This research examines the impact of online help-seeking strategies--both adaptive and peer-based--on promoting self-regulated and collaborative learning skills, as well as language learning outcomes, among Chinese EFL learners in computer-assisted language learning (CALL) environments. Employing a mixed-methods approach, the study triangulates…

Offering a new perspective on adult English language education, this book provides theoretical and practical insights into how digital literacies can be included in the learning programmes for newly arrived adults from migrant and refugee backgrounds. "Enhancing Digital Literacies with Adult English Language Learners" takes readers…

Challenges in the educational arena are not new phenomena. However, with the recent outbreak of the COVID-19 pandemic, researchers and educators have been made even more aware of the need for a paradigm shift in education. Blended learning, as opposed to fully online learning or traditional face-to-face teaching, has been well-researched and has…

This edited collection presents a study of innovation in teaching, learning, assessment and teacher development practices in the Middle East and North Africa (MENA). The thirteen research-based chapters in this collection examine recent innovations in English language teaching, drawing on classroom, administrative and learning experiences from…

TESOL International Association has defined a core set of principles for the exemplary teaching and learning of English as a new language. This exciting new book applies these principles to adults learning English in adult education and workforce development settings. The 6 Principles and their recommended practices are targets of teaching…

Human raters are normally involved in L2 performance assessment; as a result, rater behavior has been widely investigated to reduce rater effects on test scores and to provide validity arguments. Yet raters' cognition and use of rubrics in their actual rating have rarely been explored qualitatively in L2 speaking assessments. In this study three…

Adult English language learners comprise a substantial proportion of the adult education population in the United States. In program year 2006-2007, 46% of participants enrolled in state-administered adult education programs were in English as a second language (ESL) classes. This percentage does not include English language learners enrolled in…

Cutting-edge in its approach and international in its authorship, this fourth monograph in a series sponsored by the Chinese Language Teachers Association features eight research studies that explore a variety of themes, topics, and perspectives important to a variety of stakeholders in the Chinese language learning community. Employing a wide…

The Center for Adult English Language Acquisition (CAELA) Network, under contract with the Office of Vocational and Adult Education (OVAE), has created a framework that can be used to plan, implement, and evaluate professional development for practitioners working with adult English language learners at the state, regional, and program levels. The…

This handbook is a much expanded version of the original Learning Activities Survey published by Dr. Kathleen P. King of Fordham University in 1998. Based on her ground breaking research in this field where she used a mixed methodology research approach to study transformative learning, the book will provide a model of research, firsthand…

As a result of a growing immigrant population in the United States, many adult education programs are working with new populations of adult learners who need to learn English. There is a need for a strong workforce of trained and knowledgeable practitioners who can work effectively with adults learning English and facilitate transitions to…

The development of accent and fluency are traced in the speech of 20 Mandarin and 20 Slavic adult immigrants to Canada over a period of 10 months. The participants were enrolled in an ESL program but had no special instruction in either pronunciation or fluency. The immigrants' self-reported exposure to English outside of class was used to…

This article presents my views and reflections on working with adult ESL learners at a community-based adult literacy program in the Southwest. In this article, I share my experience working with adult learners learning English as a second language and critically address and discuss issues significant to the learners in their language and…

This brief is written for the practitioners: teachers, teacher trainers, curriculum writers, and program administrators who work with adult English language students in English as a second language (ESL) classes or in mixed adult basic education ABE classes (with native English speakers and English language learners). If educators are not…

The present study investigated the influence of word processing on the writing of students of English as a second language (ESL) and on writing assessment as well. Twenty-one adult Mandarin-Chinese speakers with advanced English proficiency living in Toronto participated in the study. Each participant wrote two comparable writing tasks under…