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There are currently many unexplored lines of research and unanswered inquiries on classroom justice in L2 education that demand investigation in different cultures, languages, proficiency levels, learner age groups, and instructional settings. Considering the increasing challenges that instructors encounter in maintaining and enhancing learners’ enthusiasm and motivation, it is vital for practitioners to understand and enact classroom justice. In L2 learning and instruction in particular, there remain numerous gaps in research that scholars need to address to expand our knowledge of classroom justice at practical, empirical, and theoretical levels. This vast domain of research is at its nascent phase of development in the L2 instructional context. In this chapter, we propose novel ideas to guide readers interested in pursuing this line of study.

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Directions for Future Classroom Justice Research in L2 Education

  • 章节

  • 发表日期：

    2026年

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  • Masoomeh Estaji,
  • Kiyana Zhaleh,
  • Rebecca M. Chory,
  • Chiara Berti

摘要

There are currently many unexplored lines of research and unanswered inquiries on classroom justice in L2 education that demand investigation in different cultures, languages, proficiency levels, learner age groups, and instructional settings. Considering the increasing challenges that instructors encounter in maintaining and enhancing learners’ enthusiasm and motivation, it is vital for practitioners to understand and enact classroom justice. In L2 learning and instruction in particular, there remain numerous gaps in research that scholars need to address to expand our knowledge of classroom justice at practical, empirical, and theoretical levels. This vast domain of research is at its nascent phase of development in the L2 instructional context. In this chapter, we propose novel ideas to guide readers interested in pursuing this line of study.