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The effectiveness of corpus use in ESL/EFL writing: A meta-analysis Lang. Teach. Res. (IF 3.3) Pub Date : 2024-06-25 Thuy Thi-Nhu Ngo, Howard Hao-Jan Chen
The present study performs a meta-analysis to examine the effectiveness of corpus use in English as a second language (ESL) / English as a foreign language (EFL) writing. Data from 30 studies encompassing 56 effect sizes reported between 2000 and 2022 were collected for the analysis. Furthermore, multiple meta-regression analyses were conducted to explore the variables that may influence the observed
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The impact of cognate vocabulary on explicit L2 rule learning Lang. Teach. Res. (IF 3.3) Pub Date : 2024-06-22 Noèlia Sanahuja, Kepa Erdocia
According to Hopp’s Lexical Bottleneck Hypothesis, difficulties in second language (L2) lexical processing may lead to non-target syntactic computations. In line with this hypothesis, cognates – which are processed faster than non-cognates, as defined by the cognate facilitation effect – can ease L2 syntactic processing. In order to investigate whether cognates additionally facilitate L2 syntax learning
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Does engagement with feedback matter? Unveiling the impact of learner engagement and grit on EFL learners’ English writing achievements Lang. Teach. Res. (IF 3.3) Pub Date : 2024-06-22 Jia Li, Fan Yuan
Given much attention associated with learner engagement in second language (L2) writing, an increasing body of studies has reported that learner engagement with feedback is a critical construct to enhance English as a foreign language (EFL) learners’ writing achievement. However, little research has been conducted to explore the predictive effect of grit and examine the mediating role of learner engagement
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Inclusivity and sustainability in language practitioner researcher development: A sociocultural ecological framework Lang. Teach. Res. (IF 3.3) Pub Date : 2024-05-29 Emily Edwards, Anne Burns
Transformative practitioner research enables teachers to create or contribute to their own knowledge base. Recently, this research field has flourished, with numerous studies exploring how practitioner researchers develop knowledge, agency and identities, particularly through action research (AR) and exploratory practice (EP). Despite important work on the content or outcomes of language practitioner
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An ecological inquiry into the identity formation of a novice TESOL research mentor: Critical autoethnographic narratives in focus Lang. Teach. Res. (IF 3.3) Pub Date : 2024-05-21 Jaber Kamali
This study reports on the identity formation of the author as a novice research mentor of an independent research course for TESOL teachers over six months (from the course design to the first research submission). The data is collected from four critical autoethnographic narratives written by the author before, during, and after this period. The narratives were analysed thematically with an eye on
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Task repetition versus task rehearsal: Understanding effects of task-readiness factors and elemental genres on L2 writing task performance Lang. Teach. Res. (IF 3.3) Pub Date : 2024-05-17 Mahmoud Abdi Tabari, Sima Khezrlou, Hessameddin Ghanbar
In the literature on task-based language teaching (TBLT), task repetition and task rehearsal have frequently been used interchangeably. However, this distinction, identified as potentially significant (Ellis, 2019), is noteworthy due to the potential impact of participants’ awareness of future repetitions on second language (L2) task performance. Given the lack of empirical exploration regarding task
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The differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge Lang. Teach. Res. (IF 3.3) Pub Date : 2024-05-17 Maria-Lourdes Lira-Gonzales, Hossein Nassaji, Martha L. De Tejeda, Dora Vasquez, Kiara Saenz
This study seeks to address a gap in our understanding of how corrective feedback (CF) influences second language (L2) learning by examining the specific impacts of oral and written CF on acquiring the third person singular -s in the simple present tense. The study examines these effects on both explicit and implicit knowledge. The research was conducted in five intermediate adult English as a second
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The contribution of written corrective feedback and its association with working memory on the development of EFL learners’ English plurals Lang. Teach. Res. (IF 3.3) Pub Date : 2024-04-27 Ornuma Chingchit
Although numerous studies have attested to the effectiveness of written corrective feedback (WCF) in promoting second language (L2) accuracy, the extent to which WCF contributes to acquisition is still debatable. This study thus aimed to investigate the effects of WCF on the development of Thai EFL (English as a foreign language) learners’ implicit and explicit knowledge of English plurals, and the
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Multimodality in third turn repetitions: Evaluation, mitigation, and the pursuit of responses in a Korean-as-foreign-language classroom Lang. Teach. Res. (IF 3.3) Pub Date : 2024-04-25 Eunhae Cho, Hee Jin Lee Park, Stephen Daniel Looney
This conversation analysis (CA) study extends our understanding of the complexity of three turn instructional sequences by investigating the multimodal turn design of a teacher’s third turn repetitions (TTRs) and the actions accomplished in the third turn position as well as subsequent post-expansions. The videorecorded data are from an undergraduate Korean as a foreign language classroom at a large
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Variable effects of speakers’ visual cues and accent on L2 listening comprehension: A mixed-methods approach Lang. Teach. Res. (IF 3.3) Pub Date : 2024-04-24 Mashael Algana, Debra M. Hardison
Few studies have explored the influence of a speaker’s accent and visual (facial and gestural) cues on second-language (L2) listening comprehension. The current mixed-methods between-groups design investigated: (1) the effects of accent and visual cues on Arab students’ comprehension of recorded lectures delivered by two speakers: first language (L1) American English and second language (L2) English
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From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill Lang. Teach. Res. (IF 3.3) Pub Date : 2024-04-05 Mohammad Ghafouri, Jaleh Hassaskhah, Amir Mahdavi-Zafarghandi
Language teaching is a highly emotional profession that can affect the teachers’ well-being and learners’ achievement. However, studies have yet to explore the potential of positive psychology interventions and artificial intelligence (AI) tools to promote the psycho-emotional aspects of second language (L2) teachers and learners. Further, studies regarding the effectiveness of AI in promoting the
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Recasts, foreign language anxiety and L2 development during online mobile-mediated interaction Lang. Teach. Res. (IF 3.3) Pub Date : 2024-04-04 Ehsan Rassaei
Despite the wealth of studies on corrective feedback (CF) and its relationship with individual learner factors, little is known about how foreign language (FL) anxiety moderates the effectiveness of recasts during mobile-mediated audio interactions. The present study thus examined the association between learners’ FL anxiety, the effectiveness of recasts, and learners’ responses to recasts during synchronous
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Long-term effects of exploratory practice on language learners Lang. Teach. Res. (IF 3.3) Pub Date : 2024-04-02 Takaaki Hiratsuka, Matthew Nall
Practitioner research plays a crucial role in education because of its applied nature and its ability to address pertinent issues within learning and teaching contexts. Exploratory practice (EP) is a form of practitioner research that emphasizes puzzles while striving to understand and improve students’ and teachers’ quality of life in the language classroom. Our puzzlement as EP practitioners began
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Exploring the interplay between EFL learners’ L2 writing boredom, writing motivation, and boredom coping strategies Lang. Teach. Res. (IF 3.3) Pub Date : 2024-03-31 Mehdi Solhi, Ali Derakhshan, Mirosław Pawlak, Büşra Ünsal-Görkemoğlu
This study set out to scrutinize the interplay between 338 (218 male and 120 female) English as a second or foreign language learners’ second language writing boredom (L2WB) and boredom coping strategies, along with the mediating role of second language writing motivation (L2WM). Structural equation modeling (SEM) analysis indicated that L2WB is negatively associated with L2WM in writing classes. Results
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Protecting language teachers from burnout: The roles of teaching mindset, teaching grit, and emotion regulation Lang. Teach. Res. (IF 3.3) Pub Date : 2024-03-29 Majid Sadoughi, S. Yahya Hejazi, Gholam Hassan Khajavy
Considering the demanding and stressful nature of the teaching profession in general and foreign language teaching in particular, teachers of English as a foreign language (EFL) are prone to experience burnout, which may result in adverse consequences for not only teachers but also their students. Therefore, it is important to understand what factors can prevent EFL teachers from burnout. The present
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Comparing the effectiveness of verb-focused and particle-focused exercise formats on the recall and recognition of phrasal verbs Lang. Teach. Res. (IF 3.3) Pub Date : 2024-03-22 Brian Strong, Paul Leeming
Phrasal verbs are important for successful communication and yet are incredibly challenging for language learners. The current study compared two exercise formats for the learning of phrasal verbs. One format draws attention to the verb, while the other brings into focus the particle. In the verb-focused format, students were asked to guess the missing verb before receiving feedback. In the particle-focused
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Empowering critical digital literacy in EFL: Teachers’ evaluation of didactic materials involving the recognition of presupposed information Lang. Teach. Res. (IF 3.3) Pub Date : 2024-03-22 Nicola Brocca, Viviana Masia, Davide Garassino
This article proposes the use of a textual analysis technique involving the recognition of linguistic implicitness to promote Critical Digital Literacy (CDL) in the English as a foreign language (EFL) classroom. The technique, called Implicit Content Extraction (ICE), allows for the detection and analysis of (non- bona fide) presuppositions, thus enabling students to identify how much and what potentially
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Predictors of second language willingness to communicate among US undergraduate students: Classroom social climate, emotions, and language mindset Lang. Teach. Res. (IF 3.3) Pub Date : 2024-03-20 Hui Wang, Meagan M. Patterson, Anqi Peng
Teachers and scholars argue that willingness to communicate is crucial to language learning, but many language learners are reluctant to engage in such communication, in or out of class. In addition, much of the existing research on willingness to communicate is based on English language learners, but there are meaningful motivational and structural differences in English learning versus learning languages
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Enhancing dual language learners’ language learning through parent–teacher partnerships Lang. Teach. Res. (IF 3.3) Pub Date : 2024-03-16 Xiaoyue Zhang, Lianjiang Jiang
Families of dual language learners (DLLs) and their linguistic resources play a crucial role in fostering children’s language development. However, there is still a dearth of empirical studies investigating whether bilingual teachers view the families of DLLs and their language resources as assets, and how they implement family engagement practices to leverage these language assets in teaching DLLs
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Arabic speech intelligibility: Perception of spoken Arabic by native and non-native speakers Lang. Teach. Res. (IF 3.3) Pub Date : 2024-03-04 Asmaa Shehata
Previous studies have shown that native language backgrounds of both talkers and listeners affect speech intelligibility. This study investigated the interlanguage speech intelligibility benefit (ISIB) that is also known as the advantage in understanding second language (L2) speech that non-native listeners have over native listeners when both groups listen to speakers with the same first language
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Idealizing nativeness vs. embracing nonnativeness: A case study on L2 pronunciation teachers’ identity Lang. Teach. Res. (IF 3.3) Pub Date : 2024-03-04 Joshua Gordon, Lena Barrantes-Elizondo
One aspect in second language (L2) pronunciation that has not been explored in depth in contexts of English as a foreign language (EFL) is language teacher identity of pronunciation teachers, particularly of nonnative-speaking (NNS) teachers. Examining the factors that underlie their professional identity is of particular relevance to pronunciation instruction. Using a case study design that included
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Affective factors, intercultural sensitivity, and willingness to communicate orally outside class: A study with EFL secondary school learners in Poland and Spain Lang. Teach. Res. (IF 3.3) Pub Date : 2024-03-04 Elvira Barrios, Marta Napiórkowska
This study examined out-of-school oral willingness to communicate (WTC) in two modes of communication – face-to-face (FtF) and digital – among secondary school students of English as a foreign language (EFL) in Poland and Spain. It also examined the associations between affective factors and intercultural sensitivity with WTC in both settings. A total of 1,480 students from 17 schools in Poland and
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Students’ display of willingness to participate in an extensive reading book club Lang. Teach. Res. (IF 3.3) Pub Date : 2024-03-04 Eunseok Ro
This study examines interactions in an extensive reading (ER) book club intended to provide opportunities for students to practice English as their second language (L2). Utilizing multimodal conversation analysis, the study shows how students display willingness to participate (WTP) when they are free to initiate or avoid communication. The analysis of seven and a half hours of videorecordings of meetings
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Fluency issues in L2 academy presentations: Linguistic, cognitive and psychological influences on pausing behaviour Lang. Teach. Res. (IF 3.3) Pub Date : 2024-02-26 Heejin Chang, Scott Windeatt
Fluency is usually defined in relation to temporal features such as speed of delivery and pauses, and such features are generally the focus of research on fluency. The reasons why pauses occur, however, have received much less attention. This study first explores the distribution and location of pauses in short academic presentations given by students as part of an English for academic purposes (EAP)
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Implications of dispositions for foreign language writing: The case of the Arabic–English learner Lang. Teach. Res. (IF 3.3) Pub Date : 2024-02-22 Maura A. E. Pilotti, Huda Al-Mulhem, Khadija El Alaoui, Arifi N. Waked
Individual differences matter in foreign language writing. Yet, little information exists on female students in Saudi Arabia, a patriarchal society that is being re-engineered to foster gender equity. This study asked whether particular psychological dispositions can account for the performance in English composition of STEM (science, technology, engineering, and mathematics) and non-STEM Saudi female
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Teachers’ cognition and classroom implementation of tasks in task-supported language teaching (TSLT) Lang. Teach. Res. (IF 3.3) Pub Date : 2024-02-21 Zia Tajeddin, Abbas Mansouri
Research into language teacher cognition has expanded over the past two decades. This line of inquiry has contributed to our understanding of teachers’ pedagogical beliefs and classroom behaviors. Whereas prior studies have investigated teachers’ cognition of tasks in task-based language teaching (TBLT), to date exploring their cognition in task-supported language teaching (TSLT), particularly in the
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Empowering EFL learners through cognitive apprenticeship: A pathway to success in IELTS speaking proficiency Lang. Teach. Res. (IF 3.3) Pub Date : 2024-02-14 Seyyed Ali Ostovar-Namaghi, Mostafa Morady Moghaddam, Kosar Veysmorady
This study investigates the impact of cognitive apprenticeship on the speaking proficiency of English as a foreign language (EFL) learners. The study follows a randomized pre-test–post-test control group design, with an experimental group receiving instruction based on cognitive apprenticeship principles and a control group receiving conventional instruction. Sixty intermediate Iranian EFL learners
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Visibilizing invisible engagement behind students’ no-revision operation to written feedback Lang. Teach. Res. (IF 3.3) Pub Date : 2024-02-09 Xiaoqiu Fu, Chenyu Yang, Ting Zhang
Student engagement with written feedback (WF) in English as a second language (ESL) / English as a foreign language (EFL) learning has been widely researched from cognitive, affective, and behavioural dimensions. Students’ textual change is taken as the only indication of their behavioural engagement with feedback. Students’ no-revision operation or their unaction is usually considered as their disengagement
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Exploring factors affecting foreign language achievement: The role of growth mindset, self-efficacy, and L2 grit Lang. Teach. Res. (IF 3.3) Pub Date : 2024-02-08 Jalil Fathi, Mirosław Pawlak, Sam Saeedian, Ata Ghaderi
This study investigated the effects of growth mindset and self-efficacy on foreign language achievement (FLA) in a sample of 379 intermediate learners of English as a foreign language (EFL) while also incorporating the mediation of second language (L2) grit in a structural model. The measurement model was examined using confirmatory factor analysis, and mediation analysis was conducted following Baron
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Examining EFL learners’ comprehension of derivational forms: The role of overlap with base word knowledge, word frequency, and contextual support Lang. Teach. Res. (IF 3.3) Pub Date : 2024-01-31 Brett Milliner, Kriss Lange, Joshua Matthews, Riko Umeki
This study examines the degree to which low and high proficiency English as a foreign language (EFL) learners’ knowledge of base words (e.g. develop) overlaps with knowledge of their derivational forms (e.g. developer, redevelop) when reading. Low and high proficiency learners’ comprehension of derivational forms is also explored in relation to the frequency of occurrence of derivational forms and
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Does vocalization enhance L2 formulaic sequence learning? Lang. Teach. Res. (IF 3.3) Pub Date : 2024-01-31 Ryotaro Hashizaki
In foreign or second language (L2) classrooms, learners often vocalize when learning new words. Indeed, previous studies have demonstrated that vocalization is effective for memorization and this is called the production effect (PE). Furthermore, PE has been observed in the learning of L2 word meanings as well. However, whether this can be applied to larger language items is unknown. Thus, the present
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Foreign language anxiety and self-disclosure in online university French classes Lang. Teach. Res. (IF 3.3) Pub Date : 2024-01-29 Mark Tutton, Doron L. Cohen
This article presents a small-scale study of students with medium to high levels of foreign language anxiety (FLA) enrolled in synchronous, online French classes at an Australian university. We conducted in-depth, semistructured interviews with 10 such students, focusing specifically on their experience with speaking activities and their perceptions of questions requiring self-disclosure that are routinely
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Writing and publishing for inclusive practitioner research: Local practices and wider issues Lang. Teach. Res. (IF 3.3) Pub Date : 2024-01-22 Andrew Barfield, Tim Ashwell, Alison Stewart
We are three members of a Special Interest Group (SIG) of teachers in Japan that has long been committed to writing and publishing for inclusive practitioner research about learner development. In the last several years, we have worked together with others on initiating, promoting, and sustaining the Learner Development Journal (LDJ), a new journal of practitioner research (PR) that explores different
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Pre-service language teachers’ perceptions of sustainability and its implementation in language teaching Lang. Teach. Res. (IF 3.3) Pub Date : 2023-05-13 Minna Maijala, Leena Maria Heikkola, Salla-Riikka Kuusalu, Päivi Laine, Maarit Mutta, Katja Mäntylä
In both the school environment and teacher education, sustainable development is usually linked to the natural and social sciences and is rarely incorporated into language education or encouraged a...
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Extensive viewing as additional input for foreign language vocabulary learning: A longitudinal study in secondary school Lang. Teach. Res. (IF 3.3) Pub Date : 2023-05-10 Ferran Gesa, Imma Miralpeix
This study presents a teaching intervention to maximize the learning of a set of target words (TW) in learners of English as a foreign language (EFL) in a secondary school by means of intentional v...
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Potential influence of extensive reading on controlled productive vocabulary Lang. Teach. Res. (IF 3.3) Pub Date : 2023-05-02 Nobuko Sakurai
This study explored a possible impact of extensive reading (ER) on vocabulary learning. Participants were 62 English majors who entered a private university in Japan in April 2019 and experienced E...
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Content-specific vocabulary in CLIL: Exploring L2 learning outcomes in a primary education programme in Catalonia Lang. Teach. Res. (IF 3.3) Pub Date : 2023-04-27 Alexandra Vraciu, Anna Marsol
The present study seeks to explore the effects of participating in a content and language integrated learning (CLIL) programme in terms of second language (L2) content-specific vocabulary learning ...
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Comparing different L3s and factors that affect motivation to learn LOTEs Lang. Teach. Res. (IF 3.3) Pub Date : 2023-04-26 Hsuan-Yau (Tony) Lai
In the field of L2 (second language) learning motivation, most studies have focused on English since it is one of the most important international languages in the world, while few have explored st...
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Designing for diversity in Aotearoa / New Zealand Chinese language classrooms Lang. Teach. Res. (IF 3.3) Pub Date : 2023-04-18 Grace Y. Qi, Susan Y. H. Sun, Lucila Carvalho
There has been an increased interest in teaching and learning Chinese language across many schools in Aotearoa / New Zealand (NZ). Chinese language teachers, particularly those new to the Aotearoa/...
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Meta-analysis to estimate the relative effectiveness of TBLT programs: Are we there yet? Lang. Teach. Res. (IF 3.3) Pub Date : 2023-04-18 Frank Boers, Farahnaz Faez
Bryfonski and McKay published a meta-analytic review of reports on the effectiveness of task-based programs relative to other types of programs. The aggregated effect in support of task-based progr...
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Language learning strategies used by EFL students: Does their digital fluency matter? Lang. Teach. Res. (IF 3.3) Pub Date : 2023-04-18 Jia-Ying Lee
Major advances have been made in understanding language learning strategies (LLS). However, rapid changes in human interaction induced by the internet and web 2.0 warrant a re-assessment of LLS in ...
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Flipping EFL low-proficiency students’ learning: An empirical study Lang. Teach. Res. (IF 3.3) Pub Date : 2023-04-01 Daniel Yu-Sheng Chang
While the flipped learning approach has been widely implemented in science-relevant subjects, little empirical research has been conducted in language learning, particularly among low-proficiency l...
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Improving EFL students’ stance-taking in academic writing with SFL-based instruction: A qualitative inquiry Lang. Teach. Res. (IF 3.3) Pub Date : 2023-04-01 Lu Zhang, Lawrence Jun Zhang
Students of English as a foreign language (EFL) are often found to have weak control over authorial stance for constructing persuasive argumentation in academic writing. However, little interventio...
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Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices Lang. Teach. Res. (IF 3.3) Pub Date : 2023-04-01 Trang Le Diem Bui, Phung Dao
Peer interaction (PI) research to date has primarily focused on documenting the benefits and issues of PI among adult learners, with little research examining teachers’ perceptions and practices of...
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Cues facilitate foreign language vocabulary learning from instructional videos: Behavioral and neural evidence Lang. Teach. Res. (IF 3.3) Pub Date : 2023-03-31 Zhongling Pi, Caixia Liu, Luchun Wang, Jiumin Yang, Xiying Li
Vocabulary learning is basic for mastering a foreign language. Many students learn foreign language (FL) vocabulary via instructional videos outside of traditional classrooms, as there is no limit ...
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Design and evaluation of non-digital gamification to support collaborative morphological analysis Lang. Teach. Res. (IF 3.3) Pub Date : 2023-03-28 Shen Qiao, Susanna Siu-sze Yeung, Samuel Kai Wah Chu
Limited vocabulary leads to decreased performance and motivation in reading comprehension among students who learn English as a foreign language (EFL). Morphological analysis provides an effective ...
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Dynamic engagement: A longitudinal dual-process, reciprocal-effects model of teacher motivational practice and L2 student engagement Lang. Teach. Res. (IF 3.3) Pub Date : 2023-03-21 Shiyao Ashlee Zhou, Phil Hiver, Ali H. Al-Hoorie
In this study, we investigated two core understandings related to the nature of second language (L2) student engagement from a self-determination theory framework: (1) that there is a dual process ...
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The foreign-accentedness, comprehensibility, and intelligibility of L2 Arabic speech Lang. Teach. Res. (IF 3.3) Pub Date : 2023-03-17 Mahmoud M.E. Ali
This study investigated foreign-accentedness, comprehensibility, and intelligibility in second language (L2) Arabic speech. More specifically, it was designed to 1) measure how foreign-accented, co...
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Debate pedagogy as a conducive environment for L2 argumentative essay writing Lang. Teach. Res. (IF 3.3) Pub Date : 2023-03-16 Abid el Majidi, Rick de Graaff, Daniel Janssen
Debate pedagogy may hold great potential for improving second language (L2) writing skills. This study investigates this potential by examining the effects of a debate intervention on the quality o...
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Effect of L2 exposure, length of study, and L2 proficiency on EFL learners’ receptive knowledge of form–meaning connection and collocations of high-frequency words Lang. Teach. Res. (IF 3.3) Pub Date : 2023-03-14 Cailing Lu, Thi Ngoc Yen Dang
High-frequency words are single-words at the first three 1,000-word frequency levels. No studies have explored the impact of current second language (L2) exposure, length of study, and L2 proficien...
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Implementation of an integrated intercultural literary pedagogy intervention in Spanish-as-a-foreign-language classrooms in the Netherlands: An effect study at the secondary level Lang. Teach. Res. (IF 3.3) Pub Date : 2023-03-10 Esther Schat, Ewout van der Knaap, Rick de Graaff
In today’s globalized world, teaching intercultural competence in educational contexts is of great importance. The potential of foreign language literary texts has been emphasized repeatedly. The p...
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The impact of a critical fiction analysis based on using augmented reality technology on developing students’ critical thinking and critical writing at Tabuk University Lang. Teach. Res. (IF 3.3) Pub Date : 2023-03-09 Azza A.M. Abdelrahim
Critical thinking and second language (L2) critical writing are very important for students at the tertiary level. However, applied linguistics and L2 acquisition research has mostly focused on lin...
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L2 vocabulary learning in a mixed-proficiency community-engaged program: Designing vocabulary instruction for college students Lang. Teach. Res. (IF 3.3) Pub Date : 2023-03-07 Nausica Marcos Miguel, Lucía Osa-Melero, Carmen Alicia Martínez
Although extensive research exists on the personal, social, and academic outcomes of community-engaged programs (CEPs), limited research exists on vocabulary learning and students’ perceptions of t...
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The Effect of Input Flooding and Explicit Instruction on L2 Acquisition of English Inverse Scope Lang. Teach. Res. (IF 3.3) Pub Date : 2023-02-28 Mien-Jen Wu, Tania Ionin
This article investigates how different types of input and instruction can affect L1-Mandarin L2-English learners’ acquisition of English inverse scope. English quantifier–negation sentences such a...
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Multiple perspectives of stakeholders towards young learners’ language assessment in an international school in Malaysia Lang. Teach. Res. (IF 3.3) Pub Date : 2023-02-28 Vahid Nimehchisalem, Mona Hosseini, Martin Cortazzi, Lixian Jin
The issue of assessment in Malaysian international schools has rarely been explored. This qualitative study focuses on the views of three groups of stakeholders regarding the English language asses...
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Effects of participation in an online intercultural exchange on drivers of L2 learning motivation Lang. Teach. Res. (IF 3.3) Pub Date : 2023-02-27 Matthew Skidmore
While computer-mediated communication and online exchanges between students in second language (L2) pedagogy and research has long been established, recent technological advances have seen a growth...
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Embodied enactment of a hypothetical scenario in an English medium instruction secondary mathematics classroom: A translanguaging approach Lang. Teach. Res. (IF 3.3) Pub Date : 2023-02-25 Kevin W. H. Tai, Li Wei
Adopting a language other than the first as the medium of instruction in teaching mathematics can create significant problems for students’ mathematical learning. However, there is little research ...
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Online writing instruction: Understanding university EFL instructors’ beliefs and practices as a complex system Lang. Teach. Res. (IF 3.3) Pub Date : 2023-02-25 Safaa M. Abdelhalim
With ongoing debates about the nature and constituents of effective online writing instruction, little is known about the beliefs and practices of online writing instructors. Most studies conducted...