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Direct linkChild, Michael W.; Bateman, Blair E. – Hispania, 2020
Immersion students' language abilities are generally characterized by strong receptive skills (listening, reading) and less developed productive skills (speaking, writing) when compared with L1 speakers of the immersion language (e.g., Allen et al. 1990; Cummins 1998; Harley 1992). In this paper we report results from a six-month mixed-methods…
Descriptors: Grammar, Portuguese, Second Language Learning, Error Correction
Ghorbani, Negin; Ebadi, Saman – Cogent Education, 2020
This study reports the results of a mixed methods approach to investigate the impact of instructor feedback in mobile-assisted language learning (MALL) on the grammatical development of English as a foreign language (EFL) learners. The participants of this quasi-experimental study included 40 female EFL learners randomly selected from the English…
Descriptors: Grammar, English (Second Language), Second Language Learning, Second Language Instruction
Download full textBourgoin, Renée; Le Bouthillier, Josée – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2021
Elementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support…
Descriptors: Task Analysis, French, Elementary School Students, Language Arts
