The focus of the article is the role of the Russian language in the world system of languages, the current status of the Russian language and the language policy measures that should be taken to preserve the Russian language and for the strengthening of its positions. The law ‘On the state language of the Russian Federation‘ adopted in 2005 should be supplemented by the list of grammar books and dictionaries of various (...) types as listed in the appendixes to the article. The main actions aimed at ensuring the effective functioning of the law ‘On the state language of the Russian Federation‘ are also enlisted in the article. (shrink)

The word “samurai” firmly rooted in the modern Russian language, along with Fujiyama, geisha and sakura. Though obviously this was not always the case. This article traces the initial process of perceiving the concept of samurai in pre-revolutionary Russia and the Soviet Union: from the 1890s, from the first military victories of rapidly modernizing Japan, to the RussoJapanese War and further to the beginning of the Second World War. Initially endowed with features of “childishness” or “femininity,” gentleness and (...) grace, the image of Japan is gradually becoming “masculine” and is increasingly associated with the concept of “samurai.” At first, this concept is related to such qualities as belligerence and cruelty but also loyalty to lord and “knightly” honor. Often, following Nitobe Inazo, the best qualities of the Japanese are generally traced back to the samurai tradition. Later, the Japanese appear in an increasingly caricature form, as greedy but powerless aggressors. At first, this image is not associated with the concept of “samurai” but by the 1930s fused with it. At the same time, Soviet authors criticize the “feminine” perception of Japan – they describe both the ruling exploiter and the exploited worker with “masculine” traits. The article examines the early Japanese borrowings in Russian dictionaries of foreign words, the images of the Japanese in the writings of Russian and Soviet writers, the characteristics of the country and its inhabitants in popular editions devoted to Japan as well as in propaganda texts and pictures. (shrink)

He work of the Russian nationwide conference ‘National identity through language and literature. Characteristics of conceptoshere of national culture‘ is analyzed in the article. Previous theoretical sources on the issue in question are summarized. The matters represented in the considered scientific forum are generalized. Diachronic analysis of national cultural consciousness as well as complex cognitive-based approach are used to investigate the issue. Special attention is paid to the study of linguistic world-image as exemplified in fiction, folklore, religious texts, (...) business papers, scholarly works and media texts, as well as to the research of intercultural communication in the era of multiculturalism and globalization. As long as terms ‘cultural code‘, ‘national code‘, and ‘fictional code‘ are not precisely defined, the problem of terminological field was noted, as well as the issue of linguo-cognitive interpretation of methods for representing country image in linguistic consciousness. The attention was paid to Russian as a foreign language, to perception and transforming of European cultural codes by American and western European writers in synchronous and diachronic ways. Geopolitical factor of North and South that matters both in global and local context was noted, particularly the issue of German distinction of the modern European mindset was reviewed. Lots of speaker papers mirrored interdisciplinary links that is of importance for contemporary scholarship in the context of globalization and multicultural society. Up-to-date schools of thought in the field of linguistics, literary studies and journalism were represented. (shrink)

There has been much research into teacher beliefs about teaching and learning as seen in the general teacher education literature. In the field of language teacher education, this line of research has been evolving, with the recent trend being streamlined into “teacher cognition” as a generic or umbrella term. Despite increasing amounts of research output so far, research into foreign language teachers’ cognitions about their own teaching and decision-making is still insufficient, particularly with regard to university-level English-as-a- (...) class='Hi'>foreign-language (EFL) teachers in China. Drawing on Vygotsky’s Sociocultural Theory, this qualitative research focused on EFL teachers’ cognitions about form-focused instruction in Chinese university settings. It intended to discover how teachers’ cognitions changed when they were expected to teach in actual classrooms and what factors contributed to these changes. Data collected from four teacher-participants through semi-structured interviews, classroom observations and follow-up stimulated recall interviews showed participants’ support forfocus-on-forminstruction, which means they not only paid attention to the grammatical form of the language but also to the meaning it is intended to convey. However, data also showed that the teacher-participants shifted fromfocus-on-formtofocus-on-formSinstruction in actual teaching, which suggests that they might have realized the challenges of carrying out teaching activities surroundingfocus-on-formand would like to take an easier approach by only teaching the grammar of the language byfocusing on formS. Such incongruences are interpreted with reference to a plethora of sociocultural factors including traditional Chinese thinking and institutional expectations. The implications of the findings for stakeholders in universities, including faculty members, students, and curriculum developers in similar contexts, are also discussed. (shrink)

In the context of English as a Foreign Language, burnout study dominantly revolves around teachers but learners’ academic burnout is largely underexplored. Academic burnout is a concerning issue worldwide that is particularly predicted by academic motivation. However, we know little about the association between motivation and burnout among EFL learners and whether maladaptive emotion regulation strategies could moderate their association. To fill this research gap, we recruited 841 EFL undergraduates from two universities in China. Descriptive analysis showed that (...) participants reported high levels of language learning burnout. Correlational and bootstrapped moderation analysis found that motivation and maladaptive ERS were significantly correlated with burnout in opposite directions and the correlation between motivation and burnout was significantly influenced by students’ use of two maladaptive ERS. The more frequently students chose to avoid and vent unpleasant feelings, the protective role of motivation on burnout was weaker. The implications of these findings are discussed. (shrink)

Motivation has been recognized as a vital component in successfully learning a second or foreign language. However, research on language learners’ motivation in a study abroad context requires more attention in an era in which international mobility is becoming a new normal. This study investigated 217 Chinese overseas university students’ L2 motivation during their one-year postgraduate study in the United Kingdom. by examining a range of motivational variables in relation to their motivated English language learning behaviors. (...) Integrating results from both questionnaires and interviews from nine participating students, the study revealed that international posture showed the strongest positive power, followed by the ideal L2 self, in explaining the learners’ willingness to communicate, frequency of communication, and intended learning effort. Additionally, instrumentality and parental encouragement exerted prominent promotional influence in shaping their intended learning effort. However, the ought-to L2 self-displayed a significant negative impact on their L2 learning in this study abroad context, and the role of attitudes toward L2 speakers/community and culture was not evident in this case. The findings shed light on a more comprehensive understanding of L2 motivation in a study abroad context, and offer insightful implications for English as a Foreign Language education in cultivating language learners’ motivation to prepare for study abroad. (shrink)

Until the 1860s, science in Russia was principally conducted in Latin, French, and German. In the years leading up to and following the creation of the Russian Chemical Society in 1868, Russian chemists – treated in this article as both a representative sample of Russian scientists and also practitioners of the flagship science of the period – debated both the merits of developing a nomenclature that would enable Russian to “hold” modern inorganic and organic chemistry, and (...) the practicability of doing so. The article explores debates over whether Russian syntax could be adapted to represent chemical compounds according to emerging western conventions or in a sui generis manner, as well as the struggles of Russian scientists to use French and German to communicate with their foreign counterparts, arguing that the details of these debates highlight both the fruitfulness and the limits of using “standardization” as a framework for linguistic codification. (shrink)

Learners’ willingness to communicate in a foreign language is regarded as a critical issue in educational contexts, so the role of emotional factors in learners’ willingness to communicate has drawn the attention of investigators. This review investigated the studies on the relationship between English as a Foreign Language learners’ grit, foreign language anxiety, and willingness to communicate. This review showed a significant relationship between learners’ grit and willingness to communicate. The earlier studies showed that (...) gritty learners with incessant inspiring efforts are more likely to communicate in a foreign language. This review also indicated that lower anxious learners tend to have more willingness to communicate. Earlier studies also indicated that the theories, such as broaden-and-build, positive psychology, dynamic system, affective filter, and attentional control can justify the relationships between these constructs. Moreover, the study has some pedagogical implications and suggestions for teachers, learners, syllabus designers, material developers, teacher educators, policy-makers, and advisors. The ideas can improve their awareness of teachers’ willingness to communicate, grit, and foreign language anxiety in educational environments. (shrink)

Emotions are now considered critical elements of a successful education. In English as a Foreign Language context, there are many challenges for teachers to deal with. Hence, it is necessary to take their emotions into consideration. Despite many studies in this area, researching teachers’ positive mood, hope, and academic buoyancy has been left less attended. Trying to introduce this line, the present study reviewed the definitions, related concepts, theories, and previous studies done on these three variables in detail. (...) It also touched upon the origins of researching emotion in educational contexts describing different schools of psychology. Additionally, the study offered some practical implications for EFL teachers, students, policy-makers, teacher trainers, and researchers. Finally, it enumerated the existing gaps in this area and made a number of research suggestions for future research. (shrink)

Teaching is a career with a high rate of anxiety and burnout in all phases of teaching with specific challenges related to the feature of language education. The concept of motivation can be an important basic mechanism since educators who are not motivated are distressed because of the anxious characteristic of the education profession. Moreover, educator identity is a new issue that has built a perspective to examine educators’ growth by thinking about who they are as well as how (...) they perform what they perform in a specific situation. Recently, programs that are based on mindfulness are known as efficient interventions enhancing motivation and decreasing tension in people. Given the prominence of mindfulness in educational settings and its neglected role in foreign language learning, the contemporary review attempts to inspect the function of mindfulness on English as a foreign language teachers’ motivation and identity. Subsequently, some pedagogical recommendations for the educational representatives such as teachers and teacher trainers are offered. (shrink)

Teaching has long been considered as one of the most challenging professions worldwide due to the involvement of numerous linguistic, socio-political, social, and psych-emotional factors. Because of these factors, english as a foreign language teachers are psychologically, emotionally, and physically pressed in their job. These damaging pressures often result in negative academic outcomes for teachers, students, and educational systems. Despite dire consequences, few studies have examined the role of psycho-emotional factors in improving teaching performance and reducing negative emotions (...) at the workplace. To fill this gap, this mini-review article aimed to present a theoretical analysis of three constructs of occupational adjustment, psychological hardiness, and burnout. In so doing, the definitions, conceptualizations, dimensions, and empirical studies related to each variable were presented. The study ends with the existing research gaps and offers some implications for EFL teachers and other stakeholders by increasing their knowledge of emotions in occupational environments and the consequences that such emotions can have for an organization. (shrink)

Since 1952, Spanish has been included as a Degree in the Foreign Language Studies in the higher education system of China. The number of Spanish students has gradually increased and, until March 2020, with 6 Universities recently approved by the Chinese Ministry of Education, there are 102 Chinese universities that teach Spanish as a university degree. In 2017, the MOE of the People's Republic of China published the Curriculum Plan in the Higher Secondary Schools, which incorporated the teaching (...) of Spanish as a teaching option along with other languages, such as English, Japanese, Russian, German, and French. In the following year, during the Chinese President's state visit to Spain, a cooperation agreement was signed between the Royal Spanish Academy and SISU, under which a RAE-SISU Joint Research Centre was established. This study aims to publicize the situation of Spanish teaching in China, showing how a language can become a cultural and language tourism resource for Spain. An empirical study of student profiles was carried out at one of the most prestigious universities with reference to Spanish teaching in China, SISU. The data were obtained through primary sources employing a survey sent to the Chinese students studying their bachelor's degree of Spanish Philology, obtaining a sample of 159 students. The results revealed information on the studies carried out, also reviewing the most popular universities among the Chinese students in Spain, their stay period, and the destination image that the students have. The data will serve to show the opportunities for Spain as a destination for language tourism for the Chinese market. One of the implications of this study would be that it helps to explain how Spain can design a product for a niche market that demands Spain as a destination for language and cultural tourism. (shrink)

Foreign language learning anxiety has been the target of many studies in the field of applied linguistics, but, with the dynamics turn in the field, attempts have been recently made to uncover the dynamics of anxiety English as a foreign language learners go through, especially within the moments of their conversational interactions. Within these interactions, dynamics of anxiety might emerge in different patterns under the influence of the status of the participants’ interlocutors and their familiarity with (...) them. This study explores the dynamics of EFL learners’ anxiety while interacting with different interlocutors from an idiodynamic perspective. The participants of this case study were two female freshman students, taking a speaking and listening university course, who were interviewed by four interlocutors with different status and level of familiarity. Following an idiodynamic method, they self-rated their anxiety fluctuations under the influence of each interlocutor throughout each conversation followed by stimulated recall interviews regarding the explanations of the changes in their anxiety during the conversations. The results showed both change and stability in the participants’ anxiety under the influence of the interlocutors’ familiarity with the participants and their status as well their verbal and nonverbal feedback. The explanation of these changes based on the main properties of complex dynamic system theory is discussed. (shrink)

Culturally responsive teaching has been found to promote student engagement and enhance learning in the classroom. As an effective pedagogy, the past decade has witnessed a soaring interest in exploring teachers’ competence, self-efficacy, and influencing factors in implementing CRT across school subjects. However, scant attention has been directed to language teachers’ engagement with CRT. Given the increasing diversity in students’ socio-economic status, cultural backgrounds, learning needs and preferences in English language classrooms, CRT has also become a prominent concern (...) in China. This study sets out to explore English as a Foreign Language teacher engagement with CRT in rural schools in China. With a multi-case study of eight EFL teachers, the researchers collected data through individual interviews and classroom observations. Four types of teacher engagement based on the foci were identified and were further characterized by cognitive, emotional, and social aspects. This study also taps into the internal and external factors influencing the teachers’ engagement with CRT. Implications and suggestions were provided to tackle the problems of English Language Education in rural China and contexts alike worldwide. (shrink)

This book offers a comprehensive, up-to-date review of the recent professional developments of teachers of English in the western region of China in the context of English language teaching reform and teacher education reform. It discusses a wealth of theories, frameworks, qualitative case studies and quantitative investigations, while also covering a range of key practices that are indispensable. It equips readers with an in-depth understanding of the impact of the current curriculum reform on the promotion of teachers' cognition, emotions, (...) attitudes and awareness of their self-development, as well as teachers' corresponding efforts to update their educational concepts, reassess their teacher roles, enhance their teaching skills, and implement new approaches to their professional development. It is a valuable resource for anyone pursuing research in this field as well as in-service teachers, teacher educators and education administrators. And as it offers practical help for the potential difficulties and challenges they might encounter, it is also a must-read for the student teachers of English. (shrink)

Studies have shown that teachers’ wellbeing has a positive effect on teachers’ learning quality and learners’ performance. Nevertheless, teaching is a stressful and exhausting profession at all academic level with special difficulties about the nature of language education. Tension and fear are still classic challenges in learning, though the concepts such as hope and optimism are core issues in assisting teachers to feel happy during instruction and work longer. The present review makes efforts to provide the most current confirmation (...) on the interface of hope and optimism with educational issues since they are progressively documented as significant emotional capitals for educational success, job growth, and presentation. It is worth mentioning that the current review of research can benefit educational administrations, and other stakeholders and officials in the educational community to contemplate the functions of constructive emotions in the process of learning to decrease and even diminish stress and apprehension that consequently lead to flourishing. (shrink)

Informed by the poststructuralist theory, this study investigates the case of Ming, a Chinese professor of English, about the impacts of his first language and second language learning experience, and the changes of social contexts on his L1 and L2 identities construction. It was found that being a learner of English as a Foreign Language, Ming’s identities development aligned with the poststructuralist theory, in which it is considered dynamic, fluid and conflicting. Ming negotiated and renegotiated his (...) identities in various social contexts in China and the United States and finally gained acceptance into the L2 academic community. This study not only analyzes Ming’s experience with his language learning and identities, but also unravels that conflicts may be part of the process of identities construction, and encourages learners to be persistent and emotionally resilient, while using certain strategies to retain a stable L1 identity so that they can navigate through the negative encounters during the second language acquisition process to sustain the development of their identities and L2 abilities. (shrink)

This study takes a holistic view of flow and anti-flow experiences as interactive subsystems in blended English as a foreign language learning and examines the dynamic complex construct in the field of instructed second language acquisition. We first rephrased the 22-item Classroom Flow Questionnaire to better reflect the context of blended EFL learning. The modified CFQ was then administered to 661 first language Chinese EFL learners. A final 14-item Foreign Language Flow Scale was developed (...) based on results from a series of reliability and validity tests. Both exploratory and confirmatory factor analysis results have demonstrated that foreign language learning flow is a three-dimensional construct involving Enjoyment, Boredom, and Anxiety, thus conceptualizing and validating flow as a continuum with both positive and negative ends. Moreover, participants reported that they experienced the lowest degree of enjoyment, while with respect to the negative flow, they almost experienced similar degree of boredom and anxiety. The present study contributes to the development of the conceptual framework for flow in ISLA as well as constructive pedagogical implications for L2 researchers and educators. Suggestions for future research are also provided. (shrink)

The truth of a myth, your Honor, is not its words but its patterns.Why would a novel want to undermine its own words? Surely, literature is made of words, and any ambitious novel would want to wear its words proudly, declaiming their truth as well as their beauty. Yet we know that novels produced in smaller languages, which possess fewer publishers and fewer readers, have needed to make their words accessible, both to distant audiences and to translators in dominant languages. (...) And some works in dominant languages, when they are produced in spaces far from the centers of publishing, have likewise had to retract idiomatic phrases, alter references to regional languages, and provide glossaries. But why would a.. (shrink)

Learning to write in a foreign language is a complex cognitive process. The process-genre approach is a common instructional practice adopted by language teachers to develop learners’ writing abilities. However, the interacting elements of procedural knowledge, linguistic knowledge, and generic knowledge in this approach may exceed the capacity of an individual learner’s working memory, thus actually hindering the acquisition of writing skills. According to the collective working memory effect, it was hypothesized that teaching writing skills of English (...) as a foreign language by adopting a process-genre approach in collaborative conditions could lead to better writing performance, lower cognitive load, and higher instructional efficiency. The reported experiment compared learning writing skills of English as a foreign language in individual and collaborative instructional conditions from a cognitive load perspective, a rarely adopted approach in this field. The results indicated that the collaborative instructional condition was more effective and efficient than the individual instructional condition in improving the quality of written products as well as in optimizing the cognitive load experienced by the learners. Measures of cognitive load were used to support the cognitive load theory’s interpretation of the results, which is the unique contribution of this research study to the field. (shrink)

Action research and reflective thinking can enhance learning since both processes provide students with the opportunities to step back and think about how they actually solve problems. While there is a robust academic inquiry on reflection practices and AR in the educational setting, investigating learners’ reflections through AR practices can shed more light on related research. This study implemented reflective journal writing through AR and aimed to investigate the participants’ views about reflective journal writing, the effects of journal writing on (...) RT development, and the learners’ grammar use in writing. Eighty language learners formed the two experimental and control groups of the study. The possible relationship between the RT level and participants’ final exam was checked. Analyses of the participants’ journals, the semi-structured interview, the questionnaires’ results, and the final exam scores were considered. The findings showed that the participants had positive views about journal writing, and they could enhance their level of RT as well as their grammar use in writing; nevertheless, no relationship between the RT level and final exam scores of the participants was found. The methodology and the results of the study could be conducive to welcoming alternative methods of teaching and assessment that encourage the learners’ reflective practices and active engagements in language classes. (shrink)

Considering the significant contribution of teachers’ professional triumph in the prosperity of students, the current study aims to investigate the existence of any relationship among three factors influencing teachers’ success: immunity, mindfulness, and engagement. Furthermore, we attempt to investigate whether English as a foreign language teachers’ immunity and mindfulness can predict their work engagement. To this end, a Likert-scale questionnaire including items on teacher immunity, mindfulness, and work engagement was distributed to 582 EFL teachers in China through the (...) WeChat application by employing a convenient sampling. To analyze the collected data, the Spearman Rho correlation index and linear multiple regression analysis are employed. The findings are that there does exist an indication of a direct relationship among EFL teachers’ immunity, mindfulness, and work engagement. Also, it is found that immunity and mindfulness can predict EFL teachers’ work engagement. The current study’s findings support the necessity of training language teachers to cope with the EFL context adversities. (shrink)

Given the significance of teachers’ professional success in the adequacy of education, exploring the determinants of this variable appears crucial. To address this need, this inquiry inspected the role of well-being and emotion regulation in Chinese EFL teachers’ professional success. For this purpose, 357 Chinese EFL teachers were selected to answer three pre-designed questionnaires. Structural equation modeling using Smart-PLS was implemented to analyze teacher participants’ responses. The structural model revealed a strong, favorable connection between well-being, emotion regulation, and professional success. (...) The model also demonstrated that both well-being and emotion regulation were highly influential in Chinese EFL teachers’ professional success. The potential implications for EFL teachers, teacher educators, and educational authorities are further discussed. (shrink)

Teaching is one of the professions that creates opportunities for individuals to experience flow, a state of complete absorption in an activity. However, very few studies have examined ESL/EFL teachers’ flow states inside or outside the classroom. As such, this study aimed to explore the quality of experience of 75 EFL teachers in flow and also examine the relationships between their emotional intelligence, the Big Five personality traits and the flow state. To this end, the teachers filled out recurrent flow (...) surveys for a week, and also completed emotional intelligence and the Big Five personality questionnaires. It was found that reading was the major flow trigger outside the classroom and teaching and delivering lessons was the most significant flow-inducing activity for the teachers inside the classroom. Furthermore, correlations and independent samples t-tests indicated that all emotional intelligence and personality traits had significant relationships with flow except agreeableness. Finally, multiple regression analysis showed that two personality traits, conscientiousness and openness to experience were the strongest predictors of the flow state. The implications for future flow-related research in the field of applied linguistics are discussed. (shrink)

Given the centrality of learners’ individual differences in their academic achievement, a plethora of research has been done on various individual difference variables and their associations with learners’ increased achievement. Yet, the role of creativity and self-efficacy in EFL learners’ academic achievement has not been extensively studied. Further, no review inquiry has simultaneously probed into the consequences of these two individual difference variables for learners’ academic achievement. This study strives to fill this underappreciated gap by addressing the positive consequences of (...) creativity and self-efficacy for EFL learners’ academic achievement. The desirable consequences of creativity and self-efficacy beliefs were clarified using the available evidence. Finally, the conclusions and consequences of the findings are discussed. (shrink)

This review explored the investigations on the role of teacher immediacy in English as a Foreign Language learners’ foreign language enjoyment. Earlier investigations have proved that teacher immediacy, such as posture, body language, vocal variety, gestures, and smile, can significantly affect learners’ positive emotions like foreign language enjoyment. It means that teachers should try both to control the feelings of their learners and manage their feelings to enhance enjoyment among learners. Moreover, studies have (...) shown that teacher immediacy is significantly related to learner motivation which is a basis for increasing foreign language enjoyment among learners. However, specific strategies can be employed to increase learner motivation, which in return increases learner foreign language enjoyment. Furthermore, the study presented the implications and future directions of this line of research for different people, such as EFL teachers, teacher educators, and foreign language scholars. The ideas can improve their awareness of teacher-student relationships, in particular, teacher immediacy and its role in learners’ foreign language enjoyment. (shrink)

Plagiarism is a serious problem in an academic environment because it breaches academic honesty and integrity, copyright law, and publication ethics. This paper aims at revealing English as a Foreign Language lecturers’ responses in dealing with some factors affecting students’ plagiarism practice in Indonesian Higher Education context. This study employed a qualitative method with case study approach. Eight experienced EFL lecturers were conveniently recruited, and the data were analyzed using thematic analysis technique. The results revealed that EFL students (...) perpetrated plagiarisms due to three factors; 1) convenient access to online resources allowed the EFL students to retrieve some information without properly citing the sources, 2) Questionable lecturers’ assessment, and 3) Student has poor academic writing-skills. The plagiarism practices are apparent in the Indonesian educational context, and this may produce other negative consequences, such as academic dishonesty and poor academic writing. However, further investigation is necessary to examine the relative contribution of each factor on students’ plagiarism practice. (shrink)

These days, technology advancement has inspired a large number of educators to employ social media in the English as a foreign language context. But, some EFL educators are yet unwilling to use such chances, because they are left untrained. Therefore, applying professional development in this field appears necessary as it is regarded as the main cause of improving educators’ education activity, and proposing new education approaches. To strengthen the academic investment in educators’ professional learning, comprehending elements affecting educators’ (...) performance of learning from PD is vital. Lower commitment degrees were specified as an element that impedes EFL educators from employing social media in EFL education. Moreover, developing the professional identity of educators is an important issue that straightly pertains to educators’ performance, which assists educators both in comprehending their professional lives and presenting them with a framework to elucidate, expand and contemplate their professional activities. Stimulated by the interest in research on social media-focused courses, this review inspects how teachers’ commitment and identity affect EFL teachers’ implementation of social media in PD. In a nutshell, implications for stakeholders of the study are presented. Indeed, the social media as an impotent device should be incorporated in PD programs to develop both teachers’ commitment and identity. Faculty members should establish workshops, and seminars to arrange for a platform for teachers to use social media to support learning. (shrink)

Teachers involved in English as a foreign language (EFL) teaching play a significant role in the process of moving toward educational equity. Teacher cognition is very influential in shaping teacher practice and thus affects students’ academic performance. However, although the role of EFL teachers as equity agents has been recognized, few studies have explored EFL teachers in-depth in terms of their cognition and practice. Moreover, no review studies have given sufficient attention to the task of elucidating the interrelations (...) between EFL teachers’ cognition and practices in the context of educational equity. Therefore, to provide a novel perspective and generate fresh insights into this research field, the current study attempts to explain the connotations of these constructs, highlights the interplay between EFL teachers’ equity-oriented cognition and practice, and identifies both experiential and contextual factors that might have an effect throughout the teaching process. Finally, practical implications and directions for teachers, researchers, policy-makers, and social justice leaders who are interested in actualizing education as a means of attaining equity are also discussed. (shrink)

Previous studies have primarily used variable-centered approaches to explore correlations between English-as-a-foreign-language teachers’ emotional labor and outcome variables. A fundamental but unresolved question is whether teachers employ multiple emotional labor strategies in the workplace. This study used the latent profile analysis to explore the profiles of EFL teachers’ emotional labor and the relationship between the profiles and job satisfaction based on a questionnaire survey of 365 high school EFL teachers in China. The results indicated the existence of three (...) emotional labor profiles—agreeable, neutral and emotional—that were characterized by different combinations of surface acting, deep acting, and expression of naturally felt emotion. The profiles of EFL teachers who predominantly relied on ENFE and DA had the most adaptive patterns of job satisfaction, whereas the profiles of teachers who reported higher levels of SA, regardless the level of ENFE and DA, experienced lower levels of job satisfaction. These findings provide a person-centered methodological data support for exploring the relationship between emotional labor and EFL teachers’ job satisfaction. (shrink)

This article discusses the pros and cons of the creation of a separate Ukrainian standard of the Russian language. Owing to the centralist and elitist history of the Russian standard language, the high variant of Russian that is used in Ukraine does not significantly differ from that of Russia, if at all. Low varieties, by contrast, are quite heterogeneous. The standardization of “Ukrainian Russian” would thus be very problematic at all stages: the selection of (...) norms and their codification, the implementation and elaboration of the new norms. All these steps would not only require considerable funding; in the long run, it would also undermine the status of Ukrainian as Ukraine’s sole state language. (shrink)

The spread of English as the world lingua franca has evoked the rethinking of the significance of native-speaker norms and models in teaching English, and as a result, the target of pronunciation teaching and learning has shifted from imitating native accents to achieving speech intelligibility. The Lingua Franca Core proposal introduced a list of phonological features in English that are, arguably, the minimum required to achieve intelligibility and argued that mispronouncing these features is expected to cause a breakdown in communication (...) among non-native speakers. As a consequence of this, it has been suggested that LFC be prioritized in teaching and learning English pronunciation. In response to the LFC proposal, researchers have become polarized; while some have found LFC a promising approach, others have argued against its appropriateness as a target of pronunciation teaching and learning. This paper evaluates the controversial position of the LFC proposal in the literature, focusing on three main dimensions: the LFC’s potential to result in intelligible communication, its teachability and its scope of function as an alternative target to the NS models, and the influence of different attitudes on the success of implementing the LFC. (shrink)

Recently, the use of new educational technologies in language teaching development is expanding rapidly. Educational technologies attach new features to the learning environments. The integration of educational technologies in language teaching has been received special attention among language researchers. In so doing, the present study investigated language learners’ perceptions of the integration of innovative educational technologies in their language classrooms. The sample comprised 301 English as a foreign language students with different academic qualifications (...) from Shaanxi Province and other provinces in China. To gather the necessary data, the researcher conducted a technology integration questionnaire and a focus group interview. The results of obtained data demonstrated that the language learners had positive attitudes toward using technology in their classrooms. However, the findings of the interviews indicated that learners had some problems such as lack of technology literacy and inadequate assess to facilities in participating in technology-based classroom activities. (shrink)

Similar to learning the grammatical structures of a foreign language, one problem that students face in learning logic is that many of the operations and concepts they need to learn require more practice to fully master. To solve this problem, the author proposes the use of “repetitive exercises”, exercises that aim to develop a familiarity with a concept or operation through repeatedly focusing on that concept or operation. According to the author, the best method for implementing these exercises (...) is the use of on-line teaching environments, specifically WebCT, which allows instructors to develop exercises that they deem appropriate and allows for mechanical grading. Finally, the paper provides an overview of why WebCT is preferable to the use of Blackboard, and notes that the major drawback to the online solution is its poor support for the symbols used in propositional and predicate logic. (shrink)

Advancement of social media in the modern era provides a good incentive for researchers to unleash the potential of social networking tools in order to improve education. Despite the significant role of social media in affecting second/foreign language learning processes, few empirical studies have tried to find out how Instagram feed-based tasks affect learning grammar structure. To fill this lacuna of research, the current study set forth to delve into the influence of Instagram feed-based tasks on learning grammar (...) among English as a foreign language learners. In so doing, a sample of 84 intermediate EFL learners were randomly divided into experimental and control groups. The learners in the control group received regular online instruction via webinar platforms. In contrast, the learners in the experimental group were exposed to Instagram feed-based tasks. Data inspection applying one-way ANCOVA indicated that the learners in the experimental group outperformed their counterparts in the control group. The results highlighted the significant contributions of Instagram feed-based tasks in fostering learning grammar. Furthermore, EFL learners’ positive attitudes toward using Instagram Feed-based Tasks in Learning Grammar was concluded. The implications of this study may redound to the benefits of language learners, teachers, curriculum designers, as well as policy makers in providing opportunities for further practice of Instagram feed-based tasks in language learning and teaching. (shrink)

The “dynamic turn” in the field of second language acquisition catalyzed scholarly devotion to the complex dynamic relationships between learner and teacher variables and various academic emotions. As such, the present study examined the varying effects of the aforementioned variables on the constructs of positive and negative flow, and determined their strongest predictors, respectively. This study used a mixed-method approach to collect data from 607 Chinese English-as-a-Foreign-Language learners. In stage one of the research, the researcher first assessed (...) the participants’ levels of positive flow and negative flow in a blended learning context, then performed Pearson correlation analysis to confirm a significant, but weak positive relationship between positive flow and negative flow. Then, significant difference tests were run to determine the varied effects of those variables on flow. Finally, two multiple regression analyses were conducted to identify five predictors of positive flow, with the biggest contribution coming from learners’ attitudes toward the foreign language, and three predictors of negative flow, with the learners’ major accounting for the majority of variance. In the second stage of the research, a qualitative corpus was constructed, based on accounts of classroom experiences from 71 participants of the total sample, and further illustrated the quantitative findings. Pedagogical implications for educational psychologists and teachers of second and/or foreign languages are addressed. (shrink)

Research productivity is an important criterion for the university to assess teachers. Studies about factors that affect teachers’ research productivity are increasing nowadays. It is generally agreed that academics’ research productivity depends on how much mentorship is provided to them and how the current working environment is mediated by their research motivation and self-efficacy. Despite the increasing amount of the literature along this line, we know little about what kinds of situations that Chinese university English as a foreign (...) class='Hi'>language (EFL) teachers are in and how they regard the importance of mentorship and what roles their working environments would play in affecting their research productivity. To fill the research gap, we utilized the snowball method to collect the survey data from 546 Chinese EFL tertiary teachers. The results show that mentorship is not correlated with research productivity while the working environment has a positive direct correlation with it. Both motivation and self-efficacy mediate the working environment and research productivity significantly. Specifically, only extrinsic motivation has a negative mediation influence on teachers’ research productivity; teachers’ intrinsic motivation and self-efficacy play a positive mediation role in affecting their research productivity. (shrink)

Founded on the advent of Positive Psychology in recent decades, the learners’ involvement has been a critical issue since the origin of teaching and learning despite it being quickly developed in previous decades. The enhancement of motivational aspects like self-efficacy and interest appears to have a high impact on learners’ success and achievement. Although both constructs are extensively investigated in various subjects, their association between and the learners’ involvement in the process of language learning have not been taken into (...) account so far. This review intended to scrutinize the association among students’ self-efficacy, their academic interest, and their involvement. It is significant to pinpoint that the current review can help educational administrations, professional improvement centers, and policymakers to consider the above-mentioned issues in the progression of language education to develop their involvement. (shrink)

Job satisfaction, resilience, and teacher well-being, as the three major psychological variables emotioncy- based education, have received special attention among English as a foreign language researchers. To pursue the line of this inquiry, this particular study aimed to investigate the relationship between Chinese EFL teachers’ job satisfaction, resilience, and their well-being. To conduct the study, 343 Chinese EFL teachers with different academic qualifications, various academic degrees, and different majors voluntarily participated in this study. The results of the study (...) showed that job satisfaction and resilience could jointly predict 56.4 of the variance in psychological well-being. Both variables were the significant predictors of well-being, while job satisfaction was a better predictor, uniquely explaining 29.6 of well-being’s variance. Based on the findings, some pedagogical implication for administrators, educational institutions, and EFL teachers were discussed in the article. (shrink)

This research aims to investigate the impact of learning lexical chunks on the English as a Foreign Language Saudi learners’ speaking fluency. The study uses an intervention with intermediate Saudi learners comprising lexical chunks based upon the books Collocation in Use and Common Idioms in English. Findings obtained from the post-test show that the experimental groups scored significantly better when compared to their performance in the pre-test of speaking fluency. On the contrary, the difference in the performance of (...) the control group between the pre and post-tests is not significant as far as speaking fluency is concerned. The findings also show that the experimental group participants had favorable sentiments regarding explicit lexical chunk training. The research has theoretical and practical consequences in teaching and learning a foreign/second language. (shrink)

Since learners’ academic achievement is the ultimate goal of any system of education, multitudes of studies have been conducted on this variable and its determinants. That is, several scholars have explored the effects of student-related and teacher-related factors on learners’ academic achievement. Notwithstanding, a few researchers have investigated the effects of teachers’ self-efficacy and creativity on learners’ academic achievement. Furthermore, no study has reviewed the role of these teacher-related factors in learners’ achievement. Therefore, the present study seeks to bridge the (...) lacunas by delving into the influence of teachers’ self-efficacy and creativity on English as a Foreign Language learners’ academic achievement. The beneficial effects of self-efficacy beliefs and creative teaching were outlined through the existing evidence. This seems to be illuminative for EFL teachers. Given the positive consequences of teachers’ self-efficacy for students’ achievement, EFL teachers should believe in themselves and their abilities to lead their students to academic success. Additionally, with regard to the positive impact of teachers’ creativity on learners’ achievement, EFL teachers are expected to teach the course content creatively. (shrink)

This study explored international students’ online Chinese as a foreign language learning stickiness in a Chinese university context. A new theoretical model was designed and verified to serve the mixed-method investigation. Participants were a group of 194 international students learning CFL online in a Chinese university. Data were collected through an online questionnaire for all the students and semi-structural individual interviews with eight volunteer participants. The structural equation modeling was conducted to analyze the collected quantitative data, and content (...) analysis was used for the qualitative interview. Findings revealed that the online learning stickiness was significantly impacted by students’ learning expectancy confirmation, which was closely correlated with three key factors: academic integration, social integration, and technological factors. Moreover, social integration was found to be a direct contributor to learning stickiness. These results highlighted the importance of the high quality of the curriculum, the harmonious learning atmosphere, and the need for technical preparations and training for online Chinese language teaching and learning. The study also emphasized the need of integrating social interaction into Chinese learning in an online context. Investigation of a wider range of Chinese learners was recommended for future studies on learning stickiness and the new online approach. (shrink)

Educators themselves and their knowledge are the most significant elements in learners’ success and achievement; however, there is little information about the specialized knowledge held by educators. Recently, conceptualizing educator knowledge has become a complicated issue that involves that the comprehension of important basic phenomena, such as the procedure of educating and learning, the notion of knowledge, and the way educators’ knowledge, has become practical within the class. Technological Pedagogical Content Knowledge was presented as a theoretical structure for the knowledge (...) base because educators have to efficiently instruct with technology and it is regarded as a valuable framework for explaining and understanding technology integration into various academic environments, such as English as a Foreign Language class. This paper is intended to review the related literature on the role of an English teacher using the TPACK framework for teaching English and their role in students’ achievement. Based on the related literature, there is a significant and direct association between EFL teachers’ TPACK and EFL students’ achievement. Succinctly, some recommendations have been proposed for educational stakeholders. (shrink)

Drawing on the sociocultural approach, this study aims to explore EFL learners’ perceptions toward collaborative writing, and the role that learners’ emotions play as a factor influencing their collaboration and achievements in face to face and Blackboard Chatbox as applied in their EFL classes. A mixed-methods research approach was used with a sample of 58 male students enrolled in writing courses at three levels at the Department of English Language and Translation, Qassim University. Three instruments were used for data (...) collection; a 45-item closed-ended questionnaire, semi-structured interviews, and the learners’ overall performance. The findings shown that most learners have positive perceptions toward studying online through Blackboard, and Blackboard Chatbox. Furthermore, Blackboard Chatbox could provide necessary affordances to facilitate learners’ emotion, which could enhance their collaborative writing. However, no significant difference was observed between learners’ performance in the two models of instruction. Taken together, the results of the present study enhance current understanding of the role of learners’ emotions in collaborative writing with the use of technology. (shrink)

Pinyin is a phonological encoding system used to spell modern Chinese Mandarin due to the phonological opacity of Chinese characters. The present study examined the role of Pinyin spelling in the reading abilities of adolescents learning Chinese as a foreign language. A total of 158 Indonesian senior primary students were tested on Pinyin spelling, character production, listening comprehension, depth of vocabulary knowledge, and reading comprehension. Pinyin spelling skills were assessed by two measures, Pinyin Dictation and Pinyin Tagging. Path (...) analysis revealed that even after controlling for the effect of character production, Pinyin dictation performance influenced reading comprehension through the mediating effect of listening comprehension and the depth of vocabulary knowledge, and Pinyin tagging performance also influenced reading comprehension through the mediating effect of the depth of vocabulary knowledge. The results highlight the importance of Pinyin skills for Chinese reading abilities of CFL learners. As a reliable and explicit indicator of specifying Chinese phonological representations and processing, Pinyin spelling has a long-term and multifaceted influence on higher-level CFL abilities. (shrink)