Current Trends in Research in Language Education and Applied Linguistics

It is notoriously difficult to pick up new trends in language education and applied linguistics. It is a little bit like trying to distinguish a network of footpaths in misty conditions in order to find the one that leads to the mountain top. The view is always incomplete, the ones that seem to be pointing in the right direction might veer off behind the next boulder, and the largest path with most walkers might be interrupted by a landslide, forcing people to scatter and find alternative paths. There is inevitably a belief of researchers that the path they are on is trendy and original. Only years later will this belief be dis/confirmed when a tally can be made through citation indexes of the popularity of that particular path.

Analysing authorial identity construction in the review article genre in Applied Linguistics

Authorial identity construction is one of many professional rhetorical strategies employed by authors in academic review genres. Authors usually create a persona to represent themselves, their seniority in the field, and the community to which they belong. The author’s visibility is made possible through several rhetorical devices. Perhaps the most remarkable way of such authorial identity construction in the review article genre is self-mentions. The aims of this research are (1) to find out what types of self-mention are frequently used in review articles, (2) to determine the frequency of use and distribution of self-mentions in the review articles, and (3) to investigate the rhetorical function of self-mentions in the different analytical sections of the review articles. The data, drawn from a randomly selected corpus of thirty-two review articles, were analysed using WordSmith Tools Version 6. The findings indicated that first-person plural pronouns were more frequently used than singular pronouns in the whole corpus except in the two review texts. It was also observed that the frequency of occurrence for the exclusive and inclusive pronouns was very close to each other. Most importantly, the inclusive pronouns were used not only as a politeness strategy to appreciate the readers and keep the writers’ claims balanced but also as a persuasive tool to seek the readers’ agreement in the evaluation of research developments. This study revealed that authors construct various professional personas as a rhetorical strategy to carve their authorial identity and credibility in the review article genre. The findings of this study have pedagogical implications in the field of academic writing in applied linguistics as well as other disciplines.

CITATION PRACTICES IN RESEARCH ARTICLES IN INDONESIA-BASED JOURNALS AND INTERNATIONAL JOURNALS Udi Samanhudi, Aisling O’Boyle

This paper examines the similarities and differences in the use of rhetorical citations in research articles in two journal publication contexts in the field of Applied Linguistics, namely Indonesian Journals aimed at a local audience, and International Journals aimed at a global audience. Fifty Discussion Sections from published research articles were taken from the two publication contexts. Results of the analysis indicate a dominant use of integral citations especially verb-controlling type in the Indonesian local corpus. It is suggested that this citation type requires less demand on synthesising various sources cited while Discussion Sections in the International corpus make greater use of non-integral citations which indicates a succinct synthesis of various sources. In terms of function, referring to literature is the most salient function in Indonesian local corpus while attribution is the most dominant function found in the International corpus. Accompanying the textual analysis of citation practices in these journals, Indonesian academics as part of the community of the discipline were interviewed. Their perspectives indicate urgency for results of genre analysis studies to be transformed into teaching materials to assist especially novice writers in the field of Applied Linguistics in understanding English research article writing conventions better.

E-assessment: Wash-Back Effects and Challenges (Examining Students’ and Teachers’ Attitudes Towards E-tests)

[1] Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14, 115–129. [2] Ali, M. M., & Hamid, M. O. (2020). Teaching English to the test: Why Does negative washback exist within secondary education in Bangladesh? Language Assessment Quarterly, 17(2), 129-146. [3] Cheng, L., & Curtis, A. (2004). Washback or backwash: A review of the impact of testing on teaching and learning. In L. Cheng, Y. Watanabe, & A. Curtis (Eds.), Washback in language testing: Research contexts and methods (pp. 3–18). Mahwah, NJ: Lawrence Erlbaum Associates. [4] Da'asin, K. A. (2016). The attitude of Ash-Shobak University College Students to E-Exam for Intermediate University Degree in Jordan. Journal of Education and Practice, 7(9), 10-17. [5] Hughes, A. (1994). Backwash and TOEFL 2000. Unpublished manuscript, commissioned by Educational Testing Service (ETS). The University of Reading. [6] Hung, S. T. A. (2012). A washback study on e-portfolio assessment in an English as a Foreign Language teacher preparation program. Computer Assisted Language Learning, 25(1), 21-36. [7] Jiamin, X., Jinyan, L., & Tianyi, M. (2021). The wash-back effect of reformed CET 6 listening comprehension test. Asian Journal of Education and Training, 7(1), 70-73. [8] Johnson, M.& Shaw, S.(2019). What is computer-based testing washback, how can it be evaluated and how can this support practitioner research?, Journal of Further and Higher Education, 43:9, 1255-1270, DOI: 10.1080/0309877X.2018.1471127 [9] Meseke, Christopher A., Rita Nafziger, and Jamie K. Meseke. (2010). "Student attitudes, satisfaction, and learning in a collaborative testing environment." Journal of Chiropractic Education 24, no. 1: 19-29. [10] Messick, S. (1996). Validity and wash-back in language testing. Language testing. 13(3), 241-256. [11] Saglam, A. L. G. (2018). Can exams change how and what teachers teach? Investigating the washback effect of a university English language proficiency test in the Turkish context. Eurasian Journal of Applied Linguistics, 4(2), 155-176. [12] Tayeb, Y. A., Abd Aziz, M. S., Ismail, K., & Khan, A. B. M. A. (2014). The wash-back effect of the general secondary English examination (GSEE) on teaching and learning. GEMA Online® Journal of Language Studies, 14(3),83-103. [13] Wall, D. (1997). Impact and wash-back in language testing. In C. Clapham & D. Corson (Eds.). Encyclopedia of Language and Education (pp. 291-302). Dordrecht: Kluwer Academic Publishers

Hedging in the Results and Discussion Section of English Applied Linguistics Research Articles by Vietnamese and Foreign Writers

Hedging in academic writing in general and in research article (RA) in specific has a vital role in enabling writers to minimize their opposing claims and negotiate the meaning. Nevertheless, hedging can be different from one discipline to another and from culture to another. This study, therefore, aims at examining the deployment of hedges in the Results and Discussion (R-D) section of English Applied Linguistics (AL) RAs by Vietnamese writers and their foreign counterparts. Two corpora consisting of 30 RAs written by Vietnamese writers and the other 30 ones by foreign writers were collected. The results revealed that both Vietnamese and foreign writers deployed hedges in the R-D section of English AL RAs at a similar frequency. Moreover, they shared common senses of utilizing the hedges’ types and functions in the R-D section of English AL RAs. This study has confirmed that the norms and practices of the AL, a soft science, were common among non-native English writers regardless of their culture-bound.

In the Path of Creating a Relational “How” in Research

Some researchers consider the qualitative research approach is a finished enterprise; however, this is not the case. This chapter discusses some methodological decisions through a proposal that plurisignifies qualitative research as an otherwise intuitive approach. This derives from a doctoral study about peace construction (PC) in applied linguistics (AL) to English language teaching (ELT). Firstly, a problematization around qualitative research develops to question taken-for-granted methodological beliefs, concepts, and practices, which represent the instrumentalization of research. Secondly, a proposal to re-humanize these problematized aspects is presented through a discussion of its relationalities and a short description of a practical realization of it. Conclusions wrap up the main contributions of this chapter and comment on their possible implications.

English or Englishes?

The discipline of World Englishes has been one of the most thriving branches of English linguistics. This branch has become the focal focus of considerable debate. The chapter mainly aims to show the multilingual reality of English. It is an attempt to answer the question “Do we have English or Englishes?” The chapter tries to study the recent situation of English as a lingua franca. It first gives an overview of the spread of English and the emergence of new Englishes. Then, it presents the principals of traditional applied linguistics and second language acquisition. It also discusses the concepts of World Englishes, multilingualism, and pluralism. After that, the chapter presents the World Englishes debate to show the gap between monocentrists and pluralists. Finally, the study sheds light on the fact that Englishes reflect the multilingual reality of English.

Dealing With Language Gap in a Hungarian-English Early Childhood Classroom

The term ‘translanguaging' has been widespread in the field of Applied Linguistics in a short period of time, and just as quickly, it infiltrated in the field of Multilingual Education. Translanguaging is mostly seen as an opportunity to build on multilingual speakers' full language repertoire in the classroom in order to make sense of the world around them. At the same time, translanguaging might be seen as a threat for heritage language survival because heritage languages are forced to immerse in the mainstream language(s). The authors observed pedagogical translanguaging practices in the AraNY János Hungarian Kindergarten and School (USA) to understand how English was used in teaching the heritage language and to discover how bridging existing language gaps between speakers worked in the practices of bilingual pedagogues. The overarching aim of this study was to reveal some of the pedagogical translanguaging strategies used to deal with occurring language gaps.