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CategoriesTOPICSArticles CommentsLinks
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1Reading and writing
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1aInput for writingPeng J, Wang C, Lu X. Effect of the linguistic complexity of the input text on alignment, writing fluency, and writing accuracy in the continuation task. Language Teaching Research. 2020;24(3):364-381.The simplified version of a story resulted in more automatic alignment and greater improvement in writing fluency and accuracy
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1bReasoning and argumentationDefining with Purpose: Connecting Lexicogrammatical Features to Textual Purpose in Authentic Undergraduate Texts
Jennifer Walsh Marr, Sarah Lynch, Tanya Tervit TESOL Quaterly Volume 55, Issue 4 December 2021 Pages 1092-1101		Paraphrasing definitions was chosen as the first textual focus in response to disciplinary instructors’ anecdotes of students talking ‘around’ key terms rather than being precise, and in response to their role in establishing terms within larger texts.https://onlinelibrary.wiley.com/doi/pdf/10.1002/tesq.3081See related recommended articles!
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Evaluating Sources of Evidence for Argumentative Writing: A Collaborative Learning Design
Kai Guo, Michelle Mingyue Gu, Tan Jin TESOL Quaterly Volume55, Issue3 September 2021
Pages 1060-1070		How learners can evaluate the quality and reliability of evidence and its sources for argumentative academic writinghttps://onlinelibrary.wiley.com/doi/full/10.1002/tesq.3025
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1cTask designLee J. A comparison of writing tasks in ESL writing and first-year composition courses: A case study of one US university. Language Teaching Research. 2021;25(3):360-377. Pedagogical implications for modifying the writing assignments in ESL courses to fit the expectations of first-year composition courses courses are discussed.https://journals.sagepub.com/doi/full/10.1177/1362168819859866
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1dCollaborative writingTeng (Mark) Feng. Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination. Language Teaching Research. 2020;24(6):785-812. Collaboration afforded students the opportunity to pool ideas, deliberate over language use, and provide each other with feedback (collective scaffolding). https://journals.sagepub.com/doi/full/10.1177/1362168819829026
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Chen W, Hapgood S. Understanding knowledge, participation and learning in L2 collaborative writing: A metacognitive theory perspective. Language Teaching Research. 2021;25(2):256-281. Qualitative analyses revealed that knowledge about collaborative writing affected participation and learning during three distinct stages: planning, writing, and revising.https://journals.sagepub.com/doi/full/10.1177/1362168819837560
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Zhang M. Understanding L1 and L2 interaction in collaborative writing: A lexico-grammatical analysis. Language Teaching Research. 2021;25(3):338-359. The results suggest that L1 interaction significantly facilitates the production of lexico-grammatical features typical of academic writing in learners’ co-constructed texts. Additionally, compared with L2 interaction, L1 interaction allows learners to focus more on language and task management in pair talk.https://journals.sagepub.com/doi/full/10.1177/1362168819859911
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Reading and vocabulary
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Zhang P, Graham S. Vocabulary learning through listening: Comparing L2 explanations, teacher codeswitching, contrastive focus-on-form and incidental learning. Language Teaching Research. 2020;24(6):765-784. The combination of L1 marginal glosses and seven encounters was found to be the most effective combination for lexical item retention.https://journals.sagepub.com/doi/full/10.1177/1362168819829022
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Lexical Coverages, Inferencing Unknown Words and Reading Comprehension: How Are They Related?
Batia Laufer TESOL Quaterly Volume54, Issue4 December 2020 Pages 1076-1085		How many of the text's words a reader should know to understant the text reasonably well?https://onlinelibrary.wiley.com/doi/10.1002/tesq.3004
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3Reading and speaking
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2aTask designQin J, Zhang Y. Pre-task planning and discourse cohesion: Analysis of Chinese EFL learners’ referential use in oral narratives. Language Teaching Research. 2022;26(1):60-78. pretask planning facilitated more target-like selection of referential expressions when major characters were referred to, although it did not bring the learners’ performance up to NS standards. https://journals.sagepub.com/doi/full/10.1177/1362168819883896
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2bArgumentation and reasoningFrom Novice Storytellers to Persuasive Arguers: Learner Use of Evidence in Oral Argumentation
Tan Jin, Zhan Shi, Xiaofei Lu TESOL Quaterly Volume53, Issue4 December 2019 Pages 1151-1161		How students can use evidence in oral argumentationhttps://onlinelibrary.wiley.com/doi/10.1002/tesq.541
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Reconceptualising Authenticity in TESOL: A New Space for Diversity and Inclusion
Akram Ramezanzadeh, Saeed Rezaei TESOL Quaterly Volume53, Issue3 September 2019
Pages 794-815		The study participants indicated that authenticity can be cultivated in their learners through critical knowledge, which can be acquired through dialogues with not only mainstream voices but also marginalised ones.https://onlinelibrary.wiley.com/doi/10.1002/tesq.512
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4Lesson planning
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Hlas AC, Neyers K, Molitor S. Measuring student attention in the second language classroom. Language Teaching Research. 2019;23(1):107-125. Specific pedagogical practices, such as correcting homework, led to more lapses regardless of when they occurred during class, whereas other practices, such as discussion questions, led to fewer lapses. In addition, more active learning moments, for example, calling on students randomly, increased the attentional system, and more passive moments, such as listening to peers speak, decreased this system.https://journals.sagepub.com/doi/full/10.1177/1362168817713766
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