Teachers and Students, Students and Teachers: An Ever‐Evolving Partnership

Horwitz, Elaine K.

doi:10.1111/0026-7902.00085

Cited by 23 publications

(20 citation statements)

References 130 publications

(161 reference statements)

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“…In this world, where individualization is the catchphrase (Chaudron, 2000;Horwitz, 2000;McGinley, 2006;Yu, 2007), institutions hinge mainly on e-learning capacities for coordination of their various activities, for example, simultaneously working on a project physically scattered. Today, every big or small institution wants to incorporate e-learning in their system.…”

Section: Forewordmentioning

confidence: 99%

On the Viability of Vocabulary Learning Enhancement through the Implementation of MALL: The Case of Iranian EFL Learners

Alavinia¹,

Qoitassi²

2013

JLTR

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Abstract-The augmented interest, at the wake of the new millennium, apropos different modes of computer assisted instruction gave rise to the naissance of a new generation of CALL-based research known as MALL. As research over MALL might be said to still be in its infancy, a multitude of untouched areas remain to be dealt with, among which mention can be made of the way mobile assisted programs can bring about a better implementation of vocabulary instruction. Hence, in the current study, the viable effect of using MALLoperated vocabulary instruction technique on the process of vocabulary acquisition has been scrutinized. To this aim, forty elementary learners (all females) studying at the Iran Language Institute (Mohabad branch, Iran) were selected. To tap the data, the researchers utilized a variety of instruments including questionnaire, interviews, and a multiple-choice vocabulary test. The statistical analysis was mainly carried out through the use of ANCOVA. In tandem with the gained upshots, it was revealed that treatment through the application of mobile assisted vocabulary learning had been quite effective in improving learners' vocabulary acquisition. The results also indicated that the use of this technique had been effective in changing the learners' attitudes towards the proper use of mobile phones for pedagogical purposes.

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Section: Forewordmentioning

confidence: 99%

On the Viability of Vocabulary Learning Enhancement through the Implementation of MALL: The Case of Iranian EFL Learners

Alavinia¹,

Qoitassi²

2013

JLTR

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“…Research in second language acquisition has confirmed the importance of individual difference in identifying good and poor language learners (Horwitz, 2000;Ellis, 2008;Macaro, 2009). The traditional approach to individual difference has used tests such as Modern Language Aptitude Battery (Carroll & Sapon, 1959) to test learners' potentiality in learning L2.…”

Section: Introductionmentioning

confidence: 98%

On the Relation of Locus of Control and L2 Reading and Writing Achievement

Ghonsooly¹,

Shirvan²

2011

ELT

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Locus of control, a psychological construct, has been the focus of attention in recent decades. Psychologists have discussed the effect of locus of control on achieving life goals in social/psychological interactions. While learning a foreign language involves both social interactions and psychological processes, the role and relation of locus of control in foreign language achievement is seemingly overlooked. This study is, therefore, concerned with examining the relationship between EFL learners' locus of control (LOC) and their L2 reading and writing achievement. Using Internal Control Index as the main instrument of the study and measuring L2 reading and writing achievements of 136 undergraduate students studying English as their major in two universities followed by an interview, the researchers examined the relation of their locus of control and their writing and reading comprehension achievements. The results of the study indicated that locus of control had a positive correlation with their L2 reading and writing achievement. Also the results of the interviews supported the information obtained from the questionnaires. The researchers have pinpointed to the importance of inculcating a sense of responsibility in EFL learners to improve their LOC orientation which might result in higher achievements in L2 reading and writing.

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“…A fundamental contribution then is simply that of maintaining or manifesting an identity that is not entirely mainstream (at least in, for example, the United States). In democratic countries, this should be in concert with a general responsibility to develop “moral and democratic citizens,” just as MLJ readers were enjoined to do, through language teaching during the 1940s (Horwitz, , p. 528). Beyond this responsibility, language teachers are now seen as implementing (or resisting) language policies (e.g., Varghese, ) and having an activist role in the maintenance of cultures and languages under threat.…”

Section: New Challenges Perennial Issuesmentioning

confidence: 99%

“…Though we should not homogenize the past, a persistent early worry expressed by MLJ authors was that language teachers did not have good command of the language; and during the heyday of the audiolingual method, there was also worry that the work of language teachers had been “trivialized” (Horwitz, , p. 530). There was also early commitment in the journal (identified by Byrnes, ) to the idea that teachers were born and not made (and thus not amenable to teacher training, and presumably not in need of extensive amounts of professional knowledge).…”

mentioning

confidence: 99%

Re‐Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice

Kubanyiova

Crookes

2016

The Modern Language Journal

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This article lays out the proposition that the rapid changes in 21st‐century society, in which multilingualism is the norm, have presented new challenges, questions, and resources with regard to the roles, tasks, and contributions of language teachers. In line with recent research developments and in keeping with tradition, we believe it helpful to think of language teachers’ broader identity role as that of moral agent. We examine implications that such a re‐envisioning has for the knowledge base of language teachers and for the purposes and practices of language teacher education and professional development. Drawing on research in language teacher education, language teacher cognition, second language acquisition, and applied linguistics more broadly, we highlight the need to go beyond traditional notions of teachers’ knowledge of language, language learning, and language learners. We also subject to critical scrutiny the notions of effective pedagogies and reflective practice as the desired outcomes of language teacher preparation and development. Instead, we introduce critical alternatives that offer creative possibilities for educating teachers able and willing to serve student populations with diverse language learning needs across interlinguistic, sociopolitical, and historical contexts of language teaching.

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Teachers and Students, Students and Teachers: An Ever‐Evolving Partnership

Cited by 23 publications

References 130 publications

On the Viability of Vocabulary Learning Enhancement through the Implementation of MALL: The Case of Iranian EFL Learners

On the Viability of Vocabulary Learning Enhancement through the Implementation of MALL: The Case of Iranian EFL Learners

On the Relation of Locus of Control and L2 Reading and Writing Achievement

Re‐Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice

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