Navigating tensions and asserting agency in language teacher identity: A case study of a graduate teaching assistant

Second language acquisition theories highlight the fundamental role of social interaction in facilitating learners’ efforts to gain competence in an L2, and consider learners’ perceptions of classroom interaction and their affective states to be as important as teaching, in a way that encourages interaction. However, there is a dearth of research focused on learners’ perceptions of interaction in the target language and the relationships between these perceptions and both communication motivation and communication apprehension in the language-learning classroom. The purpose of the present study, therefore, is to explore the relationship between learners’ perceptions of classroom interaction and learners’ communication motivation and communication apprehension. The participants consisted of 162 sophomore students majoring in applied English at a university in Taiwan. Data were collected via a questionnaire. The results showed significant correlations between the learners’ perceptions of classroom interaction and three variables: English-language classroom communication apprehension, intrinsic motivation, and years of English learning. Further, a multiple regression analysis showed that intrinsic motivation contributed to the learners’ positive perceptions of classroom interaction in regard to using the target language, whereas this was not the case for extrinsic motivation and communication apprehension. The study results have implications for both teaching and research.

http://www.asiatefl.org/main/download_pdf.php?i=472&c=1490692757&fn=14_1_02.pdf

Two Affective Variables and Language Learners’ Perceptions of Classroom Interaction

As the growing popularity of podcasting and its application in education become
more apparent, there have been a number of studies on the academic use of podcasts. A
podcast is a digital file that can be delivered automatically to a device such as a portable
media player or a computer via the Internet. However, the majority of research studied
the use of instructor-generated podcasts for reviewing materials and supplemental
materials. Little research has focused on learner-generated podcasts as a learning tool.
Only a few studies investigated how podcast production could contribute to students
learning, and these previous studies were not theory-based. The purpose of this study was
to examine the effect of podcast tasks (PTs) on students’ engagement and performance in
a beginning level Japanese course. This study utilized student production of a series of
PTs of vocabulary and grammar, as a treatment, and assigned three groups: Early
Semester (ES), Late Semester (LS), and Entire Semester (ENT). ES worked on the PTs
during the first half of the semester. LS worked on the PTs during the last half of the
semester. ENT worked on the PTs for an entire semester. The study investigated
differences in students’ engagement and performance based on treatment conditions.
Student engagement was defined as motivation and self-regulation in this study. A student engagement survey, adapted items from the National Survey of Student
Engagement (NSSE) and the Motivated Strategies for Learning Questionnaire (MSLQ),
was used to collect data. The students’ performance was assessed by two sets of pre-tests
and post-tests for their literacy skills including the comprehension of written Japanese
grammar and vocabulary. The study also examined differences in students’ engagement
and performance in a high achieving (HA) group and a low achieving (LA) group
determined by their Grade Point Average (GPA). Though more than 60% of participants
expressed that they enjoyed working on podcasts and would not mind using them as a
learning tool, working on PTs did not make a statistically significant difference on
students’ engagement or performance. LS had the highest mean motivation and selfregulation
score, but that score was probably due to the effect of outliers in this small
group. ENT scored the lowest on both the motivation and the self-regulation scales. The
result of the Japanese language tests indicated that all groups made statistically
significant gains on both post-tests, but the gains on the first test were statistically
significantly higher than the gains on the second test. There was no statistical difference
among the three groups in their gains. Among HA and LA, the sample cell size was too
small to determine if there was any statistically significant difference although HA
outperformed LA. Recommendations for future research include replication of the study
with a much larger sample size, use of video podcast (vodcast) as a task instead of
enhanced podcast and multiple administrations of a students’ engagement survey instead
of one time at the end. Recommendations for future practice include application of learner digital media production into students’ learning process and environment.

The effect of podcast tasks on students' engagement and performance in a beginning level Japanese language course

iii Dedication iv Acknowledgements v List of Tables ix List of Figures x List of Appendices xi CHAPTER 1: INTRODUCTION 1 Background of the Study 1 Statement of the Problem 4 Purpose of the Study 6 Significance of the Study 7 Research Questions 7 Hypotheses 11 Variables 11 Summary 12 CHAPTER 2: LITERATURE REVIEW 13 Clarification of Terms 13 Communicative Language Teaching Approach 13 Grammar Translation Method 19 CLT Features vs. GT Features 22 Empirical Studies Comparing CLT and GT 23 ACTFL’s NSFLL 26 PACE Model 27 Some Representative Studies on the Ba-construction 31 Ba-Constraints in this Study 36 Summary 39 CHAPTER 3: METHODS 40 Research Design 40 Participants Recruitment 41

https://kuscholarworks.ku.edu/bitstream/handle/1808/15051/Wang_ku_0099D_13120_DATA_1.pdf;sequence=1

Is the Communicative Language Teaching Approach More Effective Than the Grammar Translation Method at Teaching the Ba-Construction in Mandarin Chinese to American Undergraduate Students?

/pdf/the-effect-of-podcast-tasks-on-students-engagement-and-173zrmis4a.pdf

THE EFFECT OF PODCAST TASKS ON STUDENTS' ENGAGEMENT AND PERFORMANCE IN A BEGINNING LEVEL JAPANESE LANGUAGE COURSE A dissertation presented to the faculty of the Graduate School of Western Carolina University in partial fulfillment of the requirements for the degree of Doctor of Education.

Is it feasible for nonfluent instructors to teach Biblical Hebrew by communicative principles? If it is feasible, will communicative instruction enhance postsecondary learning of a classical language? To begin answering these questions, two consultants representing second language acquisition (SLA) and technology-assisted language learning led 8 Biblical Hebrew instructors and a graduate assistant through a 3-year process involving study of SLA principles, development of Biblical Hebrew classroom manuals, training of teachers, and field-testing of materials with more than 90 students in 7 institutions. More than two-thirds of the students and all instructors found the communicative approach both effective and preferable to grammar-translation and audiolingual methods customarily employed for learning classical languages.

Can Communicative Principles Enhance Classical Language Acquisition

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Can Communicative Principles Enhance Classical Language Acquisition