| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Language Teaching |
| Volume / Nomor Edisi | : | 58 (No. 4) |
| Nomor Halaman | : | 547-555 |
| Abstraksi Narasi | : | Pauline Foster was Professor of Applied Linguistics at St. Mary's University until her retirement in 2020, and is currently a Senior Research Associate at University College, London. Pauline has published her research widely, including papers on task-based language performance, classroom interaction, idiomaticity, and the development of instruments for oral language analysis. Pauline's i-10-index is 29, with more than 10,500 citations. |
| Nama Pengarang | : | Lianjiang (George) Jiang, Christoph Hafner |
| Nama Majalah/Jurnal | : | Language Teaching |
| Volume / Nomor Edisi | : | 58 (No. 4) |
| Nomor Halaman | : | 528-546 |
| Abstraksi Narasi | : | Digital multimodal composing (DMC) has emerged as a prominent teaching and learning practice in second language (L2) classrooms over the past two decades. The emergence of DMC is a response to the paradigmatic shift in language and literacy education in L2 classrooms, where writing has been reconceptualised as a process of multimodal design that is frequently mediated by digital technologies (Belcher, Reference Belcher2017; Lankshear & Knobel, Reference Lankshear and Knobel2006; New London Group, Reference New London Group1996). DMC as a pedagogical approach has been defined as “a textual practice that involves the use of digital tools to produce texts by combining multiple semiotic modes that include, but are not limited to, image, word, and soundtrack” (Jiang, Reference Jiang2017, p. 413). Examples of DMC include various forms of video documentaries, presentation slides, podcasting, infographics, webpages, or digital stories, among others (Hafner, Reference Hafner2014; Jiang et al., Reference Jiang, Li and Leung2024; Smith et al., Reference Smith, Amgott and Malova2022). Thus, DMC can be seen as an emerging umbrella term that covers the use of a wide range of new forms of representation in pedagogical contexts, including such practices as digital storytelling and digital writing. The body of DMC research has been steadily growing across L2 contexts since the pioneering use of digital multimodal storytelling for underprivileged L2 learners by Hull and Nelson (Reference Hull and Nelson2005) and Nelson (Reference Nelson2006). |
| Nama Pengarang | : | Sally Ann Jones, Chin Ee Loh, Robbie Lee Sabnani |
| Nama Majalah/Jurnal | : | Language Teaching |
| Volume / Nomor Edisi | : | 58 (No. 4) |
| Nomor Halaman | : | 505-527 |
| Abstraksi Narasi | : | Singapore is a small island and city-state located in Southeast Asia with a land area of about 700 square kilometers (735.6 km2). Its total reported population (residents and non-residents) was 6,036,860 as of June 2024 (Department of Statistics Singapore, 2025a). Before gaining independence in 1965, Singapore was a British colony for 144 years, and for two years between 1963 and 1965 underwent a merger with Malaysia. Today, governance in Singapore is carried out according to six principles: meritocracy, racial and religious harmony, clean government, rule of law, inclusiveness, and care for the environment (Koh, Reference Koh2009). The Singaporean education system places particular emphasis on developing the skill sets of its people, who are considered a core resource for economic development in light of the country’s small size and lack of natural resources (Organisation for Economic Co-operation and Development [OECD], 2011). As such, meritocracy is upheld as an important principle for granting young people in Singapore equal opportunities in education (Teng, Reference Teng2024). |
| Nama Pengarang | : | Aline Godfroid, Bronson Hui |
| Nama Majalah/Jurnal | : | Language Teaching |
| Volume / Nomor Edisi | : | 58 (No. 4) |
| Nomor Halaman | : | 474-504 |
| Abstraksi Narasi | : | Eye movement registration, or eye tracking, is the recording of an individual’s eye movements during a task. Because eye movement registration happens online (in real time), it can reveal the nuances of learner attention and cognitive processing during task performance. The online nature of the eye gaze data collected has proven to be a valuable asset in the field of instructed second language acquisition (ISLA), and represents a recent development within eye tracking in the broader field of second language acquisition (SLA). It was not until around 2010 that ISLA researchers recognized the opportunities that eye-tracking technology affords. In this timeline, we present a brief history of eye tracking in SLA, with the goal of situating the development of eye tracking in ISLA within its wider historical context. We review three major time periods, which we refer to as follows: (1) early eye-tracking research with bilinguals (1997 – present); (2) eye tracking as a tool to study language learning processes (2010 – present); and (3) the shift to ecologically valid, remote, and wearable eye tracking (2018 – present). Whereas the first time period lays the historical foundations for this work, the second time period marks the emergence of eye tracking as a tool to study ISLA, and along with the third, is the focus of this timeline. Recently, in the third time period, the accessibility and options available for eye-gaze tracking have expanded significantly, driving further innovation in ISLA research. We highlight major and emerging lines of research in eye tracking in ISLA and review various applications of the technology in terms of research design, settings, and focus. We conclude the narrative portion of this research timeline with our coding scheme of ISLA eye-tracking studies. |
| Nama Pengarang | : | Jian Tao, Yueting Xu, Shiyao Wang, Xuesong (Andy) Gao |
| Nama Majalah/Jurnal | : | Language Teaching |
| Volume / Nomor Edisi | : | 58 (No. 4) |
| Nomor Halaman | : | 450-473 |
| Abstraksi Narasi | : | In the past decade, there has been increasing scholarly interest in language teachers’ emotional experiences, how they regulate and manage their emotions, and how their experiences and emotion-related practices are related to their cognition, practice, well-being, and professional development. A systematic and critical review is needed to help language teaching professionals to benefit from the insights generated by these studies. This review aims to explore this growing body of research on the emotions of language teachers published between 2015 and 2024 by outlining four major research themes: 1) emotional experience; 2) emotion labour; 3) emotion regulation; and 4) emerging emotion-related concepts. This review critically discusses these themes and draws on relevant research findings to visualise the results in an emotion-focused map of language teachers’ professional development. It concludes by proposing a research agenda to stimulate further inquiry into the emotions of language teachers. |
| Nama Pengarang | : | Nicola McNab |
| Nama Majalah/Jurnal | : | Language Teaching |
| Volume / Nomor Edisi | : | 58 (No. 4) |
| Nomor Halaman | : | 443-449 |
| Abstraksi Narasi | : | Eye movement registration, or eye tracking, is the recording of an individual’s eye movements during a task. Because eye movement registration happens online (in real time), it can reveal the nuances of learner attention and cognitive processing during task performance. The online nature of the eye gaze data collected has proven to be a valuable asset in the field of instructed second language acquisition (ISLA), and represents a recent development within eye tracking in the broader field of second language acquisition (SLA). It was not until around 2010 that ISLA researchers recognized the opportunities that eye-tracking technology affords. In this timeline, we present a brief history of eye tracking in SLA, with the goal of situating the development of eye tracking in ISLA within its wider historical context. We review three major time periods, which we refer to as follows: (1) early eye-tracking research with bilinguals (1997 – present); (2) eye tracking as a tool to study language learning processes (2010 – present); and (3) the shift to ecologically valid, remote, and wearable eye tracking (2018 – present). Whereas the first time period lays the historical foundations for this work, the second time period marks the emergence of eye tracking as a tool to study ISLA, and along with the third, is the focus of this timeline. Recently, in the third time period, the accessibility and options available for eyegaze tracking have expanded significantly, driving further innovation in ISLA research. We highlight major and emerging lines of research in eye tracking in ISLA and review various applications of the technology in terms of research design, settings, and focus. We conclude the narrative portion of this research timeline with our coding scheme of ISLA eye-tracking studies. |
| Nama Pengarang | : | Joo Jin Sim |
| Nama Majalah/Jurnal | : | Language Teaching |
| Volume / Nomor Edisi | : | 58 (No. 4) |
| Nomor Halaman | : | 435-442 |
| Abstraksi Narasi | : | I watched the young man, dressed in scuffy denim and T-shirt, dark curly head bent in concentration, juggling a book and a stack of papers on his lap as the subway lurched through the darkness. At first glance, I thought that he was working on his assignment, writing quickly and intently, in a race with the subway and its inevitable stops. As a load of passengers spewed into the car, he shifted slightly to accommodate the new crush, and it was then that I saw varied and youthful handwriting on his pages. He was grading those papers, not composing his own … (Miller, Reference Miller1986, p. 26). |
| Nama Pengarang | : | J. M. Zhang; R. K. Lin |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Nomor Edisi | : | 94 (No. 7) |
| Nomor Halaman | : | 582-584 |
| Abstraksi Narasi | : | Textbook solutions for the harmonic oscillator and the hydrogen atom using the Sommerfeld polynomial method often appear tedious and formidable to students. However, the differential operators acting on the reduced wave functions possess a convenient algebraic property: they preserve the subspace of polynomials of degree at most k. This observation makes the derivation of energy eigenvalues transparent and direct, without the need for the full power series recurrence relations. |
| Nama Pengarang | : | A. Anderson; T. Ayers; B. E. Bish; S. Cart; V. Tobar Correa; A. O'Brien; R. Stipanovich; M. Crescimanno |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Nomor Edisi | : | 94 (No. 7) |
| Nomor Halaman | : | 575-581 |
| Abstraksi Narasi | : | Experimentally determining the isotope shift in atomic spectra leads students beyond their naive understanding of atomic structure and can introduce them to the basics of optical metrology. Standard undergraduate laboratory experiments for the isotope shift on the principal D1 and D2 transitions in rubidium typically use saturated absorption spectroscopy. We show that using a different atomic state, namely the level, significantly simplifies the data collection, analysis, and interpretation in comparison to the standard experiments. With two low-bandwidth photodiodes and a Fabry–Perot cavity, the isotope shift is measured to be 162.8 MHz. This result guides students to the necessity of including an 30 MHz (many-body electronic) specific mass shift, in addition to the contributions of the nucleus's countermotion and the finite nuclear charge radius. |
| Nama Pengarang | : | Jack-William Barotta; Caroline M. Barotta; Eli Silver; Daniel M. Harris |
| Nama Majalah/Jurnal | : | American Journal of Physics |
| Volume / Nomor Edisi | : | 94 (No. 7) |
| Nomor Halaman | : | 570-574 |
| Abstraksi Narasi | : | Brownian motion is the erratic motion of an object due to collisions with the fluid in which it is immersed. In this work, we detail a tabletop laboratory demonstration of underdamped Brownian motion wherein a macroscopic particle resting on a driven fluid interface exhibits ballistic motion at short times and diffusive motion at long times. We observe the trajectory of a centimeter-sized disk driven by a field of chaotic Faraday waves excited by a shaker. The crossover from ballistic to diffusive motion occurs at time and length scales experimentally accessible through particle tracking of a video recorded with a standard phone camera. Along with representative data, we provide a complete assembly guide and operating procedure for students so that the experiment can be readily applied in the classroom. The tabletop setup can also be adapted for other student projects and active research topics relating to particle motion on a vibrating fluid interface. |
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