Game-Based Student Response Systems: The Impact of Kahoot in a Chilean Vocational Higher Education EFL Classroom
Notwithstanding the widespread use of technology in everyday life, there is scant empirical evidence of its impact on students' academic learning, particularly in EFL settings. This study sought to determine the impact of a digital game-based student response system called Kahoot on students' English language learning at a Chilean vocational higher-education EFL classroom. To this end, a pretest-posttest quasi-experimental study was set up. A survey was also administered to explore students' perceptions of and attitudes towards the use of Kahoot in the EFL classroom. The results of the quasi-experiment showed a statistically significant difference in scores of a low-stakes test for students who used Kahoot versus students who did not. Additionally, the results from the survey indicated that students' perceptions of and attitudes towards the use of Kahoot were found to be highly positive, which contributed to creating a better classroom environment and fostered a better academic performance
Multiculturalism and Multilingualism in Education: Implications for Curriculum, Teacher Preparation and Pedagogical Practice
Despite the superdiversity of an increasingly multicultural and multilingual world, policy and practice in education continues to deal with issues of inclusion and diversity in language education in rather tangential and peripheral ways. To address critical issues in multicultural and multilingual education, with implications for curriculum, teacher preparation and pedagogical practice, this volume brings together international perspectives on research, policy and pedagogical practice that help the global community gain new insights into ground-breaking work that addresses current questions, challenges and complexities in an education world of superdiversity.
Defying Deficit Views of Literacy through RefugeeCrit and Multicultural Literacies
In this study, we explore issues of race, racism and marginalization of Iraqi students in Australia as they negotiate dominant beliefs, practices and paradigms about language and literacy while contesting their racialized identities as (self-ascribed) low-literacy learners. We approach the study through the theoretical lens of RefugeeCrit (Strekalova-Hughes et al., 2018) which recognizes the enduring presence of colonial racism and mentalities in contemporary global societies. This lens specifically focuses on how these factors intersect with refugee legal status and resettlement policies, leading to the perpetuation of oppression.
Racialised identities of multilingual teachers: stories, experiences and agentic action of Indonesian teachers in Australian schools
In a context of increasing deficit discourses about multiculturalism and multilingualism, this study examined the racialised identities of multilingual Indonesian teachers in secondary schools in New SouthWales (NSW), Australia. Informed by the Douglas Fir Group Framework(2016), the study unpacked teachers' socio-cultural, and linguistic trajectories in schools to understand the ways in which they navigate, negotiate, and resist their racialised identities at micro, meso, and macro levels of activity. Through semi-structured interviews with six Indonesian teachers teaching Bahasa Indonesia in NSW schools, the study focused on three broad dimensions, namely: (i) teachers perceived racialised identities in connection with their students and colleagues in schools (micro)" (ii) the perceived institutional practices that reproduce racialisation and marginalisation (meso)" and (iii) the broader societal factors that contribute to 'self' and 'other' racialisation(macro). Thematic analysis of the interview data reveal that teachers identify systemic 'thinking' and 'doing' that essentialise their racialized identities, Additionally, the racialisation of Indonesian language teachers in broader societal contexts is influenced by systemic factors, including language policies and institutional structures. Findings suggest that despite the pervasive forces which perpetuate monolithic thinking in schools, teachers engage in agentic action that seeks to resist and overcome their racialised identities.
Problematising Intersectionality, Allyship, and Queer Pedagogy in TESOL Down Under: A Trio-ethnographic Approach
"A note to our readers: What you are about to read is the result of three-way, organic conversations on queering Australian English for speakers of other languages (ESOL) classrooms undertaken by three practitioner researchers working in Australian higher education. Bri, Julian, and Leonardo embody various gender identities (cisgender, nonbinary), have different ethnicities (White, Asian, Latino), use a variety of pronouns (she/her, they/them, he/ him), and come from diverse disciplinary backgrounds (history, social science, applied linguistics, TESOL). Together, we explore and unpack how our teaching is shaping, and shaped by, our intersectional identities and lived experiences with an awareness of the great need for LGBTQIA+-inclusive education in Australia."
Multimodal Texts in Chilean English Teaching Education: Experiences From Educators and Pre-Service Teachers
Drawing on 10 pedagogical standards issued by the Chilean Ministry of Education, three dealing with multimodality, we, in this research, examined English language pre-service teachers' and educators' approaches to the use of multimodal texts. Data were gathered through two online surveys that explored the use of multimodal texts by teacher educators and pre-service teachers. Results indicate that educators were familiar with the standards and multimodality when teaching reading and writing, but lack of resources, preparation, and time prevents them from working with multimodal texts. Candidates read printed and digital newspapers, novels, and magazines outside university, but rarely use them academically. They extensively use social media, even for academic purposes. There is a mismatch between the use of multimodal texts by teacher candidates and teacher educators.
International Students' Perceptions of and Attitudes towards their Chinese Accented English in Academic Contexts
Dominant processes of economic and cultural globalization have accelerated the use of English as a medium of instruction and precipitated diverse, yet intersected global student mobility, which have resulted in varied forms and uses of English in academic contexts. The present study reports on the findings of research into the attitudes and perceptions of a group of Chinese students studying English as an Additional Language (EAL) towards the legitimacy of non-native speaker (NNS) accents, including their own, as used in cross-cultural interactions in academic contexts. The research aims at unpacking students' views of their Chinese accented English to better understand the ways in which their attitudes towards English accents help negotiate and sustain their ethnic identities in academic contexts. Drawing on a qualitative paradigm, the study utilized in-depth interviews with a sample of four participants. The results suggested that intelligibility is highly regarded at least at the cognitive level, which gives their idiolectal varieties of English greater legitimacy. However, such a hard-developed belief is seriously thwarted by their lived experiences of discrimination over their accented speech, which pushes them back, yet again, to a position of perceived inferiority that hinders their active participation in their academic contexts.
Corrective Feedback in Second Language Classrooms
En el presente trabajo procuro analizar el rol de la asesoría remedial o retroalimentación correctiva, precisamente Recasts (corrección implícita), en la interacción entre profesores y alumnos de una segunda lengua. De esta manera, analizo los efectos de la corrección implícita en la auto-corrección de los alumnos para finalmente llegar a la siguiente conclusión: los alumnos avanzados son capaces de percibir este tipo de corrección implícita ya que sus habilidades cognitivas están más desarrolladas. Dos grupos de la Universidad RSH son estudiados. Cinco estudiantes pertenecientes a un nivel intermedio y cinco a nivel avanzado han sido categorizados de acuerdo al número de cursos tomados durante los semestres en la universidad. Mi planteamiento se relaciona a que la corrección implícita (recasts) serán sólo efectiva con estudiantes cognitivamente más avanzados ya que son capaces de hacer inferencias con mayor rapidez, auto-corregirse y así reformular las oraciones mal formuladas y estructuradas.
On the effects of L2 aptitude, phonological short-term memory, and L2 motivation on L2 listening performance
L2 learning is influenced by both individual learner variables and contextual factors. Contextual factors have been extensively researched, but although internal learner-specific variables have received attention, this has been to a lesser extent. Among these internal variables, L2 motivation and L2 aptitude are likely the most significant predictors of L2 learning progress and listening performance. This study explored the effects of (i) L2 motivation, following the L2 Motivational Self-Sys-tem model; (ii) L2 aptitude; and (iii) phonological short-term memory (PSTM) on L2 listening performance. These variables combined have not yet been studied with reference to L2 listening. In this correlational study, a listening test was taken as a pre- and post-test in a sample of 104 Year 1 and Year 2 English language pre-service teachers from a Chilean University three months apart. L2 aptitude and PSTM measures were taken using the first two sections of the Modern Language Aptitude Test (MLAT) for the former variable, and a non-word repetition task for the latter. The results suggest that PSTM, but not L2 aptitude, predicted listening performance at time 2. Also, the results indicate that after adjusting for listening performance at time 1, the only motivational factor predicting listening performance at time 2 was learning experience.
Multilingual and Multicultural Education: from Policy to Pedagogical Practice
In the current era, we find ourselves amidst a landscape characterised by pluralism, where diverse perspectives, values, and ideologies coexist. This multifaceted reality extends across various domains, including culture, politics, and education. Embracing this pluralistic environment requires a nuanced understanding of different viewpoints and an openness to engage with a wide range of ideas that contribute to the complexity of our contemporary world. As we navigate this era of pluralism, the importance of fostering dialogue, tolerance, and mutual respect becomes increasingly evident, allowing for a more inclusive and harmonious coexistence. Despite this, one cannot ignore the inherent challenges associated with wrestling with monolithic ideas. The prevalence of deeply ingrained, monolingual-centric ideologies and assumptions (Cross, C’warte & Slaughter, 2022; Veliz et al., 2023) in various spheres pose a formidable obstacle to embracing diversity and fostering pluralistic environments