This paper reports on a qualitative study which investigated a group of student teachers' emotions in their second language (L2) learning experiences, with particular attention to the mediating role of language ideologies. The findings revealed that the participants reported both positive emotions (enjoyment and pride) and negative emotions…

Recently, immersive virtual reality (VR) environments for language learning have garnered interest from researchers and practitioners alike, based on their realistic imitations of environments where target languages might be used for "authentic-like" interactions (with other learners, bots and avatars). However, the majority of research…

This practice article examines the design, implementation and impacts of a collaborative German language learning (LL) field trip in the United States through the conceptual framework of LL and teaching beyond the classroom. We explore the affordances of semi-structured out-of-class experiences in supporting world language students' target…

This study explored the mobile language learning experiences that Taiwanese high school English language teachers created. A total of 119 valid mobile-assisted language learning (MALL) lesson plans from 36 senior high schools in the national mobile learning (m-learning) programme in Taiwan were analysed via content analysis. The results showed…

Many scholars and teachers in EFL education should agree that compared with reading and writing, listening has received much less attention. This brief article discusses important gaps existing in EFL listening and overall proficiency development. It presents the case for a greater focus on sounds and actual listening in the classroom and spoken…

The current article presents a state-of-the-art review of research on the social factors that have been found to impact how learners acquire and use a second language (L2) sound system. These factors include ethnic group identification, gender, and study abroad experience. The research synthesis presents the key findings on each social factor,…

It is generally accepted that collocation is essential for establishing synonymy. They are related linguistic features which are important and useful for language learners. Given this importance, this present study considered the experience of 120 Thai English as a Foreign Language (EFL) students. The study explored the students' knowledge of…

This 13-week study investigated changes in English as a Foreign Language (EFL) learners' motivational states due to face-to-face inter-cultural and intra-cultural contact treatments in a Japanese EFL classroom. Drawing on the L2 motivational Self System and International Posture, this quasi-experimental study took the form of a between-groups…

Needs analysis is the key step to designing relevant and useful courses in English for Specific Purposes (ESP), but finding ways to deliver needs in a motivating and interesting way is also paramount. Therefore, investigating students' motivation to learn ESP is central in needs analysis. Few studies have investigated needs from the perspective of…

The transformation of higher education has been a pressing concern for policy makers and practitioners. This article provides examples of the transformative potential of assessments designed within the framework of a multi-literacies and heteroglossic pedagogy in an Applied English Language course at a South African university. These assessments,…

The paper proposes a new conceptual perspective for understanding students' engagement in L2 learning, in particular the concept of interest development in learning English. It investigates situational features that trigger interest in learning English, employing data from interviews with non-native English speaking students studying in TESOL…

This article reports on an empirical study that examines general academic difficulties, and academic reading and writing difficulties among Asian ESL (English as a Second Language) international postgraduate students who are completing a Master's Degree in TESOL (Teaching English to Speakers of Other Languages) at an Australian university. The…

Educationists and writing practitioners consider reflection to be a defining feature of student portfolios (Fink 2003; Zubizarreta 2004; Jones and Shelton 2006). A writing portfolio without reflection is merely a collection of written work which does not contribute to "real" learning. Reflection in the portfolio approach happens when…