Think-aloud protocols have drawn much attention over the past two decades.Given the expanse of the relevant literature,we narrow our focus on core papers on the application of this research method to EFL education res...Think-aloud protocols have drawn much attention over the past two decades.Given the expanse of the relevant literature,we narrow our focus on core papers on the application of this research method to EFL education research in China in the past 25 years,aiming to summarize the achievements of its application to EFL education rescarch and discover the problems in the current rescarch.In this systematic review,a total of 53 articles are retrieved.Adopting the methodologial synthesis,we analyze the artidles from the perspectives of the research trend,research arcas,rescarch design,data collection,data analysis,and presentation of results.It is found that the overall number of studies using think-aloud in EFL education is insufficient.The research using think aloud in EFL writing accounts for the highest proportion,while few studies on EFL listening and speaking via this research method are conducted.Tertiary-level students are the most popular participants in the studies using think aloud protocols.In addition,the descriptions of the data collection and data analysis processes are insuficient.Based on these findings,implications for teachers,curriculum designers,and researchers in EFL education are further discussed.展开更多
文摘Think-aloud protocols have drawn much attention over the past two decades.Given the expanse of the relevant literature,we narrow our focus on core papers on the application of this research method to EFL education research in China in the past 25 years,aiming to summarize the achievements of its application to EFL education rescarch and discover the problems in the current rescarch.In this systematic review,a total of 53 articles are retrieved.Adopting the methodologial synthesis,we analyze the artidles from the perspectives of the research trend,research arcas,rescarch design,data collection,data analysis,and presentation of results.It is found that the overall number of studies using think-aloud in EFL education is insufficient.The research using think aloud in EFL writing accounts for the highest proportion,while few studies on EFL listening and speaking via this research method are conducted.Tertiary-level students are the most popular participants in the studies using think aloud protocols.In addition,the descriptions of the data collection and data analysis processes are insuficient.Based on these findings,implications for teachers,curriculum designers,and researchers in EFL education are further discussed.
