle, the native English speaking norms, specifically the standard varieties of British and American English, have been taken for granted as models for non-native English speakers (NNESs) in outer and expanding circles to imitate and approximate to. But this paradigm is under severe attack given the fact that people who use English as a lingua franca (ELF) have far outnumbered NESs. This paper aims to show how Chinese tertiary-level second language (L2) learners perceive different English accents and how their perceptions were related to their identities within the framework of ELF. By means of an online questionnaire survey, data from 574 English major students were retrieved and analysed with the assistance of SPSS 20.0 and Nvivo 11.0. The current study focuses on ambivalence in respondents' attitudes toward different English accents. On the one hand, there was an obvious bias towards NES norms and accents and a strong bias against Chinese-accented English and other NNES accents; on the other hand, there was an emergence of linguistic rights and learner identity experienced by some respondents, which demonstrated itself in highlighting pragmaticity in communication, endorsing L1-accented Chinese identity, and questioning benchmark roles accorded to NES accent standards. The implication of the current study is to acknowledge an urgency of addressing the controversies between the linguistic reality and the prescriptive standards, and between the respondents' hidden appeals for projecting their identity via L1-accented English and highly-acclaimed NES accent models. [ABSTRACT FROM AUTHOR]

Introduction: This research aims to investigate the impact of students' language assessment literacy (LAL) on their cognition. The study specifically examines how different levels of LAL influence two critical factors: test anxiety and motivation to learn a second language. Methods: To achieve the research objectives, a questionnaire was administered to a sample of 415 university students in China. The questionnaire utilized a five-point Likert scale to assess students' levels of LAL, test anxiety, and motivation to learn a second language. Descriptive data were examined to reveal students' proficiency in LAL, along with their levels of test anxiety and motivation. Multilevel regression analyses were performed using Mplus to investigate whether students' LAL proficiency can predict their levels of test anxiety and motivation. Results: The findings indicated that the participating students had a proficiency level of approximately 60% in the content of the LAL questionnaire. The analysis further revealed the relationships between specific dimensions of LAL and both test anxiety and second language motivation. The multilevel regression analysis suggested that theoretical knowledge about language and language learning, the understanding of the impact and social value of language assessments, and the uses of assessments to enhance learning, positively predicted students' extrinsic motivation. Furthermore, students' understanding of the uses of assessments to learn and their theoretical knowledge about language learning were identified as positive predictors of intrinsic motivation. Additionally, it was observed that students' LAL did not significantly predict test anxiety. Discussion: These findings emphasize the significance of enhancing students' LAL due to the identified relationships between LAL dimensions and motivation to learn a second language. The study suggests pedagogical implications for improving LAL, with a focus on specific dimensions that positively impact students' motivation. The absence of a significant relationship between LAL dimensions and test anxiety prompts further exploration and consideration of additional factors influencing students' anxiety in language assessments. [ABSTRACT FROM AUTHOR]

While literature on factorizing demotivation in the EFL classroom is ample, little ground has been gained in understanding the root cause of demotivation. The purpose of the current study was to trace demotivation back to its origin by examining demotivator attribution differences between regular non-English major students and students who are enrolled in a dual degree English program. This study utilized the Learner Perceptions of Demotivators Scale (Xie et al., 2021) to gauge three demotivating factors including negative teacher behavior, loss of task value, and low expectancy for success. Data were collected from a sample of 320 undergraduate students in China. Among the three demotivating factors, the two student groups were only significantly different in terms of loss of task value even after controlling for gender, performance, and self-efficacy F(4,302) = 16.05, p < .001. The findings may shed light on the underlying reasons of demotivation in the EFL classroom. Practical implications and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

The paper explores the distributional and acquisitional characteristics of formulaic sequences in typically multi-modal textbooks most popularly used in English teaching in China. Research results indicate that the frequency of formulaic sequences in the listening-speaking textbook is significantly higher than that of the reading-writing textbook. Furthermore, the two different modal textbooks differ in both the categories and the functions of formulaic sequences. However, Chinese English learners are generally not sensitive to these differences. In addition, there exists a plateau effect in their acquisition of textbook formulaic sequences, as there is no significant difference between learners of different proficiency levels. These findings reveal the significance of highlighting register differences between reading-writing and listening-speaking, thus shedding light on the input and output problems in college English teaching and learning. [ABSTRACT FROM AUTHOR]

By adopting both quantitative and qualitative methods, this paper, with the types of bilingual identities (Yongwei B & Yihong G,2006) serving as the framework, examines the characteristics of Chinese college English learners' bilingual identity changes. It is found that instrumental bilingual identity penetrates through L2 learning process, additive and productive bilingual identity are dominant types among L2 English learners; the bilingual identity construction of EFL learners may assume the following process: instrumental bilingual identity, subtractive and split bilingual identity, additive and productive bilingual identity. The study indicates the conflicts and integration of bilingual identities experienced by L2 English learners in China. [ABSTRACT FROM AUTHOR]

Background: Chinese/Mandarin language instruction to undergraduate students from non-Chinese speaking countries has become a topic of increasing interest, driven by China's influential role in global political and economic dynamics. With Mandarin being the language spoken by approximately 70% of Chinese speakers, it is not only taught within China but also in institutions around the world. While teaching any second or foreign language presents unique challenges, the specific challenges faced in Mandarin language education have not received comprehensive scrutiny, prompting the need for further investigation. Objectives: The primary objective of this study was to explore the challenges associated with teaching and learning Mandarin from the perspectives of non-native Mandarin language teachers. By adopting a qualitative (phenomenological) research approach, we aimed to uncover the multifaceted challenges that confront both educators and learners in the context of Mandarin language instruction. Methodology: The research methodology employed for this study involved the use of semi-structured interviews conducted with 15 Mandarin language teachers, who were chosen through theoretical sampling. These interviews were transcribed into text files and subsequently subjected to qualitative data analysis, which was facilitated by the use of MAQDA software. This approach allowed us to identify and categorize the various challenges and problems encountered in the teaching and learning of Mandarin. Findings: The research findings revealed a range of challenges and problems experienced in Mandarin language education. These challenges were grouped into two primary thematic categories: psycho-linguistic and educational challenges. The linguistic challenges are deeply rooted in the distinctive features of the Mandarin language, presenting obstacles that necessitate innovative teaching strategies and materials. Educational challenges extend beyond native speaker proficiency, emphasizing the requirement for a comprehensive pedagogical skill set among instructors. Implications: : The implications of this research extend to various stakeholders in the field of Chinese/Mandarin language education, including policymakers, educators, curriculum designers, and learners. Understanding the linguistic, educational, and psychological challenges can inform the development of more effective teaching methods, curriculum design, and motivation-enhancing strategies, ultimately promoting a more successful and engaging Mandarin language learning experience for non-native speakers. [ABSTRACT FROM AUTHOR]

Recent years have seen a rapid proliferation of game-based learning applied in language classes. Second language teaching and learning are being inspired by the increasingly mature game-based learning technology. Currently, educational games are regarded as a new technology with great potential. The game-based promotion of oral English has also become one of the research hotspots. This research carried out an empirical study on the subjective experiences and perceptions of using game-based second language learning to cultivate the oral English of Chinese college students. By using Unity 3D technology, “Digital Game-Virtual College” game software was developed for Chinese teenagers as the experimental carrier. Sixty-six freshmen majoring in review engineering at a university located in a first-tier city in southern China were invited as participants. Based on the courses “College English-Reading and Writing” and “College English-Listening, Viewing and Speaking,” this research explored the game-based teaching of “Words Arena Contest” and “Words Talents,” respectively. The analysis of the attitude and achievement data not only indicated the advantages and disadvantages of game-based learning, but also suggested the significant points in game-based learning software design. The results of tests and survey provide insight into the evaluation and reflection of the subjective experiences and perceptions of using digital gamebased language learning. The results of this research can not only provide guidance for exploring the psychological contributors and barriers to gamebased second language learning, but can also shed some light on and provide a reference for the design of game-based second language learning software. [ABSTRACT FROM AUTHOR]

The present study investigated the differential effects of explicit corrections, meta-linguistic corrective feedback (CF), and analogy-based CF on L2 learners' acquisition of English third-person singular form -s and whether and how individual differences in working memory (WM) mediate such effects. One hundred secondary school English-as-a-foreign-language (EFL) learners at a junior middle school in inland China were randomly assigned to the explicit correction group (EG), the meta-linguistic CF group (MG), the analogy-based CF group (AG), and the control group (CG). Learners performed both an information-gap activity and a picture-description activity where their errors on target structure were treated according to their group assignment. The Untimed Grammatical Judgement Test (UGJT) and the Elicited Oral Production Test (EOPT) were used tomeasure learners' resulting performance. Learners' WM was measured with operation span test. Results revealed that (1) compared to the control group, all the CF groups significantly improved their performance of English third-person singular form -s over time; (2) explicit corrections and meta-linguistic CF displayed superior advantages over analogy-based CF on the immediate posttest. However, the three CF groups demonstrated no significant difference in their performance of English third-person singular form -s on the delayed posttest; (3) WM was only able to predict the effects of analogy-based CF but not explicit corrections and meta-linguistic CF; and (4) analogy-based CF was more favorable to learners with higher WM who can regulate their limited attentional resources more efficiently, whereas explicit corrections and meta-linguistic CF equalize learning opportunities for all learners with different levels of WM. The findings of this study suggest optimal, profile-matched pedagogical options for L2 learning through identifying CF conditions that cater to the needs of young learners with different levels of WM. [ABSTRACT FROM AUTHOR]

This study aims to (1) develop and validate the four-dimension model hypothesis of deep learning to better understand deep learning in language education; (2) investigate and promote deep learning by conducting a survey involving 533 college students in the online learning English as a foreign language (EFL) teaching context in China. Concretely, this study initially synthesized theoretical insights from deep learning in the education domain and related theories in the second language acquisition and thus proposed the four-dimension model hypothesis of deep learning involving the motivation of deep learning, the engagement of deep learning, the strategy of deep learning, and the directional competence of deep learning. This study subsequently undertook a questionnaire survey utilizing a standardized instrument to confirm the model hypothesis and further investigate the current status and salient differences in students' deep learning in online EFL teaching. Exploratory factor analysis (EFA), confirmation factor analysis (CFA), and Pearson's correlation test validated a positively correlated four-dimension model of deep learning with high composite reliability and good convergent validity. Moreover, the descriptive and inferential statistics revealed that the level of students' deep learning marginally reached the median, with the lowest mean of directional competence and the highest mean of motivation; students manifested more instructional motives, neglect of deploying skilled-based cognitive strategies, and deficiency of language application skills, etc.; there existed some significant differences between deep learning and four sub-dimensions across the grade, English proficiency, EFL course, and vision groups. Eventually, this study proffered primary reasons and five appropriate strategies to scaffold and promote students' deep learning in online EFL teaching. Hopefully, this study will be a pioneering effort to clear away the theoretical muddle of deep learning construct in language education and be illuminating to further improve effectiveness in the online EFL teaching context. [ABSTRACT FROM AUTHOR]

Learning capabilities have been an essential element for the success of second language learners that needs regulators' and researchers' emphasis. Hence, the current research examines the role of lack of self-efficacy and resistance to innovation on the insufficient learning capabilities of second language students in China. The current study also examines the mediating role of demotivation among the linkage of lack of self-efficacy, resistance to innovation, and insufficient learning capabilities and explores the moderating role of institutional culture among demotivation and insufficient learning capabilities. The researchers have applied the questionnaires method to gather the data from selected students and employed the smart-PLS to assess the measurement and structural models. The results revealed that lack of self-efficacy and resistance to innovation has a significant and positive linkage with insufficient learning capabilities. The results also exposed that demotivation significantly mediates among lack of self-efficacy, resistance to innovation, and insufficient learning capabilities. The findings also explored that the institutional culture significantlymoderates the linkage between demotivation and insufficient learning capabilities. [ABSTRACT FROM AUTHOR]

With the popularity of positive psychology research in second language acquisition since 2012, foreign language enjoyment (FLE) has attracted many researchers in this domain. Several innovative quantitative and qualitative research methods have been used so far to explore FLE. However, given the dynamic nature of FLE, the development of innovative tools can contribute to the exploration of the micro-scale dynamics of FLE. This study aims to introduce enjoymeter as one of these innovative tools and provide an example for its use in a foreign language learning setting. To do this, the application of enjoymeters in the exploration of the dynamics of FLE in an English as a foreign language course in China is explained. The enjoymeter data along with interviews were collected in three sessions of the course and were analyzed via thematic analysis. The findings indicated that moments of enjoyment emerged in terms of both private FLE and social FLE in these three sessions. Also, the use of enjoymeter indicated that it can enable researchers to map the dynamics of FLE session by session and even within each session of the course. The pedagogical implications of the use of enjoymeters in foreign language classes are discussed and future directions are explained. [ABSTRACT FROM AUTHOR]

This paper examines the content-language integrated (CLI) second language (L2) education offered by the CCUEI Research Collaborative in China. It explores how CCUEI-developed curriculum reflects the theoretical foundations of an immersion experiment and how the research-based theoretical foundations of CLI L2 have been applied in practice. It presents best practices for L2 instruction that have emerged supporting the notions that content-area classes provide natural environments for L2 education and content-based language teaching motivates English language learners. [ABSTRACT FROM AUTHOR]

Abstract: A large number of studies have been carried out on second/foreign language learners’ identities, but there seems to be insufficient research on the constitutive effect of discourse on L2 learners’ identities, especially among English learners in China. Informed by discourse theory, this study explored how college students’ identities were discursively constructed in and through their English learning experiences. This study identified the discursive strategies of establishing oppositions and differences that the students adopted in identity construction as they interacted within the specific learning community, the surrounding social environment and an imagined global community. The paper starts by discussing the constructs that guide the study and then provides an interpretation of the extracts from interviews and diary studies in a way that takes account of the socio-cultural context in which the investigation takes place. [Copyright &y& Elsevier]

Abstract: This paper reports on the second phase of a cross-sectional study of pragmatic development in Hong Kong. The first phase (Rose, 2000) involved primary school students ages 7, 9 and 11. Participants in the present study were secondary school students in Forms 2, 4, and 6 (ages 13, 15 and 17). A questionnaire was designed to elicit requests, with scenarios derived through exemplar generation and variable values arrived at through two rounds of metapragmatic assessment. The variable values were therefore determined by the participants, not the researcher. The questionnaire was administered in Chinese, with participants instructed to record their responses in English using a recording device provided to them. Data were transcribed and analyzed by the author and a research assistant using the coding categories for requests developed in the Cross-Cultural Speech Act Realization Project (Blum-Kulka et al., 1989). Results indicated ample evidence of pragmalinguistic development, particularly in what appeared to be the onset of pragmatic expansion in the Form 6 group''s wider range of modals and the appearance of supportive moves. However, there was little evidence of sociopragmatic development, other than the increased occurrence of please in requests to higher status hearers. [Copyright &y& Elsevier]

This study adopted a positive psychology perspective to investigate positive emotion and foreign language enjoyment among Chinese as a second language (CSL) learners in an emergency remote teaching (ERT) context amid the COVID-19 pandemic. A set of 90 preparatory Chinese language students (40 males and 50 females) was assessed for their level of foreign language enjoyment using the Foreign Language Enjoyment Scale (FLES). Participles' scores on self-perceived language achievement and actual test scores were adopted as the measurement of their Chinese language proficiency. The results revealed that: (1) CSL learners experienced high level of FL enjoyment in an online learning context, (2) no significant correlation was found between FLE and leaners' actual language achievement nor between FLE and their self-perceived achievement, (3) female learners showed higher FLE than male learners and gender was found to have a significant effect on FLE-Private, (4) participants' geological location, i.e., whether in China or at home countries, significantly influenced their FLE, (5) participants' regional group was not a significant predictor of FLE, and (6) teacher-related variables and learner self-perceptions of achievement were strong predictors of FLE among CSL learners. The findings highlight the importance of teacher's role in an online learning environment and suggest that FLE may not boost performance in the short term for language beginners but is still conducive in the long run. Implications for both teachers and learners, and suggestions for future researches are provided. [ABSTRACT FROM AUTHOR]

Driven by Positive Psychology, research on emotions in second language acquisition has moved from The Anxiety-Prevailing Phase to Positive and Negative Emotions Phase (Dewaele & Li, 2020). A growing number of scholars begin to study learners' emotions from a more holistic perspective. The present study investigated the levels and sources of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 231 Chinese EFL undergraduates with intermediate and low English proficiency. The study found moderate levels of both FLE and FLCA among participants. However, the level of FLE was much lower than the international and domestic samples, while the level of FLCA showed the opposite pattern. There was no significant gender difference emerged for FLE, while female participants reported more FLCA than their male counterparts. Moreover, no significant difference was found in the levels of both FLE and FLCA between intermediate and low English proficiency students. Qualitative data analysis confirmed that FLE was closely related to teacher factors while FLCA was more related to learners themselves. Based on these findings, pedagogical implications were provided for EFL teaching in China. [ABSTRACT FROM AUTHOR]

The link between emotional intelligence (EI) and negative emotions, especially anxiety, has been investigated in different educational contexts including second/foreign language (L2) learning contexts. However, the link between EI and positive emotions remains underexplored, despite the growing interest of second language acquisition (SLA) researchers in positive emotions, motivated by the Positive Psychology (PP) movement. Grounded on PP theories, a correlational and experimental investigation was conducted on EI and two typical L2 classroom emotions, namely Foreign Language Enjoyment (FLE) and Foreign Language Anxiety (FLA). For the correlational study, questionnaires were administered to 1,718 English learners from three high schools in China. Statistical results showed medium correlations among students' EI, FLE, and FLA. In the intervention study, a pre-test, treatment and post-test design was adopted. A six-week PP-based EI intervention ("ARGUER" training model in class and the "three activities" of PP in diary) was conducted in the experiment class of 56 students, while not in the control class of 52 students. Semi-structured interviews were conducted with five students in the experimental class and their English teacher. ANCOVA test results and qualitative findings indicated that the EI intervention was effective in improving EI, boosting more positive classroom emotions and alleviating negative classroom emotions. The findings in both the correlational and intervention studies are discussed in combination with previous studies. We also further address their theoretical and practical implications for L2 education. [ABSTRACT FROM AUTHOR]

Prosody has been emphasised in second language (L2) pedagogy as a strong contribution to successful intercultural communication. As English and Chinese are typologically different languages (Chinese is a syllable-timed language while English a stress-timed language), many differences in stress and rhythmic patterns trouble Chinese learners of English. This study analyses acoustic speech samples for 13 prosodic features collected from 16 Chinese L2 learners and examines the relative importance of various prosody features on language attitudes that native and non-native English listeners hold towards Chinese-accented speech. The results revealed that Chinese speakers have a relatively slow speech rate and produce more stressed words in their English speech compared with native English speakers. When listeners heard long and inappropriate silent pauses in the speech, the integrity rating of the speakers decreased. The speech rate contributed significantly to both attractiveness rating and competence rating. That is, listeners evaluated speakers as more competent and attractive if the latter spoke faster. [ABSTRACT FROM AUTHOR]

The previous traditional second language (L2) acquisition research was lacking of systematic theoretical guidance as regards error analysis and research. Interlanguage firstly provides a reliable theoretical basis, which refers to the entirety of L2 output as a reference context to analyze language learners' errors, significantly reducing the blindness of research practice in error analysis. Error analysis of learners' L2 output contributes to accurately identifying what learners have understood, what they have not yet, what they have misunderstood, what they have mastered, or what they have not yet and so on. This would be of greatly theoretical and practical value to the actual situation of English as a foreign language (EFL) teaching for the steady enhancement of EFL instructional reform in higher vocational and technological colleges. Implications are seemingly highlighted respecting interlanguge-based error analysis in higher vocational and technological EFL instruction. [ABSTRACT FROM AUTHOR]

This study examined the relation between long-term music training and child development based on 250 Chinese elementary school students' academic development of first language (L1), second language (L2), and mathematics. We found that musician children outperformed non-musician children only on musical achievement and second language development. Additionally, although music training appeared to be correlated with children's final academic development of L1, L2, and mathematics, it did not independently contribute to the development of L1 or mathematical skills. Our findings suggest caution in interpreting the positive findings on the non-musical cognitive benefits of music learning. [ABSTRACT FROM AUTHOR]

Background: There is currently ongoing debate in Hong Kong between the teachers’ union and the Government on the reduction of large class size (typically more than 40 students) in secondary schools and whether smaller class sizes might facilitate improvements in teaching and learning. In fact, many Hong Kong secondary schools have already started to experiment with class size reduction. This study seeks to investigate from the students’ perspective how class size reduction might alleviate one key psychological aspect of learning in Hong Kong and Asia, namely language learning anxiety. Research has shown that language learning anxiety can have a debilitating effect on students’ classroom behaviour, and this study seeks to examine whether exposure to learning in a smaller class informs such findings. Purpose: This small-scale exploratory study aims to examine whether, and how, class size reduction might help to alleviate language learning anxiety, which has long been seen as an obstacle to second language acquisition. Method: This study employed multiple case studies in four Hong Kong secondary schools. Each case constituted one teacher teaching English language to first language Chinese students in a reduced-size class (where class size was between 21 and 25 students) and a large class (where class size was between 38 and 41 students) of the same year grade, and of similar academic ability. Multiple interviews were conducted with the four teachers, and data stemmed from group and individual interviews with 231 students. Student interview questions focused on their perspectives and experiences of studying in large and reduced-size classes. A total of 78 lessons were also observed across the four case studies. The data were analysed to identify any emergent patterns and themes. Findings: The research findings indicate that students reflect on their experiences of studying in reduced-size classes in a mature and confident way. Students reported that smaller classes promoted a strong sense of security within their classroom community and seemed to weaken students’ fears of negative evaluation from their peers and teachers. Students also reported that they felt more confident about participating in English lessons and these perspectives were supported by evidence from classroom observations. Conclusions: This small-scale exploratory research study suggests that the student voice can provide insights into language learning classrooms. Data from the case studies reveal that students’ sense of anxiety can be reduced in smaller classes and that class size reduction may assist in breaking down cultural barriers. [ABSTRACT FROM PUBLISHER]

This small-scale case study explores the challenges and potential benefits of a wiki for students and teachers in a primary-five English-language class in Hong Kong. The study examined how the wiki's key affordances might help in scaffolding students during their collaborative writing projects. The study found that the use of a wiki in a class of primary-five students in a Chinese primary school where English is taught as a second language (L2) was perceived positively. Students enjoyed using the wiki, and the overall perception was that it helped foster teamwork and improved writing. The tracking functionality of the wiki gave in-depth information about the types of edits the students were making and helped the teacher to provide necessary support and feedback, scaffolding their editing process. Findings from this study may help illuminate how Web 2.0, specifically wikis, can help scaffold primary-school L2 writers in collaborative learning. [ABSTRACT FROM AUTHOR]

Passive voice has been one important and difficult part of grammar. This thesis focuses on Quirk’s and Granger’s definition and classification of passive voice and presents the historical views on the research of passive voice from the point of second language acquisition studies. [ABSTRACT FROM AUTHOR]