In this issue, we are proud to present a rich collection of articles that encompass a wide array of topics in the field of language education and research. Our first set of articles delves into the dynamics of 'learner engagement and motivation.' This is followed by a fascinating comparative study of educational materials from Hong Kong and Japan, offering a unique cross-cultural perspective on teaching methodologies and content. Another highlight of this issue is an in-depth exploration of the family language policies of Korean-American families. This study sheds light on the intricacies of language use and preservation within bilingual family settings. We also feature a systematic review of the application of the metaverse in language education. Further, our issue includes a scholarly discussion on the pedagogical complementation of the functional-cognitive interface. Lastly, we present an article on concept-based instruction grounded in Vygotsky’s Theory of Mind. This piece explores the application of this influential theory in contemporary language education, offering a fresh perspective on cognitive development in the learning process. We believe that the diverse range of topics not only reflects the dynamic nature of language education but also underscores the importance of interdisciplinary research in understanding and advancing this field.
Welcome to our September issue! In this edition, we explore the exciting landscape of education and language acquisition through three captivating articles. Our first article (feature) delves into the world of Artificial Intelligence Large Language Models in language education, showcasing their potential to transform learning, teaching, assessment, and more. The second article (review) challenges common beliefs about language learning and age, shedding light on the nuances of language acquisition and proficiency. Lastly, we present an original empirical study in medical education that emphasizes the integration of language skills, humanistic literacy, and research awareness into teaching practices. Join us in exploring these thought-provoking insights that promise to reshape the way we approach education.
Welcome to the August issue focused on the critical role of planning and peer feedback in enhancing English writing skills among high school and medical university students. In the first study, we delve into the impact of different planning methods on language complexity, accuracy, and fluency in English writing tasks for Chinese high school students. The second study takes a closer look at the innovative approach of peer feedback in writing classes within the context of medical universities, emphasizing its influence on writing abilities, cultural literacy, and autonomous learning. Together, these articles shed light on effective strategies for English instruction and highlight the evolving landscape of language education.
Welcome to this July Issue exploring language perceptions and motivations in diverse settings. The first study examines Chinese individuals in Canada, focusing on their attitudes towards French in the context of immigration. Using mixed methods, questionnaires and interviews were conducted with 78 participants from Quebec and Ontario. Results showed differing views on French's future value relative to English, influenced by regional power and instrumental benefits of English. Sociocultural differences and language proficiency also affected attitudes. The second study investigates the motivations of Israeli EAP students using Dornyei's questionnaire. Seven salient motivational features were identified among 228 undergraduates. This issue presents unique insights into language attitudes and motivations, offering implications for policy and pedagogy to create inclusive language learning environments.
We are delight to publish our first Feature article. Feature articles offer personal opinions or perspectives on a particular issue or topic. They may be based on the author's own research or experience, but they are not necessarily empirical studies.
Issue 6, Volume 3, 2023 published one Feature article. Dougherty & Schulze (2023) discusses the importance of providing language-focused instructional support for Emergent Bilingual Learners in order to help them access content, understand academic texts, and engage critically in English. The authors propose using text analysis informed by systemic functional linguistics to identify the language used in schooling, which needs to be made visible to students. They also emphasize the need for teachers to critically analyze texts to uncover dominant perspectives.
In this issue, five articles cover various aspects of language learning and teaching:
1. The first article examines Spanish teachers' perceptions of their impact on maintaining students' interest in the language. The study reveals that teachers identify factors such as student interest, motivation, feedback, teacher-student relationships, and student engagement as crucial to maintaining interest.
2. The second article explores the effect of a student-developed persuasive speaking template on non-native English speakers' persuasive speaking skills. The study demonstrates a significant improvement in participants' skills after using the template, with factors such as direct skills instruction, time for research and practice, and teacher guidance contributing to the improvement.
3. The third article investigates the impact of metaphorical competence and awareness on vocabulary acquisition in second language learners. The paper examines studies demonstrating the benefits of metaphorical competence and awareness for vocabulary acquisition and offers pedagogical implications for educators.
4. The fourth article delves into Foreign Language Anxiety (FLA) in the context of classroom language learning. The essay provides a brief history of the FLA construct, how it fits within the US higher education landscape, and its subsequent refinement through empirical evidence. It concludes by discussing the implications for language teaching in similar instructional contexts.
5. The fifth article reviews the development and validation of China's Standards of English Language Ability (CSE). The paper discusses the major theoretical frameworks for validating language scales in China, reviews studies on the CSE's validity, and examines empirical studies on the validity of the CSE sub-scales. The authors identify a lack of studies on organizational competence and suggest future research directions.
This issue covers three research articles focused on different aspects of language education. The first article presents a corpus-based study on the word profile of a Global Online Course for English language teachers. The research analyzes the frequency and coverage of Academic Word List, General Service List 1K and 2K, and highlights the importance of creating a new word list to supplement future course participants with technical words required for course completion.
The second article delves into the role of first language (L1) in the learning of a second language (L2) from a sociocultural perspective, focusing on task-based language teaching (TBLT) and content and language integrated learning (CLIL) pedagogical approaches. By reinterpreting findings through Vygotsky's sociocultural theory, the study reveals the multifaceted role of L1 as a cognitive, affective, and interactional mediator, arguing for its potential benefits in TBLT and CLIL.
Lastly, the third article investigates the ideological underpinnings of language education in Australia, specifically in New South Wales. The research explores the issues surrounding the country's liberal 'monolingual mindset,' its impact on discouraging language learning, and the strengths and weaknesses of its responses. Using critical discourse analysis and thematic categorization, the study aims to reveal the values and interests contained in current language syllabi and motivate further inquiry into language studies.
The February Issue includes an empirical study exploring the mediating mechanism of academic boredom on English as a foreign language (EFL) achievement among Chinese secondary EFL learners. The results suggest the importance of addressing academic boredom in EFL education and promoting behavioral engagement to improve EFL achievement.
The November issue includes two interesting topics. Walter & Schenker (2022), an empirical study, investigates the experiences and challenges that increased or decreased language teachers’ feelings of satisfaction with teaching online. Sewell (2022) is a brief review giving an overview of Indonesia’s language policy and examining three Indonesian linguistic landscapes. Recommendations for the preservation and revitalization of regional indigenous heritage languages (RIHLs) are also provided.
JLT is proud of the following statistics and appreciates the support from its peer reviewers, authors, editorial board, and readers.
Time With Editor: 1.5 weeks
Peer Review Time: 2.5 weeks
Publication Time: 1.0 weeks
Acceptance Rate (2021-ongoing): 36%
(Updated on December 2, 2023)
We will strive to keep those numbers despite the increasing number of submissions.
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