Home Linguistics & Semiotics Creative translanguaging in formative assessment: Chinese teachers’ perceptions and practices in the primary EFL classroom
Article
Licensed
Unlicensed Requires Authentication

Creative translanguaging in formative assessment: Chinese teachers’ perceptions and practices in the primary EFL classroom

  • Vincent Greenier ORCID logo , Xiaohua Liu ORCID logo EMAIL logo and Yangyu Xiao ORCID logo
Published/Copyright: May 25, 2023
Applied Linguistics Review
From the journal Applied Linguistics Review Volume 15 Issue 5

Abstract

In Chinese primary EFL classrooms, translanguaging between English and Chinese is commonly used by teachers and students out of need for efficient communication, however, this practice has been and is still widely believed to hinder students’ English development. Although recent studies have revealed the benefits translanguaging offers for teaching and learning, little has been done to understand teachers’ perceptions and use of a translanguaging pedagogy in their formative assessment practices, which is expected to play a more important role than before in China’s primary education due to recent policy reform. To close this gap, this exploratory study conducted semi-structured interviews with 10 Chinese primary EFL teachers, who are varied in their geographical location and teaching experience. Adopting an abductive thematic analysis approach, data analysis aimed at understanding how translanguaging was used to facilitate the implementation of formative assessment. Through the lens of creativity, three essential types of translanguaging practices – translanguaging for meaning-making (through preparation and expansion), collaboration, and empowerment – were identified, which have the potential to facilitate different procedures of formative assessment by accelerating understanding and expression, stimulating critical thinking and exploration, maintaining interest and engagement, and promoting autonomy and peer learning.

Keywords: creativity; formative assessment; primary EFL in China; translanguaging
Corresponding author: Xiaohua Liu, Academic English, School of Humanities and Social Science, The Chinese University of Hong Kong, 2001 Longxiang Avenue, Longgang District, Shenzhen, 518172, China, E-mail:

  1. Conflict of interest statement: The authors declare that they have no competing interests.

  2. Data availability statement: The datasets generated and analyzed during the current study are available from the lead and corresponding authors on request.

  3. Author contribution: All authors have materially participated in the research and article preparation and approved the final article.

Appendix

Interview Questions

  1. Could you briefly introduce yourself (e.g., age, qualification, years of teaching, years of teaching at your current school, etc.)? 您可以简单介绍一下您自己吗 （比如年龄、专业背景、教龄、在您目前所在学校的教学时间等）？

  2. Could you please describe the English course and classes you are teaching (e.g., class size, students’ program year, English language proficiency, learning motivation, classroom engagement, materials used, etc.)? 您可以谈一谈您目前所教的英语课程以及班级 （比如班级大小、学生的年级、英语水平、学习动机、课堂参与情况、所使用的教材等） 吗？

  3. Could you talk something about your teaching (e.g., your main teaching approach and philosophy)? How do you normally interact with students in class? 您可以谈一谈您的教学吗 （比如您主要的教学方法和理念）？ 您通常怎样跟学生在课堂上互动？

  4. How often do you use Chinese in your English class? What is your attitude towards using Chinese in English class? What factors prompt/inhibit your usage of Chinese in your English class? Can you explain why (e.g., students’ language proficiency, students’ expectations/requirements, course leader/school’s requirements/regulations, social expectations and values, etc.)? 您在您英语课上使用中文的频率如何？ 您对在英语课上使用中文怎么看？ 您觉得哪些因素促使/阻碍了您在英语课堂上使用中文？ （您在英语课堂上使用/不使用中文是出于何种考虑？） 为什么 （比如学生的英文水平、学生的期望/要求、课程组长/学校的要求/规定）？

  5. Do you know formative assessments (e.g., peer assessment, self-assessment, quiz, Q&A, portfolio, dictation, writings, oral presentations, etc.) and summative assessments (e.g., mid-term exam, end-of-term exam, etc.)? How do you commonly assess students’ learning achievements and language abilities? Who are generally in charge of the design of those assessment tasks and/or papers? 您知道形成性评价 （同伴评估、自评、小测、问答、档案袋、听写、写作、口头报告等） 和终结性评价 （如期中考试、期末考试等） 吗？ 您一般怎样测试学生的学习进步情况以及语言水平？ 这些测评任务或者试卷一般都由谁设计？

  6. Can you remember your latest formative assessment? What type of formative assessment was it? Did you use Chinese alongside English during its process? Why or why not? Did your students use Chinese alongside English during its process? 您还记得您最近的一次形成性评价吗？ 是什么样的形成性评价？ 在这个过程中您在英文之外使用中文了吗？ 为什么/为什么没有？ 在这个过程中您的学生在英文之外使用中文了吗？

  7. During the processes of other formative assessments/evaluations, in what circumstances do you usually find that you need to use Chinese alongside English? Do you actually do so? Why? If not, what factors do you think are usually stopping you from using Chinese? 当您在进行形成性评价的过程当中， 通常在什么情况下您觉得需要在英语之外使用中文 （使用英文的同时使用中文）？ 您会这样做吗？ 为什么？ 如果不会， 您觉得哪些因素阻止您这样做？ （您主要是出于什么样的考虑？）

  8. During the processes of other formative assessments/evaluations, in what circumstances would your students use Chinese alongside English? What are your normal responses to this? What are the main factors affecting your responses? 在形成性评价的过程当中， 通常什么样的情况下您的学生会在英文之外使用中文 （使用英文的同时使用中文）？ 对此您通常的反应是怎样的？ 您觉得哪些因素促使您做出这样的反应 （您主要出于什么样的考虑）？

  9. Can you remember your latest summative assessment? What type of summative assessment was it? Did you use Chinese alongside English during its process? Why or why not? Did your students use Chinese alongside English during its process? 您还记得您最近的一次终结性评价吗？ 是什么样的终结性评价？ 在这个过程中您在英文之外使用中文了吗？ 为什么/为什么没有？ 在这个过程中您的学生在英文之外使用中文了吗？

  10. During the processes of other summative assessments/tests, in what circumstances do you usually find that you need to use Chinese alongside English? Do you actually do so? Why? If not, what factors do you think are usually stopping you from using Chinese? 当您在进行其它终结性评价的过程当中， 通常在什么情况下您觉得需要在英语之外使用中文 （使用英文的同时使用中文）？ 为什么？ 您会这样做吗？ 如果不会， 您觉得哪些因素阻止您这样做？ （您主要是出于什么样的考虑？）

  11. During the processes of summative assessments/tests, in what circumstances would your students use Chinese alongside English? What are your normal responses to this? What are the main factors affecting your responses? 在终结性评价的过程当中， 通常什么样的情况下您的学生会在英文之外使用中文 （使用英文的同时使用中文）？ 对此您通常的反应是怎样的？ 您觉得哪些因素促使您做出这样的反应 （您主要出于什么样的考虑）？

  12. Overall/If you have to summarize in a few words, what do you think are the major challenges for you to use Chinese during your formative and summative assessment processes respectively? Can you explain why? What are your coping strategies? 总地来说/如果用几句话来总结一下， 您认为您在施行形成性评价和终结性评价过程中的主要困难/挑战有哪些？ 请您分别进行说明。 您通常采取什么样的措施来应对这些困难/挑战?

  13. Do you have anything else to add regarding the use of Chinese during formative and summative assessments as well as English classes in general? 对于您在形成性评价、终结性评价以及英语课过程中使用中文的情况， 您还有其它想要补充的吗？

References

Andersson, Catarina & Torulf Palm. 2017. Characteristics of improved formative assessment practice. Education Inquiry 8(2). 104–122. https://doi.org/10.1080/20004508.2016.1275185.Search in Google Scholar

Ascenzi-Moreno, Laura. 2018. Translanguaging and responsive assessment adaptations: Emergent bilingual readers through the lens of possibility. Language Arts 95(6). 355–369.10.58680/la201829683Search in Google Scholar

Bagga-Gupta, Sangeeta & Giulia Messina Dahlberg. 2018. Meaning-making or heterogeneity in the areas of language and identity? The case of translanguaging and nyanlända (newly-arrived) across time and space. International Journal of Multilingualism 15(4). 383–411. https://doi.org/10.1080/14790718.2018.1468446.Search in Google Scholar

Black, Paul & Dylan Wiliam. 2009. Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability 21(1). 5–31. https://doi.org/10.1007/s11092-008-9068-5.Search in Google Scholar

Canagarajah, Suresh. 2011. Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review 2(2011). 1–28. https://doi.org/10.1515/9783110239331.1.Search in Google Scholar

Canagarajah, Suresh. 2013. Literacy as translingual practice: Between communities and classrooms. New York: Routledge.10.4324/9780203120293Search in Google Scholar

Chappell, Philip. 2016. Creativity through inquiry dialogue. In Rodney H. Jones & Jack C. Richards (eds.), Creativity in language teaching, 130–145. Oxon, UK: Routledge.10.4324/9781315730936-9Search in Google Scholar

Chen, Qiuxian, Jiajin Zhang & Liang Li. 2021. Problematising formative assessment in an undeveloped region of China: Voices from practitioners. Educational Assessment, Evaluation and Accountability 33(4). 649–673. https://doi.org/10.1007/s11092-021-09369-5.Search in Google Scholar

Choi, Julie. 2016. Creative criticality in multilingual texts. In Rodney H. Jones & Jack C. Richards (eds.), Creativity in language teaching, 146–162. New York: Routledge.10.4324/9781315730936-10Search in Google Scholar

Creese, Angela & Adrian Blackledge. 2015. Translanguaging and identity in educational settings. Annual Review of Applied Linguistics 35. 20–35. https://doi.org/10.1017/s0267190514000233.Search in Google Scholar

Cummins, Jim. 2019. The emergence of translanguaging pedagogy: A dialogue between theory and practice. Journal of Multilingual Education Research 9(1). 13.Search in Google Scholar

Daniel, Shannon M., Robert T. Jiménez, Lisa Pray & Mark B. Pacheco. 2019. Scaffolding to make translanguaging a classroom norm. TESOL Journal 10(1). 1–14. https://doi.org/10.1002/tesj.361.Search in Google Scholar

Fang, Fan. 2018. Ideology and identity debate of English in China: Past, present and future. Asian Englishes 20(1). 15–26. https://doi.org/10.1080/13488678.2017.1415516.Search in Google Scholar

Fang, Fan & Yang Liu. 2020. ‘Using all English is not always meaningful’: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university. Lingua 247. 1–18. https://doi.org/10.1016/j.lingua.2020.102959.Search in Google Scholar

García, Ofelia & Li Wei. 2014. Translanguaging: Language, bilingualism and education. Palgrave Macmillan.10.1057/9781137385765_4Search in Google Scholar

García, Ofelia & Ricardo Otheguy. 2020. Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism 23(1). 17–35. https://doi.org/10.1080/13670050.2019.1598932.Search in Google Scholar

General Office of State Council of China. 2021. 关于进一步减轻义务教育阶段学生作业负担和校外培训负担的意见 [On further reducing students’ homework and off-campus tutoring during compulsory education]. Beijing: General Office of the State Council.Search in Google Scholar

Guest, Greg, Kathleen M. MacQueen & Emily E. Namey. 2011. Applied thematic analysis. Sage Publications.10.4135/9781483384436Search in Google Scholar

Hall, Graham & Guy Cook. 2012. Own-language use in language teaching and learning. Language Teaching 45(3). 271–308. https://doi.org/10.1017/s0261444812000067.Search in Google Scholar

Hattie, John & Helen Timperley. 2007. The power of feedback. Review of Educational Research 77(1). 81–112. https://doi.org/10.3102/003465430298487.Search in Google Scholar

Jiang, Li, Lawrence Jun Zhang & Stephen May. 2019. Implementing English-medium instruction (EMI) in China: Teachers’ practices and perceptions, and students’ learning motivation and needs. International Journal of Bilingual Education and Bilingualism 22(2). 107–119. https://doi.org/10.1080/13670050.2016.1231166.Search in Google Scholar

Kharkhurin, Anatoliy V. & Li Wei. 2015. The role of code-switching in bilingual creativity. International Journal of Bilingual Education and Bilingualism 18(2). 153–169. https://doi.org/10.1080/13670050.2014.884211.Search in Google Scholar

Li, Li. 2011. Obstacles and opportunities for developing thinking through interaction in language classrooms. Thinking Skills and Creativity 6(3). 146–158. https://doi.org/10.1016/j.tsc.2011.05.001.Search in Google Scholar

Lin, Angel M. Y. & Peichang He. 2017. Translanguaging as dynamic activity flows in CLIL classrooms. Journal of Language, Identity & Education 16(4). 228–244. https://doi.org/10.1080/15348458.2017.1328283.Search in Google Scholar

Lipscomb, Martin. 2012. Abductive reasoning and qualitative research. Nursing philosophy 13(4). 244–256.10.1111/j.1466-769X.2011.00532.xSearch in Google Scholar

Mahboob, Ahmar & Angel M. Y. Lin. 2016. Using local languages in English language classrooms. In Willy A. Renandya & Handoyo Puji Widodo (eds.), English language teaching today, 25–40. New York: Springer.10.1007/978-3-319-38834-2_3Search in Google Scholar

Pang, Weiguo & Jonathan A. Plucker. 2012. Recent transformations in China’s economic, social, and education policies for promoting innovation and creativity. The Journal of Creative Behavior 46(4). 247–273. https://doi.org/10.1002/jocb.17.Search in Google Scholar

Rabbidge, Michael. 2019. Translanguaging in EFL contexts: A call for change. New York: Routledge.10.4324/9780429439346Search in Google Scholar

Richards, Jack C. & Sara Cotterall. 2016. Exploring creativity in language teaching. In Rodney H. Jones & Jack C. Richards (eds.), Creativity in language teaching, 97–113. Routledge.10.4324/9781315730936-7Search in Google Scholar

Rose, Heath, Jim McKinley & Jessica Briggs Baffoe-Djan. 2019. Data collection research methods in applied linguistics. Camden, UK: Bloomsbury Academic.10.5040/9781350025875Search in Google Scholar

Sawyer, Keith. 2013. Zig zag: The surprising path to greater creativity. Hoboken, NJ: John Wiley & Sons.Search in Google Scholar

Seals, Corinne A., Jonathan Newton, Madeline Ash & Bao Trang Thi Nguyen. 2020. Translanguaging and task based language teaching: Crossovers and challenges. In Zhongfeng Tian, Laila Aghai, Peter Sayer & Jamie L. Schissel (eds.), Envisioning TESOL through a translanguaging lens, 275–292. New York: Springer.10.1007/978-3-030-47031-9_13Search in Google Scholar

Tavory, Iddo & Stefan Timmermans. 2014. Abductive analysis: Theorizing qualitative research. Chicago, IL: University of Chicago Press.10.7208/chicago/9780226180458.001.0001Search in Google Scholar

Thompson, Jamie. 2022. A guide to abductive thematic analysis. The Qualitative Report 27(5). 1410–1421. https://doi.org/10.46743/2160-3715/2022.5340.Search in Google Scholar

Ticheloven, Anouk, Elma Blom, Paul Leseman & Sarah McMonagle. 2021. Translanguaging challenges in multilingual classrooms: Scholar, teacher and student perspectives. International Journal of Multilingualism 18(3). 491–514. https://doi.org/10.1080/14790718.2019.1686002.Search in Google Scholar

Timmermans, Stefan & Iddo Tavory. 2012. Theory construction in qualitative research: From grounded theory to abductive analysis. Sociological Theory 30(3). 167–186. https://doi.org/10.1177/0735275112457914.Search in Google Scholar

Vila-Henninger, Luis, Claire Dupuy, Virginie Van Ingelgom, Mauro Caprioli, Ferdinand Teuber, Damien Pennetreau, Margherita Bussi & Cal Le Gall. 2022. Abductive coding: Theory building and qualitative (re) analysis. Sociological Methods. Online First. https://doi.org/10.1177/00491241211067508.Search in Google Scholar

Wallas, Graham. 1926. The art of thought. San Diego, CA: Harcourt, Brace, and Company.Search in Google Scholar

Wang, Danping. 2019. Translanguaging in Chinese foreign language classrooms: Students and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism 22(2). 138–149. https://doi.org/10.1080/13670050.2016.1231773.Search in Google Scholar

Wang, Lijuan & Dimitra Kokotsaki. 2018. Primary school teachers’ conceptions of creativity in teaching English as a foreign language (EFL) in China. Thinking Skills and Creativity 29. 115–130. https://doi.org/10.1016/j.tsc.2018.06.002.Search in Google Scholar

Wang, Weihong & Xiao Lan Curdt-Christiansen. 2019. Translanguaging in a Chinese-English bilingual education programme: A university-classroom ethnography. International Journal of Bilingual Education and Bilingualism 22(3). 322–337. https://doi.org/10.1080/13670050.2018.1526254.Search in Google Scholar

Wei, Li. 2016. New Chinglish and the post-multilingualism challenge: Translanguaging ELF in China. Journal of English as a Lingua Franca 5(1). 1–25. https://doi.org/10.1515/jelf-2016-0001.Search in Google Scholar

Wei, Li. 2018. Translanguaging as a practical theory of language. Applied Linguistics 39(1). 9–30. https://doi.org/10.1093/applin/amx039.Search in Google Scholar

Wei, Li. 2021. Translanguaging as a political stance: Implications for English language education. ELT Journal (Early Access). https://doi.org/10.1093/elt/ccab083.Search in Google Scholar

Wei, Li & Chao-Jung Wu. 2009. Polite Chinese children revisited: Creativity and the use of codeswitching in the Chinese complementary school classroom. International Journal of Bilingual Education and Bilingualism 12(2). 193–211. https://doi.org/10.1080/13670050802153210.Search in Google Scholar

Wiliam, Dylan & Marnie Thompson. 2008. Integrating assessment with learning: What will it take to make it work? In Carol A. Dwyer (ed.), The future of assessment: Shaping teaching and learning, 53–82. Mahwah, NJ: Lawrence Erlbaum Associates.10.4324/9781315086545-3Search in Google Scholar

Yan, Zi, Ziqi Li, Ernesto Panadero, Min Yang, Lan Yang & Hongling Lao. 2021. A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice 28(3). 228–260. https://doi.org/10.1080/0969594x.2021.1884042.Search in Google Scholar

Zhang, Rui & Brian Hok-Shing Chan. 2021. Pedagogical translanguaging in a trilingual context: The case of two EFL classrooms in a Xinjiang university. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2021.1978383.Search in Google Scholar

Zhou, Xiaozhou. 2021. Engaging in pedagogical translanguaging in a Shanghai EFL high school class. ELT Journal 77. 1–10. https://doi.org/10.1093/elt/ccab054.Search in Google Scholar

Zhou, Xiaozhou & Steve Mann. 2021. Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes. Studies in Second Language Learning and Teaching 11(2). 265–289. https://doi.org/10.14746/ssllt.2021.11.2.5.Search in Google Scholar
Received: 2023-04-28
Accepted: 2023-04-30
Published Online: 2023-05-25
Published in Print: 2024-09-25

© 2023 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Special Issue: The Yellow Peril or the Model Minority? Racialized identities and discourses of Asian Americans and Asian Canadians; Guest Editor: Christian Chun
  3. Research Articles
  4. Paradoxes of the Canadian mosaic: “being, feeling and doing Canadian”
  5. The Asian American teaching method? An overview of language education, social justice issues, and challenging ‘Oppressed’ versus ‘Model’ minority binary discourse
  6. Life and work between home and “homeland”: a narrative inquiry of transnational Chinese adoptees’ identity negotiations across time and space
  7. I ain’t your f*cking Model Minority! Indexical orders of ‘Asianness’, class, and heteronormative masculinity
  8. Special Issue: Assessment and Creativity through a Translingual Lens; Guest Editors: Lavinia Hirsu, Marta Nitecka Barche and Dobrochna Futro
  9. Editorials
  10. Assessment and creativity through a translingual lens: introduction
  11. Assessment and creativity through a translingual lens: transdisciplinary insights
  12. Creative translanguaging in formative assessment: Chinese teachers’ perceptions and practices in the primary EFL classroom
  13. Creativity, criticality and translanguaging in assessment design: perspectives from Bangladeshi higher education
  14. Integrating translanguaging into assessment: students’ responses and perceptions
  15. Research Articles
  16. Investigation of factors underlying foreign language classroom anxiety in Chinese university English majors
  17. Why can’t I teach English? A case study of the racialized experiences of a female Ugandan teacher of English in an EFL context
  18. Primary-concern solicitation in Chinese medical encounters
  19. The relationships between young FL learners’ classroom emotions (anxiety, boredom, & enjoyment), engagement, and FL proficiency
  20. Visualising the language practices of lower secondary students: outlines for practice-based models of multilingualism
  21. Observing a teacher’s interactional competence in an ESOL classroom: a translanguaging perspective
  22. Foreign language teacher grit: scale development and examining the relations with emotions and burnout using relative weight analysis
  23. Vocabulary learning in a foreign language: multimedia input, sentence-writing task, and their combination
  24. The predictive effects of reading speed and positive affect on first and second language incidental vocabulary acquisition through reading an authentic novel
  25. The effects of cultural and educational background on students’ use of language learning strategies in CFL learning
  26. Transl[iter]ating Dubai’s linguistic landscape: a bilingual translation perspective between English and Arabic against a backdrop of globalisation
  27. Exploring Tibetan residents’ everyday language practices in Danba county, Southwest China: a case study
  28. The mechanism for the positive effect of foreign language peace of mind in the Chinese EFL context: a moderated mediation model based on learners’ individual resources
  29. A latent profile analysis of L2 writing emotions and their relations to writing buoyancy, motivation and proficiency
  30. “Part of me is teaching English”: probing the language-related teaching practices of an English-medium instruction (EMI) teacher
https://doi.org/10.1515/applirev-2023-0085
Keywords for this article
creativity; formative assessment; primary EFL in China; translanguaging

Articles in the same Issue

  1. Frontmatter
  2. Special Issue: The Yellow Peril or the Model Minority? Racialized identities and discourses of Asian Americans and Asian Canadians; Guest Editor: Christian Chun
  3. Research Articles
  4. Paradoxes of the Canadian mosaic: “being, feeling and doing Canadian”
  5. The Asian American teaching method? An overview of language education, social justice issues, and challenging ‘Oppressed’ versus ‘Model’ minority binary discourse
  6. Life and work between home and “homeland”: a narrative inquiry of transnational Chinese adoptees’ identity negotiations across time and space
  7. I ain’t your f*cking Model Minority! Indexical orders of ‘Asianness’, class, and heteronormative masculinity
  8. Special Issue: Assessment and Creativity through a Translingual Lens; Guest Editors: Lavinia Hirsu, Marta Nitecka Barche and Dobrochna Futro
  9. Editorials
  10. Assessment and creativity through a translingual lens: introduction
  11. Assessment and creativity through a translingual lens: transdisciplinary insights
  12. Creative translanguaging in formative assessment: Chinese teachers’ perceptions and practices in the primary EFL classroom
  13. Creativity, criticality and translanguaging in assessment design: perspectives from Bangladeshi higher education
  14. Integrating translanguaging into assessment: students’ responses and perceptions
  15. Research Articles
  16. Investigation of factors underlying foreign language classroom anxiety in Chinese university English majors
  17. Why can’t I teach English? A case study of the racialized experiences of a female Ugandan teacher of English in an EFL context
  18. Primary-concern solicitation in Chinese medical encounters
  19. The relationships between young FL learners’ classroom emotions (anxiety, boredom, & enjoyment), engagement, and FL proficiency
  20. Visualising the language practices of lower secondary students: outlines for practice-based models of multilingualism
  21. Observing a teacher’s interactional competence in an ESOL classroom: a translanguaging perspective
  22. Foreign language teacher grit: scale development and examining the relations with emotions and burnout using relative weight analysis
  23. Vocabulary learning in a foreign language: multimedia input, sentence-writing task, and their combination
  24. The predictive effects of reading speed and positive affect on first and second language incidental vocabulary acquisition through reading an authentic novel
  25. The effects of cultural and educational background on students’ use of language learning strategies in CFL learning
  26. Transl[iter]ating Dubai’s linguistic landscape: a bilingual translation perspective between English and Arabic against a backdrop of globalisation
  27. Exploring Tibetan residents’ everyday language practices in Danba county, Southwest China: a case study
  28. The mechanism for the positive effect of foreign language peace of mind in the Chinese EFL context: a moderated mediation model based on learners’ individual resources
  29. A latent profile analysis of L2 writing emotions and their relations to writing buoyancy, motivation and proficiency
  30. “Part of me is teaching English”: probing the language-related teaching practices of an English-medium instruction (EMI) teacher
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2025 De Gruyter Brill
Downloaded on 19.12.2025 from https://www.degruyterbrill.com/document/doi/10.1515/applirev-2023-0085/html
Scroll to top button