journal: Chinese Journal of Applied Linguistics

Impact Factor: 0.7

Published since June 15, 2011

Chinese Journal of Applied Linguistics

ISSN: 2192-9513

Edited by: Qiufang Wen

About this journal

Objective
The Chinese Journal of Applied Linguistics (CJAL) (formerly known as Teaching English in China – CELEA Journal) was created in 1978 as a newsletter by the British Council, Beijing. It is the affiliated journal of the China English Language Education Association (founded in 1981 and now the Chinese affiliate of AILA [International Association of Applied Linguistics]).

The Chinese Journal of Applied Linguistics is the only English language teaching (ELT) journal in China that is published in English, serving as a window to Chinese reform on ELT for professionals in China and around the world. The journal is internationally focused, fully refereed, and its articles address a wide variety of topics in Chinese applied linguistics which include – but also reach beyond – the topics of language education and second language acquisition.

Beginning with volume 34 in 2011, the journal is now co-published by De Gruyter Mouton, the Foreign Language Teaching and Research Press (FLTRP), and the Cultural and Education Section of the British Embassy.

De Gruyter Mouton is responsible for the sales and distribution of the journal outside of China.

Topics

Languages education
Second language acquisition
Language Teaching Methodology
Testing and assessment
Textbook compilation and teaching material evaluation

Article formats
Original research and review articles

Your Benefits

Please submit your manuscript via the CJAL Manuscript submission system https://mc.manuscriptcentral.com/cjal.

All inquiries should be sent to the official journal email address cjal@fltrp.com.

Your benefits

Rich publishing tradition reaching over 30 years
Expanded from the topics of language education and second language acquisition in China to wide variety of other relevant topics in Chinese applied linguistics
Asian journal with international appeal: all articles published in English (with Chinese abstracts provided)
Diversity of editorial board members
Attracting submissions from researchers all over the world
Affiliated with the China English Language Education Association
Quick access to issues thanks to ahead of print publishing

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Topics

Volume 46 Issue 4

November 2023

Publicly Available April 10, 2024

Frontmatter

Page range: 487-490

Download PDF

New Research Trends in Language Education Guest Editors: Rining Tony WEI & Peter I. DE COSTA

April 10, 2024

New Research Trends in Language Education: An introduction

Rining Tony Wei, Peter I. De Costa

Page range: 491-494

April 10, 2024

Identity and Investment: A Critical Exploration of English Major Students’ Perceptions of Learning and Using English Language in Contemporary China

Di Yuan

Page range: 495-517

Abstract

This study is contextualized onto three levels- the macro-level globalized context, the meso-level national context, and the micro-level of school contexts. Under the influence of these different contexts, this study is designed as a phenomenological study with the aim to understand the phenomenon of English learning and using perceptions, investment, and identity constructions of ten English major students in China through semi-structured interviews. In order to fulfill that goal, Darvin and Norton (2015)’s model provides a solid theoretical foundation for the researcher to investigate this critical educational phenomenon. The findings of the study include not only how participants reflect on their English learning experiences at different learning stages, but also how they exert their sense of agency and re-construct their English language identity in new environment. Findings also show the power of native English as a form of capital and the influence of authoritative voices on students’ perceptions and language identity while students enter and transfer their English learning to teaching trajectories. By providing a critical and multi-layered approach, this study demonstrates how Chinese educational system institutionalizes native English and thus shapes English major students in China.

April 10, 2024

Motivational Dynamics of Intermediate Chinese Learners in a COVID-Induced Remote IPA-Informed CSL Curriculum: A Case Study From a CDST Lens

Xin Zhang, Xiaofei Pan

Page range: 518-543

Abstract

Grounded in a complex and dynamic systems theory (CDST) perspective of L2 learning motivation, this year-long longitudinal study examines evolving motivational dynamics of two intermediate Chinese as a Second Language (CSL) learners at a Sino-US joint-venture university in China during the COVID-19 pandemic. Adopting Higgins’ framework of motivation, this case study focuses on the interplay of learner motivation for value, control, and truth effectiveness and contextual factors in shaping the contrastive motivational trajectories of two CSL learners who displayed discrepancy in the improvement of Mandarin oral proficiency. In particular, the two contextual factors of interest are an Integrated Performance Assessment (IPA) -informed CSL curriculum and COVID-induced remote online learning. We focus on how learners co-adapted with the “here-and-now” manifestations of these contextual factors and how their motivational dynamics and learning behaviors evolved based on multiple interrelated layers of the temporal-spatial context. The findings show that CSL learners’ motivational dynamics were shaped by multiple overlapping and interrelated motivations related to value, control, and truth effectiveness, which emerged out of the contingencies and affordances in the learning context. The learner-context co-adaptations play a significant role in directing relevant motivational dimensions and thereby shaping the overall identity of the whole system. This empirical study contributes to CSL and L2 motivational studies by exploring the applicability of a CDST approach and a global motivational framework to study intermediate CSL learners’ motivational dynamics and how they individually co-adapted with an innovative curricular design and the perturbance during the COVID-19 online teaching and learning process. The paper reflects on the effectiveness and applicability of IPA in an intermediate-level CSL curriculum from a motivational perspective and offers insights into understanding and promoting the complex learner motivation during COVID-19 for language educators.

April 10, 2024

An Investigation Into Learners’ Cognitive Processes in Data-Driven Learning: Case Studies of Six Learners of Chinese

Tanjun Liu, Meilin Chen

Page range: 544-561

Abstract

Data-driven learning (DDL), the direct use of corpus by learners in the second language classroom, has been shown to be effective in improving learners’ acquisition of various English linguistic items (Boulton & Cobb, 2017). However, it is still limited to our knowledge regarding how learners interact with DDL-related materials or tools and how DDL works in the learning/teaching of languages other than English. This study aims to closely examine the cognitive processes of six learners of Chinese in using printed concordance-based materials to learn Chinese resultative constructions. These materials contained adapted complete concordance sentences drawn from the Lancaster Corpus for Mandarin Chinese (McEnery & Xiao, 2004). The results show that in general, learners employed various strategies when scrutinising the concordance lines, particularly cognitive strategies such as summarising and grouping . Differences among individual learners were also found: learners who used more diverse strategies with higher frequencies could successfully infer the regularities, which led to learning gains. The study provides some implications for effective teacher guidance in DDL.

Second Language Acquisition

April 10, 2024

Developing EFL Learners’ Collocational Knowledge in Self-Regulated Flipped Classroom: A Mixed-Methods Study

Is’haaq Akbarian, Fatemeh Elyasi

Page range: 562-586

Abstract

This study compares flipped approach with self-regulated flipped approach on EFL learners’ collocational knowledge. Thirty available EFL students were randomly assigned to two equal experimental groups: flipped and self-regulated flipped. For six weeks, both groups received learning contents outside of class time, and class time was used for interactive activities. However, self-regulating strategies (goal-setting and self-evaluation) were employed to the self-regulated flipped participants to help them schedule their out-of-class time to effectively work on the content before class to interact collaboratively with their peers and teachers in class activities. Three collocation videos were sent to their different WhatsApp groups. A researcher-made test on Adjective + Noun and Verb + Noun collocations served as the pre- and post-test. The time spent on watching collocations was collected through a ‘study log’. The results of a mixed between-within subjects analysis of variance revealed that integrating self-regulation into flipped approach enhanced the students’ collocational knowledge; their planning strategies and using study time also improved. The study has implications for EFL teachers and material developers.

April 10, 2024

Investigating the Borrowing of English Inflectional Morphemes Into Chinese Newspapers

Chuanbin Ni, Xiaobing Jin

Page range: 587-604

Abstract

It is controversial whether English inflectional morphemes can be systematically borrowed into written Chinese since English and Chinese are typologically and orthographically different. This paper intends to investigate the borrowing of eight English inflectional morphemes [–’ s (possessive), – (e)s (plural), – ed (past tense, past participle), – ing (present participle), – en (past participle),– s (the 3rd person singular), – er (comparative), and – est (superlative)] into Chinese with a corpus of Chinese newspapers collected from 2005 to 2021. The findings of this study suggest a significant presence of the systematically borrowed English inflectional morphemes into Chinese newspapers in terms of borrowability. Based on the analysis of the linguistic features and frequency distribution of the borrowed morphemes into Chinese newspapers, it can be concluded that the English inflectional morphemes borrowed can be well adapted into Chinese.

April 10, 2024

The Correlations Between Perceived Classroom Environment, Foreign Language Learning Boredom and EFL Achievement: A Full Mediation Model

Rongrong Zheng, Enhao Feng

Page range: 605-624

Abstract

The present study adopted a mixed-methods approach to investigate the relationships between EFL (English as a foreign language) learners’ perceived classroom environment (PCE), foreign language learning boredom (FLLB), and English achievement. Two hundred and seventy Chinese high school students participated in a questionnaire survey and 9 students participated in a semistructured interview. The results revealed that: 1) General PCE was negatively correlated with FLLB and positively correlated with achievement. Task orientation was the only component of PCE that significantly related to achievement; all components of PCE except student cohesiveness were significantly related to FLLB; 2) Teacher support, task orientation, and class order negatively influenced FLLB, which negatively influenced English achievement. None of the components of PCE directly influenced English achievement; 3) FLLB fully mediated the influence of teacher support and task orientation on achievement. Responses from the participants triangulated our findings in the quantitative part. According to the research findings, English teachers should adequately support their students and appropriately orient learning tasks to reduce students’ boredom levels and improve their English achievement.

Teacher Development

April 10, 2024

Toward Teaching Innovatively: L2 Teachers’ Belief Change and Development

Chaochang Wang, Li-Jiuan Tsay

Page range: 625-644

Abstract

Rapid technological advances and enhanced global cooperation have led to tremendous changes in access to information and new modes of communication and, hence, calls have been made for instantaneous adjustments in education (Fullan, 2007). Despite global access to internet-enhanced modes of communication and up-to-date information on all subjects – including those relating to new and effective approaches to pedagogy – traditional teacher-centered teaching prevails in many EFL contexts. This is the case even though this approach to teaching has been insufficient to address challenges in EFL teaching. This study explores how the teaching beliefs of 12 EFL teachers changed as they learned to teach innovatively and to teach with features of learner-centeredness and L2 interaction. In the context of a MA program capstone course, the teachers were introduced to the essential elements, such as learner-centeredness and L2 interaction, involved in four approaches to teaching innovatively: task-based language teaching, problem-posing, scripting and oral interpretation, and extensive reading. The data analyzed comprised the teachers’ belief reports, written reflections on teaching interactively, interview accounts, and the teacher educator’s observational notes. The results of this study revealed changes in teachers’ beliefs about innovative teaching with the aforementioned features, the influential forces bringing about the change, and teachers’ growing expertise in using and drawing on concepts in teaching practice.

Abstracts

April 10, 2024

Chinese Abstracts

Page range: 645-647

Volume 46 (2023)

Volume 45 (2022)

Volume 44 (2021)

Volume 43 (2020)

Volume 42 (2019)

Volume 41 (2018)

Volume 40 (2017)

Volume 39 (2016)

Volume 38 (2015)

Volume 37 (2014)

Volume 36 (2013)

Volume 35 (2012)

Volume 34 (2011)

Journal Impact Factor	0.7	2022, Journal Citation Reports (Clarivate, 2023)
5-year Journal Impact Factor	1.2	2022, Journal Citation Reports (Clarivate, 2023)
Journal Citation Indicator	0.34	2022, Journal Citation Reports (Clarivate, 2023)
CiteScore	1.0	2022, Scopus (Elsevier B.V., 2023)
SCImago Journal Rank	0.224	2022, SJR (Scimago Lab, 2023; Data Source: Scopus)
Source Normalized Impact per Paper	0.392	2022, CWTS Journal Indicators (CWTS B.V., 2023; Data Source: Scopus)

More information about journal rankings

Submit

Please submit your manuscript via the CJAL Manuscript submission system https://mc.manuscriptcentral.com/cjal.

Your benefits of publishing with us

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Editorial

Editor-in-Chief（主编）
WEN Qiufang (文秋芳), Beijing Foreign Studies University, China
E-mail: cjal@fltrp.com

Honorary Editor-in-chief （名誉主编）
HU Wenzhong （胡文仲）

Managing Editor（常务副主编）
LIU Xiangdong（刘相东）
Room 2314, Waiyanshe, 19 Xisanhuan Beilu, Beijing, 100089, P. R. China
Tel: +86 108 881 95 82
Mol: +86 135 010 713 37

Copy Editors（文字编审）
DING Yanren（丁言仁）
Duncan SIDWELL
Steve SAMUELS

Editorial Board（编审委员会）
Simon BORG, University of Leeds, UK
CHEN Huiyuan（陈慧媛), Yunnan University of Finance and Economics
CHEN Jianping（陈建平), Guangdong University of Foreign Studies
CHEN Xinren（陈新仁）, Nanjing University
Richard CULLEN, Canterbury Christ Church University, UK
Peter DE COSTA, Michigan State University, USA
DING Yanren (丁言仁), Nanjing University
GAO Yihong（高一虹）, Peking University
GU Yongqi (顾永琦), Victoria University of Wellington, New Zealand
HAN Zhaohong (韩照红), Teachers College, Columbia University, USA
HUANG Guowen (黄国文), South China Agricultural University
Ken HYLAND, University of East Anglia, UK
James LANTOLF, The Pennsylvania State University, USA
Diane LARSEN-FREEMAN, University of Michigan, USA
LI Wenzhong（李文中）, Zhejiang Gogshang University
LUO Shaoqian（罗少茜), Beijing Normal University
SHEN Li (沈黎), Fudan University
TAO Hongyin (陶红印), University of California Los Angeles, USA
WANG Churning (王初明), Guangdong University of Foreign Studies
WANG Lifei (王立非), Beijing Language and Culture University
Henry WIDDOWSON, University of London, UK
WU Hongyun (吴红云), Renmin University of China
YANG Dafu (杨达复), Xi'an International Studies University
Lawrence Jun ZHANG (张军), The University of Auckland, New Zealand
ZHANG Wenxia (张文霞), Tsinghua University
ZHOU Yan (周燕), Beijing Foreign Studies University
ZOU Shen (邹申), Shanghai International Studies University
ZOU Weicheng (邹为诚), East China Normal University

(Deutsch)

Online ISSN: 2192-9513
Print ISSN: 2192-9505
Type: Journal
Language: English
Publisher: De Gruyter Mouton
First published: June 15, 2011
Publication Frequency: 4 Issues per Year
Audience: researchers and practitioners interested in Chinese linguistics and Chinese language acquisition