Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context

Abstract

Researchers and teachers often invoke context to explain their particular research/teaching issues. However, definitions of context vary widely and the direct impact of the context is often unexplained. Based on research showing contextual differences in second language (L2) learner beliefs and interactional behaviors, the current project compared those factors in two distinct contexts: Chilean English as a foreign language (EFL) ( n = 19) and Australian English as a second language (ESL) ( n = 27) contexts. In this project, the learners completed a set of group discussion activities as part of their regular class work. They then completed a questionnaire pertaining to L2 motivation, perceptions of group work, and first language (L1) use. The group interaction data were analysed for: (1) the frequency of language-related episodes (LREs); (2) the initiator of LREs (self or other); and (3) L1 use for resolving LREs. The results showed that the EFL learners produced significantly more LREs. The EFL learners also used more L1 to resolve LREs. Factor analyses of the questionnaire data, conducted within- and across-contexts, showed notable differences in the two contexts as well. However, the findings of learner beliefs did not necessarily account for the differential classroom behaviors. We discuss our findings by reference to the socio-linguistic and socio-educational statuses of English in the two contexts as well as approaches to instruction which together shaped the learners’ differential needs and purposes for learning the L2.

Effects of a Pair Programming Educational Robot-Based Approach on Students’ Interdisciplinary Learning of Computational Thinking and Language Learning

“…During the task, they showed clear negotiation within groups and TL interaction loops between groups, favouring cooperative decisions. This finding echoes previous studies in EFL settings which found that the language development of learners in a formal FL classroom was facilitated, as they gained abundant input and language use opportunities over time with the help of instructors’ explicit instruction and in-class collaborative peer activities (e.g., Taguchi, 2008 ; Sato and Storch, 2020 ). Such interaction can be attributed to the fact that they enjoyed the problem-solving task using a communicative task, since their social skills of cooperation in CTS and anxieties in TL anxiety were significantly better and lower, respectively, than those of CSL students.…”

“…Although there has been no direct report on improving TL using ERs with PP, PP has been observed to improve soft skills such as communication skills ( D’Angelo and Begel, 2017 ) and collaboration skills ( Lewis, 2011 ) and to reduce learning frustration and anxiety ( Zhong et al, 2017 ). However, TL acquisition in this cross-discipline study may not be easily attained without reinforcing intensive interaction during TL production, although production practice activities have been regular classwork along with well-designed comprehensive input in modern language classrooms ( Sato and Storch, 2020 ). One gamified activity, the board-game activity, appears promising.…”

“…The premise of acquiring target-language acquisition is a way of activity construction that affords students opportunities for target-language practice ( Sato and Storch, 2020 ). This activity construction also needs to support an open environment that offers students multiple ways to solve a problem in their CT development.…”

“…L2 learners gain more context-rich target language access in natural communication situations compared to EFL learners who cannot access the target language in the immediate environment, although mass media may offer chances for target language practice ( Longcope, 2009 ). While understanding that “contexts matter” significantly affects students’ target-language learning ( Sato and Storch, 2020 ), whether integrating interdisciplinary activities across different contexts shares similar results with a specific subject remains unknown. In addition, a pedagogically-informed instructional design of the learning approach (e.g., PP) and gamified activities (e.g., board-game) can be shared and adapted across contexts.…”

Introduction: Combining learner psychology and ISLA research: Intersections in the classroom

“…We think that without mapping the current state of learners with its cognitive, affective, and behavioral correlates, we cannot draw meaningful conclusions for ISLA research. Furthermore, reflecting the need to consider teaching/learning contexts in understanding LP in the classroom (Sato & Storch, 2020), the studies were conducted in a variety of L2 instructional settings such as Canada, Vietnam, US, China, Chile, and UK. The quantitative and qualitative methods of the studies help us understand the dynamic and complex nature of LP in the classroom.…”