Dmitri Leontjev
Biographic Data
| ID | 4446486 |
|---|---|
| NAME | Dmitri Leontjev |
| GIVEN NAMES | Dmitri |
| FAMILY NAME | Leontjev |
| SIGNATURE | LEONTJEV D |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0003-0177-3681 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Reading with a Chatbot - The added value of Generative AI as a resource in mediating learners in Dynamic Assessment of L2 English reading
This study is part of the DD-Lang project (see Leontjev et al., 2024) aimed at enhancing Finnish upper secondary school students’ reading in English and developing their understanding of their reading processes by bringing together two approaches that support language learning: diagnostic assessment (DiagA) and dynamic assessment (DA). The project designed online reading exercises for English based on retired Matriculation Examination items that …
Technology and Artificial Intelligence for learning, teaching, and assessing across languages and modalities
Tracing language teacher professional development through Perezhivanie
In this paper, we build an argument for studying and promoting teacher development in dialectical teacher-researcher partnership, praxis, which is informed by perezhivanie, a dialectical unity of emotion and intellect. We will study the developmental trajectory of an in-service L2 teacher striving to give her learners agency in the teaching-learning process while navigating institutional structures. We guide the reader through this teacher’s deve…
Content knowledge for language teaching
Morton’s language knowledge for content teaching (LKCT) is a powerful tool for understanding interactions in content and language integrated learning (CLIL) classrooms, as well as CLIL teachers’ knowledge base and teacher language awareness (TLA). However, often lacking in the body of research on TLA and LKCT is an explicit stance on epistemology. We further propose an expanded construct that builds on LKCT and includes content knowledge for lang…
L2 English vocabulary breadth and knowledge of derivational morphology
Derivational morphology (DM) and how it can be assessed have been investigated relatively rarely in language learning and testing research. The goal of this study is to add to the understanding of the nature of DM knowledge, exploring whether and how it is separable from vocabulary breadth. Eight L2 (second or foreign language) English DM knowledge measures and three measures of the size of the English vocabulary were administered to 120 learners…
Maybe it was a shield, you know
The current study builds an argument for using Vygotskian perezhivanie as a theoretical perspective to explore the becoming and being of family language policy (FLP). We shift the focus from the three components constituting FLP – language beliefs or ideologies, language practices, and language planning or management – to the individual. Namely, we suggest focusing on the individuals who sift their explicit and implicit FLP decisions through thei…
This can be made more student-centred
Vygotskian Sociocultural Theory is a powerful foundation for research into teacher professional development. However, while this research has been growing, it has largely been focused on pre-service second/foreign language. Furthermore, there is a lack of research on how the instructional process informed by the principles of Sociocultural Theory, including assessment of candidates’ mediated performance, can be orchestrated to promote teachers’ c…
Multimodal mediational means in assessment of processes
In Japan, CLIL instruction falls under a soft-CLIL approach, content serving as secondary to language instruction. Furthermore, assessment in classrooms in Japan is oftentimes limited to assessing the product summatively. In the paper, we argue for the value of focusing on content in CLIL activities and assessing the process with the goal to promote learning. The present small-scale study at a Japanese university explored how learners (n = 6) use…
Peer interaction, mediation, and a view of teachers as creators of learner L2 development
SLA researchers in a variety of theoretical traditions have argued that interaction is essential to supporting learner L2 (second/foreign language) development. While L2 research informed by sociocultural theory has generally examined either peer‐to‐peer or teacher–learner interactions, the present study investigated how these may function together to form a mediating classroom environment. Drawing on examples from a collaborative project with a …
It’s Beyond Our Group ZPD
This study is a replication of Upper (1974). Our results are identical. We too have been unable to focus and accomplish our writing goals since the beginning of the global pandemic. We are certainly not alone, and we would like to recognize all of our colleagues who have also had to take on additional responsibilities at work and at home over the past year that have made writing nearly impossible
Current L2 self-concept of Finnish comprehensive school students
L2 (second/foreign language) motivation research in Finland has been scarce. Furthermore, international motivational research has focused more on ideal and ought-to selves, leaving the current L2 self-concept in the background. In the present study, we attempted to address this gap, exploring what shapes L1 (mother tongue) Finnish students' understanding of themselves as users and learners of L2s. Using structural equation modelling, we studied t…
Relationship between students' opinions, background factors and learning outcomes
The aim of this article is to explore the relationship between opinions, background factors, and learning outcomes of Finnish 9th graders learning English. Two sets of data were analysed: (a) the students' ( n = 1,219) proficiency obtained from the English tests of national evaluation of learning outcomes and (b) the students' answers to the background questionnaire exploring their opinions about learning English. The data were analysed statistic…
Exploring and reshaping learners’ beliefs about the usefulness of corrective feedback
A number of studies have shown that learners’ beliefs about the usefulness of corrective feedback for improving their L2 (a second or a foreign language) use influences the extent to which learners can utilize that same feedback. It seems, then, that changing some of these beliefs could benefit the L2 learning process. The present article reports on two small-scale studies, both drawing on a sociocultural perspective on the development of beliefs…
Word derivational knowledge and writing proficiency
Current L2 self-concept of Finnish comprehensive school students
L2 (second/foreign language) motivation research in Finland has been scarce. Furthermore, international motivational research has focused more on ideal and ought-to selves, leaving the current L2 self-concept in the background. In the present study, we attempted to address this gap, exploring what shapes L1 (mother tongue) Finnish students' understanding of themselves as users and learners of L2s. Using structural equation modelling, we studied t…
Maybe it was a shield, you know
The current study builds an argument for using Vygotskian perezhivanie as a theoretical perspective to explore the becoming and being of family language policy (FLP). We shift the focus from the three components constituting FLP – language beliefs or ideologies, language practices, and language planning or management – to the individual. Namely, we suggest focusing on the individuals who sift their explicit and implicit FLP decisions through thei…
Relationship between students' opinions, background factors and learning outcomes
The aim of this article is to explore the relationship between opinions, background factors, and learning outcomes of Finnish 9th graders learning English. Two sets of data were analysed: (a) the students' ( n = 1,219) proficiency obtained from the English tests of national evaluation of learning outcomes and (b) the students' answers to the background questionnaire exploring their opinions about learning English. The data were analysed statistic…
Word derivational knowledge and writing proficiency
Exploring and reshaping learners’ beliefs about the usefulness of corrective feedback
A number of studies have shown that learners’ beliefs about the usefulness of corrective feedback for improving their L2 (a second or a foreign language) use influences the extent to which learners can utilize that same feedback. It seems, then, that changing some of these beliefs could benefit the L2 learning process. The present article reports on two small-scale studies, both drawing on a sociocultural perspective on the development of beliefs…
Word derivational knowledge and writing proficiency
Relationship between students' opinions, background factors and learning outcomes
The aim of this article is to explore the relationship between opinions, background factors, and learning outcomes of Finnish 9th graders learning English. Two sets of data were analysed: (a) the students' ( n = 1,219) proficiency obtained from the English tests of national evaluation of learning outcomes and (b) the students' answers to the background questionnaire exploring their opinions about learning English. The data were analysed statistic…
It’s Beyond Our Group ZPD
This study is a replication of Upper (1974). Our results are identical. We too have been unable to focus and accomplish our writing goals since the beginning of the global pandemic. We are certainly not alone, and we would like to recognize all of our colleagues who have also had to take on additional responsibilities at work and at home over the past year that have made writing nearly impossible
Current L2 self-concept of Finnish comprehensive school students
L2 (second/foreign language) motivation research in Finland has been scarce. Furthermore, international motivational research has focused more on ideal and ought-to selves, leaving the current L2 self-concept in the background. In the present study, we attempted to address this gap, exploring what shapes L1 (mother tongue) Finnish students' understanding of themselves as users and learners of L2s. Using structural equation modelling, we studied t…
This can be made more student-centred
Vygotskian Sociocultural Theory is a powerful foundation for research into teacher professional development. However, while this research has been growing, it has largely been focused on pre-service second/foreign language. Furthermore, there is a lack of research on how the instructional process informed by the principles of Sociocultural Theory, including assessment of candidates’ mediated performance, can be orchestrated to promote teachers’ c…
Multimodal mediational means in assessment of processes
In Japan, CLIL instruction falls under a soft-CLIL approach, content serving as secondary to language instruction. Furthermore, assessment in classrooms in Japan is oftentimes limited to assessing the product summatively. In the paper, we argue for the value of focusing on content in CLIL activities and assessing the process with the goal to promote learning. The present small-scale study at a Japanese university explored how learners (n = 6) use…
Peer interaction, mediation, and a view of teachers as creators of learner L2 development
SLA researchers in a variety of theoretical traditions have argued that interaction is essential to supporting learner L2 (second/foreign language) development. While L2 research informed by sociocultural theory has generally examined either peer‐to‐peer or teacher–learner interactions, the present study investigated how these may function together to form a mediating classroom environment. Drawing on examples from a collaborative project with a …
L2 English vocabulary breadth and knowledge of derivational morphology
Derivational morphology (DM) and how it can be assessed have been investigated relatively rarely in language learning and testing research. The goal of this study is to add to the understanding of the nature of DM knowledge, exploring whether and how it is separable from vocabulary breadth. Eight L2 (second or foreign language) English DM knowledge measures and three measures of the size of the English vocabulary were administered to 120 learners…
Maybe it was a shield, you know
The current study builds an argument for using Vygotskian perezhivanie as a theoretical perspective to explore the becoming and being of family language policy (FLP). We shift the focus from the three components constituting FLP – language beliefs or ideologies, language practices, and language planning or management – to the individual. Namely, we suggest focusing on the individuals who sift their explicit and implicit FLP decisions through thei…
Tracing language teacher professional development through Perezhivanie
In this paper, we build an argument for studying and promoting teacher development in dialectical teacher-researcher partnership, praxis, which is informed by perezhivanie, a dialectical unity of emotion and intellect. We will study the developmental trajectory of an in-service L2 teacher striving to give her learners agency in the teaching-learning process while navigating institutional structures. We guide the reader through this teacher’s deve…
Content knowledge for language teaching
Morton’s language knowledge for content teaching (LKCT) is a powerful tool for understanding interactions in content and language integrated learning (CLIL) classrooms, as well as CLIL teachers’ knowledge base and teacher language awareness (TLA). However, often lacking in the body of research on TLA and LKCT is an explicit stance on epistemology. We further propose an expanded construct that builds on LKCT and includes content knowledge for lang…
Reading with a Chatbot - The added value of Generative AI as a resource in mediating learners in Dynamic Assessment of L2 English reading
This study is part of the DD-Lang project (see Leontjev et al., 2024) aimed at enhancing Finnish upper secondary school students’ reading in English and developing their understanding of their reading processes by bringing together two approaches that support language learning: diagnostic assessment (DiagA) and dynamic assessment (DA). The project designed online reading exercises for English based on retired Matriculation Examination items that …
Technology and Artificial Intelligence for learning, teaching, and assessing across languages and modalities
Psychology (12 works) · EFL/ESL Teaching and Learning (10 works) · Computer Science (9 works) · Mathematics education (9 works) · Pedagogy (7 works) · Educational and Psychological Assessments (6 works) · Linguistics (6 works) · Sociology (6 works) · Foreign language (5 works) · Second Language Learning and Teaching (5 works)