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Ba nhóm tham gia vào nghiên cứu (11 người Việt kiểm soát, 11 người Hàn Quốc học tiếng Việt, và 10 người Hàn Quốc kiểm soát). Các kích thích bao gồm 9 nguyên âm đơn tiếng Việt \u002Fi, e, ɛ, a, ɔ, o, u, ɤ, ɯ\u002F và 8 nguyên âm chuẩn tiếng Hàn \u002F i, ɛ, e, a, o, u, ʌ, ɨ \u002F. Các kết quả cho thấy rằng nguyên âm tiếng Việt \u002Fɛ\u002F và \u002Fe\u002F do người học Hàn Quốc sản xuất đã hòa nhập vào không gian nguyên âm, cho thấy cách mà sự hợp nhất âm vị trong L1 có thể ảnh hưởng đến nhận thức và sản xuất nguyên âm không phải bản địa của người nói. Hơn nữa, ba nguyên âm tiếng Việt \u002Fɔ\u002F, \u002Fo\u002F và \u002Fɤ\u002F do người học Hàn Quốc sản xuất trong cả hai nhiệm vụ có xu hướng tập trung lại với nhau. Nhìn chung, các phát hiện của nghiên cứu này cho thấy rằng người học Hàn Quốc chuyển giao các đặc điểm chất lượng nguyên âm L1 của họ vào sản xuất nguyên âm tiếng Việt.","This paper reports a study that investigated the role of prior native or first language (L1) phonological and phonetic learning on the integration of vowel quality features in the production of second language (L2) vowels by examining adult L2 Korean learners’ production of Vietnamese monophthong vowels in an imitation and a read aloud tasks. Three groups of participants took part in the study (11 control Vietnamese, 11 Korean learners of Vietnamese, and 10 control Korean). The stimuli consisted of 9 Vietnamese monophthongs \u002Fi, e, ɛ, a, ɔ, o, u, ɤ, ɯ\u002F and 8 Standard Korean vowels \u002F i, ɛ, e, a, o, u, ʌ, ɨ \u002F. The results showed that Vietnamese vowels \u002Fɛ\u002F and \u002Fe\u002F produced by Korean learners merged in vowel space, proving how a phonemic merger in L1 can influence speakers’ perception and production of non-native vowels. Moreover, the three Vietnamese vowels \u002Fɔ\u002F, \u002Fo\u002F and\u002F ɤ\u002F produced by Korean learners in both tasks tend to cluster together. In general, the findings of this study showed that Korean learners transfer their L1 vowel quality features into the production of Vietnamese vowels.",{"EN":132,"VI":133},"L1 Korean vocalic transfer in adult L2 Korean learners’ production of Vietnamese monophthong vowels","Chuyển giao nguyên âm L1 Hàn Quốc trong sản xuất nguyên âm đơn của người học L2 Hàn Quốc trưởng thành",{"VOID":135},"1263880521768429065",{"VI":137},"nguyên âm, chuyển giao ngôn ngữ, tiếng Việt, tiếng Hàn, ngôn ngữ thứ hai",{"VOID":139},"Aoyama, K., Flege, J. E., Guion, S. G., Akahane-Yamada, R., & Yamada, T. (2004). Perceived phonetic dissimilarity and L2 speech learning: The case of Japanese \u002Fr\u002F and English \u002Fr\u002F and \u002F l\u002F. Journal of Phonetics, 23, 233–250.\nBabel, M. (2012). Evidence for phonetic and social selectivity in spontaneous phonetic imitation. Journal of Phonetics, 40, 177–189.\nBaker, W., & Trofimovich, P. (2005). Interaction of native- and second-language vowel system(s) in early and late bilinguals. Language & Speech, 48, 1–27.\nBest, C. T. (1995). A direct realist view of cross-language speech perception. In W. Strange (Ed.), Speech perception and linguistic experience: issues in cross - language research (pp. 171–203). Baltimore: York Press.\nBoersma, P. & Weenink, D. (2017). Praat: doing phonetics by computer (version 6.0.26). computer program. Retrieved 1 Jan 2017, from http:\u002F\u002Fwww.praat.org\u002F California, Los Angeles.\nBohn, O.-S., & Flege, J. (1990). InterIingual identification and the role of foreign language experience in L2 vowel perception. Applied PsychoLinguistics, 11, 303–328.\nBrunelle, M. (2015).Vietnamese (Tiếng Việt). The handbook of Austroasiatic languages (pp. 909–954). Leiden: Brill.\nChung, H, Makino, S, & Kido, K (1988). Analysis and recognition of Korean isolated vowels using formant frequency. Journal of the Acoustic Society of Japan, 9(5), 225–232.\nCrothers, J. (1978). Typology and universals of vowel systems. Universals of human language. In J. H. Greenberg (Ed.), Phonology (Vol. 2, pp. 95–152). Stanford: Stanford University Press.\nDinh, L. T., & Nguyen, V. H. (1998). Cơ cấu ngữ âm tiếng Việt [Structure of Vietnamese phonetics]. Thành phố Hồ Chí Minh: Giáo Dục Press.\nĐoàn, T. T. (1977). Ngữ âm tiếng Việt [Vietnamese phonetics] (pp. 1–371). Nhà Xuất Bản Đại Học Quốc Gia: Hà Nội.\nDufour, S., & Nguyen, N. (2013). How much imitation is there in a shadowing task? Frontiers in Psychology, 4, 1–7.\nEmerich, G. H. (2012). The Vietnamese vowel system. Ph.D thesis. University of Pensylvania.\nEscudero, P. (2006). The phonological and phonetic development of new vowel contrasts in Spanish learners of English. In B. Baptista & M. Watkins (Eds.), English with a Latin beat: studies in Portugues\u002FSpanish-English interphonology. Studies in bilingualism (Vol. 31, pp. 149–161). Amsterdam: John Benjamins.\nFlege, J. (1999). The relation between L2 production and perception. In J. Ohala, Y. Hasegawa, M. Ohala, D. Granveille, & A. Bailey (Eds.), Proceedings of the XIVth International Congress of Phonetics Sciences (pp. 1273–1276). Berkeley: Department of Linguistics, Univ. of California at Berkeley.\nFlege, J., & Hillenbrand, J. (1984). Limits on pronunciation accuracy in adult foreign language speech production. Journal of the Acoustical Society of America, 76, 708–721.\nFlege, J. E. (1987). The production of “new” and “similar” phones in a foreign language: Evidence for the effect of equivalence classification. Journal of Phonetics, 15, 47–65.\nFlege, J. E. (1992). Talker and listener effects on degree of perceived foreign accent. Journal of the Acoustical Society of America, 91(1), 370–389.\nFlege, J. E. (1995). Second language speech learning theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: issues in cross - language research (pp. 233–277). Baltimore: York Press.\nFlege, J. E., & Munro, M. J. (1994). Auditory and categorical effects on cross-language vowel perception. Journal of the Acoustical Society of America, 95(6), 3623–3641.\nFlege, J. E., Munro, M. J., & MacKay, I. R. A. (1995). Factors affecting degree of perceived foreign accent in a second language. Journal of the Acoustical Society of America, 97, 3125–3134.\nGuion, S., Flege, J., Akahane-Yamada, R., & Pruitt, J. (2000). An investigation of current models of second language speech perception: The case of Japanese adults’ perception of English consonants. Journal of the Acoustical Society of America, 107, 2711–2725.\nHan, M. S. (1966). Vietnamese vowels. Studies in the phonology of Asian languages 4. Los Angeles: Acoustic Phonetics Research Laboratory, University of Southern California.\nHan, M. S. (1968). Complex syllable nuclei in Vietnamese. Studies in the phonology of Asian languages (vol. 6); U.S. Office of Naval Research. Los Angeles: University of Southern California.\nHaudricourt, A. G. (1952). Les Voyelles brèves du vietnamien. Bulletin de la Société de Linguistique de Paris, 48(1), 90–93.\nHuh, W. (1952). Ay, ey, oy, ɔ uy umka (“on the sound quality of ay, ey, oy, o, ɔ”). Kukeo Kukmunhak, 1, 5–8 (in Korean).\nHuh, W. (1991). Korean phonology. Seoul: Sam Munhwasa (in Korean).\nHwang, H., & Moon, S. (2005). An acoustic comparative study of Korean \u002F에, 애\u002F and English \u002Fɛ, æ\u002F pronounced by Korean young male speakers. Malsori, 56, 29–47 (in Korean).\nIngram, J. C., & Park, S.-G. (1997). Cross-language vowel perception and production by Japanese and Korean learners of English. Journal of Phonetics, 25(3), 343–370.\nJun, S.-A., & Cowie, I. (1994). Interference for ‘new’ versus ‘similar’ vowels in Korean speakers of English. In Working papers in linguistics (Vol. 43, pp. 117–130). Dept. of Linguistics, The Ohio State University.\nJung, J. E. (2016). A developmental process of English vowel acquisition by Korean adult L2 learners. Ph.D dissertation. Buffalo: State University of New York.\nKirby, J. P. (2011). Vietnamese (Hanoi Vietnamese). Journal of the International Phonetic Association, 41(3), 381–392.\nLe, V. L. (1960). Le Parler Vietnamien (2nd ed.). Saigon: Bo Quoc Gia Giao Duc.\nLee, H. (1996). Korean phonetics. Seoul: Taehaksa (in Korean).\nNguyễn, B. T. (1949). Chữ và Vần Việt Nam Khoa Học [scientific study of Vietnamese letters and syllables]. Sài Gòn: Ngôn Ngữ.\nNguyễn, B. T. (1959). Ngôn Ngữ học Việt Nam [Vietnamese linguistics]. Sài Gòn: Ngôn Ngữ.\nNguyễn, Đ. H. (1997). Tiếng Việt Không Son Phấn [Vietnamese without veneer]. Amsterdam: John Benjamins.\nShin, J. (2000). Understanding spoken language. Seoul: Hankuk Munhwasa (in Korean).\nShin, J., Kiaer, J., & Cha, J. (2013). The sounds of Korean. Cambridge: Cambridge University Press.\nSmalley, W. A., & Nguyen, V. V. (1957). Vietnamese for missionaries: a course in the spoken and written language of Central Viet Nam, I & II. Saigon.\nSohn, H. (1999). The Korean language. Cambridge: Cambridge University Press (in Korean).\nSyrdal, A. K., & Gopal, H. S. (1986). A perceptual model of vowel recognition based on the auditory representation of American English vowels. The Journal of the Acoustical Society of America, 79, 1086–1100.\nThompson, L. C. (1965). A Vietnamese reference grammar. Honolulu: University of Hawai'i Press.\nTrofimovich, P., Baker, W., & Mack, M. (2001). Context and experience-based effects on the learning of vowels in a second language. Studies in the Linguistic Sciences, 31(2), 167–186.\nTrofimovich, P., & Baker, W. (2006). Learning second language suprasegmentals: Effect of L2 experience on prosody and fluency characteristics of L2 speech. Studies in Second Language Acquisition, 28, 1–30.\nUmeda, H. (1995). Age differentiation of the vowel system in the Seoul Korean: Acoustic measurements. Journal of Asian and African Studies, 48-49, 443–453.\nWiersma, W. (2000). Research methods in education: an introduction. Boston: Allyn and Bacon.\nWinn, M., Blodgett, A., Bauman, J., Bowles, A., Charters, L., Rytting, A., & Shamoo, J. (2008). Vietnamese monophthong vowel production by native speakers and American adult learners. In Proceedings of acoustics ‘08 (pp. 6125–6130).\nYang, B. (1996). A comparative study of American English and Korean vowels produced by male and female speakers. Journal of Phonetics, 24, 245–261.\nYoon, T.-J., Kang, Y., Han, S., Maeng, H., Lee, J., & Kim, K. (2015). A corpus-based approach to dialectal variation in Korean vowels. 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P.& Weenink, D. (2009). Praat: Doing phonetics by computer (version 4.6.09). Computer program. Retrieved June 24, 2007, from http:\u002F\u002Fwww.praat.org\u002F California, Los Angeles.",{},{"id":18,"text":362,"url":18,"identifiers":363},"Bolinger, D. (1978). Intonation across languages. In J. Greenberg (Ed), Universals of human language, vol. 2: Phonology (pp. 471–524). Stanford: Stanford University Press.",{},{"id":18,"text":365,"url":18,"identifiers":366},"Brunelle, M., Ha, K. P., & Grice, M. (2012). Intonation in northern Vietnamese. The Linguistic Review, 29(1), 3–36.",{"doi":367},"10.1515\u002Ftlr-2012-0002",{"id":18,"text":369,"url":18,"identifiers":370},"De Bot, C. (1982). Visuele Feedback van Intonatie. Doctoral dissertation: Nijmegen University.",{},{"id":18,"text":372,"url":18,"identifiers":373},"Đỗ, T. D., Trần, T. H., & Boulakia, G. (1998). Intonation in Vietnamese. In D. Hirst & A. Di Cristo (Eds.), Intonation systems: A Survey of Twenty Languages (pp. 395–416). Cambridge: Cambridge University Press.",{},{"id":18,"text":375,"url":18,"identifiers":376},"Geluykens, R. (1988). On the myth of rising intonation in polar questions. Journal of Pragmatics, 12, 467–485.",{"doi":377},"10.1016\u002F0378-2166(88)90006-9",{"id":18,"text":379,"url":18,"identifiers":380},"Goh, C. C. M. (2001). Discourse intonation of English in Malaysia and Singapore: Implications for wider communication and teaching. LREC Journal, 32, 92–105.",{},{"id":18,"text":382,"url":18,"identifiers":383},"Gussenhoven, C. (1984). On the grammar and semantics of sentence accent. Dordrecht: Foris.",{"doi":384},"10.1515\u002F9783110859263",{"id":18,"text":386,"url":18,"identifiers":387},"Gut, U. (2005). Nigerian English prosody. English World-Wide, 26, 153–177.",{"doi":388},"10.1075\u002Feww.26.2.03gut",{"id":18,"text":390,"url":18,"identifiers":391},"Gut, U. (2009). Non-native speech: a corpus-based analysis of phonological and phonetic properties of L2 English and German. Frankfurt A. M. Peter Lang.",{"doi":392},"10.3726\u002F978-3-653-01155-5",{"id":18,"text":394,"url":18,"identifiers":395},"Gut, U., & Pillai, S. (2015). The question intonation of Malay speakers of English. In E. Delais-Roussarie, M. Avanzi, & S. Herment (Eds.), Prosody and languages in contact: L2 acquisition, attrition, languages in multilingual situations (pp. 51–70). Berlin: Springer.",{"doi":396},"10.1007\u002F978-3-662-45168-7_4",{"id":18,"text":398,"url":18,"identifiers":399},"Halliday, M. (1967). Intonation and grammar in British English. The Hague: Mouton.",{"doi":400},"10.1515\u002F9783111357447",{"id":18,"text":402,"url":18,"identifiers":403},"Halliday, M. A. K., & Greaves, W. S. (2008). Intonation in the grammar of English. London: Equinox.",{},{"id":18,"text":405,"url":18,"identifiers":406},"He, X., van Heuven, V., & Gussenhoven, C. (2012). The selection of intonation contours by Chinese L2 speakers of Dutch: Orthographic closure vs. prosodic knowledge. Second Language Research, 28(3), 283–318.",{"doi":407},"10.1177\u002F0267658312439668",{"id":18,"text":409,"url":18,"identifiers":410},"Hedberg, N., & Sosa, J. (2002). The prosody of questions in naturEal discourse. Proceedings of Speech Prosody, 375–378.",{"doi":411},"10.21437\u002FSpeechProsody.2002-79",{"id":18,"text":413,"url":18,"identifiers":414},"Hedberg, N., J. Sosa, & L. Fadden. (2004). Meanings and configurations of questions in English. Proceedings of Speech Prosody, 309–312. Nara.",{"doi":415},"10.21437\u002FSpeechProsody.2004-72",{"id":18,"text":417,"url":18,"identifiers":418},"Hewings, M. (1995). Tone choice in the English intonation of non-native speakers. International Review of Applied Linguistics in Language Teaching, 33(3), 251–266.",{},{"id":18,"text":420,"url":18,"identifiers":421},"Hirschberg, J. (2000). A corpus-based approach to the study of speaking style. In M. Horne (Ed.), Prosody: Theory and experiment (pp. 271–311). Dordrecht: Kluwer.",{},{"id":18,"text":423,"url":18,"identifiers":424},"Hirst, D. (2005) Form and function in the representation of speech prosody. In Hirose, K., Hirst, D. & Y. Sagisaka (eds.) Quantitative prosody modeling for natural speech description and generation (Speech Communication 46 (3–4)), 334–347.",{"doi":425},"10.1016\u002Fj.specom.2005.02.020",{"id":18,"text":427,"url":18,"identifiers":428},"Hoàng, C. C. (1985). Bước đầu nhận xét về đặc điểm ngữ điệu tiếng Việt (trên cứ liệu thực nghiệm). Ngôn Ngữ, 3, 40–49.",{},{"id":18,"text":430,"url":18,"identifiers":431},"Jilka, M. (2000). The Contribution of Intonation to the Perception of Foreign Accent. Doctoral dissertation, University of Stuttgart, 2000.",{},{"id":18,"text":433,"url":18,"identifiers":434},"Ladd, D. R. (1981). On intonational universals. In T. Myers et al. (Eds.), The cognitive representation of speech. Amsterdam: North Holland Publishing.",{},{"id":18,"text":436,"url":18,"identifiers":437},"Ladd Jr., D. R. (1978). The structure of Intonational meaning. Bloomington: Indiana University Press.",{},{"id":18,"text":439,"url":18,"identifiers":440},"Ladd, R. (1996). Intonational phonology. Cambridge: Cambridge University Press.",{},{"id":18,"text":442,"url":18,"identifiers":443},"Lim, L. (2002). Ethnic group differences aligned? Intonation patterns of Chinese, Indian and Malay Singaporean English. In. A. Brown, D. Deterding, & L. Ee-Ling (Eds.) The English language in Singapore: Research on pronunciation (pp.10–21). Singapore: Singapore Association for Applied Lingustics.",{},{"id":18,"text":445,"url":18,"identifiers":446},"Lim, L. (2009). Some new Englishes as tone languages? In L. Lim and G. N. Gisborne(Eds.) Special issue on The typology of Asian Englishes. English World-Wide.30, 218–239.",{},{"id":18,"text":448,"url":18,"identifiers":449},"Low, E-L. (1994). Intonation patterns in Singapore English. M. Phil. Dissertation, Department of Linguistics, University of Cambridge.",{},{"id":18,"text":451,"url":18,"identifiers":452},"Mennen, I. (2004). Bi-directional interference in the intonation of Dutch speakers of Greek. Journal of Phonetics, 32, 543–563.",{"doi":453},"10.1016\u002Fj.wocn.2004.02.002",{"id":18,"text":455,"url":18,"identifiers":456},"Mennen, I. (2007). Phonological and phonetic influences in non-native intonation. In J. Trouvain & U. Gut (eds.), Non-native Prosody: Phonetic Descriptions and Teaching Practice (pp. 53–76). Mouton De Gruyter.",{},{"id":18,"text":458,"url":18,"identifiers":459},"Mennen, I. (2015). Beyond segments: towards an L2 intonation learning theory (LILT). In Delais-Roussarie, E., Avanzi, M. & S. Herment (eds.), Prosody and languages in contact: L2 acquisition, attrition, languages in multilingual situations. Springer: Verlag.",{"doi":460},"10.1007\u002F978-3-662-45168-7_9",{"id":18,"text":462,"url":18,"identifiers":463},"Nguyễn, T. A. T., & Ingram, J. (2004). A corpus-based analysis of transfer effects and connected speech processes in Vietnamese English. Proceedings of the Tenth Australian International Conference on Speech Science & Technology. Macquarie University, Sydney, 8th–10th December.",{},{"id":18,"text":465,"url":18,"identifiers":466},"Nguyễn, T. A. T.& Ingram J. (2005). Vietnameese acquisition of English word stress. TESOL Quarterly, 39 (2), 309–319.",{"doi":467},"10.2307\u002F3588314",{"id":18,"text":469,"url":18,"identifiers":470},"Nguyễn, T. A. T., Ingram, J. C., & Pensalfini, R. (2008). Prosodic transfer in Vietnamese acquisition of English contrastive stress patterns. J Phonetics, 36, 158–190.",{"doi":471},"10.1016\u002Fj.wocn.2007.09.001",{"id":18,"text":473,"url":18,"identifiers":474},"Nguyễn, T. T. H., & Boulakia, G. (1999). Another look at Vietnamese intonation. XIVth Int Congress of Phonetic Sci, 2399–2402.",{},{"id":18,"text":476,"url":18,"identifiers":477},"O’Connor, J., & Arnold, G. (1973). Intonation of colloquial English (2nd ed.). London: Longman.",{},{"id":18,"text":479,"url":18,"identifiers":480},"Ramírez, D., & Romero, J. (2005). The pragmatic function of intonation in L2 discourse: English tag questions used by Spanish speakers. Intercultural Pragmatics, 2(2), 151–168.",{},{"id":18,"text":482,"url":18,"identifiers":483},"Ramirez Verdugo, D. (2002). Non-native interlanguage intonation systems: A study based on a computerized corpus of Spanish learners of English. ICAME Journal, 26, 115–132.",{},{"id":18,"text":485,"url":18,"identifiers":486},"Rasier, L., & Hiligsmann, P. (2007). Prosodic transfer from L1 to L2. Theoretical and methodological issues. Nouveaux cahiers de linguistique française 28, 41–66.",{},{"id":18,"text":488,"url":18,"identifiers":489},"Suzuki, H., Kiritani, S., & Imagawa, H. (1989). For improvement of English intonation learning system. Annual Bulletin RILP, 23, 59–63.",{},{"id":18,"text":491,"url":18,"identifiers":492},"Trofimovich, & Baker, W. (2007). Learning prosody and fluency characteristics of second language speech: The effect of experience on child learners' acquisition of five suprasegmentals. Applied Psycholinguistics, 28(2), 251–276.",{"doi":493},"10.1017\u002FS0142716407070130",{"id":18,"text":495,"url":18,"identifiers":496},"van Heuven, V. J., & van Zanten, E. (2005). Speech rate as a secondary prosodic characteristic of polarity questions in three languages. Speech Communication, 47, 87–99.",{"doi":497},"10.1016\u002Fj.specom.2005.05.010",{"id":18,"text":499,"url":18,"identifiers":500},"Vũ, M. Q., Trần, Đ. Đ., & Castelli, É. (2006). Intonation des phrases interrogatives et Affirmatives en langue vietnamienne. Journées d’Étude de la Parole, 4.",{},{"id":18,"text":502,"url":18,"identifiers":503},"Wells, J. (2006). English intonation, an introduction. Cambridge: Cambridge University Press.",{},{"id":18,"text":505,"url":18,"identifiers":506},"Wennerstrom, A. (1994). Intonational meaning in English discourse: A study of non-native speakers. Applied Linguistics, 15, 399–420.",{"doi":507},"10.1093\u002Fapplin\u002F15.4.399",{"id":18,"text":509,"url":18,"identifiers":510},"Yuan, J., Shih, C., & Kochanski, G. P. (2002). Comparison of declarative and interrogative intonation in Chinese. Proceedings of Speech Prosody, 2002, 711–714.",{"doi":511},"10.21437\u002FSpeechProsody.2002-163",{"id":18,"text":513,"url":18,"identifiers":514},"Zeng, Xiao-Li, Philippe Martin & Georges Boulakia. (2004). Tones and intonation in declarative and interrogative sentences in Mandarin. International Symposium on Tonal Aspects of Languages: With Emphasis on Tone Languages.",{},{"id":516,"createTime":517,"updateTime":518,"relativeEntities":519,"slug":520,"properties":521,"entityType":142,"verifyStatus":143,"verifyTime":530,"verifyNote":145,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":531,"fullTextUrl":18,"authors":532,"publicationType":185,"publisherRelationship":563,"citationCount":18,"citationInfo":18,"publishDate":614,"publishYear":615,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":616,"openAccess":18,"references":18,"isForceReanalyzing":244},"6ec38646-5631-470d-b4dd-2c046c9f8dc1","2023-12-17T16:02:26.561+00:00","2025-02-26T08:25:54.907+00:00",[],"Learning-proverbs-through-telecollaboration-with-Japanese-native-speakers-facilitating-L2-learners-intercultural-communicative-competence",{"abstract":522,"title":524,"references":526,"doi":528},{"EN":523},"Telecollaboration has been considered to have great potential for the development of L2 learners’ intercultural communicative competence (ICC), so an examination of what benefits L2 learners receive through telecollaboration is necessary. Also, L2 learners’ use of culturally specific expressions, such as proverbs, has not been adequately investigated. The present study investigated the effects of telecollaboration on L2 learners’ perceptions of their ICC knowledge and skills in relation to one type of verbal communication (proverbs) in Japanese. Nineteen L2 novice learners of Japanese were involved in the study, and they telecollaborated with 23 native speakers of Japanese using Facebook. They learned Japanese proverbs through Facebook videos introduced by their Japanese peers, followed by in-class follow up sessions and a reflection log activity, and they then performed skits in Japanese. Their perceptions of their ICC knowledge and skills were compared using the pre- and the post-questionnaires, and their language production was analyzed. The study found that students gained a sense of accomplishment in learning the target element of verbal communication; however, they did not always execute the expressions in appropriate situations.",{"EN":525},"Learning proverbs through telecollaboration with Japanese native speakers: facilitating L2 learners’ intercultural communicative competence",{"VOID":527},"Association of American Colleges & Universities (n.d.). Intercultural knowledge and competence VALUE rubric. https:\u002F\u002Fwww.aacu.org\u002Fsites\u002Fdefault\u002Ffiles\u002Ffiles\u002FVALUE\u002FInterculturalKnowledge.pdf. Accessed 20 Dec 2018.\nBanno, E., Ohno, Y., Sakane, Y., Shinagawa, C., & Takashiki, K. (2011). Genki: An integrated course in elementary Japanese (Vol. 2, 5th ed.). Tokyo: Japan Times.\nBardovi-Harlig, K. (2001). Empirical evidence of the need for instruction in pragmatics. In K. Rose & G. Kasper (Eds.), Pragmatics and language teaching (pp. 13–22). Cambridge: Cambridge University Press.\nBelz, J., & Vyatkina, N. (2005). Learner corpus analysis and the development of L2 pragmatic competence in networked inter-cultural language study: The case of German modal particles. Canadian Modern Language Review, 62, 17–48. https:\u002F\u002Fdoi.org\u002F10.3138\u002Fcmlr.62.1.17.\nBelz, J. A. (2002). Social dimensions of telecollaborative foreign language study. Language Learning & Technology, 6(1), 60–81 http:\u002F\u002Fdx.doi.org\u002F10125\u002F25143. http:\u002F\u002Fwww.lltjournal.org\u002Fitem\u002F2373. Accessed 20 Dec 2018.\nBelz, J. A. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning & Technology, 7(2), 68–117 http:\u002F\u002Fdx.doi.org\u002F10125\u002F25201. http:\u002F\u002Fwww.lltjournal.org\u002Fitem\u002F2431. Accessed 20 Dec 2018.\nBelz, J. A., & Kinginger, C. (2003). Discourse options and the development of pragmatic competence by classroom learners of German: The case of address forms. Language Learning, 53, 591–647. https:\u002F\u002Fdoi.org\u002F10.1046\u002Fj.1467-9922.2003.00238.x.\nBennett, M. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience. Yarmouth: Intercultural Press, Inc.\nBlattner, G., & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. International Journal of Instructional Technology and Distance Learning, 6, 17–28. http:\u002F\u002Fwww.itdl.org\u002Fjournal\u002Fjan_09\u002Farticle02.htm. Accessed 20 Dec 2018.\nByram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters Ltd.\nClark, J. E., & Eynon, B. (2012). Measuring student progress with e-portfolios. Peer Review, 13(4), 6–8 https:\u002F\u002Fwww.aacu.org\u002Fsites\u002Fdefault\u002Ffiles\u002Ffiles\u002Fpeerreview\u002FPRfa11wi12.pdf. Accessed 20 Dec 2018.\nCohen, A. D. (2011). Learner strategies for performing intercultural pragmatics. Minnesota and Wisconsin Teachers of English to Speakers of Other Languages. Retrieved from the University of Minnesota Digital Conservancy. http:\u002F\u002Fhdl.handle.net\u002F11299\u002F162595. Accessed 20 Dec 2018.\nCook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57, 402–423. https:\u002F\u002Fdoi.org\u002F10.3138\u002Fcmlr.57.3.402.\nCunningham, J. (2016). Request modification in synchronous computer-mediated communication: The role of focused instruction. Modern Language Journal, 100, 484–507. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fmodl.12332.\nDabaghi, A., Pishbin, E., & Niknasab, L. (2010). Proverbs from the viewpoint of translation. Journal of Language Teaching & Research, 1(6). https:\u002F\u002Fdoi.org\u002F10.4304\u002Fjltr.1.6.807-81.\nDeardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10, 241–266. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1028315306287002.\nEllis, N. C. (2012). Formulaic language and second language acquisition: Zipf and the phrasal teddy bear. Annual Review of Applied Linguistics, 32, 17–44. https:\u002F\u002Fdoi.org\u002F10.1017\u002FS0267190512000025.\nFinley, A. P. (2011). How reliable are the VALUE rubrics? Peer Review, 13(4), 31–34 https:\u002F\u002Fwww.aacu.org\u002Fsites\u002Fdefault\u002Ffiles\u002Ffiles\u002Fpeerreview\u002FPRfa11wi12.pdf. Accessed 20 Dec 2018.\nFischer, J. L., & Yoshida, T. (1968). The nature of speech according to Japanese proverbs. Journal of American Folklore, 81, 34–43. https:\u002F\u002Fdoi.org\u002F10.2307\u002F537436.\nGarrett-Rucks, P. (2016). Intercultural competence in instructed language learning. Charlotte: Information Age Publishing Inc.\nGonzáles, A. (2013). Development of politeness strategies in participatory online environments. In N. Taguchi & J. M. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching (pp. 101–120). Philadelphia: John Benjamins.\nIrujo, S. (1986). Don’t put your leg in your mouth: Transfer in the acquisition of idioms in a second language. TESOL Quarterly, 20, 287–304. https:\u002F\u002Fdoi.org\u002F10.2307\u002F3586545.\nJeon, E. H., & Kaya, T. (2006). Effects of L2 instruction on interlanguage pragmatic development. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 165–211). Philadelphia: John Benjamins.\nKakegawa, T. (2009). Development of the use of Japanese sentence-final particles through email correspondence. In N. Taguchi (Ed.), Pragmatic competence (pp. 301–325). Berlin: Mouton de Gruyter.\nKasper, G., & Rose, K. R. (2002). Pragmatic development in a second language. Oxford: Blackwell.\nLewis, T., & O’Dowd, R. (Eds.). (2016). Online intercultural exchange: Policy, pedagogy, practice. New York: Routledge.\nLomicka, L., & Lord, G. (2016). Social networking and language learning. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology (pp. 255–268). New York: Routledge.\nMcBride, K. (2009). Social networking sites in foreign language classes: Opportunities for re-creation. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning (pp. 35–58). San Marcos: CALICO.\nMieder, W. (2004). Proverbs: A handbook. New York: Peter Lang Publishing, Inc.\nMitchell, K. (2012). A social tool: Why and how ESOL students use Facebook. CALICO Journal, 29, 471–493. https:\u002F\u002Fdoi.org\u002F10.11139\u002Fcj.29.3.471-493.\nModern Language Association Ad Hoc Committee on Foreign Languages. (2007). Foreign language and higher education: New structures for a changed world. Profession, 2007, 234–245.\nNeale, M. (2015). A comparison of English and Japanese proverbs using natural semantic metalanguage. New Voices in Japanese Studies, 7, 85–101. https:\u002F\u002Fdoi.org\u002F10.21159\u002Fnvjs.07.05.\nO’Dowd, R. (2005). Negotiating sociocultural and institutional contexts: the case of Spanish-American telecollaboration. Language and Intercultural Communication, 5(1), 40–55.\nO’Dowd, R. (2007). Evaluating the outcomes of online intercultural exchange. ELT Journal, 6, 144–152. https:\u002F\u002Fdoi.org\u002F10.1093\u002Felt\u002Fccm007.\nO’Dowd, R., & Ritter, M. (2006). Understanding and working with ‘failed communication’ in telecollaborative exchanges. CALICO Journal, 23, 623–642. https:\u002F\u002Fdoi.org\u002F10.1558\u002Fcj.v23i3.623-642.\nSaito, K. (2011). Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: An instructed SLA approach to L2 phonology. Language Awareness, 20, 45–59. https:\u002F\u002Fdoi.org\u002F10.1080\u002F09658416.2010.540326.\nStevenson, M. P., & Liu, M. (2010). Learning a language with Web 2.0: Exploring the use of social networking features of foreign language learning websites. CALICO Journal, 27, 233–259. https:\u002F\u002Fdoi.org\u002F10.11139\u002Fcj.27.2.233-259.\nTaguchi, N. (2015a). “Contextually” speaking: a survey of pragmatics learning abroad, in class and online. System, 48, 3–20. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.system.2014.09.001.\nTaguchi, N. (2015b). Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48, 1–50. https:\u002F\u002Fdoi.org\u002F10.1017\u002FS0261444814000263.\nTaguchi, N., & Sykes, J. M. (Eds.). (2013). Technology in interlanguage pragmatics research and teaching. Philadelphia: John Benjamins.\nTakamiya, Y., & Ishihara, N. (2013). Blogging: Cross-cultural interaction for pragmatic development. In N. Taguchi & J. M. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching (pp. 185–214). Philadelphia: John Benjamins.\nWeinert, R. (1995). The role of formulaic language in second language acquisition: A review. Applied Linguistics, 16, 180–205. https:\u002F\u002Fdoi.org\u002F10.1093\u002Fapplin\u002F16.2.180.",{"VOID":529},"10.1186\u002Fs40862-019-0067-5","2025-02-26T08:25:54.906+00:00","https:\u002F\u002Fsfleducation.springeropen.com\u002Farticles\u002F10.1186\u002Fs40862-019-0067-5",[533,548],{"id":534,"sortIndex":19,"researcher":18,"roles":535,"affiliations":536,"properties":545,"displayName":547,"givenName":18,"familyName":18},"c3b86c0f-dfb4-4640-9a59-0bbf70b7bc86",[153],[537],{"id":538,"sortIndex":19,"affiliation":539,"properties":18},"4a19586d-536e-414b-ac2b-40bdd400bcca",{"id":538,"createTime":18,"updateTime":18,"relativeEntities":540,"slug":18,"properties":541,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":544,"statistic":18},[],{"title":542},{"VI":543},"Rose-Hulman Institute of Technology, Terre Haute, USA",[],{"title":546},{"VI":547},"Maki Hirotani",{"id":549,"sortIndex":94,"researcher":18,"roles":550,"affiliations":551,"properties":560,"displayName":562,"givenName":18,"familyName":18},"c5f1deb5-2899-438e-88c8-50489b302d55",[153],[552],{"id":553,"sortIndex":19,"affiliation":554,"properties":18},"cdc91c46-a7df-420e-8c6c-f0a1e7a2e47c",{"id":553,"createTime":18,"updateTime":18,"relativeEntities":555,"slug":18,"properties":556,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":559,"statistic":18},[],{"title":557},{"VI":558},"Kanazawa Institute of Technology, Nonoichi, Japan",[],{"title":561},{"VI":562},"Kiyomi Fujii",{"url":531,"publisher":564,"properties":609},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":565,"slug":10,"properties":566,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":569,"manageAffiliations":578,"indexDatabases":589,"url":87,"thumbnailPath":18,"statistic":604,"gsStatistic":18,"type":116,"analyzePriority":18},[],{"issn":567,"title":568},{"VOID":13},{"EN":15},[570,574],{"id":22,"createTime":18,"updateTime":18,"relativeEntities":571,"label":572,"description":573,"parentId":18,"standard":18,"scholarHubFieldId":18},[],{"EN":25},{},{"id":28,"createTime":18,"updateTime":18,"relativeEntities":575,"label":576,"description":577,"parentId":18,"standard":18,"scholarHubFieldId":18},[],{"EN":31,"VI":32},{},[579,584],{"id":36,"createTime":18,"updateTime":18,"relativeEntities":580,"slug":18,"properties":581,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":583,"statistic":18},[],{"title":582},{"EN":40},[42],{"id":44,"createTime":18,"updateTime":18,"relativeEntities":585,"slug":18,"properties":586,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":588,"statistic":18},[],{"title":587},{"EN":48},[],[590,597],{"id":52,"indexDatabase":591,"url":65,"indexYears":18,"academicFieldIds":596,"indexDatabaseRanking":18},{"id":54,"createTime":18,"updateTime":18,"relativeEntities":592,"label":593,"description":594,"key":61,"publicationTags":595,"standard":18},[],{"EN":57,"VI":57},{"EN":59,"VI":60},[63,64],[67,68],{"id":70,"indexDatabase":598,"url":81,"indexYears":82,"academicFieldIds":603,"indexDatabaseRanking":86},{"id":72,"createTime":18,"updateTime":18,"relativeEntities":599,"label":600,"description":601,"key":78,"publicationTags":602,"standard":18},[],{"EN":75,"VI":75},{"EN":75,"VI":77},[80],[84,85],{"impactFactor":19,"impactFactorByYear":605,"i10Index":94,"i10IndexLast5Year":19,"totalPublication":95,"totalPublicationByYear":606,"totalCitation":105,"totalCitationByYear":607,"totalCitationPerPublication":110,"totalCitationPerPublicationByYear":608,"hindexLast5Year":109,"hindex":109},{"2018":90,"2019":91,"2020":92,"2023":93},{"2016":97,"2017":98,"2018":99,"2019":98,"2020":100,"2021":101,"2022":102,"2023":103,"2024":104},{"2016":98,"2017":107,"2018":108,"2021":109},{"2016":112,"2017":113,"2018":114,"2021":115},{"pages":610,"volume":612},{"VOID":611},"1-22",{"VOID":613},"4","2019-04-18",2019,[63,80],{"id":618,"createTime":619,"updateTime":620,"relativeEntities":621,"slug":622,"properties":623,"entityType":142,"verifyStatus":143,"verifyTime":620,"verifyNote":145,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":632,"fullTextUrl":18,"authors":633,"publicationType":185,"publisherRelationship":708,"citationCount":18,"citationInfo":18,"publishDate":759,"publishYear":760,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":761,"openAccess":18,"references":18,"isForceReanalyzing":244},"6a2e479c-80e8-40b8-b4ac-60b06172e689","2024-02-12T09:33:06.910+00:00","2025-02-25T21:13:28.341+00:00",[],"Effects-of-using-the-first-principles-of-instruction-in-a-content-and-language-integrated-learning-class",{"abstract":624,"title":626,"references":628,"doi":630},{"EN":625},"The aim of this study was to examine the effects of Content and Language Integrated Learning (CLIL) designed according to the First Principles of Instruction (FPI). A 15-h Japanese CLIL course was implemented. A total of 16 university students attended the course and data were collected from multiple sources, including learning tests, questionnaire feedback, and dialogues in group discussions, were collected and examined. Analysis showed that students’ learning outcomes, including basic Japanese proficiency, intercultural communication content, and writing skills, were statistically significantly improved. Students had a high level of awareness of the elements of FPI designed in the course. In addition, all the FPI elements had a positive impact on basic Japanese proficiency except for the application element: the problem-centered, application, and integration elements positively impacted intercultural communication content and writing skills. The results show that students displayed individual differences in using the worksheet to summarize their writing ideas. Students spent most of the time in the group discussions in their native language. Even when Japanese was used, individual Japanese words were used rather than whole sentences in most cases. The results of the quantitative and qualitative analyses showed that the use of problem-centered theory FPI had a positive impact on the design of the CLIL. However, attention is needed to students’ individual differences and the guidance of students in applying basic language knowledge in problem-centered learning activities. Finally, it notes points that should be considered when designing CLIL in the future.",{"EN":627},"Effects of using the first principles of instruction in a content and language integrated learning class",{"VOID":629},"Agustín-Llach, M. P. (2016). Age and type of instruction (CLIL vs. traditional EFL) in lexical development. International Journal of English Studies, 16(1), 75–96.\nAllison, D., Cooley, L., Lewkowicz, J., & Nunan, D. (1998). Dissertation writing in action: The development of a dissertation writing support program for ESL graduate research students. English for Specific Purposes, 17(2), 199–217.\nBall, P., & Lindsay, D. (2010). Teacher training for CLIL in the Basque Country: The case of the Ikastolas—An expediency model. In Y.-L.T. Ting (Ed.), CLIL in Spain: Implementation, results and teacher training (pp. 162–187). Cambridge Scholars Publishing.\nBorg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3–31.\nCenoz, J., Genesee, F., & Gorter, D. (2013). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243–262. https:\u002F\u002Fdoi.org\u002F10.1093\u002Fapplin\u002Famt011\nCoyle, D. (2006). Content and language integrated learning—Motivating learners and teachers. Scottish Language Review, 13, 1–18.\nCoyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543–562.\nCoyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Ernst Klett Sprachen.\nCrandall, J. (1999). Content-based instruction (CBI). In B. Spolsky (Ed.), Concise encyclopedia of educational linguistics. Cambridge University Press.\nDale, L., & Tanner, R. (2012). CLIL activities with CD-ROM: A resource for subject and language teachers. Cambridge University Press.\nDourda, K., Bratitsis, T., Griva, E., & Papadopoulou, P. (2014). Content and language integrated learning through an online game in primary school: A case study. Electronic Journal of e-Learning, 12(3), 243–258.\nEnnis, M. J. (2015). “Do we need to know that for the exam?” Teaching English on the CLIL fault line at a trilingual university. TESOL Journal, 6(2), 358–381.\nEvnitskaya, N. (2014). “Do you know Actimel?” The adaptive nature of dialogic teacher-led discussions in the CLIL science classroom: A case study. The Language Learning Journal, 42(2), 165–180.\nFilice, S. (2020). CLIL in pharmacology: Enabling student voice. Latin American Journal of Content & Language Integrated Learning, 13(2), 313–338.\nFrick, T. W., Chadha, R., Watson, C., Wang, Y., & Green, P. (2009). College student perceptions of teaching and learning quality. Educational Technology Research and Development, 57(5), 705–720.\nGardner, J., & Jeon, T. K. (2009). Creating task-centered instruction for web-based instruction: Obstacles and solutions. Journal of Educational Technology Systems, 38(1), 21–34.\nGardner, J. (2011). How award-winning professors in higher education use Merrill’s first principles of instruction. International Journal of Instructional Technology and Distance Learning, 8(5), 3–16.\nHao, H., & Yamada, M. (2021). Review of research on content and language integrated learning classes from the perspective of the first principles of instruction. Information and Technology in Education and Learning, 1(1), Rvw-p001.\nHeo, Y. (2006). Content-based instruction. Hawaii Pacific University TESOL Working Paper Series, 4(2), 25–31.\nHernandez, H. P. (2016). OBE EAP-EOP model: A proposed instructional design in English for specific purposes. Journal on English Language Teaching, 6(4), 1–12.\nHonebein, P. C. (2019). Exploring the galaxy question: The influence of situation and first principles on designers’ judgments about useful instructional methods. Educational Technology Research and Development, 67(3), 665–689.\nHüttner, J., & Rieder-Bünemann, A. (2010). A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction. In C. Dalton-Puffer, T. Nikula, & U. Smit (Eds.), Language use and language learning in CLIL classrooms (pp. 61–80). John Benjamins.\nJapan Foundation. (2010). JF standard for Japanese-language education 2010 (2nd ed.). Japan Foundation.\nJapan Foundation & Japan Educational Exchanges and Services. (2012). Japanese-language proficiency test. Bonjinsha.\nKanamura, K., & Miyajima, R. (2016). Program design at the Center for Japanese Law Education and Research (CJL): Interpretation with integrated language learning (CLIL): From mission policy, curriculum to community building. Nagoya University Asian Law Bulletin, 2, 2–24.\nLangé, G. (2007). Postscript to CLIL 2006 and future action. In D. Marsh & D. Wolff (Eds.), Diverse contexts, converging goals: CLIL in Europe (pp. 350–358). Peter Lang.\nLeal, J. P. (2016). Assessment in CLIL: Test development at content and language for teaching natural science in English as a foreign language. Latin American Journal of Content and Language Integrated Learning, 9(2), 293–317.\nLo, C. K., Lie, C. W., & Hew, K. F. (2018). Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. Computers & Education, 118, 150–165.\nLo, Y. Y. (2015). How much L1 is too much? Teachers’ language use in response to students’ abilities and classroom interaction in content and language integrated learning. International Journal of Bilingual Education and Bilingualism, 18(3), 270–288.\nMacaro, E., Tian, L., & Chu, L. (2020). First and second language use in English medium instruction contexts. Language Teaching Research, 24(3), 382–402.\nMcGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7–22.\nMehisto, P. (2008). CLIL counterweights: Recognising and decreasing disjuncture in CLIL. International CLIL Research Journal, 1(1), 93–119.\nMendenhall, A. M. (2012). Examining the use of first principles of instruction by instructional designers in a short-term, high volume, rapid production of online K–12 teacher professional development modules. Doctoral dissertation, Florida State University.\nMerrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43–59.\nMerrill, M. D. (2013). First principles of instruction: Identifying and designing effective, efficient and engaging instruction. Pfieffer.\nMerrill, M. D. (2020). A syllabus review check-list to promote problem-centered instruction. TechTrends, 64(1), 105–123.\nMeyer, O. (2010). Introducing the CLIL-pyramid: Key strategies and principles for quality CLIL planning and teaching. In M. Eisenmann & T. Summer (Eds.), Basic issues in EFL-teaching and learning (pp. 11–29). Universitätsverlag Winter.\nNavés, T., & Victori, M. (2010). CLIL in Catalonia: An overview of research studies. In Y.-L.T. Ting (Ed.), CLIL in Spain: Implementation, results and teacher training (pp. 30–54). Cambridge Scholars Publishing.\nO’Dwyer, F., & de Boer, M. (2015). Approaches to assessment in CLIL classrooms: Two case studies. Language Learning in Higher Education, 5(2), 397–421.\nOuazizi, K. (2016). The effects of CLIL education on the subject matter (Mathematics) and the target language (English). Latin American Journal of Content and Language Integrated Learning, 9(1), 110–137.\nPérez-Vidal, C., & Juan-Garau, M. (2010). To CLIL or not to CLIL? From bilingualism to multilingualism in Catalan\u002FSpanish communities in Spain. In Y.-L.T. Ting (Ed.), CLIL in Spain: Implementation, results and teacher training (pp. 115–138). Cambridge Scholars Publishing.\nPladevall, R. C., Montserrat, I. N. S., & Evnitskaya, N. (2011). Rethink, rewrite, remake or learning to teach science through English. AICLE–CLIL–EMILE: Educació plurilingüe. Experiencias, research & polítiques, 2, 167–177.\nReigeluth, C. M. (1999). What is instructional-design theory and how is it changing. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 5–29). Lawrence Erlbaum Associates.\nReiser, R. A. (2001). A history of instructional design and technology: Part II: A history of instructional design. Educational Technology Research and Development, 49(2), 57–67.\nRichards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge University Press.\nRichards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge University Press.\nSabet, M. K., & Sadeh, N. (2012). CLIL European-led projects and their implications for Iranian EFL context. English Language Teaching, 5(9), 88–94.\nSeels, B. B., & Richey, R. C. (1994). Instructional technology: The definition and domains of the field. Association for Educational Communications and Technology.\nTu, W., & Snyder, M. M. (2017). Developing conceptual understanding in a statistics course: Merrill’s first principles and real data at work. Educational Technology Research and Development, 65(3), 579–595.\nvan Merrienboer, J. J. G. (1997). Training complex cognitive skills: A four-component instructional design model for technical training. Educational Technology Publications.\nYufrizal, H., & Huzairin. (2017). Project-based Content Language Integrated Learning (CLIL) at Mathematics Department Universitas Lampung. English Language Teaching (Toronto), 10(9), 131–139.",{"VOID":631},"10.1186\u002Fs40862-022-00173-2","https:\u002F\u002Fsfleducation.springeropen.com\u002Farticles\u002F10.1186\u002Fs40862-022-00173-2",[634,649,664,678,692],{"id":635,"sortIndex":19,"researcher":18,"roles":636,"affiliations":637,"properties":646,"displayName":648,"givenName":18,"familyName":18},"46ac3ab6-0182-4d1d-893d-37484baa4fd9",[153],[638],{"id":639,"sortIndex":19,"affiliation":640,"properties":18},"7abb09e7-f19e-4cee-9ce7-8846f6f37e1c",{"id":639,"createTime":18,"updateTime":18,"relativeEntities":641,"slug":18,"properties":642,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":645,"statistic":18},[],{"title":643},{"EN":644},"Graduate School of Human-Environment Studies, Kyushu University, Fukuoka, Japan",[],{"title":647},{"VI":648},"Hao Hao",{"id":650,"sortIndex":94,"researcher":18,"roles":651,"affiliations":652,"properties":661,"displayName":663,"givenName":18,"familyName":18},"46c05cc1-b7d3-4a04-9724-191342b1b59f",[153],[653],{"id":654,"sortIndex":19,"affiliation":655,"properties":18},"6d1042e8-efff-4241-a21e-8a583731f939",{"id":654,"createTime":18,"updateTime":18,"relativeEntities":656,"slug":18,"properties":657,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":660,"statistic":18},[],{"title":658},{"VI":659},"Graduate School of Teacher Education, Mie University, Mie, Japan",[],{"title":662},{"VI":663},"Hitoshi 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Yamada",{"url":632,"publisher":709,"properties":754},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":710,"slug":10,"properties":711,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":714,"manageAffiliations":723,"indexDatabases":734,"url":87,"thumbnailPath":18,"statistic":749,"gsStatistic":18,"type":116,"analyzePriority":18},[],{"issn":712,"title":713},{"VOID":13},{"EN":15},[715,719],{"id":22,"createTime":18,"updateTime":18,"relativeEntities":716,"label":717,"description":718,"parentId":18,"standard":18,"scholarHubFieldId":18},[],{"EN":25},{},{"id":28,"createTime":18,"updateTime":18,"relativeEntities":720,"label":721,"description":722,"parentId":18,"standard":18,"scholarHubFieldId":18},[],{"EN":31,"VI":32},{},[724,729],{"id":36,"createTime":18,"updateTime":18,"relativeEntities":725,"slug":18,"properties":726,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":728,"statistic":18},[],{"title":727},{"EN":40},[42],{"id":44,"createTime":18,"updateTime":18,"relativeEntities":730,"slug":18,"properties":731,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":733,"statistic":18},[],{"title":732},{"EN":48},[],[735,742],{"id":52,"indexDatabase":736,"url":65,"indexYears":18,"academicFieldIds":741,"indexDatabaseRanking":18},{"id":54,"createTime":18,"updateTime":18,"relativeEntities":737,"label":738,"description":739,"key":61,"publicationTags":740,"standard":18},[],{"EN":57,"VI":57},{"EN":59,"VI":60},[63,64],[67,68],{"id":70,"indexDatabase":743,"url":81,"indexYears":82,"academicFieldIds":748,"indexDatabaseRanking":86},{"id":72,"createTime":18,"updateTime":18,"relativeEntities":744,"label":745,"description":746,"key":78,"publicationTags":747,"standard":18},[],{"EN":75,"VI":75},{"EN":75,"VI":77},[80],[84,85],{"impactFactor":19,"impactFactorByYear":750,"i10Index":94,"i10IndexLast5Year":19,"totalPublication":95,"totalPublicationByYear":751,"totalCitation":105,"totalCitationByYear":752,"totalCitationPerPublication":110,"totalCitationPerPublicationByYear":753,"hindexLast5Year":109,"hindex":109},{"2018":90,"2019":91,"2020":92,"2023":93},{"2016":97,"2017":98,"2018":99,"2019":98,"2020":100,"2021":101,"2022":102,"2023":103,"2024":104},{"2016":98,"2017":107,"2018":108,"2021":109},{"2016":112,"2017":113,"2018":114,"2021":115},{"pages":755,"volume":757},{"VOID":756},"1-28",{"VOID":758},"8","2023-01-09",2023,[63,80],{"id":763,"createTime":764,"updateTime":765,"relativeEntities":766,"slug":767,"properties":768,"entityType":142,"verifyStatus":143,"verifyTime":765,"verifyNote":145,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":777,"fullTextUrl":18,"authors":778,"publicationType":185,"publisherRelationship":794,"citationCount":18,"citationInfo":18,"publishDate":844,"publishYear":845,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":846,"openAccess":18,"references":18,"isForceReanalyzing":244},"ea6e192d-523d-4854-b434-917e34702849","2023-12-20T04:25:02.255+00:00","2025-02-25T06:11:26.864+00:00",[],"Longitudinal-study-of-a-procedure-for-training-low-proficiency-english-language-students",{"abstract":769,"title":771,"references":773,"doi":775},{"EN":770},"In this research study, unlike previous studies that have examined the advantages of peer review for low proficiency students, uses a longitudinal action mixed methods design is used to explore the impact of peer review on the academic writing of students with low English proficiency. The format was a longitudinal action study, which analyzed the written peer review feedback, essays, and reflections of 40 learners. Results showed that at the beginning of the study, the students experienced challenges in identifying problems with rhetorical content of their peers and by the end of 11 weeks, they were able to provide succinct peer feedback that included examples and explanations of classmates’ grammatical and rhetorical errors. Results also showed improvement in their own writing skills. Implications for implementing peer review in foriegn language writing contexts are discussed.",{"EN":772},"Longitudinal study of a procedure for training low-proficiency english language students",{"VOID":774},"Al-Khairy, A. (2013). Saudi English-major undergraduates’ academic writing problems: A Taif University perspective. English Language Teaching, 6(6), 1–12.\nAl-Seghayer, S. (2014). The actuality, inefficiency, and needs of EFL teacher-preparation programs in Saudi Arabia. International Journal of Applied Linguistics and English Literature, 3(1), 143–151.\nAlshakhi, A. (2019). Revisiting the writing assessment process at a Saudi English language institute: Problems and solutions. English Language Teaching, 12(1), 176–185.\nAndrade, H. L., Du, Y., & Wang, X. (2008). Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students’ writing. Educational Measurement: Issues and Practice, 27(2), 3–13.\nBecerra-Alonso, D., Lopez-Cobo, I., Gómez-Rey, P., Fernández-Navarro, F., & Barbera, E. (2020). EduZinc: A tool for the creation and assessment of student learning activities in complex open, online, and flexible learning environments. Distance Education, 41(1), 86–105.\nBostock, S. (2000). Student peer assessment. Learning Technology, 5(1), 245–249.\nBoud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4), 399–413.\nBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.\nBrookhart, M., & McMillan, H. (Eds.). (2019). Classroom assessment and educational measurement. Routledge.\nCahyono, Y., & Rosyida, A. (2016). Peer feedback, self-correction, and writing proficiency of Indonesian EFL students. Arab World English Journal, 7(1), 178–193.\nChang, H., & Windeatt, S. (2016). Developing collaborative learning practices in an online language course. Computer Assisted Language Learning, 29(8), 1271–1286.\nCoghlan, D., & Brannick, T. (2010). Doing action research in your own organization. Sage.\nCovert, H. (2014). Stories of personal agency: Undergraduate students’ perceptions of developing intercultural competence during a semester abroad in Chile. Journal of Studies in International Education, 18(2), 162–179.\nFaridah, D., Thoyyibah, L., & Kurnia, A. D. (2020). Promoting students’ critical thinking through peer feedback in oral communication classroom. Academic Journal Perspective: Education, Language, and Literature, 8(1), 50–59.\nGraesser, C., McNamara, D., & VanLehn, K. (2005). Scaffolding deep comprehension strategies through AutoTutor and iSTART. Educational Psychologist, 40(4), 225–234.\nHartman, H. (2002). Scaffolding and cooperative learning. Human learning and instruction. City College of City University of New York.\nHattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.\nHey-Cunningham, J., Ward, H., & Miller, J. (2021). Making the most of feedback for academic writing development in postgraduate research: Pilot of a combined programme for students and supervisors. Innovations in Education and Teaching International, 58(2), 182–194.\nHu, G., & Lam, E. (2010). Issues of cultural appropriateness and pedagogical efficacy: Exploring peer review in a second language writing class. Instructional Science, 38(4), 371–394.\nJohnson, L., Penny, J., Gordon, B., Shumate, R., & Fisher, P. (2005). Resolving score differences in the rating of writing samples: Does discussion improve the accuracy of scores? Language Assessment Quarterly: An International Journal, 2(2), 117–146.\nKamhi-Stein, L. (2000). Looking to the future of TESOL teacher education: Web-based bulletin board discussions in a methods course. Tesol Quarterly, 34(3), 423–455.\nKemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press.\nLeeser, J. (2004). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8(1), 55–81.\nLu, R., & Bol, L. (2007). A comparison of anonymous versus identifiable e-peer review on college student writing performance and the extent of critical feedback. Journal of Interactive Online Learning, 6(2), 100–115.\nMoreno, R. (2004). Decreasing cognitive load for novice students: Effects of explanatory versus corrective feedback in discovery-based multimedia. Instructional Science, 32(1), 99–113.\nNarciss, S., Proske, A., & Körndle, H. (2007). Promoting Self-regulated learning in Web-based Learning Environments. Computers and Human Behavior, 23(3), 1126–1144.\nOrsmond, P., Merry, S., & Reiling, K. (2000). The use of student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 25(1), 23–38.\nPanadero, E., & Alqassab, M. (2019). An empirical review of anonymity effects in peer assessment, PR, peer review, peer evaluation and peer grading. Assessment & Evaluation in Higher Education, 44(8), 1253–1278.\nPanadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129–144.\nPark, Y. (2011). A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types. International Review of Research in Open and Distance Learning, 12(2), 78–102.\nReddy, M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435–448.\nReinholz, D. (2016). The assessment cycle: A model for learning through peer assessment. Assessment & Evaluation in Higher Education, 41(2), 301–315.\nShepard, A., Penuel, R., & Davidson, L. (2017). Design principles for new systems of assessment. Phi Delta Kappan, 98(6), 47–52.\nShin, Y., Kim, D., & Song, D. (2020). Types and timing of scaffolding to promote meaningful peer interaction and increase learning performance in computer-supported collaborative learning environments. Journal of Educational Computing Research, 58(3), 640–661.\nShute, J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.\nSimpson, T., Holden, K., Merrick, D., Dawson, S., & Bedford, L. (2019). Does video feedback & peer observation offer a valid method of reinforcing oral presentation training for undergraduate biochemists? Higher Education Pedagogies, 4(1), 262–283.\nStorch, N. (2019). Negotiating feedback: Interpersonal and interactional. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 143–162). Cambridge University Press.\nStringer, T. (2014). Action research (4th ed.). Sage publications.\nTaras, M. (2006). Do unto others or not: Equity in feedback for undergraduates. Assessment & Evaluation in Higher Education, 31(3), 365–377.\nThomas, R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237–246.\nWylie, C., & Lyon, J. (2019). The role of technology-enhanced self- and peer-assessment in formative assessment. In S. Brookhart & J. McMillan (Eds.), Classroom assessment and educational measurement (pp. 170–189). Cambridge University Press.\nXiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English language learning. System, 81, 39–49.\nYu, S., & Lee, I. (2016). Understanding the role of learners with low English language proficiency in peer feedback of second language writing. TESOL Quarterly, 50(2), 483–494.\nBransford, D., Brown, L., & Cocking, R. (2000). How people learn: Brain, mind, experience, and school (rev. ed.). National Academics Press.\nJeddah University. (2014). Web Services and E-learning Center. Retrieved https:\u002F\u002Fwe.uj.edu.sa\u002FPages-we-about.aspx.\nLv, X., Ren, W., & Xie, Y. (2021). The effects of online feedback on ESL\u002FEFL writing: A meta-analysis. The Asia-Pacific Education Researcher, 1–11.\nMacIntyre, P. (2012). Great essay 4: Great writing. Cengage Learning.\nMarzano, J., Pickering, D., & Pollock, E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. VA: Association for Supervision and Curriculum Development.\nPanadero, E., Jonsson, A., & Strijbos, W. (2016). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implementation. Assessment for learning: Meeting the challenge of implementation (pp. 311–326). New York: Springer.\nSmith, D. (2017). Collaborative Peer Feedback. [Paper presentation]. International Association for Development of the Information Society (IADIS) 5th International Conference on Educational Technologies, Sydney, Australia, 11–13 December.",{"VOID":776},"10.1186\u002Fs40862-022-00154-5","https:\u002F\u002Fsfleducation.springeropen.com\u002Farticles\u002F10.1186\u002Fs40862-022-00154-5",[779],{"id":780,"sortIndex":19,"researcher":18,"roles":781,"affiliations":782,"properties":791,"displayName":793,"givenName":18,"familyName":18},"4ebf8447-5f04-42d5-a9a5-eb5e8aa855a5",[153],[783],{"id":784,"sortIndex":19,"affiliation":785,"properties":18},"2c73faf8-b01f-400d-9bd9-53d4f7000495",{"id":784,"createTime":18,"updateTime":18,"relativeEntities":786,"slug":18,"properties":787,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":790,"statistic":18},[],{"title":788},{"VI":789},"Department of Language and Translation, University of Jeddah, Jeddah, Saudi Arabia",[],{"title":792},{"VI":793},"Nouf Jazaa Aljohani",{"url":777,"publisher":795,"properties":840},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":796,"slug":10,"properties":797,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":800,"manageAffiliations":809,"indexDatabases":820,"url":87,"thumbnailPath":18,"statistic":835,"gsStatistic":18,"type":116,"analyzePriority":18},[],{"issn":798,"title":799},{"VOID":13},{"EN":15},[801,805],{"id":22,"createTime":18,"updateTime":18,"relativeEntities":802,"label":803,"description":804,"parentId":18,"standard":18,"scholarHubFieldId":18},[],{"EN":25},{},{"id":28,"createTime":18,"updateTime":18,"relativeEntities":806,"label":807,"description":808,"parentId":18,"standard":18,"scholarHubFieldId":18},[],{"EN":31,"VI":32},{},[810,815],{"id":36,"createTime":18,"updateTime":18,"relativeEntities":811,"slug":18,"properties":812,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":814,"statistic":18},[],{"title":813},{"EN":40},[42],{"id":44,"createTime":18,"updateTime":18,"relativeEntities":816,"slug":18,"properties":817,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":819,"statistic":18},[],{"title":818},{"EN":48},[],[821,828],{"id":52,"indexDatabase":822,"url":65,"indexYears":18,"academicFieldIds":827,"indexDatabaseRanking":18},{"id":54,"createTime":18,"updateTime":18,"relativeEntities":823,"label":824,"description":825,"key":61,"publicationTags":826,"standard":18},[],{"EN":57,"VI":57},{"EN":59,"VI":60},[63,64],[67,68],{"id":70,"indexDatabase":829,"url":81,"indexYears":82,"academicFieldIds":834,"indexDatabaseRanking":86},{"id":72,"createTime":18,"updateTime":18,"relativeEntities":830,"label":831,"description":832,"key":78,"publicationTags":833,"standard":18},[],{"EN":75,"VI":75},{"EN":75,"VI":77},[80],[84,85],{"impactFactor":19,"impactFactorByYear":836,"i10Index":94,"i10IndexLast5Year":19,"totalPublication":95,"totalPublicationByYear":837,"totalCitation":105,"totalCitationByYear":838,"totalCitationPerPublication":110,"totalCitationPerPublicationByYear":839,"hindexLast5Year":109,"hindex":109},{"2018":90,"2019":91,"2020":92,"2023":93},{"2016":97,"2017":98,"2018":99,"2019":98,"2020":100,"2021":101,"2022":102,"2023":103,"2024":104},{"2016":98,"2017":107,"2018":108,"2021":109},{"2016":112,"2017":113,"2018":114,"2021":115},{"pages":841,"volume":842},{"VOID":234},{"VOID":843},"7","2022-11-01",2022,[63,80],{"id":848,"createTime":849,"updateTime":850,"relativeEntities":851,"slug":852,"properties":853,"entityType":142,"verifyStatus":143,"verifyTime":850,"verifyNote":145,"languages":862,"translateLanguages":18,"viewCount":19,"primaryUrl":863,"fullTextUrl":18,"authors":864,"publicationType":185,"publisherRelationship":920,"citationCount":19,"citationInfo":966,"publishDate":18,"publishYear":18,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":968,"openAccess":18,"references":969,"isForceReanalyzing":244},"3533ac84-2c5a-4829-b3e2-249cde48f3b4","2024-04-12T03:33:27.444+00:00","2025-02-24T14:10:28.405+00:00",[],"The-impact-of-task-based-instruction-on-learners-reading-comprehension-L2-grit-anxiety-and-motivation-for-L2-reading",{"openalex":854,"abstract":856,"title":858,"doi":860},{"VOID":855},"W4390080823",{"EN":857},"\u003Cjats:title>Abstract\u003C\u002Fjats:title>\u003Cjats:p>Task-based instruction (TBI) is a pedagogical approach that centers on engaging learners in meaningful and communicative tasks to promote language acquisition, active participation, and practical language use. The primary objective of this investigation was to assess the influence of TBI on reading comprehension, motivation for L2 reading, anxiety, and L2 grit. Thus, two pre-existing classes from a large university in China were selected and one of them was assigned as the treatment and the other as the comparison group. An Oxford Quick Placement Test determined that the subjects possessed an intermediate level of proficiency. The experimental group received reading comprehension-based TBI, while the control group received traditional lecture-based strategy training. Each of the dependent variables was tested at two points of time. Based on a conducted t-test, while both groups knew exactly the same as time 1, the comparison group did less on the posttest in terms of reading comprehension skills than its treatment counterpart. The effect size was large. Furthermore, the results of a series of chi-squares showed that TBI had facilitating effects on motivation for L2 reading, language learning anxiety, and L2 grit, all with large effect sizes. That is, on the posttest, the number of motivated learners and grittier learners in the treatment group increased, while the number of high-anxiety learners in the experimental group decreased sharply. However, the participants’ motivation for L2 reading, anxiety, and L2 grit did not significantly change after the treatment. The implications of the study are explained.\u003C\u002Fjats:p>",{"EN":859},"The impact of task-based instruction on learners’ reading comprehension, L2 grit, anxiety, and motivation for L2 reading",{"VOID":861},"10.1186\u002Fs40862-023-00216-2",[263],"https:\u002F\u002Fsfleducation.springeropen.com\u002Farticles\u002F10.1186\u002Fs40862-023-00216-2",[865,884,903],{"id":866,"sortIndex":19,"researcher":18,"roles":867,"affiliations":868,"properties":877,"displayName":881,"givenName":18,"familyName":18},"a760a7f9-7291-42ed-bf0c-0a0e9ff85cbf",[],[869],{"id":870,"sortIndex":19,"affiliation":871,"properties":18},"bccd4dc2-5aaa-4f29-9d3f-e6abba4f616b",{"id":870,"createTime":18,"updateTime":18,"relativeEntities":872,"slug":18,"properties":873,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":876,"statistic":18},[],{"title":874},{"VI":875},"English department, College of Sciences and Humanities, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia",[],{"orcid":878,"title":880,"openalex":882},{"VOID":879},"https:\u002F\u002Forcid.org\u002F0000-0002-6698-006X",{"EN":881},"Sayed M. 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System, 93, 102295. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.system.2020.102295",{"doi":1197},"10.1016\u002Fj.system.2020.102295",{"id":18,"text":1199,"url":18,"identifiers":1200},"Wigfield, A., & Guthrie, J. T. (1995). Dimensions of children’s motivations for reading: An initial study. National Reading Research Center.",{},{"id":18,"text":1202,"url":18,"identifiers":1203},"Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth or their reading. Journal of Educational Psychology., 89, 420–432. https:\u002F\u002Fdoi.org\u002F10.1037\u002F0022-0663.89.3.420",{"doi":1204},"10.1037\u002F0022-0663.89.3.420",{"id":18,"text":1206,"url":18,"identifiers":1207},"Willis, J. (1996). A framework for task-based learning. Longman.",{},{"id":18,"text":1209,"url":18,"identifiers":1210},"Xu, J., & Fan, Y. (2022). Finding success with the implementation of task-based language teaching: The role of teacher agency. Language, Culture and Curriculum, 35(1), 18–35.",{"doi":1211},"10.1080\u002F07908318.2021.1906268",{"id":1213,"createTime":1214,"updateTime":1215,"relativeEntities":1216,"slug":1217,"properties":1218,"entityType":142,"verifyStatus":143,"verifyTime":1215,"verifyNote":145,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":1227,"fullTextUrl":18,"authors":1228,"publicationType":185,"publisherRelationship":1273,"citationCount":18,"citationInfo":18,"publishDate":1323,"publishYear":845,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":1324,"openAccess":18,"references":18,"isForceReanalyzing":244},"512500c1-5c68-4e38-b3be-ce41c839f47e","2023-12-08T12:18:42.528+00:00","2025-02-24T09:23:46.876+00:00",[],"An-exploration-of-the-potential-benefit-of-extensive-listening-along-with-orthography-for-improving-EFL-learners-pronunciation",{"abstract":1219,"title":1221,"references":1223,"doi":1225},{"EN":1220},"Explicit pronunciation instruction has been shown to be effective in improving language learners’ pronunciation, yet it is not clear whether the same can be said about implicit pronunciation instruction. In addition, the role of orthography in improving language learners’ pronunciation is yet to be fully understood. Thus, this research examined the contribution of extensive listening combined with orthography to the improvement of language learners’ pronunciation. Ninety Saudi learners of English were randomly allocated to three groups and offered different types of instructions: (A) extensive listening only; (B) extensive listening with orthography; and (C) a control group. Similar utterances were collected from the three groups before and after the instructions. The utterances were then presented randomly to a group of native English listeners for global foreign accent rating. Small, though non-significant, improvement was observed for both experimental groups. This may be attributed to the relatively short duration of exposing the learners to the aural input. Semi-structed interviews, with a sample of the learners from the experimental groups, showed that they had positive opinions regarding extensive listening with orthography for the improvement of their pronunciation. Further research may use longer period to examine whether extensive listening along with orthography can result in significant improvement of language learners’ pronunciation.",{"EN":1222},"An exploration of the potential benefit of extensive listening along with orthography for improving EFL learners’ pronunciation",{"VOID":1224},"Ahmad, J. (2011). Pronunciation problems among Saudi learners: A case study at the preparatory year program, Najran University Saudi Arabia. Language in India, 11(7), 22–36.\nAltaha, F. (1995). Pronunciation errors made by Saudi university students learning English: analysis and remedy. ITL Review of Applied Linguistics, 109–110, 110–123. https:\u002F\u002Fdoi.org\u002F10.1075\u002Fitl.109-110.05alt\nBaker, A. (2014). Exploring teachers’ knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly, 48(1), 136–163. https:\u002F\u002Fdoi.org\u002F10.1002\u002Ftesq.99\nBassetti, B. (2008). Orthographic input and second language phonology. In T. Piske & M. YoungScholten (Eds.), Input matters in SLA (pp. 191–206). Multilingual Matters.\nBassetti, B., & Atkinson, N. (2015). Effects of orthographic forms on pronunciation in experienced instructed second language learners. Applied Psycholinguistics, 36(1), 67–91. https:\u002F\u002Fdoi.org\u002F10.1017\u002FS0142716414000435\nBassetti, B., Escudero, P., & Hayes-Harb, R. (2015). Second language phonology at the interface between acoustic and orthographic input. Applied Psycholinguistics, 36(1), 1–6. https:\u002F\u002Fdoi.org\u002F10.1017\u002FS0142716414000393\nDarcy, I. (2018). Powerful and Effective Pronunciation Instruction: How Can We Achieve It? CATESOL Journal, 30(1), 13–45.\nDarcy, I., Rocca, B., & Hancock, Z. (2021). A window into the classroom: How teachers integrate pronunciation instruction. RELC Journal, 52(1), 110–127. https:\u002F\u002Fdoi.org\u002F10.1177\u002F0033688220964269\nDerwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language learning, 48(3), 393–410. https:\u002F\u002Fdoi.org\u002F10.1111\u002F0023-8333.00047\nErdener, V., & Burnham, D. (2005). The role of audiovisual speech and orthographic information in nonnative speech production. Language Learning, 55(2), 191–228. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.0023-8333.2005.00303.x\nFlege, J. (2008). 9. Give input a chance! In T. Piske & M. Young-Scholten (Eds.), Input matters in SLA: Multilingual matters (pp. 175–190). https:\u002F\u002Fdoi.org\u002F10.21832\u002F9781847691118\nFlege, J. (2018). It’s input that matters most, not age. Bilingualism: Language and Cognition, 21(5), 919–920. https:\u002F\u002Fdoi.org\u002F10.1017\u002FS136672891800010X\nFlege, J., & Port, R. (1980). Cross-language phonetic interference: Arabic to English. Language and Speech, 24(2), 125–146. https:\u002F\u002Fdoi.org\u002F10.1177\u002F002383098102400202\nFoote, J., Trofimovich, P., Collins, L., & Urzúa, F. (2016). Pronunciation teaching practices in communicative second language classes. The Language Learning Journal, 44(2), 181–196. https:\u002F\u002Fdoi.org\u002F10.1080\u002F09571736.2013.784345\nJones, L., & Plass, J. (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal, 86(4), 546–561. https:\u002F\u002Fdoi.org\u002F10.1111\u002F1540-4781.00160\nKissling, E. (2013). Teaching pronunciation: Is explicit phonetics instruction beneficial for FL learners? The Modern Language Journal, 97(3), 720–744. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1540-4781.2013.12029.x\nLacabex, E., & Gallardo-del-Puerto, F. (2020). Explicit phonetic instruction vs. implicit attention to native exposure: Phonological awareness of English schwa in CLIL. International Review of Applied Linguistics in Language Teaching, 58(4), 419–442. https:\u002F\u002Fdoi.org\u002F10.1515\u002Firal-2017-0079\nLee, B., Plonsky, L., & Saito, K. (2020). The effects of perception-vs. production-based pronunciation instruction. System, 88, 102185. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.system.2019.102185\nLee, J., Jang, J., & Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345–366. https:\u002F\u002Fdoi.org\u002F10.1093\u002Fapplin\u002Famu040\nMunro, M. J., & Derwing, T. M. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45(1), 73–97. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1467-1770.1995.tb00963.x\nOxford, R., Holloway, M., & Horton-Murillo, D. (1992). Language learning styles: Research and practical considerations for teaching in the multicultural tertiary ESL\u002FEFL classroom. System, 20(4), 439–456. https:\u002F\u002Fdoi.org\u002F10.1016\u002F0346-251X(92)90057-A\nPeltekov, P. (2020). The effectiveness of implicit and explicit instruction on German L2 learners’ pronunciation. Die Unterrichtspraxis\u002Fteaching German, 53(1), 1–22. https:\u002F\u002Fdoi.org\u002F10.1111\u002Ftger.12115\nSaito, K. (2012). Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi-experimental intervention studies. TESOL Quarterly, 46(4), 842–854. https:\u002F\u002Fdoi.org\u002F10.1002\u002Ftesq.6\nSaito, K., & Hanzawa, K. (2018). The role of input in second language oral ability development in foreign language classrooms: A longitudinal study. Language Teaching Research, 22(4), 398–417. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1362168816679030\nSicola, L., & Darcy, I. (2015). Integrating pronunciation into the language classroom. In M. Reed & J. Levis (Eds.), The handbook of English pronunciation (pp. 471–487). Wiley.\nSouthwood, M., & Flege, J. (1999). Scaling foreign accent: Direct magnitude estimation versus interval scaling. Clinical Linguistics & Phonetics, 13(5), 335–349. https:\u002F\u002Fdoi.org\u002F10.1080\u002F026992099299013\nSpada, N., & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60(2), 263–308. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1467-9922.2010.00562.x\nSteele, J. (2005). Assessing the role of orthographic versus uniquely auditory input in acquiring new L2 segments. Paper presented at the 7èmes Journées internationales du réseau français de phonologie (RFP2005), Aix-en-Provence.\nThomson, R., & Derwing, T. (2015). The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326–344. https:\u002F\u002Fdoi.org\u002F10.1093\u002Fapplin\u002Famu076\nTrofimovich, P., Lightbown, P., Halter, R., & Song, H. (2009). Comprehension-based practice: The development of L2 pronunciation in a listening and reading program. Studies in Second Language Acquisition, 31(4), 609–639. https:\u002F\u002Fdoi.org\u002F10.1017\u002FS0272263109990040\nTsang, A. (2019). Effects of narrow listening on ESL learners’ pronunciation and fluency: An ‘MP3 flood’programme turning mundane homework into an engaging hobby. Language Teaching Research, 23(1), 1–21. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1362168819894487",{"VOID":1226},"10.1186\u002Fs40862-022-00132-x","https:\u002F\u002Fsfleducation.springeropen.com\u002Farticles\u002F10.1186\u002Fs40862-022-00132-x",[1229,1253],{"id":1230,"sortIndex":19,"researcher":18,"roles":1231,"affiliations":1232,"properties":1250,"displayName":1252,"givenName":18,"familyName":18},"608f9b61-b8d0-4ab7-9601-e497540d1f3e",[153],[1233,1241],{"id":1234,"sortIndex":19,"affiliation":1235,"properties":18},"61270b3d-0e9f-45e1-927b-26bfcf4aeb92",{"id":1234,"createTime":18,"updateTime":18,"relativeEntities":1236,"slug":18,"properties":1237,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1240,"statistic":18},[],{"title":1238},{"VI":1239},"Deanship of Supportive Studies, English Language Center, Taif University, Taif, Saudi Arabia",[],{"id":1242,"sortIndex":94,"affiliation":1243,"properties":1249},"b83e8cc5-5d9a-4d78-af50-c35f4a105068",{"id":1242,"createTime":18,"updateTime":18,"relativeEntities":1244,"slug":18,"properties":1245,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1248,"statistic":18},[],{"title":1246},{"VI":1247},"Department of Foreign Languages, College of Arts, Taif University, Taif, Saudi Arabia",[],{},{"title":1251},{"VI":1252},"Nada Almalki",{"id":1254,"sortIndex":94,"researcher":18,"roles":1255,"affiliations":1256,"properties":1270,"displayName":1272,"givenName":18,"familyName":18},"60b9e4c2-7393-4187-b10e-ad8639fc3a28",[153],[1257,1263],{"id":1234,"sortIndex":19,"affiliation":1258,"properties":18},{"id":1234,"createTime":18,"updateTime":18,"relativeEntities":1259,"slug":18,"properties":1260,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1262,"statistic":18},[],{"title":1261},{"VI":1239},[],{"id":1242,"sortIndex":94,"affiliation":1264,"properties":1269},{"id":1242,"createTime":18,"updateTime":18,"relativeEntities":1265,"slug":18,"properties":1266,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1268,"statistic":18},[],{"title":1267},{"VI":1247},[],{},{"title":1271},{"VI":1272},"Ghazi Algethami",{"url":1227,"publisher":1274,"properties":1319},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1275,"slug":10,"properties":1276,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":1279,"manageAffiliations":1288,"indexDatabases":1299,"url":87,"thumbnailPath":18,"statistic":1314,"gsStatistic":18,"type":116,"analyzePriority":18},[],{"issn":1277,"title":1278},{"VOID":13},{"EN":15},[1280,1284],{"id":22,"createTime":18,"updateTime":18,"relativeEntities":1281,"label":1282,"description":1283,"parentId":18,"standard":18,"scholarHubFieldId":18},[],{"EN":25},{},{"id":28,"createTime":18,"updateTime":18,"relativeEntities":1285,"label":1286,"description":1287,"parentId":18,"standard":18,"scholarHubFieldId":18},[],{"EN":31,"VI":32},{},[1289,1294],{"id":36,"createTime":18,"updateTime":18,"relativeEntities":1290,"slug":18,"properties":1291,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1293,"statistic":18},[],{"title":1292},{"EN":40},[42],{"id":44,"createTime":18,"updateTime":18,"relativeEntities":1295,"slug":18,"properties":1296,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1298,"statistic":18},[],{"title":1297},{"EN":48},[],[1300,1307],{"id":52,"indexDatabase":1301,"url":65,"indexYears":18,"academicFieldIds":1306,"indexDatabaseRanking":18},{"id":54,"createTime":18,"updateTime":18,"relativeEntities":1302,"label":1303,"description":1304,"key":61,"publicationTags":1305,"standard":18},[],{"EN":57,"VI":57},{"EN":59,"VI":60},[63,64],[67,68],{"id":70,"indexDatabase":1308,"url":81,"indexYears":82,"academicFieldIds":1313,"indexDatabaseRanking":86},{"id":72,"createTime":18,"updateTime":18,"relativeEntities":1309,"label":1310,"description":1311,"key":78,"publicationTags":1312,"standard":18},[],{"EN":75,"VI":75},{"EN":75,"VI":77},[80],[84,85],{"impactFactor":19,"impactFactorByYear":1315,"i10Index":94,"i10IndexLast5Year":19,"totalPublication":95,"totalPublicationByYear":1316,"totalCitation":105,"totalCitationByYear":1317,"totalCitationPerPublication":110,"totalCitationPerPublicationByYear":1318,"hindexLast5Year":109,"hindex":109},{"2018":90,"2019":91,"2020":92,"2023":93},{"2016":97,"2017":98,"2018":99,"2019":98,"2020":100,"2021":101,"2022":102,"2023":103,"2024":104},{"2016":98,"2017":107,"2018":108,"2021":109},{"2016":112,"2017":113,"2018":114,"2021":115},{"pages":1320,"volume":1322},{"VOID":1321},"1-14",{"VOID":843},"2022-02-18",[63,80],{"id":1326,"createTime":1327,"updateTime":1328,"relativeEntities":1329,"slug":1330,"properties":1331,"entityType":142,"verifyStatus":143,"verifyTime":1328,"verifyNote":145,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":1340,"fullTextUrl":18,"authors":1341,"publicationType":185,"publisherRelationship":1370,"citationCount":18,"citationInfo":18,"publishDate":1420,"publishYear":239,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":1421,"openAccess":18,"references":18,"isForceReanalyzing":244},"34a4ceda-72f4-4aa6-b39c-ee1e55dd7a64","2024-01-18T05:27:51.084+00:00","2025-02-24T04:33:57.943+00:00",[],"Metacognitive-awareness-of-skilled-and-less-skilled-EFL-writers",{"abstract":1332,"title":1334,"references":1336,"doi":1338},{"EN":1333},"The present study sought the differences between more and less proficient EFL (English as a Foreign Language) writers regarding their metacognitive awareness of writing (MAW). We also examined the relationship between MAW and EFL writing success. We used a validated MAW questionnaire for a comprehensive evaluation of the writers’ metacognitive awareness. The results demonstrated that skillful EFL writers benefit from higher metacognitive awareness. Furthermore, we found that metacognitive awareness (and its sub-categories) is positively correlated with writing proficiency, except for avoidance strategy which showed a negative correlation. The mixed design of this study which is a part of a larger project would help researchers to gain new insights into the role of metacognitive awareness in EFL writing success.",{"EN":1335},"Metacognitive awareness of skilled and less-skilled EFL writers",{"VOID":1337},"Abdullah, M. R. T. L., Bakar, Z. A., Ali, R. M., & Yaacob, A. R. (2011). Writing strategies of Malaysian ESL undergraduate engineering learners. International Journal of Engineering & Technology IJET-IJENS, 11(2), 1–9.\nAngelova, M. (2001). Metacognitive knowledge in EFL writing. Academic Exchange Quarterly, 5(3), 78–83.\nBaker, L. (2010). Metacognition. In V. G. Aukrust (Ed.), Learning and cognition in education (pp. 128–133). Oxford: Academy Press.\nBarkaoui, K. (2007). Revision in second language writing: What teachers need to know. TESL Canada, 25(1), 81–92. https:\u002F\u002Fdoi.org\u002F10.18806\u002Ftesl.v25i1.109.\nBecker, A. (2006). A review of writing model research based on cognitive process. In A. Horning & A. Becker (Eds.), Revision: History, theory, and practice (pp. 24–49). West Lafayette: Parlor Press.\nBrooks, E. (1985). Case studies of the composing processes of five “unskilled” English-as-a-second language writers. New York: New York University. https:\u002F\u002Ffiles.eric.ed.gov\u002Ffulltext\u002FED289340.pdf.\nCary, M., & Reder, L. M. (2002). Metacognition in strategy selection: Giving consciousness too much credit. In P. Chambres, M. Izaute, & P. J. Marescaux (Eds.), Metacognition: Process, function, and use (pp. 63–78). New York: Kluwer.\nCohen, A. D., & Brooks-Carson, A. (2001). Research on direct versus translated writing: Students’ strategies and their results. The Modern Language Journal, 85(2), 169–188. https:\u002F\u002Fdoi.org\u002F10.1111\u002F0026-7902.00103.\nde Larios, J. R., Murphy, L., & Marin, J. (2002). A critical examination of L2 writing process research. In S. Ransdell & M.-L. Barbier (Eds.), New directions for research in L2 writing (pp. 11–47).\nDeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 313–348). Malden: Blackwell.\nDevine, J. (1993). The role of metacognition in second language reading and writing. In J. G. Carson & I. Leki (Eds.), Reading in the composition classroom: Second language perspectives (pp. 105–127). Boston: Heinle and Heinle.\nDevine, J., Railey, K., & Boshoff, P. (1993). The implications of cognitive models in L1 and L2 writing. Journal of Second Language Writing, 2(3), 203–225. https:\u002F\u002Fdoi.org\u002F10.1016\u002F1060-3743(93)90019-Y.\nDinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391–409. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10648-008-9083-6.\nDülger, O. (2011). Meta-cognitive strategies in developing EFL writing skills. Contemporary Online Language Education Journal, 1(2), 82–100.\nFahim, M., & Khojaste Rad, S. (2012). The relationship between self-esteem and paragraph writing of Iranian EFL learners. Psychology, 3(1), 24–29. https:\u002F\u002Fdoi.org\u002F10.4236\u002Fpsych.2012.31004.\nFahim, M., & Noormohammadi, R. (2014). The learner’s side of foreign language learning: predicting language learning strategies from language learning styles among Iranian medical students. Journal of Language Teaching and Research, 5(6), 1424–1434. https:\u002F\u002Fdoi.org\u002F10.4304\u002Fjltr.5.6.1424-1434.\nFarahian, M. (2017). Developing and validating a metacognitive writing questionnaire for EFL learners. Issues in Educational Research, 27(4), 736–750.\nFlavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https:\u002F\u002Fdoi.org\u002F10.1037\u002F0003-066X.34.10.906.\nHacker, D. J., Keener, M. C., & Kircher, J. C. (2009). Writing is applied meta-cognition. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 154–172). New York: Routledge.\nHamp-Lyons, L. (1993). Scoring procedures for ESL contexts. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 241–276). Norwood: Ablex.\nHarris, K. R., Santangelo, T., & Graham, S. (2010). Metacognition and strategies instruction in writing. In H. S. Waters & W. Schneider (Eds.), Metacognition, strategy use, and instruction (pp. 226–256). New York: London: The Guilford Press.\nHassan, B. A. (1999). The relationship of writing apprehension and self-esteem to the writing quality and quantity of EFL university students. Mansoura Faculty of Education Journal, 39, 1–36.\nHayes, J., & Flower, L. (1980). Identifying the organization of writing processes. In L. Gregg & E. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Lawrence Erlbaum.\nHo, R. (2014). Handbook of univariate and multivariate data analysis with IBM SPSS (2nd ed.). Boca Raton: CRC Press Book.\nJacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartifiel, V. G., & Haughey, J. B. (1981). Testing ESL composition: A practical approach. Rowley: Newbury House Publishers.\nJacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. 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The Journal of Experimental Education, 55(3), 171–174.",{"VOID":1339},"10.1186\u002Fs40862-018-0052-4","https:\u002F\u002Fsfleducation.springeropen.com\u002Farticles\u002F10.1186\u002Fs40862-018-0052-4",[1342,1357],{"id":1343,"sortIndex":19,"researcher":18,"roles":1344,"affiliations":1345,"properties":1354,"displayName":1356,"givenName":18,"familyName":18},"f899a3db-6a0c-43d5-8e73-c14d38e6fbc1",[153],[1346],{"id":1347,"sortIndex":19,"affiliation":1348,"properties":18},"6ecced40-8bf8-4cca-a22a-4d4833c68f1b",{"id":1347,"createTime":18,"updateTime":18,"relativeEntities":1349,"slug":18,"properties":1350,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1353,"statistic":18},[],{"title":1351},{"VI":1352},"Department of ELT, College of Literature and Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran",[],{"title":1355},{"VI":1356},"Majid 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major source of concern across a number of English-speaking countries is the loss of language teachers from the profession. In a global era where the ability to engage across languages and cultures is seen as vital for international engagement, this poses a significant problem as teacher shortages continue to challenge the efficacy of language education programs. And yet, there are very few large-scale studies which investigate the career attrition of foreign language teachers. The Australian mixed methods study reported here investigated the relationship between social capital and the career retention of 227 foreign language teachers. The findings expand our understanding of language teacher attrition, by showing that teachers who felt professionally valued and who had strong relationships with their colleagues and administrative leaders were less likely to leave language teaching. It was also found that social bonds with other foreign language teachers were an important form of social capital proactively sought by many language teachers, to help them overcome their professional isolation and thus maintain their professional standards. However, these strong social bonds were found to play a role in promoting language teacher attrition, as they provide teachers with a ladder to other career opportunities. This study concludes that some language teachers are lacking in social capital, and that this lack of social capital is a key driver in career attrition. Therefore, there is a need to develop policies, and engage in practices, which facilitate and encourage the further development of language teachers' social capital. 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[http:\u002F\u002Fwww.news.com.au\u002Fnational\u002Fstressed-teachers-quitting-over-high-workload-australian-education-union-report-reveals\u002Fstory-fncynjr2-1227349535411]. Accessed date 24 Mar 2016.\nZhang, G., & Gong, Q. (2014). The retention of Year 11\u002F12 Chinese in Australian schools: A relevance theory perspective. In G. Dunworth & G. Zhang (Eds.), Critical perspectives on Language Education: Australia and the Asia Pacific (pp. 119–140). Cham: Springer.\nZipin, L., & White, V. (2002). Too much with too little: Shift and intensification in the work of ACT teachers. Canberra: Australian Education Union.",{"VOID":1436},"10.1186\u002Fs40862-016-0008-5","http:\u002F\u002Fsfleducation.springeropen.com\u002Farticles\u002F10.1186\u002Fs40862-016-0008-5",[1439,1454],{"id":1440,"sortIndex":19,"researcher":18,"roles":1441,"affiliations":1442,"properties":1451,"displayName":1453,"givenName":18,"familyName":18},"109972aa-aee4-4d68-9dd2-4997daa76327",[153],[1443],{"id":1444,"sortIndex":19,"affiliation":1445,"properties":18},"17ed8741-4d23-4ae9-b518-474024b33bdf",{"id":1444,"createTime":18,"updateTime":18,"relativeEntities":1446,"slug":18,"properties":1447,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1450,"statistic":18},[],{"title":1448},{"VI":1449},"Department of International Relations, University of Nagasaki, Nishisonogi-gun, Japan",[],{"title":1452},{"VI":1453},"Shannon Mason",{"id":1455,"sortIndex":94,"researcher":18,"roles":1456,"affiliations":1457,"properties":1466,"displayName":1468,"givenName":18,"familyName":18},"8a2e3d95-7da5-44ae-a90c-49cd3c65c654",[153],[1458],{"id":1459,"sortIndex":19,"affiliation":1460,"properties":18},"eaab117b-8f0d-4329-80c4-5e04fcb78352",{"id":1459,"createTime":18,"updateTime":18,"relativeEntities":1461,"slug":18,"properties":1462,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1465,"statistic":18},[],{"title":1463},{"VI":1464},"School of Languages and Linguistics, Griffith University, Brisbane, Australia",[],{"title":1467},{"VI":1468},"Cristina Poyatos Matas",{"url":1437,"publisher":1470,"properties":1515},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1471,"slug":10,"properties":1472,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":1475,"manageAffiliations":1484,"indexDatabases":1495,"url":87,"thumbnailPath":18,"statistic":1510,"gsStatistic":18,"type":116,"analyzePriority":18},[],{"issn":1473,"title":1474},{"VOID":13},{"EN":15},[1476,1480],{"id":22,"createTime":18,"updateTime":18,"relativeEntities":1477,"label":1478,"description":1479,"parentId":18,"standard":18,"scholarHubFieldId":18},[],{"EN":25},{},{"id":28,"createTime":18,"updateTime":18,"relativeEntities":1481,"label":1482,"description":1483,"parentId":18,"standard":18,"scholarHubFieldId":18},[],{"EN":31,"VI":32},{},[1485,1490],{"id":36,"createTime":18,"updateTime":18,"relativeEntities":1486,"slug":18,"properties":1487,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1489,"statistic":18},[],{"title":1488},{"EN":40},[42],{"id":44,"createTime":18,"updateTime":18,"relativeEntities":1491,"slug":18,"properties":1492,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1494,"statistic":18},[],{"title":1493},{"EN":48},[],[1496,1503],{"id":52,"indexDatabase":1497,"url":65,"indexYears":18,"academicFieldIds":1502,"indexDatabaseRanking":18},{"id":54,"createTime":18,"updateTime":18,"relativeEntities":1498,"label":1499,"description":1500,"key":61,"publicationTags":1501,"standard":18},[],{"EN":57,"VI":57},{"EN":59,"VI":60},[63,64],[67,68],{"id":70,"indexDatabase":1504,"url":81,"indexYears":82,"academicFieldIds":1509,"indexDatabaseRanking":86},{"id":72,"createTime":18,"updateTime":18,"relativeEntities":1505,"label":1506,"description":1507,"key":78,"publicationTags":1508,"standard":18},[],{"EN":75,"VI":75},{"EN":75,"VI":77},[80],[84,85],{"impactFactor":19,"impactFactorByYear":1511,"i10Index":94,"i10IndexLast5Year":19,"totalPublication":95,"totalPublicationByYear":1512,"totalCitation":105,"totalCitationByYear":1513,"totalCitationPerPublication":110,"totalCitationPerPublicationByYear":1514,"hindexLast5Year":109,"hindex":109},{"2018":90,"2019":91,"2020":92,"2023":93},{"2016":97,"2017":98,"2018":99,"2019":98,"2020":100,"2021":101,"2022":102,"2023":103,"2024":104},{"2016":98,"2017":107,"2018":108,"2021":109},{"2016":112,"2017":113,"2018":114,"2021":115},{"pages":1516,"volume":1518},{"VOID":1517},"1-19",{"VOID":351},"2016-04-14",2016,[63,80],{"id":1523,"createTime":1524,"updateTime":1525,"relativeEntities":1526,"slug":1527,"properties":1528,"entityType":142,"verifyStatus":143,"verifyTime":1525,"verifyNote":145,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":1537,"fullTextUrl":18,"authors":1538,"publicationType":185,"publisherRelationship":1694,"citationCount":18,"citationInfo":18,"publishDate":1744,"publishYear":1745,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":1746,"openAccess":18,"references":18,"isForceReanalyzing":244},"bbaf95c4-727f-4359-b23e-cbcc74e420fc","2024-01-25T20:06:34.357+00:00","2025-02-21T20:00:52.413+00:00",[],"Optimizing-auditory-input-for-foreign-language-learners-through-a-verbotonal-based-dichotic-listening-approach",{"abstract":1529,"title":1531,"references":1533,"doi":1535},{"EN":1530},"The quality of the physical language signals to which learners are exposed and which result in neurobiological activity leading to perception constitutes a variable that is rarely, if ever, considered in the context of language learning. It deserves some attention. The current study identifies an optimal audio language input signal for Chinese EFL\u002FESL learners generated by modifying the physical features of language-bearing audio signals. This is achieved by applying the principles of verbotonalism in a dichotic listening context. Low-pass filtered (320 Hz cut-off) and unfiltered speech signals were dichotically and diotically directed to each hemisphere of the brain through the contralateral ear. Temporal and spatial neural signatures for the processing of the signals were detected in a combined event-related potential (ERP) and functional magnetic resonance imaging (fMRI) experiment. Results showed that the filtered stimuli in the left ear and unfiltered in the right ear (FL-R) configuration provided optimal auditory language input by actively exploiting left-hemispheric dominance for language processing and right-hemispheric dominance for melodic processing, i.e., each hemisphere was fed the signals that it should be best equipped to process—and it actually did so effectively. In addition, the filtered stimuli in the right ear and unfiltered in the left ear (L-FR) configuration was identified as entirely non-optimal for language learners. Other outcomes included significant load reduction through exposure to both-ear-filtered FL-FR signals as well as the confirmation that non-language signals were recognized by the brain as irrelevant to language and did not trigger any language processing. These various outcomes will necessarily entail further research.",{"EN":1532},"Optimizing auditory input for foreign language learners through a verbotonal-based dichotic listening approach",{"VOID":1534},"Antonenko, P., van Gog, T., & Paas, F. (2014). Implications of neuroimaging for educational research. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 51–63). Springer. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-1-4614-3185-5_5\nAsp, C. W. (2006). Verbotonal speech treatment. Plural Publishing.\nAsp, C. W., Kim, Y., & Davis, C. (2003). Verbotonal approach for the children with cochlear implant in public schools. In Congresso dell´Associazione Internazionale per il Metodo Verbotonale: Neuroscienze e Metodo Verbotonale, Rome, Italy.\nAsp, C. W., Kline, M., & Koike, K. J. (2012). Verbotonal worldwide. In R. Goldfarb (Ed.), Translational speech-language pathology and audiology: Essays in honor of Dr. Sadanand Singh (pp. 319–326). Plural Publishing.\nBinder, J. R., & Desai, R. H. (2011). The neurobiology of semantic memory. Trends in Cognitive Sciences, 15(11), 527–536. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.tics.2011.10.001\nBookheimer, S. (2002). Functional MRI of language: New approaches to understanding the cortical organization of semantic processing. Annual Review of Neuroscience, 25, 151–188.\nBrouwer, H., Fitz, H., & Hoeks, J. (2012). Getting real about semantic illusions: Rethinking the role of the P600 in language comprehension. Brain Research, 1446, 127–143.\nBrouwer, H., & Hoeks, J. (2013). A time and place for language comprehension: Mapping the N400 and the P600 to a minimal cortical network. Frontiers in Human Neuroscience, 7, 1–12.\nChien, P. J., Friederici, A. D., Hartwigsen, G., & Sammler, D. (2020). Neural correlates of intonation and lexical tone in tonal and non-tonal language speakers. Human Brain Mapping, 41(7), 1842–1858. https:\u002F\u002Fdoi.org\u002F10.1002\u002Fhbm.24916\nChien, P. J., Friederici, A. D., Hartwigsen, G., & Sammler, D. (2021). Intonation processing increases task-specific fronto-temporal connectivity in tonal language speakers. Human Brain Mapping, 42, 161–174. https:\u002F\u002Fdoi.org\u002F10.1002\u002Fhbm.25214\nDa Costa, S., van der Zwaag, W., Marques, J. P., Frackowiak, R. S., Clarke, S., & Saenz, M. (2011). Human primary auditory cortex follows the shape of Heschl’s gyrus. Journal of Neuroscience, 31(40), 14067–14075. https:\u002F\u002Fdoi.org\u002F10.1523\u002FJNEUROSCI.2000-11.2011\nDaltrozzo, J., & Conway, C. M. (2014). Neurocognitive mechanisms of statistical-sequential learning: What do event-related potentials tell us? Frontiers in Human Neuroscience, 8, 437.\nDonaldson, D. I. (2004). Parsing brain activity with fMRI and mixed designs: What kind of a state is neuroimaging in? Trends in Neurosciences, 27, 442–444. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.tins.2004.06.001\nFriston, K. J., Ashburner, J., Frith, C. D., Poline, J. B., Heather, J. D., & Frackowiak, R. S. (1995). Spatial registration and normalization of images. Human Brain Mapping, 3(3), 165–189.\nGalotti, K. M. (2017). Cognitive development: Infancy through adolescence (2nd ed.). Sage.\nGuberina, P., & Asp, C. W. (1981). The verbo-tonal method for rehabilitating people with communication problems. World Rehabilitation Fund.\nGuberina, P. (1972). Restricted bands of frequencies in auditory rehabilitation of deaf. Faculty of Arts, University of Zagreb.\nGuberina, P., & Asp, C. W. (2013). The verbotonal method. Artresor Naklada.\nHashemi, L., & Thomas, B. (2013). Objective PET teachers book (4th ed.). Cambridge University Press.\nHe, B. (2014). Improving the English pronunciation of Chinese EFL learners through the integration of CALL and verbotonalism [Doctoral dissertation, Suranaree University of Technology]. Thailand.\nHe, B., Sangarun, P., & Lian, A. P. (2015). Improving the English pronunciation of Chinese EFL university students through the integration of CALL and verbotonalism. In Seventeenth international CALL research conference: Task design and CALL, Tarragona. University of Antwerp.\nHickok, G., & Poeppel, D. (2007). The cortical organization of speech processing. Nature Reviews Neuroscience, 8(5), 393–402. https:\u002F\u002Fdoi.org\u002F10.1038\u002Fnrn2113\nHinkley, L. B. N., Marco, E. J., Brown, E. G., Bukshpun, P., Gold, J., Hill, S., Findlay, A. M., Jeremy, R. J., Wakahiro, M. L., Barkovich, A. J., Mukherjee, P., Sherr, E. H., & Nagarajan, S. S. (2016). The contribution of the corpus callosum to language lateralization. Journal of Neuroscience, 36(16), 4522–4533. https:\u002F\u002Fdoi.org\u002F10.1523\u002FJNEUROSCI.3850-14.2016\nIndefrey, P. (2012). Hemodynamic studies of syntactic processing. In M. Faust (Ed.), The handbook of neuropsychology of language (pp. 209–228). Wiley-Blackwell.\nJurjević-Grkinić, I., Munivrana, B., & Mijić, V. (2015). Applying a verbotonal method to rehabilitation of the hearing impaired children. In Syposium & 52nd inner ear biology workshop, Pisa, Italy.\nKim, Y., & Asp, C. W. (2002). Low frequency perception of rhythm and intonation speech patterns by normal hearing adults. Speech Sciences, 9(1), 7–16.\nKlem, G. H., Lüders, H. O., Jasper, H., & Elger, C. (1999). The ten-twenty electrode system of the international federation. Electroencephalography and Clinical Neurophysiology. Supplement, 52(3), 3–6.\nKrashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.\nKrashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.\nKrashen, S. D. (2003). Explorations in language acquisition and use. Heinemann.\nKuhl, P. K., & Rivera-Gaxiola, M. (2008). Neural substrates of language acquisition. Annual Review of Neuroscience, 31, 511–534.\nKutas, M., & Federmeier, K. D. (2011). Thirty years and counting: Finding meaning in the N400 component of the event-related brain potential (ERP). Annual Review of Psychology, 62, 621–647.\nLevine, M. D. (2009). Differences in learning and neurodevelopmental function in school-age children. In W. B. Carey, A. C. Crocker, W. L. Coleman, E. R. Elias, & H. M. Feldman (Eds.), Developmental-behavioral pediatrics (4th ed., pp. 535–546). W.B. Saunders. https:\u002F\u002Fdoi.org\u002F10.1016\u002FB978-1-4160-3370-7.00055-9\nLian, A. P. (1980). Intonation patterns of French (teacher’s book). River Seine Publications Pty Ltd.\nLian, A. P. (2004). Technology-enhanced language learning environments: A rhizomatic approach. In J.-B. Son (Ed.), Computer-assisted language learning: Concepts, contexts and practices (pp. 1–20). iUniverse.\nLian, A. P. (2011). Reflections on language-learning in the 21st century: The rhizome at work. Rangsit Journal of Arts and Sciences, 1(1), 5–17.\nLian, A. P. (2014). On-demand generation of individualized language learning lessons. Journal of Science, 9(1), 25–38.\nLian, A. P., & Sussex, R. (2018). Toward a critical epistemology for learning languages and cultures in twenty-first century Asia. In A. Curtis & R. Sussex (Eds.), Intercultural communication in Asia: Education, language and values (pp. 37–54). Springer. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-3-319-69995-0_3\nLogothetis, N. K. (2012). What we can and what we can’t do with fMRI. Society for Neuroscience: 2012 Short Course II MRI and Advanced Imaging in Animals and Humans, New Orleans, LA.\nLuck, S. J. (2014). An introduction to the event-related potential technique (2nd ed.). MIT Press.\nMårtensson, J., Eriksson, J., Bodammer, N. C., Lindgren, M., Johansson, M., Nyberg, L., & Lövdén, M. (2012). Growth of language-related brain areas after foreign language learning. NeuroImage, 63(1), 240–244.\nMeyer, M., Alter, K., Friederici, A. D., Lohmann, G., & von Cramon, D. Y. (2002). fMRI reveals brain regions mediating slow prosodic modulations in spoken sentences. Human Brain Mapping, 17(2), 73–88. https:\u002F\u002Fdoi.org\u002F10.1002\u002Fhbm.10042\nMorgan-Short, K., & Tanner, D. (2014). Event-related potentials (ERPs). In J. Jegerski & B. VanPatten (Eds.), Research methods in second language psycholinguistics (pp. 127–152). Routledge.\nOldfield, R. C. (1971). The assessment and analysis of handedness: The Edinburgh inventory. Neuropsychologia, 9(1), 97–113.\nPatterson, K., Nestor, P. J., & Rogers, T. T. (2007). Where do you know what you know? The representation of semantic knowledge in the human brain. Nature Reviews Neuroscience, 8(12), 976–987. https:\u002F\u002Fdoi.org\u002F10.1038\u002Fnrn2277\nPenny, W. D., Friston, K. J., Ashburner, J. T., Kiebel, S. J., & Nichols, T. E. (2011). Statistical parametric mapping: The analysis of functional brain images. Elsevier.\nPetersen, S. E., & Dubis, J. W. (2012). The mixed block\u002Fevent-related design. NeuroImage, 62(2), 1177–1184. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.neuroimage.2011.09.084\nPoldrack, R. A. (2018). The new mind readers: What neuroimaging can and cannot reveal about our thoughts. Princeton University Press.\nPulvermüller, F. (2013). How neurons make meaning: Brain mechanisms for embodied and abstract-symbolic semantics. Trends in Cognitive Sciences, 17(9), 458–470. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.tics.2013.06.004\nPulvermüller, F., & Fadiga, L. (2016). Brain language mechanisms built on action and perception. In G. Hickok & S. L. Small (Eds.), Neurobiology of language (pp. 311–324). Academic Press.\nSammler, D., Grosbras, M. H., Anwander, A., Bestelmeyer, P. E., & Belin, P. (2015). Dorsal and ventral pathways for prosody. Current Biology, 25(23), 3079–3085.\nSierpowska, J., Fernandez-Coello, A., Gomez-Andres, A., Camins, À., Castañer, S., Juncadella, M., Gabarrós, A., & Rodríguez-Fornells, A. (2018). Involvement of the middle frontal gyrus in language switching as revealed by electrical stimulation mapping and functional magnetic resonance imaging in bilingual brain tumor patients. Cortex, 99, 78–92. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.cortex.2017.10.017\nSwaab, T. Y., Ledoux, K., Camblin, C. C., & Boudewyn, M. A. (2012). Language-related ERP components. In S. J. Luck & E. S. Kappenman (Eds.), Oxford handbook of event-related potential components (pp. 397–440). Oxford University Press.\nTervaniemi, M., & Hugdahl, K. (2003). Lateralization of auditory-cortex functions. Brain Research Reviews, 43(3), 231–246.\nvan Herten, M., Kolk, H. H. J., & Chwilla, D. J. (2005). An ERP study of P600 effects elicited by semantic anomalies. Cognitive Brain Research, 22(2), 241–255.\nVigneau, M., Beaucousin, V., Hervé, P. Y., Duffau, H., Crivello, F., Houdé, O., Mazoyer, B., & Tzourio-Mazoyer, N. (2006). Meta-analyzing left hemisphere language areas: Phonology, semantics, and sentence processing. NeuroImage, 30(4), 1414–1432.\nWen, F., Lian, A. P., & Sangarun, P. (2020). Determination of corrective optimals for Chinese university learners of English. Govor\u002Fspeech, 37(1), 3–29.\nYang, Y. (2016). Improving the phonological working memory and English speaking skills of Chinese primary EFL learners with a verbotonal-based approach. [Doctoral dissertation, Suranaree University of Technology]. Thailand.\nYang, Y., Wannaruk, A., & Lian, A. P. (2017). Improving the English-speaking skills of Chinese primary EFL learners with a verbotonal approach. Rangsit Journal of Arts and Sciences, 7(2), 141–156.",{"VOID":1536},"10.1186\u002Fs40862-021-00119-0","https:\u002F\u002Fsfleducation.springeropen.com\u002Farticles\u002F10.1186\u002Fs40862-021-00119-0",[1539,1563,1594,1607,1622,1637,1650,1665,1681],{"id":1540,"sortIndex":19,"researcher":18,"roles":1541,"affiliations":1542,"properties":1560,"displayName":1562,"givenName":18,"familyName":18},"7f55ac5b-f762-478f-b0bb-c9868a4145bd",[153],[1543,1551],{"id":1544,"sortIndex":19,"affiliation":1545,"properties":18},"7864af4b-40eb-4ec2-98e8-5e59bc0e7ab4",{"id":1544,"createTime":18,"updateTime":18,"relativeEntities":1546,"slug":18,"properties":1547,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1550,"statistic":18},[],{"title":1548},{"VI":1549},"School of Foreign Languages, Suranaree University of Technology, Nakhon Ratchasima, Thailand",[],{"id":1552,"sortIndex":94,"affiliation":1553,"properties":1559},"a2de8069-b155-467d-ba6b-cea1e45d1c31",{"id":1552,"createTime":18,"updateTime":18,"relativeEntities":1554,"slug":18,"properties":1555,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1558,"statistic":18},[],{"title":1556},{"VI":1557},"Department of Foreign Languages, Kunming Medical University, Kunming, China",[],{},{"title":1561},{"VI":1562},"Xirui Cai",{"id":1564,"sortIndex":94,"researcher":18,"roles":1565,"affiliations":1566,"properties":1591,"displayName":1593,"givenName":18,"familyName":18},"f3e31634-66b4-4f97-8156-cb5a3d8738dc",[153],[1567,1573,1582],{"id":1544,"sortIndex":19,"affiliation":1568,"properties":18},{"id":1544,"createTime":18,"updateTime":18,"relativeEntities":1569,"slug":18,"properties":1570,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1572,"statistic":18},[],{"title":1571},{"VI":1549},[],{"id":1574,"sortIndex":94,"affiliation":1575,"properties":1581},"218d2676-acda-41f3-9de4-881c46c41873",{"id":1574,"createTime":18,"updateTime":18,"relativeEntities":1576,"slug":18,"properties":1577,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1580,"statistic":18},[],{"title":1578},{"VI":1579},"Faculty of Foreign Languages, Ho Chi Minh City Open University, Ho Chi Minh City, Vietnam",[],{},{"id":1583,"sortIndex":666,"affiliation":1584,"properties":1590},"b1236407-1acc-4640-b39b-568d3b33d3d8",{"id":1583,"createTime":18,"updateTime":18,"relativeEntities":1585,"slug":18,"properties":1586,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1589,"statistic":18},[],{"title":1587},{"VI":1588},"Division of Communication and Education, University of Canberra, Canberra, Australia",[],{},{"title":1592},{"VI":1593},"Andrew Lian",{"id":1595,"sortIndex":666,"researcher":18,"roles":1596,"affiliations":1597,"properties":1604,"displayName":1606,"givenName":18,"familyName":18},"8a7fb93d-ac1d-49e0-8ede-5655403a8c16",[153],[1598],{"id":1544,"sortIndex":19,"affiliation":1599,"properties":18},{"id":1544,"createTime":18,"updateTime":18,"relativeEntities":1600,"slug":18,"properties":1601,"entityType":18,"verifyStatus":18,"verifyTime":18,"verifyNote":18,"languages":18,"translateLanguages":18,"viewCount":18,"url":18,"parentIds":1603,"statistic":18},[],{"title":1602},{"VI":1549},[],{"title":1605},{"VI":1606},"Nattaya 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