# data[].attributes.headline
Beliefs about L1 use in teaching English: A comparative study of Polish and Spanish teacher-trainees

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Beliefs about L1 use in teaching English: A comparative study of Polish and Spanish teacher-trainees

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(Language Teaching Research)
Interpretivism

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The study investigated the beliefs expressed by a sample of 206 Polish and Spanish teacher-trainees about the use of learners' native language (L1) in teaching English as a foreign language (EFL). Quantitative and qualitative data from a questionnaire revealed considerable differences between the two nationality groups in their beliefs about both medium-oriented and framework-oriented functions of the L1 in an L2 classroom. Moreover, significant differences were found in the participants' accounts of their prior EFL learning experience in terms of the L1-L2 proportion in teachers' classroom language use. A possible interpretation of these findings relates trainees' beliefs to the L2 educational cultures prevalent in different countries, pointing to a contextually-mediated complexity of teacher-trainees' belief systems. The study adds to the existing research on the issues underlying L1 use in L2 teaching that are currently under debate by offering a cross-national comparison of teacher-trainees' beliefs about the place of the L1 in L2 instruction.

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# data[].attributes.attachment_link.title
Beliefs about L1 use in teaching English: A comparative study of Polish and Spanish teacher-trainees - Aleksandra Wach, Fuensanta Monroy, 2020

# data[].attributes.attachment_link.description
The study investigated the beliefs expressed by a sample of 206 Polish and Spanish teacher-trainees about the use of learners' native language (L1) in teaching English as a foreign language (EFL). Quantitative and qualitative data from a questionnaire revealed considerable differences between the two nationality groups in their beliefs about both medium-oriented and framework-oriented functions of the L1 in an L2 classroom.

# data[].attributes.headline
Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination

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Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination

# data[].attributes.body
(Language Teaching Research)
Positivism

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This article examines the influence of different reading conditions (i.e. reading only and reading with first language marginal glosses), number of word encounters (one, three, and seven) while reading, and combinations of these two variables on new word retention. This study considered a total of six possible combinations. Six groups of Chinese learners of English as a foreign language (EFL) ( n = 240) were randomly selected and each assigned to a condition including 15 target lexical items. Each treatment session lasted for 5 weeks. One delayed test, containing four dimensions of vocabulary knowledge, was intended to measure learners' retention of unknown words. The delayed test was administered 2 weeks after the experiment and was not disclosed to the learners in advance. The groups whose reading was accompanied by first-language (L1) marginal glosses scored significantly higher than the reading-only groups. The increased effectiveness of repeatedly encountering target lexical items was more pronounced in the reading experiment including L1 marginal glosses. The combination of L1 marginal glosses and seven encounters was found to be the most effective combination for lexical item retention. This study highlighted the effectiveness of repeatedly encountering target words and being provided with L1 marginal glosses to retain new words incidentally learned from reading. The conditions and relevant teaching implications are discussed in this study.

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# data[].attributes.attachment_link.title
Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination - (Mark) Feng Teng, 2020

# data[].attributes.attachment_link.description
This article examines the influence of different reading conditions (i.e. reading only and reading with first language marginal glosses), number of word encounters (one, three, and seven) while reading, and combinations of these two variables on new word retention. This study considered a total of six possible combinations.

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Points on a Continuum: ESL Teachers Reporting on Collaboration

# data[].attributes.subject
Points on a Continuum: ESL Teachers Reporting on Collaboration

# data[].attributes.body
Pragmatism(unsure)

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The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336, VAT Registration Number GB 592 9507 00, and is acknowledged by the UK authorities as a " Recognised body " which has been granted degree awarding powers.

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Teaching Philosophy Statements: In‐Service ESL Teachers’ Practices and Beliefs

# data[].attributes.subject
Teaching Philosophy Statements: In‐Service ESL Teachers’ Practices and Beliefs

# data[].attributes.body
Interpretivism

# data[].attributes.attachment_link.description
The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336, VAT Registration Number GB 592 9507 00, and is acknowledged by the UK authorities as a " Recognised body " which has been granted degree awarding powers.

# data[].attributes.headline
ESL teachers' multiple intelligences and teaching strategies: Is there a linkage?

# data[].attributes.subject
ESL teachers' multiple intelligences and teaching strategies: Is there a linkage?

# data[].attributes.body
Positivism

# data[].attributes.attachment_link.description
The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336, VAT Registration Number GB 592 9507 00, and is acknowledged by the UK authorities as a " Recognised body " which has been granted degree awarding powers.

# data[].attributes.headline
Abdzadeh, Y., & Baker, W. (2020). Cultural awareness in an iranian english language classroom: A teaching intervention in an interculturally “conservative” setting. Journal of English as a Lingua Franca, 9(1), 57-80. 

# data[].attributes.subject
Abdzadeh, Y., & Baker, W. (2020). Cultural awareness in an iranian english language classroom: A teaching intervention in an interculturally “conservative” setting. Journal of English as a Lingua Franca, 9(1), 57-80. 

# data[].attributes.body
positivism

# data[].attributes.attachment_link.description
The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336, VAT Registration Number GB 592 9507 00, and is acknowledged by the UK authorities as a " Recognised body " which has been granted degree awarding powers.

# data[].attributes.headline
Tone, H. N. (2020). Developing shared communication practices: A study of BELF in multinational team meetings. Journal of English as a Lingua Franca, 9(1), 131-153

# data[].attributes.subject
Tone, H. N. (2020). Developing shared communication practices: A study of BELF in multinational team meetings. Journal of English as a Lingua Franca, 9(1), 131-153

# data[].attributes.body
interpretivism

# data[].attributes.attachment_link.description
The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336, VAT Registration Number GB 592 9507 00, and is acknowledged by the UK authorities as a " Recognised body " which has been granted degree awarding powers.

# data[].attributes.headline
Wilton, A. (2020). “We have a grandios saison gespielt” – english as a lingua franca in media sports interviews. Journal of English as a Lingua Franca, 9(1), 1-31. 

# data[].attributes.subject
Wilton, A. (2020). “We have a grandios saison gespielt” – english as a lingua franca in media sports interviews. Journal of English as a Lingua Franca, 9(1), 1-31. 

# data[].attributes.body
interpretivism

# data[].attributes.attachment_link.description
The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336, VAT Registration Number GB 592 9507 00, and is acknowledged by the UK authorities as a " Recognised body " which has been granted degree awarding powers.

# data[].attributes.headline
ELF awareness in the task-based classroom: a way forward

# data[].attributes.subject
ELF awareness in the task-based classroom: a way forward

# data[].attributes.body
(ELT Journal)
Positivist

# data[].attributes.attachment_link.description
The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336, VAT Registration Number GB 592 9507 00, and is acknowledged by the UK authorities as a " Recognised body " which has been granted degree awarding powers.

# data[].attributes.headline
ELF and teacher education: attitudes and beliefs

# data[].attributes.subject
ELF and teacher education: attitudes and beliefs

# data[].attributes.body
(ELT Journal)
Interpretivist

# data[].attributes.attachment_link.description
The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336, VAT Registration Number GB 592 9507 00, and is acknowledged by the UK authorities as a " Recognised body " which has been granted degree awarding powers.