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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

The book, written by Professor Richard Sparks, showcases his extensive research on language education, psychology, and bilingualism. The volume is a compilation of his influential articles that address key issues in current language education and applied linguistics. The book sheds light on the intricate relationship between bilingual learners&rsquo; native language (L1) skills and their foreign or second language (L2) learning. Sparks employs numerous empirical studies, many of which are longitudinal in nature, to underpin his theories. His contributions to applied linguistics and language education are unique and extensive. His insights on language aptitude, couched within his Linguistic Coding Differences Hypothesis (LCDH), have been well thought out, well grounded, and well supported by his own studies and those conducted by other scholars applying the model. The LCDH proposes that people with language impairments struggle with language due to difficulties in processing and manipulating its structure in their minds. This deficit affects their ability to recognize sounds, syllables, words, and understand grammar.

idle.2023.01.02.pdf

Book Review

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Book Review: Exploring L1–L2 relationships: The impact of individual differences, Richard L. Sparks (2022), 392 pp., $ 159.9, Hardback, ISBN: 978-1-800-411791, Multilingual Matters.

Inaugural Issue

This paper presents a comprehensive and rigorous systematic review of the trajectories and challenges in Research Articles (RAs) of Second Language Teacher Education (SLTE) from 1980 to 2020. The RAs were carefully retrieved from two sources: (1) a pool of 100 top-tier journals based on SCImago Journal Ranking (SJR) in Linguistics and Language category and (2) seven well-known electronic databases.&nbsp;This study used thematic analysis. After conducting full-text screening and data extraction, each study was systematically coded for publication contents, themes, theories, and variable levels. Each study was further coded for methodological features, including research design, analyses, and sampling. The findings indicate a rapid and consistent growth in SLTE research with a notable emphasis on Teacher Professional Development Programs (TPDP), research in teacher education, psychology in teacher education, culture, knowledge-based teacher education, and CALL. In addition, analysis of the data revealed several trajectories, including fewer publications in teacher education journals compared to other journals, lack of adherence to a clear theoretical framework in 27% of the studies, limited use of software in qualitative studies, and underdeveloped themes that received little attention. This review sheds light on the most significant and emerging areas of research in the field, and the article concludes with implications for SLTE scholars, researchers, and practitioners.

ltrq.2023.38.03.pdf

Review Article

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The Scope of Second Language Teacher Education Research from 1980 to 2020: A Systematic Review

Recent discussions of language education have increasingly emphasized the integrated nature of teaching, learning, and assessment. In this regard, Earl’s (2013) framework (assessment of learning, assessment for learning, and assessment as learning) provides a comprehensive account of the connection among teaching, learning, and assessment. However, little research has examined how teachers view the connection among these three aspects in light of Earl’s framework. The present study explored the perceptions and practices of Iranian EFL school teachers about this connection based of Earl’s framework; moreover, it investigated the strategies that the teachers use for reducing or maintaining the gap between these three aspects. To this aim, a qualitative approach was adopted in which in-depth semi-structured interviews were conducted with the teachers. The findings showed that the teachers had both summative and formative relationship between these three aspects, and they used different strategies for these goals such as: 1) stress reduction and creating a space for interaction, 2) assessing before, during, and after teaching, and 3) asking, answering, and giving feedback. The findings promise some practical implications for different groups of stakeholders in general education and L2 education in particular

ltf.2023.07.02.pdf

Original Research 

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The gap between teaching, assessment, and learning: EFL teachers' perceptions and strategies