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This study investigated the effects of synchronous computer-mediated communication (SCMC) mode and interlocutor familiarity on frequency and characteristics of peer feedback in L2 interaction. Fifty dyads of EFL learners were equally assigned into familiar (+/--) groups and performed an interactive task in two SCMC modes (text/video-chats). After their interactions, they were interviewed individually about the impact of SCMC mode and interlocutor familiarity on the provision of feedback. Learners' text/video-chats were coded for feedback frequency and characteristics (e.g. type, linguistic focus, accuracy, and modified output). Results show that more instances of feedback were observed in the video- than text-chats; however, interlocutor familiarity did not affect the amount of feedback. Despite differences in types, feedback's linguistic focus and accuracy, frequency and characteristics of modified output were relatively similar between two SCMC modes. Content-based analyses of the interviews revealed that learners attributed the differences in feedback occurrence to various characteristics of the SCMC modes rather than interlocutor unfamiliarity. The results suggest greater benefits of the video-chat over the text-chat in promoting peer feedback and emphasise the importance of establishing a positive relationship among learners during L2 SCMC interaction.

Technological tools used in teaching and learning have been reported to influence their satisfaction, engagement and their continued effort in learning (Roach, 2014). The present study, therefore, investigated students' perceptions of technological use in a flipped classroom at university level through evaluation of three different web-based tools, using the lens of the Technology Acceptance Model (TAM) (Davis, 1989; Venkatesh & Davis, 2000). These tools include a collaborative canvas tool ("Padlet"), a live polling platform ("Kahoot!") and an annotation tool ("Cirrus"). Results from focus group interviews show that most of the students had positive perceptions of the three technological tools targeted in this study. Nevertheless, using the TAM model that draws on two indexes, namely usefulness and perceived ease of use, the findings revealed students' mixed perceptions towards the three tools. Particularly, "Padlet" was perceived to be useful for both independent and collaborative learning, but less easy to use when there was too much content. "Kahoot!" was considered the most useful and easy to use for revision of learnt concepts. Finally, "Cirrus" was easy to use, but less useful for creative tasks. The results are discussed in terms of the role of technological tools in flipped learning, and implications for technologically enhanced flipped instruction are suggested.

This study investigates the impact of an inquiry-based teacher education course in nurturing second language (L2) teachers' research mindset, defined herein as their cognition and action toward research. One hundred and thirty pre- and in-service L2 teachers of various nationalities participated in a teacher education course on instructed second language acquisition (ISLA) at an Australian university. The course was designed following an inquiry-based approach, with course activities focused on promoting teacher learners' curiosity about ISLA issues and their engagement both with and in research. Data were collected before, during, and after course participation, using a precourse survey, written reflections, and focus group interviews. Findings revealed that the inquiry-based course activities enabled the teacher learners to adopt a stronger research mindset. They were able to articulate the importance of research for teaching practice and gained firsthand experience as well as increased confidence in conducting research. They also showed inclination toward research-informed teaching and were keen to maintain their newly established favorable relationship with research, despite acknowledging concerns about their future actual research engagement, mostly due to time constraint and lack of institutional support. These findings suggest implications for nurturing language teachers' research mindset within L2 teacher education courses.

This study investigated the nature of learners' positive emotional engagement during a task-based interaction and its relationship with their interactional behaviours. Vietnamese learners of English as a foreign language (EFL; n = 74) performed a communicative task in dyads in 15 minutes. Their positive emotional engagement was gauged using an Experience Sampling Method via a questionnaire that the participants completed after every five-minute interval of the interaction, capturing three timepoints of learners' emotional engagement. Learners' cognitive and social interactional behaviours were examined in light of the amount of second language production (words and turns), language-related episodes (LREs), and the degree of collaboration. Results showed that learners' positive emotional engagement fluctuated over the course of a 15-minute interaction. Also, learners' levels of positive emotional engagement were positively correlated with the amount of second language production and the degree of collaboration, but these relationships varied across the three intervals. No relationship was observed between learners' emotional engagement and LREs. The results indicate that although learners' positive emotional engagement may not be linked with their attention to form, relationships exist between learners' positive emotional engagement and their language production, as well as their social relationships. These relationships can be, however, subject to change over the course of a short interaction.

This study explored teachers' perceived benefits, issues and their responses to the issues when conducting synchronous online English language teaching (SOELT) for young learners via the lens of Bourdieu's (1986) capital framework. A mixed-methods design using in-depth interviews and a Likert-scale survey was adopted to investigate the perceptions of 124 Vietnamese EFL teachers in different public primary schools in Vietnam. Quantitative analyses revealed teachers' little access to economic capital as compared to social and cultural capital when conducing SOELT. Content-based analyses of interview data show that conducting SOELT for young learners increased teachers' access to social and cultural capital in the form of 1) enhanced online pedagogical skills, 2) greater awareness of the potential of technologies for online teaching and professional development, and 3) increased collaboration among colleagues and students' parents. However, the lack of economic capital created issues for implementing SOELT. Notably, teachers' perceptions appeared to be contradictory because they reported good access to social and cultural capital, but they stated multiple issues related to the access to these two types of capital. The interviews also revealed teachers' adoption of two strategies to resolve emergent SOELT issues: approach coping and avoidant coping strategies. Besides, the results show that teachers' degrees of access to capital were not associated with their background characteristics. The results overall indicate benefits and issues of SOELT that are both common to online education and specific to the characteristics of young learners. [ABSTRACT FROM AUTHOR]

To address learners' low attention to form in peer interaction, the current study investigated the impact of reflective learning practice intervention that aims to promote learners' attention to form. Sixty-eight adolescent EFL learners (M[subscript age] = 15.6, SD = 7.05) formed reflective learning practice and control groups. The reflective practice group received a treatment that was designed following the reflective learning model with the goal of increasing learners' attention to form. Pre/post-tests results showed that learners' attention to form in the type of self-correction and metalinguistic talk increased over time. Self-reports revealed that learners perceived the reflective learning practice as beneficial, particularly encouraging them to attend to language form and establish collaborative mindset. However, factors such as learners' approach to tasks, social relationship, perceptions of feedback provision, and proficiency appeared to mediate the effectiveness of the treatment. The results suggest reflective learning practice as a pedagogical tool to promote effective peer interaction.

This study explored teachers' perceptions of learner engagement in L2 task-based interaction. Fifty-four pre- and in-service ESL/EFL teachers with different L1 backgrounds and L2 teaching experiences were asked to define and rate learner engagement in two learner-learner interactions. The results revealed three major indicators that the teachers relied on in order to evaluate learner engagement. They included learners' level of deep thinking and attention to their partner's ideas, amount of content production, and level of interactiveness (e.g. amount of interaction and assistance). Only a small number of participants relied on learners' enthusiasm and positive attitudes in interaction, perceived as emotional engagement, to judge the learner engagement level. The results are discussed in terms of similarities and differences between L2 teachers and researchers in conceptualising the construct of learner engagement. The study also provides pedagogical implications regarding assessing learner engagement when implementing classroom peer interaction and suggests guidelines for promoting teachers' generation of L2 theories in teacher education courses.

To confirm the role of social factors in mediating cognitive processes, this systematic replication study seeks to extend the generalizability of an exploratory study (McDonough, Crowther, Kielstra & Trofimovich 2015) that reported a positive association between eye gaze and second language (L2) speakers' responses to recasts. For this replication, L2 English speakers (N = 74) carried out communicative tasks with research assistants who provided recasts in response to non-targetlike forms while both interlocutors' eye gaze behavior was tracked. Transcripts were analyzed for the occurrence of recasts in response to different error types, recast length, and L2 speaker responses. Eye gaze length for the research assistants (RAs) when producing the recast move and the L2 speaker when responding to the recast were obtained in seconds, and mutual gaze (i.e., simultaneous looking) was included as a binary eye gaze variable. A logistic regression model confirmed the findings of McDonough et al. (2015), with both L2 speaker and mutual eye gaze predictive of targetlike responses; however, the effect of L2 speaker's eye gaze duration was in the opposite direction as compared to the initial study. The implications are discussed in terms of understanding the role of eye gaze in face to face interaction.

This study explores the professional identity development of five nonnative-English-speaking teacher learners from different backgrounds who were studying for a master's degree in applied linguistics/TESOL at an Australian university, following the three-dimensional space narrative inquiry framework (Clandinin & Connelly, 2000). The study aims to address how identity work could be utilized in teacher education to enrich teacher learners' learning experience and prepare them for better developing their teacher selves. Participants attended two 1-hour storytelling sessions aimed to elicit various aspects of their experience within the teacher education program such as native/nonnative issues, transition in time and space and changes in expectations, and the learning environment. Their stories, structured and analyzed following the three-dimensional space narrative inquiry framework ("interaction," "continuity," and "situation") revealed their growth, satisfaction, and tensions resulting from becoming part of the community of practice in the Australian teacher education program. This research highlights the role of conducting identity exploration interventions within the context of teacher education in assisting TESOL teachers to construct and reconstruct their professional identity. It also suggests classroom activities based on the three-dimensional space narrative inquiry framework to make identity work a crucial part of teacher development within teacher education courses.

While experimental studies have confirmed the value of student talk for incidental L2 vocabulary learning, no studies have evaluated it from the corpus linguistics perspective. Taking the Vietnamese EFL university context as a case, this study used corpus linguistics to investigate the value of student talk for incidental vocabulary learning. Three corpora were created: a cross-sectional corpus of 381 student-student interactions in tertiary English language courses, and two longitudinal corpora derived from all lessons in each course. The analyses of words, represented by Nation’s (2012) BNC/COCA lists, and core formulaic sequences, represented by Martínez and Schmitt’s (2012) Phrasal Expressions List, were respectively undertaken with RANGE and Sketch Engine. Results show that knowledge of the most frequent 1000-word families is needed for reasonable comprehension of student talk. 5.23%−23% of the high-frequency word families and 0.59%−13.47% of the core formulaic sequences were encountered multiple times during each course. The results suggest student talk is an excellent source for learning and reinforcing high-frequency vocabulary and a good source for learning and reinforcing core formulaic sequences. Our study highlights the value of student talk as an input source for low-proficiency learners to learn vocabulary incidentally and showcases how corpus linguistics can inform L2 pedagogy. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between second language (L2) speakers' success in learning a new morphosyntactic pattern and characteristics of one-on-one learning activities, including opportunities to comprehend and produce the target pattern, receive feedback from an interlocutor, and attend to the meaning of the pattern through self- and interlocutor-initiated eye-gaze behaviors. L2 English students (N = 48) were exposed to the transitive construction in Esperanto (e.g., "flino mordas pomon" [SVO] or "pomon mordas flino" [OVS] "girl bites apple") through comprehension and production activities with an interlocutor, receiving feedback in the form of recasts for their Esperanto errors. The L2 speakers' interpretation and production of Esperanto transitives were then tested using known and novel lexical items. The results indicated that OVS test performance was predicted by the duration of self-initiated eye gaze to images illustrating the OVS pattern during the comprehension learning activity and by accurate production of OVS sentences during the production learning activity. The findings suggest important roles for eye-gaze behavior and production opportunities in L2 pattern learning.

This study explored the potential effects of communicative tasks developed using a reformulation of a task-based language teaching called Automatization in Communicative Contexts of Essential Speech Sequences (ACCESS) that includes automatization of language elements as one of its goals on learner attention to form in task-based interaction. The interaction data collected from a class for English as a second language (ESL) over a four-week period was analysed for incidence, outcome and characteristics (i.e. focus, initiation, response, and turn length) of language-related episodes (LREs) operationalized as evidence of learner attention to form. The results showed that during ACCESS task-based interactions, learners attended to form as reflected in a large number of LREs. Despite being brief, a majority of these LREs were correctly resolved, self-initiated, self- and other-responded, and focused on the target linguistic item: past-tense verbs. These results are discussed in terms of the potential effects of ACCESS task principles, different task features (i.e. task complexity, pre-task modeling, speaker role and group size), and learners' approach to tasks on the incidence and characteristics of LREs.

This study explored teachers' perceptions of synchronous online peer interaction (SOPI) among young learners (YLs), aged 7 to 15. Thirty-eight teachers of diverse L1 backgrounds and teaching experience completed a survey and attended an in-depth interview that explored multiple aspects of SOPI (e.g. benefits, issues, frequency of use, strategies to promote SOPI's effectiveness, and mediating factors). Survey data were analysed using exploratory factor analyses to identify themes/constructs related to areas of SOPI under investigation, and inferential statistics were reported to examine teachers' self-ratings of different aspects of SOPI. Interviews were analysed following a content-based approach to supplement the quantitative data. The results show that teachers believed SOPI promoted YLs' attention to language aspects and created a peer-support learning environment. SOPI's effectiveness was affected by multiple factors (e.g. learners' individual differences, teachers' guidance, grouping, and learners' financial and family backgrounds). Teachers expressed the importance of using SOPI for YLs in online classes and suggested instruction/guidance to maximize its' benefits. However, the frequency of use of SOPI was reported to be dependent on schools' regulations and resources, learners' affective aspects, and parental support. The results also indicate the impact of teachers' online teaching experience on their differential perceptions of online SOPI. Nghiên cứu này tìm hiểu quan điểm của giáo viên về hoạt động tương tác trực tuyến giữa các học sinh ở độ tuổi từ 7 đến 15 tuổi trong các lớp học tiếng Anh trực tuyến. Đối tượng nghiên cứu bao gồm 38 giáo viên có kinh nghiệm giảng dạy khác nhau và nói nhiều tiếng mẹ đẻ khác nhau. Các giáo viên này tham gia khảo sát và phỏng vấn chuyên sâu về nhiều khía cạnh của hoạt động tương tác trực tuyến với bạn đồng trang lứa. Các khía cạnh này bao gồm lợi ích, vấn đề, tần suất sử dụng, chiến lược để thúc đẩy hiệu quả của hoạt động tương tác trực tuyến với bạn đồng trang lứa, cũng như những yếu tố ảnh hưởng đến tính hiệu quả của nó. Dữ liệu khảo sát được phân tích bằng phương pháp phân tích nhân tố khám phá để xác định các nhóm/yếu tố liên quan đến các khía cạnh của hoạt động tương tác trực tuyến với bạn đồng lứa, và sử dụng thống kê suy luận để xem xét quan điểm của giáo viên về các mặt của hoạt động tương tác trực tuyến với bạn đồng lứa. Các cuộc phỏng vấn được phân tích theo cách tiếp cận dựa trên nội dung để bổ sung dữ liệu định lượng. Kết quả cho thấy các giáo viên tin rằng hoạt động tương tác trực tuyến với bạn đồng lứa đã thúc đẩy sự chú ý của học viên nhỏ tuổi đối với các khía cạnh ngôn ngữ, và tạo ra một môi trường học tập tích cực. Tuy nhiên, tính hiệu quả của hoạt động tương tác trực tuyến với bạn đồng lứa bị ảnh hưởng bởi nhiều yếu tố, ví dụ, sự khác biệt cá nhân của người học, hướng dẫn của giáo viên, người làm việc chung, và hoàn cảnh gia đình. Các giáo viên tham gia nghiên cứu nhấn mạnh tầm quan trọng của việc sử dụng hoạt động tương tác trực tuyến với bạn đồng lứa khi dạy các lớp học trực tuyến cho học sinh nhỏ tuổi, và đề xuất nhiều phương pháp để tối đa hóa lợi ích của nó. Về tần suất sử dụng hoạt động tương tác trực tuyến với bạn đồng lứa, giáo viên cho rằng các quy định và nguồn tài nguyên của trường, các khía cạnh cảm xúc của người học, và sự hỗ trợ của phụ huynh ảnh hưởng đến tần suất sử dụng. Kết quả nghiên cứu này cũng chỉ ra rằng kinh nghiệm giảng dạy trực tuyến của giáo viên có ảnh hưởng đến cách họ nhìn nhận các vấn đề liên quan đến hoạt động tương tác trực tuyến với bạn đồng lứa. To obtain a comprehensive understanding of language teachers' practices in the classroom, it is necessary to know how teachers think about these practices. In this research, we attempted to explore how language teachers perceived young learners (YLs)' synchronous online interaction. We interviewed and surveyed language teachers from different language and teaching backgrounds about their perceptions of the benefits, issues, and frequency of using learner-learner (peer) interaction in online English classes for YLs. We also asked the teachers about factors affecting the effectiveness of online peer interaction, and what strategies they used to promote learner engagement in online language classes. The results from the survey and interviews revealed that teachers believed synchronous online peer interaction promoted young learners' attention to language issues as well as created a sense of peer-support in the online learning environment. However, the teachers cited many factors affecting the effectiveness of the use of online peer interaction. They included, for example, learners' individual differences, teachers' guidance, grouping, and learners' financial and family backgrounds. The teachers also highlighted the importance of using peer interaction for YLs in online classes and suggested various strategies to maximize its benefits. Additionally, the teachers stated that the schools' regulations and resources, learners' affective aspects, and parental support affected and determined the extent to which they would be using peer interaction in their online classes. [ABSTRACT FROM AUTHOR]

This article discusses the role of the learner in task-based language teaching (TBLT) and fills a gap in research by addressing the affective and conative dimensions of TBLT. The article is divided into two parts: theory and research methods. The theory section explores variables such as personal investment, willingness to communicate, emotions, and engagement in both face-to-face and technology-enhanced settings. The research methods section reviews existing and emerging methods for examining these variables, including discourse analysis, idiodynamic method, non-verbal behavioral methods, psychophysiological methods, and affective working memory measures. Overall, the article provides accessible explanations of theoretical frameworks and offers a detailed description of research methodologies in TBLT. It is suitable for both novice and established researchers in the field. [Extracted from the article]

The potential of model texts as a feedback instrument (MTFI) in second language (L2) writing has been explored for about two decades and continues to receive increasing interest from L2 scholars. However, to date, there is still an absence of a comprehensive review of studies in this particular area. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure, this study aims to fill this gap by systematically reviewing 25 empirical studies on MTFI dating up to 1 April 2023, specifically focusing on three main aspects: study contexts, methodological characteristics, and primary areas of focus and key findings. The results revealed that existing MTFI studies (1) largely targeted low-intermediate English as a foreign language (EFL) learners at primary schools, (2) primarily adopted a quasi-experimental design involving a three-stage narrative writing task in a classroom-based setting, (3) predominantly focused on writing as a process, and (4) consistently reported MTFI’s potential for promoting L2 writing gains, especially in terms of lexical aspects. These results not only further our understanding about the effect of MTFI on different dimensions of task performance and L2 learning (i.e. L2 writing), but also provide some pedagogical implications for practices. Suggestions for addressing methodological issues in future studies are provided to advance this research domain. [ABSTRACT FROM AUTHOR]