Studies in Applied Linguistics and TESOL

Investigating Mixed Methods Research in Applied Linguistics: Methodological Avoidance and Possible Barriers in the Field

2023-12-18T16:45:24+00:00

The field of applied linguistics is becoming increasingly transdisciplinary as recognition for the need to approach empirical questions from a variety of epistemological and theoretical perspectives grows (Douglas Fir Group, 2016). One methodological approach that holds promise for advancing sophisticated inquiry into complex issues of applied linguistics is mixed methods research (MMR); however, studies adopting MMR to its fullest potential remain infrequent. Employing an exploratory sequential mixed methods design that includes a focus group and survey questionnaire, this empirical study investigates the internal and external factors that may lead applied linguistics researchers to avoid conducting and/or publishing MMR. Integrated analyses revealed that participants’ methodological and publishing decisions were influenced by factors such as their socialization into research practices in graduate school, the pressure to publish, and the considerations of the research journal industry. Implications for future applied linguistics researcher education programs and the impact of the publishing industry on research agendas are discussed.

An Interview with APPLE Lecture Speaker Dr. Ross Perlin

2024-07-12T01:25:55+00:00

On April 26th, 2024, the Studies in Applied Linguistics and TESOL (SALT) journal interviewed Dr. Ross Perlin, an invited speaker for the 2024 APPLE Lecture Series hosted by the Applied Linguistics and TESOL program at Teachers College, Columbia University.

Dr. Ross Perlin is a linguist, writer, and translator focused on exploring and supporting linguistic diversity. His book Language City: The Fight to Preserve Endangered Mother Tongues in New York was just released by Grove in the US and the UK. Since 2013, he has been co-director of the Endangered Language Alliance in New York, managing research projects on mapmaking, documentation, policy, and public programming for urban linguistic diversity. He also teaches linguistics at Columbia. His writing has appeared in the New York Times, The Guardian, Harpers, and elsewhere. His first book, Intern Nation: How to Earn Nothing and Learn Little in a Brave New Economy, ignited national conversation about unpaid work. He has an MA in language documentation and description from the University of London (SOAS) and a PhD in linguistics from the University of Bern.

Exploring the Role of Generative AI in Second Language Education: Insights for Instruction, Learning, and Assessment

2024-07-12T01:02:44+00:00

Artificial Intelligence (AI), broadly speaking, refers to the efforts to program computers in order to mimic human understandings and problem-solving abilities (Voss, 2024). Recent developments in Generative AI utilize large volumes of available training data that allow users to prompt AI-powered tools to automatically produce specific content (e.g., text or images) (Vajjala, 2024). As an innovative technology, Generative AI is reshaping many fields, including second language education (Ji et al., 2023; Zou et al., 2023). At the same time, it has sparked discussions about its seemingly obvious advantages and potential pitfalls (Voss et al., 2023). Many students, educators, and researchers have embraced Generative AI in their everyday practices. There are numerous Generative AI-powered language learning chatbots, tutors, programs, and tools freely available and widely used in language learning contexts around the world.

Usability of ChatGPT in Second Language Acquisition: Capabilities, Effectiveness, Applications, Challenges, and Solutions

2024-07-12T01:10:59+00:00

In the realm of language acquisition, the integration of Artificial Intelligence (AI) presents a promising frontier. However, gaps exist in understanding the practical application of AI-driven tools, particularly in second language learning contexts. This study delves into the usability of ChatGPT, an advanced AI language model, within the domain of second language acquisition. This paper synthesizes existing literature on ChatGPT’s multifaceted capabilities, its effectiveness, its associated challenges, and the potential solutions to these challenges in language learning environments. This review demonstrates ChatGPT’s substantial potential in enhancing language learning outcomes, including fostering learner autonomy, improving motivation, and developing language proficiency. Yet, nuanced challenges such as preserving academic integrity and difficulties in crafting effective prompts emerge as crucial considerations. To address these issues, possible solutions including enhancing AI literacy among learners and educators are discussed. This paper sheds light on the complex dynamics of AI-assisted language education, urging ongoing research and refinement to fully utilize these technologies in enhancing second language learning.

An Evaluation of Khanmigo, a Generative AI Tool, as a Computer-Assisted Language Learning App

2024-07-12T11:24:31+00:00

The recent advancement in technology has attracted learners’ attention worldwide to Generative Artificial Intelligence (GenAI) for educational purposes. While GenAI has shown promising results for general language purposes (Godwin-Jones, 2023; Xiao & Zhi, 2023), the potential of GenAI for language learning has not been fully explored. This paper, therefore, endeavors to decipher the potential of a GenAI app, Khanmigo, as a language learning tool, specifically for learning French. The app was analyzed by the researcher through her interactions of about 17.5 hours using Chapelle’s (2001) Evaluation Framework for discerning the task appropriateness of a given Computer-Assisted Language Learning (CALL) tool. While the app does not show robust performance in all the six criteria suggested for evaluation, it still holds some promise.

Generative AI as Writing or Speaking Partners in L2 Learning: Implications for Learning-Oriented Assessments

2024-07-12T01:16:12+00:00

The advent of generative AI (GenAI) technology has impacted second language (L2) learning and assessment, offering new opportunities for learners to practice and improve their skills. One approach gaining interest is employing GenAI tools as writing or speaking partners to provide personalized, real-time feedback and assistance to learners. These interactions allow learners to practice their writing and speaking skills while receiving assessment information on various aspects of language, including grammar, vocabulary, and pronunciation. Considering the potential of GenAI tools to enrich assessment and learning experiences, it is worth examining recent research on the use of this technology for this purpose. This paper reviews the literature on the use of GenAI as writing and speaking partners through the lens of the Learning-Oriented Assessment (LOA) framework (Purpura, 2024; Turner & Purpura, 2016) to explore how assessment data from GenAI tools could be leveraged to further learning.

Readers’ Credits for Volume 24, Issue 1

2024-07-12T01:32:00+00:00

Task-Based Language Teaching

2024-07-12T01:21:45+00:00

Task-Based Language Teaching by Daniel O. Jackson is part of the Cambridge Elements series published by Cambridge University Press in 2022. This book adopts a cognitive-interactionist stance on language learning, and serves as a guide to task-based language teaching (TBLT) for language instructors, teacher educators, and other interested parties. In response to a lack of practical guidance, Jackson, currently a professor at Kanda University of International Studies in Japan, seeks to broaden TBLT’s accessibility to more teachers. Therefore, the book orients readers to main concepts and issues in TBLT, serving as a reference for practitioners aspiring to provide opportunities for meaningful and engaging communication conducive to acquiring a target language through comprehensible input, feedback, and modified output.

Virtual English as a Lingua Franca: Investigating the Discourse of Digital Exchanges and Understanding Technology-Enhanced Learning

2024-07-12T11:33:02+00:00

The edited volume Virtual English as a Lingua Franca: Investigating the Discourse of Digital Exchanges and Understanding Technology-Enhanced Learning edited by Pineda and Bosso (2023) is the first book ever to be published with a focus on the study of virtual English as a lingua franca. This collection of empirical studies seeks to present a comprehensive account of the development of intercultural communication strategies through virtual English as a lingua franca, reflecting on the ways in which we make pragmatic meaning in today’s technology-informed, globalized world. This work emphasizes analyzing transmodal, trans-semiotic, and transcultural discourse practices in online spaces, providing a counterpoint to existing English as a lingua franca (ELF) research which has leaned towards unpacking formal features of ELF communication in face-to-face interactions.