Towards Lessening Learners’Aversive Emotions and Promoting Their Mental Health:Developing and Validating a Measurement of English Speaking Demotivation in the Chinese EFL Context

While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,little research explores the measures to quantify L2 speaking demotivation.The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale(ESDS).To this end,an independent sample of 207 Chinese tertiary learners of English as a Foreign Language(EFL)participated in the development phase,and another group of 188 Chinese EFL learners was recruited for the validation of the scale.Exploratory Factor Analysis(EFA)and Confirmatory Factor Analysis(CFA)were employed to determine the factor structure of the scale.The EFA results revealed a six-factor solution with Teacher-related Factors in Learning Spoken English(TFLSE),Interest and Valence in Learning Spoken English(IVLSE),Self-efficacy in Learning Spoken English(SELSE),Negative Peer Influence in Learning Spoken English(NPILSE),Undesirable Environment for Learning Spoken English(UELSE),and Negative Influence of Assessment and Learning Materials in speaking class(NIALM).In the validation phase,Confirmatory Factor Analysis(CFA)was performed to validate the internal structure of the scale.The CFA results showed that the model fits the data well.Overall,the ESDS is a robust and trustworthy psychometric tool that could be utilized to examine L2 speaking demotivation.Implications for diminishing EFL learners’demotivation,lessening their aversive emotions and promoting their mental health are also discussed.

Analyzing the Essay Writing Patterns of Iranian Intermediate-Level Korean Language Learners: A Study Based on the TOPIK Exam

This study examines the writing abilities of Iranian intermediate Korean learners,specifically their performance in the compositional writing section of the Test of Proficiency in Korean(TOPIK).By utilizing the many FACETS-Rasch Model,we meticulously analyzed nine writing samples from the 52nd TOPIK.These samples were evaluated using a modified rubric ranging from 0 to 3 based on predefined criteria for written composition.The results underscored that the sections on“appropriateness of spacing and spelling,”“relevance of vocabulary,”and“content diversity”presented the most significant challenges for the learners.On the other hand,“the quantity of writing”emerged as the least challenging aspect.These findings reveal substantial disparities in various aspects of writing proficiency among learners.The study not only pinpoints issue areas in writing skills,but also underscores the necessity of customized teaching strategies within the TOPIK framework to address these weaknesses.Consequently,it offers valuable insights that could bolster the effectiveness of teaching writing to Korean language learners.The findings of this study are not only significant for the field of language education,but also contribute to a deeper understanding of the challenges faced by intermediate learners and provide a roadmap for improving language instruction.

The Impact of Comment Style on Learners’ Essay Revisions

This paper investigates how the type of written feedback provided by teachers affects learners’ ability to revise essays. A total of 120 participants participated in two rounds of essay composition and feedback delivery. The findings indicate that learners who receive comments in the form of questions are more prone to make revisions compared to those receiving statements or imperatives. These results hold significant implications for educators and the ways they utilize written feedback to enhance learners’ writing skills.

Research Nexus and Implications of Learner Identity in Foreign Language Education

One of the most obvious markers of an individual’s identity is their language.However,in some ways,the relationship between identity and language acquisition seems to be missed.In fact,a lot of studies have shown that identity may influence the reasons behind language acquisition,especially in bilingual or multilingual societies.Learning English can provide EFL(English as a Foreign Language)students with a good sense of identity and encourage them to practice their agency,which can improve learning efficiency and effectiveness.This paper examines how the efficacy and results of language learning are influenced by the learner’s identity.

Analysis of Young Learners’Listening Skills

The importance of listening as one of the communication skills cannot be overstated.However,in many areas,listening is neglected.For young learners,learning to listen is even more beneficial for their future studies,therefore,listening skills should be given due importance.

Enhancing Learners’Performance in Grade 7 Mathematics Through 50-30-20 Exercise

Assessment exercises constitute a crucial component of the teaching and learning process,serving the purpose of gauging the degree to which learning objectives have been accomplished.This study aims to assess the mathematics performance of Grade 7 learners using the 50-30-20 exercise.Specifically,this study seeks to determine the learners’pre-test and post-test mean scores,identify significant differences between the pre-test and post-test results,evaluate learners’exercises,and propose enhanced exercises.The research employs a quasi-experimental design,with 40 Grade 7 learners in the school year 2023-2024 as participants,selected through purposive non-random sampling.Statistical data analysis involves the use of mean,standard deviation,paired t-test,and Cohen’s D effect size.Ethical considerations were paramount,as evidenced by a letter of authorization from the school head outlining the strict adherence to voluntary participation,informed parental consent,anonymity,confidentiality,risk mitigation,results-sharing protocols,and the commitment to keeping research data confidential.The data yielded a remarkable outcome:the experimental group exhibited improvement in both the pre-test and post-test.This result substantiates the initial objective of the study,showcasing a noteworthy and favorable performance among the participants.Consequently,it suggests that a majority of the participants strongly agree that the 50-30-20 exercises contribute to enhancing their understanding and problem-solving skills,as well as their ability to grasp mathematical concepts and improve their overall performance in mathematics.Therefore,the 50-30-20 exercises not only facilitated students in understanding mathematics lessons but were also aligned with the Department of Education’s development plan.

Entangled relationship:Chinese parents’involvement in young learners’English tests

Young learners’English(YLE)tests have become increasingly prevalent among and important to Chinese English learners and their parents.In China,parents are actively involved in their children’s education and test-taking decisions,and their participation has given rise to a series of social impacts.Although parent involvement has received increasing public and academic attention in newspaper and scholarly articles,there exists no thorough analysis of current research on parents’roles in young learners’test-taking.To address this gap,we systemically analyzed Chinese newspaper articles and academic articles between 2011 and 2021 to elicit Chinese parents’roles in YLE test-taking.Our thematic analysis of the literature identifies the ways in which parents influence their children’s test-taking experiences,and how the tests affect this influence.Specifically,our results elicit 1)parents’engagement in YLE testing;2)parents’understanding of the intended uses of YLE tests;3)parents’perception and consequences of their involvement in YLE testing;and 4)parents’backgrounds.This analysis reveals the popularity of YLE tests among young learners and their parents in China and public concern over test-related issues.It also broadens our understanding of YLE testing impact and suggests future potential research directions.

Research on China Third Language Learners＇ Metalinguistic Awareness

This study investigated the general situation of metalinguistic awareness of third language learners in Chinese universities.Data analyses showed that the level of metalinguistic awareness in those learners was significantly higher than that of second language learners.And learning a third language can improve metalinguistic awareness.

On Second Language Learners＇ Lexical Competence

The paper discusses SL learners＇ lexical competence from O＇Connor＇s Five Steps of Vocabulary Acquisition Theory, Collins ＆ Loftus＇s Semantic Network Theory and Fay ＆ Cutler＇s Mental Lexicon Theory. From the discussion, the author finds that second language learners＇ lexical competence includes the following aspects： the ability to recall the words which are similar to the target words in spelling and pronunciation; the ability to recall the synonyms of the target words; the ability to recall the antonyms of the target words; and the ability to recall the related words which come together with the target words in a context. Meanwhile it advances some strategies to develop the corresponding competence.

The Role of Learner-learner Interaction In Language Learning

This paper is committed to exploring the importance of learner learner interaction for language learning. It starts with a discussion of the roles that learner learner interaction plays in language learning from two points of view pedagogic and psycholinguistic, which is followed by a brief guideline for organizing group work in class.

Learner Choice in Language Study

Learner centered design programs typically focus on analyzing the needs of students or encouraging more students to participate in classroom activities.This paper argues that the real learner centered approach should consider allowing learners to play a greater role in learning management,learning methods and learning opportunities by providing selection for the learners.This opportunity can be introduced into the traditional classroom with minimize the problems.The learner's choice as a more basic aspect of language curriculum can be provided by establish autonomous learning center.Teachers'and learners'attitudes to the centre are discussed,and it is suggested that we should do more things to guide both teachers'and learners'expectations in order to make learner choices an active feature of foreign language study.

构建适用于高职教育的“Learner-centered”教学模式研究

当前,高职计算机学科的课堂存在着师生互动性欠缺,学生自主学习意识薄弱等明显的问题。在教育教学改革新动向、在线教育蓬勃发展新趋势的背景下,为了解决高职教育教学中存在的显著问题,我们提倡并研究"Learner Centered"教学模式.通过在相关计算机课程中的具体实施和问卷分析,总结"Learner-centered"教学模式对于高职教育的优势和可行性。

China's English Learners' Verbal Phrase Acquisition Research Based on the Corpus——“at last”and“in the end”as an Example

This study is a comparative research based on corpus. This article compares China's English learners with English na?tive speakers about the use of "at last" and "in the end" from three aspects: frequency of use, location, semantic prosody. The study shows that the use of the two words are greatly different between China's English learners and English native speakers. In addition, this study discusses about causes of obvious differences and teaching enlightenments.

On Learner Autonomy in Foreign Language Education

Previous studies abroad and at home on learner autonomy have provided a variety of definitions from different perspectives as a framework of reference for the essence of LA. Therefore, based on the characteristics of LA, ways such as cultivation of LA beliefs and learning strategies, construction of a favorable LA environment and promotion of learner autonomy through teacher autonomy can be employed to foster students'autonomous learning ability.

Using DEMATEL for Contextual Learner Modeling in Personalized and Ubiquitous Learning

With the popularity of e-learning,personalization and ubiquity have become important aspects of online learning.To make learning more personalized and ubiquitous,we propose a learner model for a query-based personalized learning recommendation system.Several contextual attributes characterize a learner,but considering all of them is costly for a ubiquitous learning system.In this paper,a set of optimal intrinsic and extrinsic contexts of a learner are identified for learner modeling.A total of 208 students are surveyed.DEMATEL(Decision Making Trial and Evaluation Laboratory)technique is used to establish the validity and importance of the identified contexts and find the interdependency among them.The acquiring methods of these contexts are also defined.On the basis of these contexts,the learner model is designed.A layered architecture is presented for interfacing the learner model with a query-based personalized learning recommendation system.In a ubiquitous learning scenario,the necessary adaptive decisions are identified to make a personalized recommendation to a learner.

国际化办学模式下“pre-experience learner”的商务英语教学策略浅析

在全球化的背景下,随着国际化办学的快速发展,以及专业课程中英文原版教材使用的普及,商务英语这门课程逐渐显现了它对国际化合作办学的必要性和重要性。本文通过对合作办学项目中商务英语的学习主体"pre-experience learner"的特点、学习动机和需求的分析,并结合个人的教学实践经验,对国际合作项目中商务英语的课程设置、教材选择、课时设置等方面进行了探讨,并提出以"专"为先教学方法中的三个重要策略:目标化学习、商业化模拟、多样化考核。

Explicit Grammar Instruction in L2 Learners'Writing Development:Effective or Ineffective?

It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is.However,there are more than one factor to take into consideration while discussing which way is better for L2 learners.This short essay aims at depicting three respects concerning grammar teaching,namely learning context,language learners'beliefs and needs,and grammar instruction.When educators and practitioners try to adopt grammar instruction either implicitly or explicitly in L2 learners'writing development,they probably need to consider the above three factors and to find out the best way to produce more effective teaching results among their students.

Review on Learner Belief about Second Language Learning

Learner belief is attracting growing attention since it is regarded as one element of individual difference which account for learners' different achievements in second language learning. This article gives a review o studies of learner belief about second language learning concerning its properties, classifications, and majo approaches to investigation. Based on the review, the importance of the research in the field is emphasized.

浅谈在SEFC课堂中实施Learner Training,Autonomy和Motivation

语言心理学的研究越来越关注学习者的学习方法、学习态度与激励机制。如果我们能够很好地把他们运用到我们的教学中,充分调动起学习者的学习积极性,我们的语言教学将会出现前所未有的飞跃!