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Australian Review of Applied Linguistics - Online First
Online First articles are the published Version of Record, made available as soon as they are finalized and formatted. They are in general accessible to current subscribers, until they have been included in an issue, which is accessible to subscribers to the relevant volume
23 results
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Language teachers’ awareness of their accents at a Thai university
Author(s): Mark Bedoya Ulla, William F. Perales and Freda Bacuso PaulinoAvailable online: 18 October 2024More LessAbstractThe need to incorporate Global Englishes (GE) awareness and informed practices into English language teaching (ELT) has encouraged practitioners to revisit their language curricula and include Other Englishes in their language teaching practices, impacting how language is taught and learned. The present study explores how five non-native English language teachers at a university in Thailand are aware of and view their accents when speaking English and how such awareness is reflected in their language pedagogy for Global English Language Teaching (GELT). Findings from the in-depth semi-structured individual interviews reveal that participants are aware of their accents and have a favorable disposition toward their own accent, linking it to their heightened sense of linguistic ownership based on their nationality and race. In their pedagogical practices, such awareness enables the participants to innovate their language teaching, giving an important implication in integrating GE awareness and informed practices into ELT. The findings also demonstrate how important teachers’ accents are in encouraging and incorporating GE-informed practices into ELT.
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Review of Dimova, Kling & Margić (2023): EMI Classroom Communication A Corpus-Based Approach
Author(s): Esra Yatağanbaba and Erdem AkbaşAvailable online: 18 October 2024More Less
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Does gender-fair language matter?
Author(s): Veronico N. TarrayoAvailable online: 08 October 2024More LessAbstractGender-fair language (GFL), a linguistic practice that aims to avoid gender bias or discrimination by using gender-inclusive terms, has been increasingly recognized in various contexts. Despite this growing recognition, the question of how Filipinos view the use of GFL in the workplace remains underexplored. The present study contributes to this evolving discourse by investigating the perceptions of Filipino professional writers in English toward GFL, an area that has received relatively little attention in the literature, particularly in more restrictive cultural contexts such as the Philippines. Using a qualitative survey with 34 Filipino professional writers, ten of whom participated in follow-up email interviews, I examine the views of these writers on GFL and the aspects that influence them in using GFL in writing. The findings demonstrate that while GFL is seen as positive for social change, practical and contextual considerations affect its use. Factors that facilitate GFL adoption are identified, such as confidence and awareness, commitment to gender equality, and professional growth. In contrast, hindering factors include cultural and ideological resistance, practical and linguistic challenges, and the lack of comprehensive GFL guidelines and resources.
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Informal language contact and formulaic language development of Chinese students abroad during a global crisis
Author(s): Siyang Zhou and Edsoulla ChungAvailable online: 01 October 2024More LessAbstractThis longitudinal mixed-methods study tracked the informal language contact and phrasal verb knowledge of 21 Chinese foundation program students in the United Kingdom (UK) during the 2019–2020 academic year through three rounds of data collection. Because of the disruption due to the COVID-19 pandemic, the study was able to capture the impact of a global crisis on the experiences of international students studying abroad and learning a second language (L2). Data from a Language Contact Questionnaire, a Study Abroad Social Network Survey, and semi-structured interviews indicated significant changes in their L2 use and social networks. Our findings showed that the students sharply reduced their L2 contact and increased their use of first language (L1) during the pandemic. Productive and receptive tests assessing phrasal verb knowledge revealed that the students did not make significant gains after the pandemic lockdown. The study suggests that significant changes in the living environment can directly impact students’ L2 usage and their formulaic language development.
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International students as language managers
Author(s): Xiaoyi Zhang and M. Obaidul HamidAvailable online: 12 September 2024More LessAbstractMany studies have reported language problems faced by international students in cross-cultural study-abroad settings. The present study investigated Chinese international students’ linguistic insecurity during their study-abroad in Australia, and the strategies that they deployed to manage this. Based on interviews with ten students from two different international programs, we found that the students felt anxious and insecure about their language ability in the English-only environment, which provided limited support for their academic and social survival. Moreover, their other linguistic resources remained unrecognized in the prevailing discourse of standardized English with its concomitant linguistic and social prejudices. Realizing that linguistic insecurity was affecting their study, life, and wellbeing, they implemented a series of measures and strategies to manage their language problems and achieve a sense of linguistic security. The findings can assist international students in developing an understanding of their language life in study-abroad settings, and education institutions in providing appropriate support to international students to enhance their linguistic security in the host society.
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The impact of an online doctoral writing group
Author(s): Alexandra I. García Marrugo and Daniel W. J. AnsonAvailable online: 27 August 2024More LessAbstractChallenges with writing have been identified as a key factor in the timely completion of PhD programs. Doctoral writing groups, where students provide peer feedback on drafts, are increasingly being implemented as a potential solution to support and develop student writing. This paper presents an exploration of the impact of an online doctoral writing group program at a large Australian university. The group supports students in writing a research article for publication in an academic journal and includes both facilitator-led instruction and peer feedback. We explored the group’s impact on the participants’ writing ability, feedback literacy, and general well-being. Data were drawn from two doctoral writing groups and derived from several sources: session transcripts, focus groups, anonymous surveys, student drafts, and published samples of students’ academic journal articles. We found that instruction was key to demystifying the writing process and developing feedback literacy. Furthermore, the online delivery mode provided access to support for cohorts traditionally excluded from these opportunities, as well as a safe space that fostered a sense of well-being. This approach suggests a sustainable and effective model for implementation in graduate programs.
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Review of Cummings (2023): Introducing Pragmatics: A Clinical Approach
Author(s): Jiegen ZhangAvailable online: 27 August 2024More Less
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Writing to evaluate
Author(s): Winfred Wenhui Xuan and Shukun ChenAvailable online: 19 July 2024More LessAbstractEvaluative language is crucial in English for Academic Purposes (EAP) writing, particularly in expressing authorial stance and supporting arguments. Among various linguistic frameworks, appraisal in Systemic Functional Linguistics (SFL) has been extensively used to map and assess evaluative linguistic features. Since its inception in the early 1990s, appraisal has been widely applied to EAP writing studies. This synthesis reviews EAP writing studies using the appraisal framework published over the past decades, synthesizing 69 publications. We developed coding schemes based on research questions, focusing on learner levels, subjects studied, text type, and generated findings. Our findings indicate that appraisal has been applied by EAP writers at different levels to perform a range of functions in their writing. However, previous studies show that there is a lack of longitudinal study of appraisal resources used by EAP writers at different levels. We recommend systematic and explicit instruction in the use of appraisal resources in EAP writing. Based on our findings, we offer pedagogical suggestions for EAP writing and teaching, aiming to enhance the effectiveness of EAP instruction and the quality of student writing.
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One cohort or two?
Author(s): Louisa Willoughby, Satoshi Nambu and Barbara PezzottiAvailable online: 12 July 2024More LessAbstractForeign language anxiety and enjoyment have been shown to correlate with each other (Botes et al., 2022), but few studies to date have considered whether distinct groups of learners within the one class may experience these variables differently. This article considers whether learners who have arrived in Australian university intermediate language classrooms via two different pipelines, either having studied the language at university the year before or entering directly from high school, report diverse levels of enjoyment, anxiety, or out-of-class study behaviours. The study draws on data from 141 students studying at an Australian university who allowed their questionnaire data to be matched to their final grade for the unit. While there was no significant difference in the final grades awarded to students from each pipeline, the two groups reported differences in their experience of anxiety, and study behaviours. When it came to final grades only Foreign Language Classroom Anxiety (FLCA) was clearly predictive of performance.
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Effects of task repetition with grammatizing on oral task performance and knowledge development
Author(s): Sima KhezrlouAvailable online: 06 May 2024More LessAbstractThis study compared the effects of task repetition only (TR), task repetition with grammatizing (TR+GR), and grammatization with no task repetition (GR) on 94 EFL learners’ oral task performances. Participants’ productions were measured both in terms of complexity, accuracy, and fluency as well as receptive knowledge (measured by an error correction test) and productive knowledge (measured by a sentence-level oral production test) development. Immediately after performing a narrative task, the TR+GR and GR learners were required to restore the target structure, namely the English regular past tense, which had been deleted in a grammatized text. Learners in the TR group received no grammatization, and only the TR+GR and TR groups repeated the same task twice. Results revealed that although both TR conditions led to enhanced receptive knowledge, the TR+GR performed better than the TR in fostering learners’ receptive knowledge and improving accuracy and productive knowledge at a delayed posttest. The GR group improved their receptive knowledge in the immediate posttest, but this improvement tailed off in the delayed posttest. Lastly, the TR+GR group could also improve the complexity and accuracy of their narrative task performances–albeit at the expense of fluency.
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Filipino non-native English-speaking teachers and the contradictions in their own backyard
Author(s): Simon PerryAvailable online: 05 March 2024More LessAbstractThis paper uses content analysis to analyse a set of websites of English language teaching companies in the Philippines and highlights the contradictions between the language ideologies espoused, advertised language policies, and recruitment of local non-native English-speaking teachers. The study highlights trends in recruitment that contrast with language ideologies, thus demonstrating a bias against local teachers, whilst supporting notions of native speakerism and discounted nativeness. The augmentation of non-native English-speaking teachers in ELT institutions in Asia is reflected in the Philippines, which has become a prominent centre of English language teaching in the region. It would be an encouraging development in attitudes and policy within ELT private schools if the increase in NNEST employment was related to a recognition of how the English language landscape in the 21st century is evolving, yet it seems apparent that economic factors are the motivating force as native speakerism maintains its prominence.
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The transmission of Spanish as a heritage language in Australia
Author(s): Milena Adriana Hernández Gallego and Anna Doquin de Saint-PreuxAvailable online: 04 March 2024More LessAbstractAlthough the terms ‘heritage speakers’ and ‘heritage languages’ are relatively new, the phenomena themselves date back to the beginning of migration. In many situations heritage languages do not survive these changes, but in others they are maintained successfully. This research explores the individual factors that promote the maintenance of Spanish as a heritage language in Australia. To achieve this, we preselected the most relevant individual factors found in the literature, that were then included in a questionnaire that reflected the research questions of this study and was distributed online. Participants in this study were 27 adult Australian heritage speakers who were either born in Australia or have lived in Australia since childhood. The results suggest / indicate that the preselected individual factors: the feeling of identification with the heritage language, the motivation to speak the heritage language, and the prestige that is given to Spanish by both the parents and the heritage speakers correlate statistically with the maintenance of Spanish as a heritage language.
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Implementing feedback literacy practices through self-assessment and peer feedback
Author(s): Behnam Soltani and Lawrence Jun ZhangAvailable online: 04 March 2024More LessAbstractThis paper draws on language socialization theory and uses narrative frames and interview to investigate an international student’s socialization into feedback literacy practices in an EAP classroom. The analysis of findings shows that using a narrative frame methodology is an effective assessment tool that helps students assess and reflect on their own learning because they help students develop an ability to: (1) learn to judge their own and their peers’ performance and develop evaluative judgment, (2) socialize themselves and be socialized into literacy norms of their academic context, and (3) follow up their own learning trajectories and learning to learn by reflecting on their current and possible future performance in familiar and unfamiliar work and life contexts. The study concludes that socialization into feedback practices becomes significant when the linguistic, literate, and cultural practices of students are recognized as resources and assets in their classroom community.
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Review of Lexander & Androutsopoulos (2023): Multilingual families in a digital age: Mediational repertoires and transnational practices
Author(s): Yuxuan MuAvailable online: 29 January 2024More Less
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Review of Halenko & Wang (2022): Pragmatics in English language learning
Author(s): Mila Ida Nurhidayah, Widya Nur Faradina, Rinta Aryani, Destiyana and Hardianto HitimalaAvailable online: 15 January 2024More Less
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Experiences of supporting adults with literacy gaps
Author(s): Sebastian J. BlakeAvailable online: 21 December 2023More LessAbstractThis paper uses a thematic narrative analysis approach to explore the experiences of individuals who support those living with literacy gaps in Australia. Themes of collective shame and responsibility surrounding adult literacy gaps, as well as the communicative expertise and critical reflexivity developed by supporters in their roles, are prominent in their narratives. As part of a more extensive study that also explored the experiences of people living with literacy gaps, the findings of this paper highlight the need for more research into this area, particularly underscoring the importance of including first-hand accounts from those directly impacted by literacy gaps and recognizing adult literacy supporters as a unique population.
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Teaching culture in a competitive market
Author(s): Jonathan Benney, Philip Wing Keung Chan and Maria GindidisAvailable online: 14 December 2023More LessAbstractIn 2012, the White Paper Australia in the Asian Century urged governments across Australia to improve access to Asian studies in schools. Despite this, schools still struggle to maintain interest and success for secondary students, particularly those without an Asian family background. In response to the low numbers of non-Chinese-background students graduating from secondary schools with proficiency in Chinese language, the Victorian government launched a new Chinese Language, Culture, and Society subject in 2017. This study focuses on the teaching of this subject, which is taken in the last two years of secondary schooling during the pre-tertiary Victorian Certificate of Education (VCE). Drawing upon interview data with administrators, teachers and students during the first years of its implementation, the article presents the views and challenges of stakeholders involved in this subject and argues that the inherent limitations of the VCE system will make it difficult for the new subject to achieve its stated aims.
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First and second language speakers’ sensitivity to the distributional properties of wh-clauses
Author(s): Ivana Domazetoska and Helen ZhaoAvailable online: 08 December 2023More LessAbstractThe present study investigates L1 and L2 English speakers’ knowledge of the wh-clausal construction along the parameters of (a) conventionality, distinguishing between high-frequency conventional and low-frequency unconventional formulations (I asked him why they agreed/why did they agree), and (b) proposition type, differentiating between interrogative versus non-interrogative proposition types (I asked / told him why they agreed). We also consider the extent to which L2 speakers’ constructional knowledge is influenced by learners’ target language experience, such as L2 proficiency, context of L2 learning (ESL or EFL), and target language exposure. Results from a judgment task revealed nuances in L1-L2 discriminatory capacities, and more importantly, differences in sensitivity to proposition type between the ESL and EFL group, but no L2 differences in sensitivity to conventionality. L2 proficiency, speakers’ length of target immersion experience, and classroom exposure were shown to also impact linguistic sensitivity, highlighting a moderating effect of target language exposure and an important role for classroom instruction.
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Evaluating stakeholders in information for parents of children who are deaf or hard-of-hearing
Author(s): Emily Kecman and John S. KnoxAvailable online: 23 October 2023More LessAbstractParents of children who are deaf or hard-of-hearing (D/HH) need clear and complete information about early intervention options. There is a body of research on parents’ reactions to, and perceptions of, information they encountered following their child’s diagnosis, but little research examining the information itself. This paper reports on a research project examining the evaluative meanings of information on the websites of the two early intervention providers in NSW, Australia. Both providers describe their services as “family-centered” on their websites. The appraisal framework from systemic functional linguistics was used to analyze each website. Specifically, evaluations regarding the ‘capacity’ of providers and D/HH children are reported here. Providers are consistently evaluated as altruistic and expert, while D/HH children are consistently evaluated as requiring the specific kind of intervention program offered by these organizations in order to live a “normal” or “successful” life. Coupled with the lack of information about alternative approaches to early intervention, the information provided appears to be inconsistent with principles of family-centered intervention.
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Rethinking self, presence, and participation in online teaching and learning during the COVID-19 pandemic
Author(s): Fiona O’Neill and Timothy James McGrathAvailable online: 21 September 2023More LessAbstractThe shift to online learning during the COVID-19 pandemic has been a learning experience for educators. While online learning is not new, the sudden loss of familiar cues has highlighted challenges for learners and teachers. This paper focuses on the significance of language in virtual classrooms in an Australian university in the narrative accounts elicited from five educators. The analysis drew on notions of activity types ( Levinson, 1979 ), the dramaturgic self ( Goffman, 1959 ), and learning as a reciprocal, meaning-making, and interpretive process ( Scarino, 2014 ). The findings demonstrate that the participants responded to the challenges and possibilities they encountered by developing ways of rethinking self, presence, and participation in interaction with learners. We argue that this process involves an intercultural orientation to teaching and learning in online settings that is key to reflective practice, relationships of trust and shared understandings in teaching, learning, and knowing, well beyond the pandemic.
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Applied semantics and climate communication
Author(s): Helen Bromhead and Cliff GoddardAvailable online: 27 July 2023More LessAbstractThis paper explores ways in which applied semantics (coming out of Natural Semantic Metalanguage approach) can inform effective communicative strategies for action on climate change. After framing discussion, it presents three case studies, which are intentionally disparate in nature: contrastive semantics of the expressions ‘climate crisis’, ‘climate emergency’, and ‘climate catastrophe’; a semantically-enhanced examination of how public inquiries into extreme weather events help shape climate discourse in Australia; the semantics of ‘the economy’ in everyday English and the implications for climate change discourse. We argue that climate action communication is clearer, more resonant, and more effective when it uses or builds on ordinary words and local meanings.
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Second language listening pedagogy
Author(s): Morteza Bagheri and Martin EastAvailable online: 04 July 2023More LessAbstractThis study explored how teachers undertook listening instruction with learners of English as a foreign language (EFL) through investigating teachers’ authentic classroom practices. Eight experienced EFL teachers working in Iranian private language schools participated in the study. Each teacher was observed six to nine times and each complete teaching session of each of the participants was audio-recorded. Findings revealed that teachers had knowledge of an extensive repertoire of listening techniques, and their teaching was composed of strategies at pre-, during-, and post-listening stages. Teachers also mostly drew on metacognitive and comprehension-based practices. While teachers employed a number of metacognitive classroom practices, there was a lack of teaching and explicitly discussing these strategies. Findings provide some pedagogical implications for novice teachers with regard to expanding their repertoires of practice and employing various classroom activities. The findings might also help inform teacher educators and curriculum developers regarding classroom realities and the extent to which research findings can inform teaching methods and classroom practices.
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Review of Torsh (2020): Linguistic intermarriage in Australia: Between pride and shame
Author(s): Soyeon KimAvailable online: 22 May 2023More Less
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The focus group interview
Author(s): Debbie G.E. Ho
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Translingual English
Author(s): Alastair Pennycook
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The changing face of motivation
Author(s): Elizabeth Campbell and Neomy Storch
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