Jul 2026· İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi· 0 citations· 104 references
Abstract
Purpose: The growing popularity of pronunciation research has led to an accumulation of knowledge in the literature. Notwithstanding the existence of reviews and syntheses on pronunciation, none has addressed this line of inquiry in the Turkish academic setting within the context of DergiPark journals. Design & Methodology: To that end, this study employed systematic, bibliometric, and content analyses to uncover the research tendencies and trends in pronunciation research within the mentioned context. A title search using keywords in DergiPark revealed 73 eligible records. A spreadsheet was used to document bibliometric and methodological characteristics, and NVivo 15 was used for content analysis. Findings: The study demonstrated that pronunciation research primarily focused on learnerteacher problems, leaving under-researched areas (e.g., instructional effectiveness, affective/cognitive factors, pronunciation constructs). Methodological robustness and depth are missing as the majority of research is either pedagogical/practice-oriented or uses quantitative designs, data collection tools, and analysis techniques. The prevalence of single-authorship calls for national and international co-operation. Implications & Suggestions: Collectively, the results were discussed within the broader literature, and implications were drawn. The findings suggest that Turkish researchers need greater methodological diversity, interdisciplinary collaboration, and attention to under-researched areas within English pronunciation scholarship.
Mindset research has contributed to a growing body of literature in English language education, especially research on teachers' mindsets in recent years. Despite this, a comprehensive view to advance this line of research is lacking. This scoping review aims to map past research on teachers' mindsets in English language teaching contexts, identify gaps, and provide future research directions. Following PRISMA guidelines, a search query was applied to Scopus, WoS, ProQuest, and ERIC, yielding 1001 records published between 2006 and 2025. Following the inclusion and exclusion criteria, 41 eligible studies were selected for analysis. Data charting forms and extraction were jointly constructed and discussed by the reviewers. Results indicated an increase in studies from 2022 to 2025, and different approaches were used to study teachers' mindsets. Within Dweck's mindset conceptualization, the studies, however, varied in their domain focus. Several themes were identified, including the influence of teachers' mindsets on their practices, identities, emotions, professional development, and students' motivational outcomes, and their association with subjects and background factors. The review also identifies several significant research gaps and discusses prospects for future research.
N. Nguyen, Nguyen Van Loi· European Journal of Educatio...· 0 citations
An updated overview of EFL writing pedagogy is provided, which will be useful for researchers, teachers, educators, and curriculum designers working on development of instructions for modern educational context, keeping in mind the pedagogical rigor.
Esraa Abd Elnaser Mohamed Hassan, R. Mia, Md Shafiqul Islam· International journal of res...· 0 citations
Using synonyms in essay writing tasks is one of the skills that improves clarity and precision. In the educational context, learners are expected to employ an extensive lexical repertoire to enhance clarity in their communication. Thus, this study focused on synonyms as a strategy to enhance communication. The study used a descriptive qualitative method. Data were collected using a document analysis instrument. The data were analysed using thematic analysis. The participants were fifteen (15) Grade 12 First Additional Language learners from one of the schools in the Malamulele South circuit. The results showed that some First Additional Language learners (EFAL) in the Malamulele South Circuit use synonyms in their English essays to improve clarity and understanding of the text. Furthermore, the study revealed that the causes of incorrect synonym usage include overgeneralisation, limited vocabulary, and poor reading habits. The study recommended more targeted instruction on the nuances of word choice and the importance of context in writing. The study contributes to existing knowledge by highlighting the role of synonym use as a specific lexical strategy in improving clarity and precision in essay writing, particularly among EFAL learners.
M. Khosa· Journal of Education and Lea...· 0 citations
It is well-established that second/foreign language learning requires exposure to meaningful input. Thanks to advancing technologies, one way to achieve this in language teaching contexts is via online corpus tools. Given the potential pedagogical gains these tools offer for language skills (e.g., vocabulary, grammar, pronunciation, and writing), this study aims to synthesise the findings of research on five popular corpus tools – Sketch Engine, SkELL, PlayPhraseMe, Fraze.it, and CorpusMate. Following the PRISMA guidelines for systematic reviews, this study included five research papers from the Web of Science and Scopus databases until 2024. Applying qualitative and quantitative content analyses, the study found that corpus consultation promotes language skills and learner autonomy, supports contextually appropriate language use, and improves sensitivity to authentic language structures. Despite the promising outcomes, the scant number of studies analysed with some methodological issues and contextual constraints undermines the generalisability of the results. The study underscores the urgent need for more longitudinal, comparative, and large-scale research on using these corpus tools to harness them fully in language education. It also proposes that when systematically implemented, corpus tools may serve as powerful resources for language learning and teaching.
I. Topal· Journal of language research· 0 citations
Our study investigated stance markers used in Materials Science research article abstracts by native Chinese-speaking (Chinese L1) and native English-speaking (English L1) researchers, adopting the widely recognized interactional metadiscourse framework. We constructed two comparable corpora, each comprising 501 abstracts from research articles published between 2023 and 2025 in Materials Science journals indexed in the Web of Science Core Collection. Quantitative analysis revealed that there were significant cross-cultural differences between the two corpora: Chinese L1 researchers used hedges more frequently than English L1 researchers (9.67 vs. 7.04 per 1,000 words). Chinese L1 researchers preferred to use the self-mention phrase “this paper”, while English L1 researchers employed slightly more boosters and self-mentions generally. Attitude markers were found comparable between the two corpora (4.63 vs. 4.28 per 1,000 words), which can reflect the demands of this academic genre for objectivity. These usage patterns are consistent across all journal quartiles and are generally not influenced by impact levels of the journals. Further analysis of the subcategories shows that Chinese L1 researchers depended more on modal and phrase-based hedges, while English L1 ones used a more diversified range of hedging strategies. In terms of English L1 countries, researchers from the USA, the UK, and Canada shared similar rhetorical conventions. The findings indicate that cultural traditions and disciplinary norms jointly shape the use of stance markers. This study enriches cross-cultural academic discourse studies in hard sciences, and provides practical guidance on the academic English writing instruction for Chinese L1 researchers, especially graduate students.
This scoping review maps 25 years of empirical research on L2 English pronunciation (1996–2020), covering 463
studies published in 35 prominent journals across second language acquisition, second language learning and teaching, and
phonetics and phonology. Using Arksey and O’Malley’s framework, it traces developments in participants’ L1 profiles, phonological
features, and the treatment of the construct of intelligibility. Four major trends emerge: a gradual diversification of
participant profiles, a move away from native-speaker benchmarks, increased attention to suprasegmental features, and a rising —
yet still unstable — presence of intelligibility as a research focus. The analysis highlights both changes over time and
persistent divides between domains of research. The review calls for more diverse samples, clearer definitions of intelligibility,
and stronger cross-disciplinary dialogue. Such developments could help consolidate theoretical foundations, improve comparability
across studies, and advance both research and pedagogy in L2 pronunciation.
Linda Terrier, Marie-Laure Garnier, Saandia Ali· Journal of Second Language P...· 0 citations