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The study aims to examine how PRAAT visual feedback can improve pronouncing English lexical stress and support self-directed learning based on the conceptual framework of self-determination theory. The study involved a total of 80 EFL learners aged 18 to 22 years from Saudi Arabia and Yemen, with varying levels of English proficiency. Pre- and post-tests assessed the lexical stress phonetic features, namely duration, intensity, and fundamental frequency (F0), to evaluate pronunciation improvements. The study also conducted interviews to pinpoint the effect of PRAAT on the learner&rsquo;s autonomy, competence, and relatedness. Results showed significant enhancement in vowel duration, intensity, and F0 in the experimental group, indicating that PRAAT effectively supported the learners to improve production of English lexical stress. The improvements in vowel duration were more noticeable due to the clearer visual representation of duration measurement in PRAAT. However, vowel intensity and F0 showed varied enhancements based on the participants&rsquo; proficiency levels. The interviews further highlighted the learners' autonomy, competence, and relatedness in improving their English pronunciation using PRAAT. The interview results shed light on individual needs and call for teachers&rsquo; consistent directions. This study provides insights into the interplay of technology, pronunciation instruction, and learner autonomy, leading to more effective pronunciation learning.

ltrq.2025.49.09.pdf

Original Research 

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Examining the Use of PRAAT to Improve English Lexical Stress Production: Insights from Self-Directed Learning within the Framework of Self-Determination Theory

Process genre approach (PGA), which integrates the strengths and drawbacks of product approach, process approach and genre approach, has long been proved effective in scaffolding EFL writing teaching in culturally divergent contexts. China with the largest EFL learner population worldwide likewise places rising attention to PGA, yielding a body of research findings. However, constrained by language barriers and data permission, the implementation of PGA in EFL writing teaching in China remains an incomplete picture, especially for foreign researchers and practitioners. As such, to fill the research gap, this study conducts a systematic literature review of PGA in EFL writing teaching in China by virtue of Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework. Based on three most influential databases in China, namely China National Knowledge Infrastructure, Wanfang Data and CQVIP, 25 articles are identified from core periodicals and then systematically examined in a bid to address the research questions pertaining to research status, research achievements and developmental implications of PGA. In so doing, this study is hoped to provide more valuable references and kindle more insightful ideas for moving this line of research forward.

ltrq.2025.49.02.pdf

Review Article

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A Systematic Literature Review of Process Genre Approach in EFL Writing Teaching in China: From Theory to Practice

This study examines the effects of monologic and dialogic task sequences on incidental vocabulary learning among 115 students in four intact classes of a Chinese vocational high school. Twenty vocabulary items including words, phrases and fixed expressions ranging from high to low frequency levels were targeted. Students were required to complete meaning-focused oral tasks by applying different sequence combinations within three weeks. Vocabulary meaning and application, involving meaning recognition, meaning recall, and form recall, were assessed using pre-and post-tests. The results confirmed the efficacy of meaning-focused oral tasks in promoting incidental vocabulary learning and showed that different sequence combinations can lead to varying learning outcomes. The findings suggest that incidental vocabulary meaning learning is more dependent on meaning-focused tasks and less influenced by task sequences. On the other hand, vocabulary application learning is more influenced by task sequences, indicating that a balance between cognitive load and involvement load may have a positive effect on application learning. Pedagogically, the simple-complex-complex sequence in monologic tasks and the complex-simple-complex sequence in dialogic tasks were found to result in significantly worse performance than other sequence combinations for both vocabulary meaning and application learning.

ltrq.2024.45.03.pdf

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The Impact of Monologic and Dialogic Sequences on Incidental Vocabulary Learning among Chinese Vocational High School EFL Learners

While extensive research has explored Second Language Vocabulary Acquisition (SLVA) acquisition, there has been a lack of comprehensive bibliometric analysis on this topic. This study addresses this gap by investigating research trends and collaboration networks in SLVA over the past 24 years. Publications on SLVA were retrieved and analysed using data extracted from the Web of Science, a widely-used research database. Using CiteSpace software, we analysed bibliographic details, including countries, institutions, authors, and keywords, and created interactive visualizations. A total of 3905 publications were identified as of April 2, 2024. The United States led in productivity with 1079 publications, while Radboud University Nijmegen was the most prolific institution with 55 publications. Stuart Webb emerged as the most active author, contributing 29 publications. &lsquo;Vocabulary&rsquo; was the most frequent keyword, appearing 1033 times, highlighting its centrality in research developments. The analysis of scientific network maps and keywords revealed significant changes and emerging trends in SLVA research. These results provide meaningful insights and highlight several promising avenues for future exploration in SLVA research.

ltrq.2024.45.10.pdf

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Bibliometric Evaluation of Publications on Second Language Vocabulary Acquisition (2000-2024)