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摘要：Research and discussion on plagiarism have focused predominantly on ESOL students with little attention paid to ESOL teachers. This article reports a study of Chinese university English lecturers' knowledge of and stance on two intertextual practices (i.e. unacknowledged copying and unattributed paraphrasing) regarded as plagiarism in Anglo-American academia, and, consequently, in the wider international academic community. Drawing on 117 Chinese university English lecturers' ratings of three short English passages and open-ended justifications of their ratings, the study found that around two-thirds and two-fifths of them recognized unacknowledged copying and paraphrasing as plagiarism, respectively, and held clearly punitive attitudes towards detected plagiarism. It also revealed that while there was a broad consensus of opinion about unacknowledged copying, understandings of unattributed paraphrasing appeared divergent and ambivalent. These findings not only call into question essentialized views of plagiarism that stereotype cultures as either condoning or condemning plagiarism but also suggest a need to raise Chinese university English lecturers' awareness about Anglo-American notions of plagiarism. Adapted from the source document

摘要：Based on various theories of human agency (Ajzen, I. (2005). Attitudes, personality and behavior (2nd ed.). London: Open University Press; Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319-340; Rogers, E.M. (1983). Diffusion of innovations (3rd ed.). New York: The Free Press), it is essential to know users' attitudes and abilities before implementing widespread use of computer-assisted language learning (CALL) techniques in schools. This study takes a two-tiered approach. On the one hand, it aims to explore the current computer-related attitudes and abilities of Iranian high school language teachers and students, before the actual diffusion of computers into the education system. On the other hand, this study compares the attitudes of language teachers and students towards CALL, cultural perceptions of the role of computers in education, computer competence, and computer access. Toward this aim, a multi-section survey in the Persian language was administered to high school language teachers and students. Data were analyzed using descriptive statistics, and the results indicated that the majority of the participants have positive attitudes towards CALL and find it relevant to the cultural context of Iran. Teachers have moderate computer competence, while students have limited competence. Language teachers and students have daily access to computers mostly at home. The study further shows the difference between language teachers and students in that although teachers are presumed to be ambivalent about computer-related issues, in comparison with their students, teachers rank significantly higher on the CALL attitude and computer competence scales. From the positive CALL attitudes of both groups, it may be inferred that they will use computers in language education once computers become available, accompanied by adequate training.

摘要：This study explored whether American and Chinese English as a Foreign Language (EFL) teachers differ in their evaluations of student oral performance by examining the assessments of two groups of raters in an undergraduate speech competition. Each of the 21 contestants presented a 3-min prepared speech on a required topic, responded to a follow-up question, and gave a 1-min impromptu speech on a new topic. Three Chinese and three American EFL teachers rated the speech performances and recorded their comments for the individual contestants as well as for the contestants as a group. Immediately following the competition, the researcher interviewed the raters. The results revealed that American and Chinese EFL raters showed a high degree of agreement on the competition winners and the scores for the contestants. Qualitatively, however, the raters differed in their comments about the students' pronunciation, usage of English expressions, and speech delivery. The Chinese raters unanimously offered positive comments in these three areas, whereas the American raters gave varied and extensive critical comments. These results suggest a need for increased communication between Chinese and American EFL teachers, especially regarding their perceptions of what constitutes good English speech and their pedagogical priorities for oral English instruction. Adapted from the source document

摘要：This study focused on the interface between classroom assessment and learning motivation, in particular, whether and how classroom tests and grades motivated student effort. In a university in Taiwan, six English as a Foreign Language teacher interviews were conducted, and 744 student surveys, accompanied by 289 more detailed written opinions, were gathered and analyzed. It was found that teacher considerations in designing classroom tests and assigning nontest grades were associated with intentions to ensure student efforts. Students were generally alert to grade-related requirements but reacted differently. Many indicated the effectiveness of tests in inducing student effort but felt ambivalent about being pushed to study by tests and grades. Teachers should avoid actually demotivating students when their original aim was to motivate. Adapted from the source document

摘要：English for academic purposes (EAP) has established itself as a considerable part of English as a foreign language (EFL) instruction in Iranian universities. Considering the Internet as a major educational source in EAP reading courses, it is highly important that the stakeholders have positive attitudes toward it and be aware of promises and challenges. This study was conducted to investigate the participants' attitudes toward the Internet in EAP courses for undergraduate students of civil engineering (CE) in Iran. To this end, 723 undergraduate students, 67 EAP instructors and 105 CE instructors participated in the study. Instrumentation included a questionnaire, semi-structured interviews and non-participant observation. Our analysis of the data revealed that the majority of EAP instructors, CE instructors and undergraduate students have positive attitudes toward the Internet. However, the results showed that EAP instructors do not make use of any types of Internet-based activities in their classes. Moreover, the majority of limitations in using the Internet in EAP courses were identified. It is concluded that undergraduate students of CE need training in various Internet-based skills. The findings promise implications for renewing the EAP programs. Adapted from the source document

摘要：As new teachers navigate the challenging first years of work, they need positive support providers (Villani, 2002). The impact of support providers on novice educators' beliefs about teaching efficacy previously went unexplored. This study examined novice English to speakers of other languages (ESOL) teachers' perceptions of social support and teacher efficacy using integrated qualitative and quantitative methods (Morgan, 1998, 2011). In the initial qualitative component, novice teachers identified three categories of support: mentors, coworkers, family. The Teachers' Sense of Teacher Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) was administered to examine potential links between support providers and three areas of perceived teacher efficacy: instructional strategies, student engagement, classroom management. Support appraisals were examined for each support domain using a modified version of the Perceived Social Support Inventory (Procidano & Heller, 1983) to assess the degree to which novice teachers felt supported. Teachers reported coworkers and mentors as the most significant support providers, yet only family support was significantly associated with teacher efficacy beliefs in the quantitative portion of this study. Novice teachers were also asked to elaborate on the frequency, type, and quality of support offered by family, friends, and mentors. Adapted from the source document

摘要：This study examined the teacher education of novice teachers of English to speakers of other languages (ESOL). A survey and follow-up interviews were employed to investigate novice teachers' perceptions about four aspects of their teacher preparation: (a) degree of preparedness to teach after graduating from a teaching English to speakers of other languages (TESOL) program, (b) preparedness after classroom experience (up to 3 years), (c) sense of efficacy to complete teaching practices in adult ESOL classrooms, and (d) perceptions of what was useful to them in the TESOL program. Accredited ESOL teachers with less than 3 years of experience (N = 115) completed a questionnaire that explored their perceptions of preparedness and efficacy to teach in adult ESOL programs in Ontario, Canada. Eight teachers participated in follow-up semistructured interviews. Findings show that although, overall, novice teachers increased their perceptions of preparedness by gaining experience in the classroom, their sense of efficacy to perform within certain teaching expectations was task specific and highly situated. The practicum and "real" teaching experiences were found to be the most influential aspects of the induction programs. These findings have implications for teacher educators, TESOL institutions, and accreditation bodies that are committed to preparing qualified teachers for adult ESOL programs. Adapted from the source document

摘要：Prior studies on novice teachers' adjustment to the school environment have shown that many new teachers adopt the teaching practices of existing teachers. By exploring the reasons why new teachers with a proficient command of English end up conducting English classes in Korean, this study analyzed factors influencing the socialization of new teachers. Analyses of questionnaires, interviews, and critical incident reports show that the choice of instructional language was influenced by institutional constraints, school culture, and norms surrounding the teaching and learning of English, rather than the teacher's individual capabilities. The results suggest that a more important factor than the individual teacher's ability is creating school systems and school cultures that enable teachers to apply the teaching methods they were trained to use. Adapted from the source document

摘要：A key role in the successful implementation of any learning approach is played by teachers, so how well blended learning works will depend largely on how well teachers make the transition from their traditional face-to-face classroom roles to the wider more complex role that blended learning requires. The additional skills and the forging of a new professional identity might not come easily to all practitioners. This paper evaluates the impact that the introduction of blended learning in a distance language learning course has had on teachers. It presents and discusses findings from a small-scale evaluation study which compared quantitative and qualitative data gathered through a survey and a small number of interviews with participant observations from the researcher and the institutional end-of-course debriefing report. The paper argues that whilst technological challenges and the sheer amount of change that teachers were faced with were largely responsible for some of the negative attitudes reflected in teachers' opinions about the course, a less obvious, broader explanation for the difficulties that teachers encountered might be found in the way that learning, teaching and training are conceptualised by both teachers and the institution. It is proposed that a transmission of knowledge approach to training fails to acknowledge and properly support the transformation of teachers' identity that results from moving from traditional classroom-based teaching to online teaching. The shift goes beyond the acquisition of ICT skills and requires a pedagogical understanding of the affordances of the new medium and an acceptance by the teacher of his or her new role and identity. Adapted from the source document

摘要：This qualitative study investigates the relationship between learning opportunities and teacher cognition in the context of a videoconferencing (VC) project for foreign languages (FL) in French primary schools. Six generalist primary teachers were followed throughout the initial six-month stage of the initiative, and data were collected from learners, teachers, and trainers via questionnaire, video and audio recordings of class and feedback sessions, online teacher and trainer discussion, and video-stimulated recall interviews. Interview data revealed distinct teacher profiles involving differences in orientation to teaching and the teacher, learning and learners, and technology. These profiles corresponded to different teaching strategies and resulted in varying patterns of learner interaction in VC sessions. Teachers' comments showed them to be guided by general rather than FL-specific pedagogical principles, and pedagogical concerns frequently intersected with technical issues as teachers learned to exploit the new VC technology. While most teachers valued spontaneous FL interaction as a key VC affordance, the filmed sessions revealed little unplanned learner-learner communication. This finding is related to teachers' views of second language acquisition as product rather than a process; for more learner-centred teachers, spontaneity was affected by rehearsal, and for more teacher-oriented practitioners, sustained teacher intervention influenced patterns of learner participation. In addition to these classroom findings, the study highlights the value of this type of participant research in facilitating the exchange of resources and expertise, classroom video footage, and participants' comments and queries, and thus contributing to professional development in CALL and CMC-based teacher education. Adapted from the source document

摘要：Oral communication ability has become increasingly important to many EFL students. Several commercial software programs based on automatic speech recognition (ASR) technologies are available but their prices are not affordable for many students. This paper will demonstrate how the Microsoft Speech Application Software Development Kit (SASDK), a free but powerful tool, can be used to develop an oral skills training website for EFL students. This ASR-based website offers six different types of online exercises which allow students to practise their oral skills and obtain immediate feedback on their performance. A group of 25 college students and a group of 35 pre-service English teachers were invited to use the website. Two surveys were conducted to investigate the students' and the pre-service teachers' perceptions of this site. The results indicated that most teachers and students enjoyed using this website, which they felt could help improve their English oral skills. They also pointed out that the main strength of the ASR-based learning system is that it offers several different types of exercises which can encourage learners to produce more output in a low-anxiety environment. The major limitations of the website are the insufficient feedback and the challenging standards one must meet in order to achieve a pass mark. These findings can be useful for teachers who are interested in using ASR in teaching and for CALL researchers who aim to develop better ASR-based systems for language learning. Adapted from the source document

摘要：One measure of the impact of a high-stakes test is the attitudes that test takers hold towards it. It has been suggested that positive attitudes produce beneficial effects while real or anticipated negative experiences can result in the development of attitudes that erode confidence and potentially impact negatively on performance. This study investigated test taker attitudes by exploring the opinions, beliefs, and feelings of a group of overseas trained teachers preparing for a professional gate-keeping test, and examining correlations between attitudes and demographic and experiential factors. The participants were 105 candidates who were enrolled in a preparation course for the Professional English Assessment for Teachers. They were asked to complete a written survey questionnaire with three parts: to determine the nature of their attitude towards the test, to explore the relationship of attitudes and demographic data, and to investigate their perceptions of the sources of their attitudes. Results indicated that there was a slight predominance of negative attitudes, particularly among candidates who had unsuccessfully attempted the test. The main reported sources which correlated with a negative attitude were personal experiences and feelings as well as the impact of other people: notably teachers and other candidates. [Reprinted by permission of Sage Publications, Ltd., copyright holder.]

摘要：The Standards for Foreign Language Learning in the 21st Century (SFLL) (National Standards in Foreign Language Education Project [NSFLEP]), originally published in 1996, were envisioned by many as the panacea for providing a new and exciting direction for foreign language education in the United States. The perceived impact of these National K-16 Student Standards has been witnessed throughout more than a decade by scholarly works that have acknowledged their role as 'a veritable change agent' (Sharpley-Whiting 1999: 84), 'a vision for foreign language education in the new century' (Allen 2002: 518), and, more recently, as 'a blueprint and framework for change' (Terry 2009: 17). The research that has been done on the Standards since their inception has attempted to provide concrete ways for the field to embrace this new framework and thereby realize a Standards-based curriculum and perhaps even revolutionize language education. This work has consisted largely of (1) implementational research (both with and without experimental design) that proposes specific strategies for addressing the Standards in planning, teaching, and assessment (Schwartz & Kavanaugh 1997; Abbott & Lear 2010); (2) survey research that analyzes self-reported information regarding teachers' pedagogical beliefs about the Standards and ways in which they claim to be addressing Standards in their classrooms (Allen 2002; ACTFL 2011), and (3) White papers that disseminate opinions and insights by leaders in the field regarding the impact that the Standards are having in areas such as language instruction, curriculum and course design, and educational policy (Sharpley-Whiting 1999; Donato 2009; Glisan 2010). Adapted from the source document

摘要：Motivation is a well-researched construct; however, few studies have investigated how teachers perceive and make sense of situations in which learners are not motivated to learn. Thirty-two EFL teachers working in Japanese universities were surveyed and interviews with three of these teachers were conducted to reveal their perceptions of student 'unmotivation'. Three different factors were identified which explain why these teachers consider influencing learner motivation positively has its limits. These are the external factors of institutions and educational systems and the internal factors of student attitudes and personalities and teacher-student relationships. Pedagogical and research implications are suggested in response to teachers' perceptions of this unmotivation. Adapted from the source document

摘要：When considering the question of 'traditional' versus 'communicative', the first essential is definition. This article first of all attempts to clarify these ill-defined concepts before considering the degree to which they may or may not be dichotomous. The results of a small-scale study are reported involving a survey of teaching approaches employed by a group of Turkish teachers who were then asked to comment on the factors which they felt constrained their teaching practice. The article concludes by considering underlying assumptions relating to teaching approaches before suggesting areas for further research. Adapted from the source document

摘要：This article explores Japanese EFL learners' classroom silence in a Japanese EFL context. The existence of silence in second language learning contexts can be a source of conflict between students and teachers and even among students themselves. It can also bean obstacle to acquiring the target language. In order to tackle this problem and to illustrate the dynamic characteristics of classroom silence, this study draws on insights from the ethnographic approach and interprets the roots, functions, and meanings of silence from a sociocultural perspective. It was conducted through a questionnaire survey which aimed to elicit learners' and teachers' views on silence and also to examine whether a mismatch of perceptions exists. The issues of identity and the role of cultural and contextual factors in the use of silence are discussed and possible pedagogical approaches which could be implemented in varied learning contexts are suggested. Adapted from the source document

摘要：This article looks at issues surrounding learner self-assessment and studies into teacher beliefs. It then goes on to present the findings of a study designed to explore teacher attitudes, beliefs, and behaviour with regard to learner self-assessment during the implementation of a revision of assessment procedures for teens aged 14-16 years. Quantitative and qualitative methods were used to discover what teachers understood by self-assessment and in what ways, if any, they had implemented this. The relationship between attitudes, beliefs, and practices was explored and some specific factors responsible for facilitating or obstructing implementation were identified. Data analysis produced significant findings that support those of other studies related to curricular innovation and more particularly the implementation of learner-centred approaches to assessment. Adapted from the source document

摘要：Feedback in writing has in recent years attracted the attention of an increasing number of writing researchers. While much feedback research focuses on the act of feedback per se, little attention has been paid to the issue of teacher readiness to implement change in feedback. Using data gathered from Hong Kong secondary teachers attending a teacher education seminar on feedback in writing, this article investigates teachers' readiness to implement change in feedback as well as their perceptions of the factors that may facilitate or inhibit change. The findings show that while teachers may be cognitively aware of the need for a feedback revolution, there are obstacles that get in the way of innovation. The article concludes that if teachers are to start a feedback revolution a number of issues have to be addressed, including enhancing teacher training and empowering teachers. Adapted from the source document

摘要：This article presents data from a study examining secondary mathematics teachers' and science teachers' implementation of a language of instruction policy in Malaysia, which made English the medium for mathematics and science instruction. It explores the beliefs of math, science and language teachers, and how these beliefs influence their pedagogical practices in content-based language instruction classrooms. The study uses a mixed-methods approach for data collection and data analysis. Data is analysed using perspectives from content-based language teaching (CBLT) and from research on mathematics and science instruction for English language learners (ELLs). The results indicate that teachers' beliefs about their respective roles as only content teachers or only language teachers limit students' language learning opportunities. Factors such as curricular requirements, exam pressure and time constraints also shape classroom interactions, and have implications for student learning as well. The findings reveal the lack of collaboration between content and language teachers, and the need for sustained professional development concerning content and language integration for both groups of teachers. This study extends work on content-based language teaching to the previously unexamined Malaysian context. Its findings contribute to the ongoing work of improving instructional practices in content-based classrooms to integrate and maximize content and language learning for English language learners. [Reprinted by permission of Sage Publications Ltd., copyright holder.]

摘要：This study investigates the relationship among Japanese high school teachers' beliefs, their practices, and socioeducational factors regarding communicative language teaching (CLT). A multimethods approach was used consisting of a survey, interviews, and class observations. A Teacher Beliefs Questionnaire was sent to 188 randomly selected Japanese high schools, and 139 teachers responded. Additionally, 12 English classes taught by 4 Japanese high school teachers were observed, focusing on how they used communicative activities. The same 4 teachers were later interviewed. A path model based on Borg's (2003) conceptual framework of teacher cognition was tested. The best-fitting model indicated that Student-Related Communicative Conditions directly impacted Classroom Practices, Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self-Efficacy, and Exam-Related Expectations both directly and indirectly affected Classroom Practices. Findings from the interviews and observations revealed that the participants' learning experiences, in-service training, and contextual factors (e.g., university entrance examinations) influenced their beliefs and practices. Adapted from the source document