LanguageAwarenessJ @LanguageAwaren1
Language Awareness (ISI, SCOPUS, Q1) publishes research of language learning and use; Edited by @masatoshi_sato Joined January 2021-
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When L2 writing tasks get more complex, anxiety matters—a lot. In this study, anxiety was the only emotion predicting performance on complex tasks, while enjoyment & boredom showed no link. For simpler tasks, emotions didn’t significantly affect scores. Abs.=Chinese. #L2writing
Most learners say they want written corrective feedback (WCF), but what kind? Spanish EFL learners preferred indirect WCF and peer input (despite feeling more demotivated), while US learners studying Spanish preferred direct WCF. Abs.=Spanish #LanguageLearning #WCF
Can translation tasks support deeper language learning? This study shows how a Chinese #EFL teacher used #translanguaging to build students’ vocabulary, background knowledge, and comprehension. Strategic use of L1 = powerful scaffold for learning. Abs.=Chinese
How well do #EFL learners really use word parts like -ness or -tion? This study shows Chinese university students know affixes, but struggle to use them in writing. Explicit teaching boosted recall—but writing with derived words remains a challenge. #WordFormation. Abs.=Chinese
Why do students choose English-medium programs? This study shows many are swayed by parents, teachers, and institutional pressures—not just personal goals. The result? Lower satisfaction and engagement. Let's rethink how we support #EnglishMediumInstruction choices. Abs.=Turkish
What keeps young kids engaged in #onlineEnglishclasses? A study of students and teachers in China shows that engagement can look different for every learner—and that tech tools help, but connection and interaction are key. Abs.=Chinese
How do emotions shape #EFL learners’ language awareness? This study found that enjoyment boosts pragmatic awareness more than anxiety hinders it—especially in complex tasks. But interestingly for grammar, anxiety still takes the lead. Abs=French. #EmotionInLanguageLearning
What helps EFL students succeed in #BusinessEnglish listening? This study of EFL students in Taiwan shows that general listening proficiency boosts #TOEIC scores—but only when paired with strong problem-solving strategies. Self-efficacy also plays a key role. Abs.=Chinese.
A study on L1-Mandarin L2-English learners highlights how the negative impact of L1 complicates learning form-meaning mappings in English. Direct instruction proves essential in overcoming this challenge. Abs.=Chinese. #SecondLanguageLearning #Linguistics #LanguageTeaching
A study on Turkish-English bilinguals handling evidentiality (marking the source of information) showed that both translation expertise and language environment influence how they translate and assess certainty. Abs.=Turkish. #Bilingualism #TranslationStudies
What can English radio shows in Korea teach us about translingual practice? This study analyzes how radio teachers blend languages, cultures & identities to connect with learners—revealing 5 powerful strategies for EFL educators. Abs.=Korean. #TranslingualPractice #WorldEnglishes
🚨 New Issue Alert! Language Awareness, Vol. 34, Issue 2 (May 2025) is now live on Taylor & Francis Online! Featuring research on translanguaging, ELF, lexical processing, intonation, playback controls & more. 🔗 Read the full issue: tandfonline.com/toc/rmla20/34/2 #LanguageAwareness
📝 Can a simple checklist boost writing skills? This study found that a metacognitive checklist based on China’s English Standards helped EFL university students improve writing quality and accuracy—by sharpening how they plan, monitor, and revise. Abs.=Chinese. #L2Writing #EFL
🧠🎧 Can teaching students how to listen make a difference? This study found that both metacognitive instruction and dialogic interaction helped advanced #EFL learners improve listening and manage cognitive load. Abs.=Farsi. #L2Listening
We all write complaints at some point, don’t we? 🤔 This study explores how real-time online feedback helps Japanese university students use complaints more appropriately in English—especially when addressing someone in power! Abs.=Japanese #L2Learning #EdTech #Feedback
Do children see the value in peer feedback? ✅ Yes! A study with 9–10 y.o. Catalan/Spanish bilinguals found they already value peer interaction & feedback. Different types of instruction further boosted their awareness of its learning benefits. #EFL #PeerLearning Abs.=Catalan
The Playback Button 🔁: It’s been around forever, yet research has barely scratched the surface of how it can shape L2 listening. A new study reveals how learners use (and overuse) these buttons—and why training on them could boost comprehension! Abs.=Spanish #CALL #L2Listening
Universities save money by hiring more part-time faculty—but at what cost? Research shows it’s impacting teaching quality, career growth, and motivation. What does this mean for the future of education? Abs.=Spanish #Adjunctification #HigherEd
Can model-based feedback improve L2 writing? A study found that learners who compared their drafts to model texts outperformed those who didn’t. Check out this study for useful takeaways for L2 writing instruction! Abs.=Chinese. #WritingFeedback #L2Writing
How does #TaskModality impact language learning? A study with Japanese students found that speaking+writing tasks led to more language-related talks, while speaking-only tasks improved passive form retention. Insights for #TaskBasedLearning. Abs.=Japanese
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