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P., 2007, A vocabulary size test, The Language Teacher, 31, 9",{},{"id":24,"text":445,"url":24,"identifiers":446},"10.1016\u002Fj.jeap.2012.09.001",{"doi":445},{"id":24,"text":448,"url":24,"identifiers":449},"10.1177\u002F1362168816639619",{"doi":448},{"id":24,"text":451,"url":24,"identifiers":452},"Pellicer‐Sánchez A., 2010, Incidental vocabulary acquisition from an authentic novel: Do things fall apart?, Reading in a Foreign Language, 22, 31",{},{"id":24,"text":454,"url":24,"identifiers":455},"Peters E., 2020, The Routledge handbook of vocabulary studies, 125",{},{"id":24,"text":457,"url":24,"identifiers":458},"10.1177\u002F13621688221105913",{"doi":457},{"id":24,"text":460,"url":24,"identifiers":461},"10.5054\u002Ftq.2011.268062",{"doi":460},{"id":24,"text":463,"url":24,"identifiers":464},"10.1016\u002Fj.esp.2017.07.002",{"doi":463},{"id":24,"text":466,"url":24,"identifiers":467},"10.1057\u002F9780230293977",{"doi":466},{"id":24,"text":469,"url":24,"identifiers":470},"10.1177\u002F026553220101800103",{"doi":469},{"id":24,"text":472,"url":24,"identifiers":473},"10.1093\u002Fapplin\u002Famp058",{"doi":472},{"id":24,"text":475,"url":24,"identifiers":476},"Siyannova‐Chanturia A., 2019, Understanding formulaic language: A second language acquisistion perspective",{},{"id":24,"text":478,"url":24,"identifiers":479},"10.1016\u002Fj.system.2020.102279",{"doi":478},{"id":24,"text":481,"url":24,"identifiers":482},"Teng T., 2015, EFL vocabulary learning through reading BBC news: An analysis based on the involvement load hypothesis, English as a Global Language Education Journal, 1, 63",{},{"id":24,"text":484,"url":24,"identifiers":485},"10.1111\u002Flang.12343",{"doi":484},{"id":24,"text":487,"url":24,"identifiers":488},"10.1016\u002Fj.system.2013.07.012",{"doi":487},{"id":24,"text":490,"url":24,"identifiers":491},"10.1111\u002Fj.1467-9922.2010.00593.x",{"doi":490},{"id":24,"text":493,"url":24,"identifiers":494},"10.1037\u002Fxlm0000259",{"doi":493},{"id":24,"text":496,"url":24,"identifiers":497},"10.1093\u002Fapplin\u002Faml048",{"doi":496},{"id":24,"text":499,"url":24,"identifiers":500},"10.1075\u002Fijcl.15.4.03web",{"doi":499},{"id":24,"text":502,"url":24,"identifiers":503},"Webb S., 2020, The Routledge handbook of vocabulary studies, 225",{},{"id":24,"text":505,"url":24,"identifiers":506},"Webb S., 2021, Research investigating lexical coverage and lexical profiling: What we know, what we don't know, and what needs to be examined, Reading in a Foreign Language, 33, 278",{},{"id":24,"text":508,"url":24,"identifiers":509},"Webb S., 2017, How vocabulary is learned",{},{"id":24,"text":511,"url":24,"identifiers":512},"10.1111\u002Fj.1467-9922.2012.00729.x",{"doi":511},{"id":24,"text":514,"url":24,"identifiers":515},"10.1093\u002Fapplin\u002Famp010",{"doi":514},{"id":24,"text":517,"url":24,"identifiers":518},"10.1111\u002Fj.1467-9922.2009.00509.x",{"doi":517},{"id":24,"text":520,"url":24,"identifiers":521},"10.1075\u002Fitl.168.1.02web",{"doi":520},{"id":24,"text":523,"url":24,"identifiers":524},"Wray A., 2019, Understanding formulaic language: A second language acquisition perspective, 248",{},{"id":526,"createTime":527,"updateTime":527,"relativeEntities":528,"slug":529,"properties":530,"entityType":114,"verifyStatus":115,"verifyTime":527,"verifyNote":116,"languages":541,"translateLanguages":24,"viewCount":25,"primaryUrl":542,"fullTextUrl":24,"authors":543,"publicationType":156,"publisherRelationship":563,"citationCount":612,"citationInfo":613,"publishDate":618,"publishYear":614,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":619,"openAccess":24,"references":620,"isForceReanalyzing":241},"1d338bf0-fee9-4b5b-981a-1d728f8b0213","2025-01-23T10:09:39.802+00:00",[],"Enhancing-scp-EFL-scp-Learners-Willingness-to-Communicate-With-Visualization-and-Goal-Setting-Activities",{"openalex":531,"mag":533,"abstract":535,"title":537,"doi":539},{"VOID":532},"W2892205842",{"VOID":534},"2892205842",{"EN":536},"\u003Cjats:p>Willingness to communicate (\u003Cjats:styled-content style=\"fixed-case\">WTC\u003C\u002Fjats:styled-content>) research has focused mostly on identifying factors that influence second language (L2) \u003Cjats:styled-content style=\"fixed-case\">WTC\u003C\u002Fjats:styled-content> in \u003Cjats:styled-content style=\"fixed-case\">ESL\u003C\u002Fjats:styled-content> contexts. This study differs by examining the effects of a 6‐week treatment aimed at enhancing \u003Cjats:styled-content style=\"fixed-case\">WTC\u003C\u002Fjats:styled-content> in a group of 206 Yemeni rural high school \u003Cjats:styled-content style=\"fixed-case\">EFL\u003C\u002Fjats:styled-content> learners. Classes were randomly assigned to a control group (\u003Cjats:italic>n\u003C\u002Fjats:italic> = 102) or an experimental group (\u003Cjats:italic>n\u003C\u002Fjats:italic> = 104). The researcher designed one weekly 45‐minute visualization lesson for the treatment group to help learners imagine themselves communicating in English; the control group did communicative activities. Results of an analysis of covariance indicate that the treatment group's \u003Cjats:styled-content style=\"fixed-case\">WTC\u003C\u002Fjats:styled-content> had increased significantly at the end of the intervention. Quantitative and qualitative analyses revealed students’ perceptions of the effectiveness of the program. The study provides insights into the role of visualization to enhance students’ \u003Cjats:styled-content style=\"fixed-case\">WTC\u003C\u002Fjats:styled-content> and suggests activities that teachers can use to enhance students’ \u003Cjats:styled-content style=\"fixed-case\">WTC\u003C\u002Fjats:styled-content>. It shows that there are many ways besides visualization to stimulate the development of ideal L2 selves and that it is not difficult to conduct interventions at schools in Yemen or in any other developing country if teachers are given the appropriate activities, guidelines, planning sessions, and instructions. Practical implications are discussed.\u003C\u002Fjats:p>",{"EN":538},"Enhancing \u003Cscp>EFL\u003C\u002Fscp> Learners’ Willingness to Communicate With Visualization and Goal‐Setting Activities",{"VOID":540},"10.1002\u002Ftesq.474",[118],"https:\u002F\u002Fonlinelibrary.wiley.com\u002Fdoi\u002F10.1002\u002Ftesq.474",[544],{"id":545,"sortIndex":25,"researcher":24,"roles":546,"affiliations":547,"properties":556},"060f1771-1819-440b-a6b9-c02a059cd56b",[],[548],{"id":549,"sortIndex":25,"affiliation":550,"properties":24},"17388e48-5194-424d-b8f0-6bc1281186f0",{"id":549,"createTime":24,"updateTime":24,"relativeEntities":551,"slug":24,"properties":552,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":555,"statistic":24},[],{"title":553},{"VI":554},"University of Otago, Dunedin, New Zealand",[],{"orcid":557,"title":559,"openalex":561},{"VOID":558},"https:\u002F\u002Forcid.org\u002F0000-0002-7617-5443",{"EN":560},"Mutahar Al‐Murtadha",{"VOID":562},"A5067960419",{"url":24,"publisher":564,"properties":606},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":565,"slug":10,"properties":566,"entityType":22,"verifyStatus":23,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":25,"subjectFields":571,"manageAffiliations":580,"indexDatabases":591,"url":92,"thumbnailPath":24,"statistic":24,"gsStatistic":24,"type":24,"analyzePriority":24},[],{"country":567,"eissn":568,"issn":569,"title":570},{"VOID":13},{"VOID":15},{"VOID":17},{"EN":19},[572,576],{"id":28,"createTime":24,"updateTime":24,"relativeEntities":573,"label":574,"description":575,"parentId":24,"standard":24,"scholarHubFieldId":24},[],{"EN":31,"VI":32},{},{"id":35,"createTime":24,"updateTime":24,"relativeEntities":577,"label":578,"description":579,"parentId":24,"standard":24,"scholarHubFieldId":24},[],{"EN":38},{},[581,586],{"id":42,"createTime":24,"updateTime":24,"relativeEntities":582,"slug":24,"properties":583,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":585,"statistic":24},[],{"title":584},{"EN":46},[],{"id":49,"createTime":24,"updateTime":24,"relativeEntities":587,"slug":24,"properties":588,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":590,"statistic":24},[],{"title":589},{"EN":53},[],[592,599],{"id":57,"indexDatabase":593,"url":70,"indexYears":24,"academicFieldIds":598,"indexDatabaseRanking":24},{"id":59,"createTime":24,"updateTime":24,"relativeEntities":594,"label":595,"description":596,"key":66,"publicationTags":597,"standard":24},[],{"EN":62,"VI":62},{"EN":64,"VI":65},[68,69],[72,73],{"id":75,"indexDatabase":600,"url":86,"indexYears":87,"academicFieldIds":605,"indexDatabaseRanking":91},{"id":77,"createTime":24,"updateTime":24,"relativeEntities":601,"label":602,"description":603,"key":83,"publicationTags":604,"standard":24},[],{"EN":80,"VI":80},{"EN":80,"VI":82},[85],[89,90],{"issue":607,"pages":608,"volume":610},{"VOID":349},{"VOID":609},"133-157",{"VOID":611},"53",54,{"total":612,"publishYear":614,"statisticByYear":615},2019,{"2019":212,"2020":616,"2021":617,"2022":214,"2023":236,"2024":236},6,8,"2019-03-01",[68,91],[621,624,627,630,633,636,639,642,645,648,651,654,657,660,663,666,669,672,675,678,681,684,687,690,693,696,699,702,705,708,711,714,717,720,723,726,729,732,735,738,741,744,747,750,753,756,759,762,765,768,771,774,777,780],{"id":24,"text":622,"url":24,"identifiers":623},"Al‐Ahdal A., 2010, ELT in Yemen and India: The need for remedial measures, Language in India, 10, 140",{},{"id":24,"text":625,"url":24,"identifiers":626},"10.1080\u002F17501229.2017.1317258",{"doi":625},{"id":24,"text":628,"url":24,"identifiers":629},"10.21832\u002F9781847691293-009",{"doi":628},{"id":24,"text":631,"url":24,"identifiers":632},"Arnold J., 2007, Imagine that! Mental imagery in the EFL classroom",{},{"id":24,"text":634,"url":24,"identifiers":635},"10.19173\u002Firrodl.v11i1.769",{"doi":634},{"id":24,"text":637,"url":24,"identifiers":638},"10.1191\u002F1478088706qp063oa",{"doi":637},{"id":24,"text":640,"url":24,"identifiers":641},"10.1002\u002Ftesq.155",{"doi":640},{"id":24,"text":643,"url":24,"identifiers":644},"10.1016\u002Fj.system.2006.05.002",{"doi":643},{"id":24,"text":646,"url":24,"identifiers":647},"10.21832\u002F9781783092383-020",{"doi":646},{"id":24,"text":649,"url":24,"identifiers":650},"Cohen J., 1988, Statistical power analysis for the behavioral sciences",{},{"id":24,"text":652,"url":24,"identifiers":653},"10.21832\u002F9781847691293-003",{"doi":652},{"id":24,"text":655,"url":24,"identifiers":656},"Dörnyei Z., 2007, Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies",{},{"id":24,"text":658,"url":24,"identifiers":659},"10.1111\u002Flang.12005",{"doi":658},{"id":24,"text":661,"url":24,"identifiers":662},"Gawain S., 2002, Creative visualization: Use the power of your imagination to create what you want in your life",{},{"id":24,"text":664,"url":24,"identifiers":665},"Ghanim M., 2009, History of English teaching in Yemen, Yemen Times, 16",{},{"id":24,"text":667,"url":24,"identifiers":668},"10.1177\u002F0261927X12438538",{"doi":667},{"id":24,"text":670,"url":24,"identifiers":671},"Hillenbrand C., 1994, The encyclopaedia of language and linguistics, 50",{},{"id":24,"text":673,"url":24,"identifiers":674},"Hock M. F., 2006, Possible selves: Theory research and applications, 205",{},{"id":24,"text":676,"url":24,"identifiers":677},"10.1016\u002Fj.system.2004.10.004",{"doi":676},{"id":24,"text":679,"url":24,"identifiers":680},"10.1002\u002Ftesq.204",{"doi":679},{"id":24,"text":682,"url":24,"identifiers":683},"10.1111\u002Fj.1467-9922.2012.00719.x",{"doi":682},{"id":24,"text":685,"url":24,"identifiers":686},"10.1016\u002FS0962-1849(96)80005-9",{"doi":685},{"id":24,"text":688,"url":24,"identifiers":689},"10.1016\u002FB978-012589042-7\u002F50015-3",{"doi":688},{"id":24,"text":691,"url":24,"identifiers":692},"10.1080\u002F01463379909370135",{"doi":691},{"id":24,"text":694,"url":24,"identifiers":695},"10.1111\u002F1467-9922.00194",{"doi":694},{"id":24,"text":697,"url":24,"identifiers":698},"10.1177\u002F0261927X960151001",{"doi":697},{"id":24,"text":700,"url":24,"identifiers":701},"10.1111\u002Fj.1540-4781.1998.tb05543.x",{"doi":700},{"id":24,"text":703,"url":24,"identifiers":704},"10.1093\u002Fapplin\u002Famq037",{"doi":703},{"id":24,"text":706,"url":24,"identifiers":707},"McCroskey J. C. &Baer J. E.(1985 November).Willingness to communicate: The construct and its measurement. Paper presented at the Speech Communication Association convention Denver CO.",{},{"id":24,"text":709,"url":24,"identifiers":710},"10.1111\u002Fmodl.12193",{"doi":709},{"id":24,"text":712,"url":24,"identifiers":713},"10.1075\u002Feurosla.16.04mun",{"doi":712},{"id":24,"text":715,"url":24,"identifiers":716},"Norton B., 2001, Non‐participation, imagined communities and the language classroom: Learner contributions to language learning, New Directions in Research, 6, 159",{},{"id":24,"text":718,"url":24,"identifiers":719},"Okayama Y., 2006, JALT2005 conference proceedings",{},{"id":24,"text":721,"url":24,"identifiers":722},"Oyserman D., 2003, School‐to‐jobs facilitators manual",{},{"id":24,"text":724,"url":24,"identifiers":725},"10.1037\u002F0022-3514.91.1.188",{"doi":724},{"id":24,"text":727,"url":24,"identifiers":728},"Oyserman D., 2009, The handbook of imagination and mental stimulation, 373",{},{"id":24,"text":730,"url":24,"identifiers":731},"10.1016\u002Fj.system.2015.02.001",{"doi":730},{"id":24,"text":733,"url":24,"identifiers":734},"10.1016\u002Fj.system.2012.02.002",{"doi":733},{"id":24,"text":736,"url":24,"identifiers":737},"10.1111\u002Fj.1467-9922.2010.00576.x",{"doi":736},{"id":24,"text":739,"url":24,"identifiers":740},"Phakiti A., 2014, Experimental research methods in language learning",{},{"id":24,"text":742,"url":24,"identifiers":743},"10.1016\u002FB978-012109890-2\u002F50043-3",{"doi":742},{"id":24,"text":745,"url":24,"identifiers":746},"10.1521\u002Fsoco.1992.10.1.95",{"doi":745},{"id":24,"text":748,"url":24,"identifiers":749},"10.1207\u002Fs15427595cils0301_2",{"doi":748},{"id":24,"text":751,"url":24,"identifiers":752},"Savignon S., 1997, Communicative competence: Theory and classroom practice: Texts and contexts in second language learning",{},{"id":24,"text":754,"url":24,"identifiers":755},"Sick J. R.(2001 August).Willingness to communicate as an object of classroom assessment. Paper presented at the Pacific Second Language Research Forum Honolulu HI.",{},{"id":24,"text":757,"url":24,"identifiers":758},"Simons G. F., 2018, Ethnologue: Languages of the world",{},{"id":24,"text":760,"url":24,"identifiers":761},"Skehan P., 1989, Individual differences in second language learning",{},{"id":24,"text":763,"url":24,"identifiers":764},"Swain M., 1985, Input in second language acquisition, 235",{},{"id":24,"text":766,"url":24,"identifiers":767},"Tabachnick B. G., 2007, Using multivariate statistics",{},{"id":24,"text":769,"url":24,"identifiers":770},"10.37546\u002FJALTJJ35.2-1",{"doi":769},{"id":24,"text":772,"url":24,"identifiers":773},"World Factbook. (2018).Washington DC:Central Intelligence Agency. Retrieved fromhttps:\u002F\u002Fwww.cia.gov\u002Flibrary\u002Fpublications\u002Fthe-world-factbook\u002Findex.html",{},{"id":24,"text":775,"url":24,"identifiers":776},"10.1111\u002F1540-4781.00136",{"doi":775},{"id":24,"text":778,"url":24,"identifiers":779},"10.1111\u002Flang.12140",{"doi":778},{"id":24,"text":781,"url":24,"identifiers":782},"10.1080\u002F00461520.1998.9653292",{"doi":781},{"id":784,"createTime":785,"updateTime":785,"relativeEntities":786,"slug":787,"properties":788,"entityType":114,"verifyStatus":115,"verifyTime":798,"verifyNote":116,"languages":799,"translateLanguages":24,"viewCount":25,"primaryUrl":800,"fullTextUrl":24,"authors":801,"publicationType":156,"publisherRelationship":873,"citationCount":922,"citationInfo":923,"publishDate":929,"publishYear":924,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":930,"openAccess":24,"references":931,"isForceReanalyzing":241},"39964c43-9b79-431a-a5f1-68e596bd6c27","2025-01-23T10:09:20.271+00:00",[],"Willingness-to-Communicate-in-English-A-Microsystem-Model-in-the-Iranian-scp-EFL-scp-Classroom-Context",{"openalex":789,"mag":791,"abstract":793,"title":795,"doi":797},{"VOID":790},"W2096177392",{"VOID":792},"2096177392",{"EN":794},"\u003Cjats:p>This study examined willingness to communicate (\u003Cjats:styled-content style=\"fixed-case\">WTC\u003C\u002Fjats:styled-content>) in English among Iranian\u003Cjats:styled-content style=\"fixed-case\">EFL\u003C\u002Fjats:styled-content>learners in the classroom context. For this purpose, a second language willingness to communicate (L2\u003Cjats:styled-content style=\"fixed-case\">WTC\u003C\u002Fjats:styled-content>) model based on\u003Cjats:styled-content style=\"fixed-case\">WTC\u003C\u002Fjats:styled-content>theory (MacIntyre, Clément, Dörnyei, & Noels, 1998) and empirical studies was proposed and tested using structural equation modeling (\u003Cjats:styled-content style=\"fixed-case\">SEM\u003C\u002Fjats:styled-content>). This model examined the interrelationships among\u003Cjats:styled-content style=\"fixed-case\">WTC\u003C\u002Fjats:styled-content>in English, communication confidence, motivation, classroom environment, attitudes toward learning English, and English language achievement. A total of 243 English‐major university students in Iran completed a questionnaire. The proposed\u003Cjats:styled-content style=\"fixed-case\">SEM\u003C\u002Fjats:styled-content>model adequately fitted the data. Results of the\u003Cjats:styled-content style=\"fixed-case\">SEM\u003C\u002Fjats:styled-content>indicated that classroom environment was the strongest direct predictor of L2\u003Cjats:styled-content style=\"fixed-case\">WTC\u003C\u002Fjats:styled-content>; communication confidence directly affected\u003Cjats:styled-content style=\"fixed-case\">WTC\u003C\u002Fjats:styled-content>; motivation indirectly affected\u003Cjats:styled-content style=\"fixed-case\">WTC\u003C\u002Fjats:styled-content>through communication confidence; English language proficiency indirectly affected\u003Cjats:styled-content style=\"fixed-case\">WTC\u003C\u002Fjats:styled-content>through communication confidence; and the classroom environment directly affected attitudes, motivation, and communication confidence.\u003C\u002Fjats:p>",{"EN":796},"Willingness to Communicate in English: A Microsystem Model in the Iranian\u003Cscp>EFL\u003C\u002Fscp>Classroom Context",{"VOID":679},"2025-01-23T10:09:20.270+00:00",[118],"https:\u002F\u002Fonlinelibrary.wiley.com\u002Fdoi\u002F10.1002\u002Ftesq.204",[802,821,838,856],{"id":803,"sortIndex":25,"researcher":24,"roles":804,"affiliations":805,"properties":814},"49169b0c-ddeb-4d97-8a21-3883f8303831",[],[806],{"id":807,"sortIndex":25,"affiliation":808,"properties":24},"b69679ea-1359-41f3-a368-c6552df8787c",{"id":807,"createTime":24,"updateTime":24,"relativeEntities":809,"slug":24,"properties":810,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":813,"statistic":24},[],{"title":811},{"VI":812},"Ferdowsi University of Mashhad, Mashhad, Iran",[],{"orcid":815,"title":817,"openalex":819},{"VOID":816},"https:\u002F\u002Forcid.org\u002F0000-0002-0926-960X",{"EN":818},"Gholam Hassan Khajavy",{"VOID":820},"A5033157076",{"id":822,"sortIndex":140,"researcher":24,"roles":823,"affiliations":824,"properties":831},"446e1e49-1d76-464c-89e3-401303e3afe8",[],[825],{"id":807,"sortIndex":25,"affiliation":826,"properties":24},{"id":807,"createTime":24,"updateTime":24,"relativeEntities":827,"slug":24,"properties":828,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":830,"statistic":24},[],{"title":829},{"VI":812},[],{"orcid":832,"title":834,"openalex":836},{"VOID":833},"https:\u002F\u002Forcid.org\u002F0000-0001-7642-1053",{"EN":835},"Behzad Ghonsooly",{"VOID":837},"A5069264465",{"id":839,"sortIndex":840,"researcher":24,"roles":841,"affiliations":842,"properties":849},"324acd0e-c217-4ebc-8244-4564edf68202",2,[],[843],{"id":807,"sortIndex":25,"affiliation":844,"properties":24},{"id":807,"createTime":24,"updateTime":24,"relativeEntities":845,"slug":24,"properties":846,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":848,"statistic":24},[],{"title":847},{"VI":812},[],{"orcid":850,"title":852,"openalex":854},{"VOID":851},"https:\u002F\u002Forcid.org\u002F0000-0002-4543-9258",{"EN":853},"Azar Hosseini Fatemi",{"VOID":855},"A5049706912",{"id":857,"sortIndex":212,"researcher":24,"roles":858,"affiliations":859,"properties":868},"a7d631cf-0317-473a-85ce-626105a5da53",[],[860],{"id":861,"sortIndex":25,"affiliation":862,"properties":24},"96243c46-65ab-4e71-843a-01db25d481c3",{"id":861,"createTime":24,"updateTime":24,"relativeEntities":863,"slug":24,"properties":864,"entityType":24,"verifyStatus":24,"verifyTime":24,"verifyNote":24,"languages":24,"translateLanguages":24,"viewCount":24,"url":24,"parentIds":867,"statistic":24},[],{"title":865},{"EN":866},"Pepperdine University Malibu CA United States",[],{"title":869,"openalex":871},{"EN":870},"Charles W. 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M., 2010, Structural equation modeling with AMOS: Basic concepts, applications, and programming",{},{"id":24,"text":943,"url":24,"identifiers":944},"Cao Y., 2009, Making a difference: Challenges for applied linguistics, 199",{},{"id":24,"text":946,"url":24,"identifiers":947},"10.1016\u002Fj.system.2011.10.016",{"doi":946},{"id":24,"text":949,"url":24,"identifiers":950},"10.1075\u002Faral.36.2.03cao",{"doi":949},{"id":24,"text":640,"url":24,"identifiers":952},{"doi":640},{"id":24,"text":643,"url":24,"identifiers":954},{"doi":643},{"id":24,"text":956,"url":24,"identifiers":957},"Cetinkaya Y. 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J. Fisher D. L. &McRobbie C. J. (1996 April).Development validation and use of personal and class forms of a new classroom environment instrument. Paper presented at the Annual Meeting of the American Educational Research Association New York NY.",{},{"id":24,"text":1004,"url":24,"identifiers":1005},"Gardner R. C, 1985, Social psychology and second language learning: The roles of attitudes and motivation",{},{"id":24,"text":1007,"url":24,"identifiers":1008},"Gardner R. C., 1972, Attitudes and motivation in second language learning",{},{"id":24,"text":1010,"url":24,"identifiers":1011},"10.1111\u002Fj.1540‐4781.1997.tb05495.x",{"doi":1010},{"id":24,"text":667,"url":24,"identifiers":1013},{"doi":667},{"id":24,"text":1015,"url":24,"identifiers":1016},"Hair J. F., 1998, Multivariate data analysis",{},{"id":24,"text":1018,"url":24,"identifiers":1019},"10.4304\u002Ftpls.1.4.319‐326",{"doi":1018},{"id":24,"text":1021,"url":24,"identifiers":1022},"10.2307\u002F3586302",{"doi":1021},{"id":24,"text":1024,"url":24,"identifiers":1025},"10.1080\u002F10705519909540118",{"doi":1024},{"id":24,"text":1027,"url":24,"identifiers":1028},"Hussain M. A, 2010, The influence of learning environment on learners' attitude in a foreign language setting, Language in India, 10, 573",{},{"id":24,"text":676,"url":24,"identifiers":1030},{"doi":676},{"id":24,"text":1032,"url":24,"identifiers":1033},"Khodadady E., 2013, Exploring the role of anxiety and motivation in foreign language achievement: A structural equation modeling approach, Porta Linguarum, 20, 269",{},{"id":24,"text":1035,"url":24,"identifiers":1036},"Kim S. J., 2004, Exploring willingness to communicate (WTC) in English among Korean EFL (English as a foreign language) students in Korea: WTC as a predictor of success in second language acquisition",{},{"id":24,"text":1038,"url":24,"identifiers":1039},"Kline R. B., 2011, Principles and practice of structural equation modeling",{},{"id":24,"text":1041,"url":24,"identifiers":1042},"Kubanyiova M., 2007, Teacher development in action: An empirically based model of promoting conceptual change in in‐service language teachers in Slovakia",{},{"id":24,"text":1044,"url":24,"identifiers":1045},"10.1007\u002F978-94-017-0341-3",{"doi":1044},{"id":24,"text":1047,"url":24,"identifiers":1048},"Lee S. S. U &Fraser B. J.(2002).Laboratory classroom environments in Korean high schools. Paper presented at the Annual Meeting of the American Educational Research Association New Orleans Louisiana.",{},{"id":24,"text":1050,"url":24,"identifiers":1051},"10.1037\u002F1082-989X.1.2.130",{"doi":1050},{"id":24,"text":1053,"url":24,"identifiers":1054},"MacIntyre P. D, 1999, Affect in foreign language and second language learning, 24",{},{"id":24,"text":691,"url":24,"identifiers":1056},{"doi":691},{"id":24,"text":1058,"url":24,"identifiers":1059},"10.1111\u002F1467‐9922.00194",{"doi":1058},{"id":24,"text":697,"url":24,"identifiers":1061},{"doi":697},{"id":24,"text":1063,"url":24,"identifiers":1064},"10.2307\u002F330224",{"doi":1063},{"id":24,"text":703,"url":24,"identifiers":1066},{"doi":703},{"id":24,"text":1068,"url":24,"identifiers":1069},"10.1007\u002Fs10984‐008‐9052‐5",{"doi":1068},{"id":24,"text":1071,"url":24,"identifiers":1072},"McCroskey J. C. &Baer J. E. (1985 November).Willingness to communicate: The construct and its measurement. Paper presented at the annual meeting of the Speech Communication Association Denver CO. (ERIC Document Reproduction Service No. ED265604)",{},{"id":24,"text":1074,"url":24,"identifiers":1075},"Moss D., 2003, Second language acquisition in adults: From research to practice",{},{"id":24,"text":1077,"url":24,"identifiers":1078},"10.1111\u002F0023‐8333.00111",{"doi":1077},{"id":24,"text":1080,"url":24,"identifiers":1081},"Noora A, 2008, Iranian undergraduates non‐English majors' language learning preferences, GEMA Online Journal of Language Studies, 8, 33",{},{"id":24,"text":1083,"url":24,"identifiers":1084},"Olsen R., 1992, Cooperative language learning: A teacher's response book, 1",{},{"id":24,"text":1086,"url":24,"identifiers":1087},"10.2307\u002F329249",{"doi":1086},{"id":24,"text":1089,"url":24,"identifiers":1090},"Palacios L. M., 1998, Foreign language anxiety and classroom environment: A study of Spanish university students",{},{"id":24,"text":1092,"url":24,"identifiers":1093},"10.1111\u002Fj.1467‐9922.2011.00632.x",{"doi":1092},{"id":24,"text":1095,"url":24,"identifiers":1096},"Peng J., 2009, Exploring willingness to communicate (WTC) in English in Chinese EFL university classrooms: A mixed methods approach",{},{"id":24,"text":733,"url":24,"identifiers":1098},{"doi":733},{"id":24,"text":1100,"url":24,"identifiers":1101},"10.1111\u002Fj.1467‐9922.2010.00576.x",{"doi":1100},{"id":24,"text":1103,"url":24,"identifiers":1104},"Pishghadam R., 2011, Culture and education: Bringing to light the views of Iranian students of English, French and Arabic majors towards learning and teaching, International Journal of Innovative Interdisciplinary Research, 2, 21",{},{"id":24,"text":1106,"url":24,"identifiers":1107},"Price M. L., 1991, Language anxiety: From theory and research to classroom implications, 101",{},{"id":24,"text":1109,"url":24,"identifiers":1110},"10.1037\u002F0022‐3514.57.5.749",{"doi":1109},{"id":24,"text":1112,"url":24,"identifiers":1113},"Ryan S., 2008, The ideal L2 selves of Japanese learners of English",{},{"id":24,"text":766,"url":24,"identifiers":1115},{},{"id":24,"text":1117,"url":24,"identifiers":1118},"10.21832\u002F9781847691293-005",{"doi":1117},{"id":24,"text":1120,"url":24,"identifiers":1121},"Telli S. Cakiroglu J. &Rakici N. (2003 August).Learning environment and students' attitudes towards biology. Paper presented at the meeting of the Fourth European Science Education Research Association Conference Noordwijkerhout Netherlands.",{},{"id":24,"text":1123,"url":24,"identifiers":1124},"10.1111\u002Fj.1467‐9922.2008.00444.x",{"doi":1123},{"id":24,"text":1126,"url":24,"identifiers":1127},"Weaver C, 2005, Using the Rasch model to develop a measure of second language learners' willingness to communicate within a language classroom, Journal of Applied Measurement, 6, 396",{},{"id":24,"text":1129,"url":24,"identifiers":1130},"10.1080\u002F07908310308666654",{"doi":1129},{"id":24,"text":1132,"url":24,"identifiers":1133},"Williams M., 1997, Psychology for language teachers: A social constructivist approach",{},{"id":24,"text":1135,"url":24,"identifiers":1136},"10.1016\u002Fj.system.2003.04.001",{"doi":1135},{"id":24,"text":1138,"url":24,"identifiers":1139},"10.1111\u002F1540‐4781.00136",{"doi":1138},{"id":24,"text":1141,"url":24,"identifiers":1142},"10.1111\u002Fj.1467‐9922.2004.00250.x",{"doi":1141},{"id":1144,"createTime":1145,"updateTime":1145,"relativeEntities":1146,"slug":1147,"properties":1148,"entityType":114,"verifyStatus":115,"verifyTime":1159,"verifyNote":116,"languages":1160,"translateLanguages":24,"viewCount":25,"primaryUrl":1161,"fullTextUrl":24,"authors":1162,"publicationType":156,"publisherRelationship":1201,"citationCount":1250,"citationInfo":1251,"publishDate":1256,"publishYear":614,"citationAnalyzeStatus":23,"lastCitationAnalyze":24,"indexDatabases":1257,"openAccess":24,"references":1258,"isForceReanalyzing":241},"f95b1773-9a64-4ac4-97fb-f360930d7202","2024-10-09T13:55:32.459+00:00",[],"Translanguaging-in-English-Only-Schools-From-Pedagogy-to-Stance-in-the-Disruption-of-Monolingual-Policies-and-Practices",{"openalex":1149,"mag":1151,"abstract":1153,"title":1155,"doi":1157},{"VOID":1150},"W2948443076",{"VOID":1152},"2948443076",{"EN":1154},"\u003Cjats:p>This article presents findings from qualitative research conducted in eight New York City public schools offering English as a new language (also known as English as a second language), in which language education policies were monolingual in English at the start of data collection. These schools participated in an intensive professional development and technical assistance project for which they were required to engage students’ bilingualism as a resource in instruction and implement translanguaging pedagogy, using the entire linguistic repertoire of bilingual children flexibly and strategically in instruction (García, Ibarra Johnson, & Seltzer, 2016). This study documents the efforts of participating schools to make their practices for emergent bilinguals more multilingual. Findings suggest that translanguaging pedagogy initiated broader ideological shifts as educators adopted a translanguaging stance that has proven transformative to the schools as a whole. Specifically, findings reveal changes in how educators thought about emergent bilinguals, their language practices and the place of those practices in instruction, and how this ideological shift engendered significant changes in several schools to their language policies. Moreover, findings show how the introduction of translanguaging pedagogy in participating schools disrupted dominant monolingual approaches in theoretical and practical ways and the impact of doing so on educators and students.\u003C\u002Fjats:p>",{"EN":1156},"Translanguaging in English‐Only Schools: From Pedagogy to Stance in the Disruption of Monolingual Policies and 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A study was conducted with 387 student participants, who were asked to do two untutored and unaided free‐writing tasks of about 200–300 words each. A range of lexicogrammatical error types commonly found among Hong Kong Cantonese ESL learners was identified. Errors from the lexical level included vocabulary compensation and inaccurate directionality; errors from the syntactic level included calquing, existential structures, incorrect ordering of adverbials, and independent clauses as subjects; and those from the discourse level included periphrastic‐topic constructions. Mothertongue influence was inevitably an important source of the problems, but inadequate mastery of correct usage of the target language and universal processes were also important factors. The results of the study have potential for enhancing our understanding of the interlanguage grammar of learners and the nature, sources, and prevalence of learner problems. The results also have promising pedagogical implications, as they inform teachers of the levels, nature, sources, prevalence, and gravity of learner errors and equip them with the key ingredients needed for the design of appropriate remedial instructional materials. 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