Integrated writing tasks, which require students to incorporate information from multiple sources into their writing, are gaining attention in language assessment and writing instruction due to their alignment with the expectations of academic and professional writing. Understanding what aspects of integrated tasks are perceived as challenging by…

Choosing which words to teach is a key consideration for language teachers and materials writers. Some studies have shown that teaching words in semantically related clusters can make learning more difficult. However, others argue it is the physical similarity of the referents of words that causes confusion. Importantly, studies have employed…

The number of learners seeking to acquire an L2 by means of apps is ever-increasing. This study examined the effectiveness of using the app "Mondly" for the acquisition of L2 English vocabulary while accounting for differences in the acquisition of receptive and productive aspects of word knowledge. Twelve Danish young learners (aged…

This paper is concerned with the integration of informal language learning into university language modules in a foreign language environment. It begins by exploring the evolving nature of formal and informal language learning. This is followed by analysis of a pedagogic innovation intended to integrate foreign language activities in an informal…

This is a longitudinal study of foreign language teacher professional identity development. We traced a single teacher's sociohistorical identity development at three temporally different moments during the first eight years of his teaching profession. The data, collected mainly through classroom observations and semi-structured interviews, were…

The aim of the research project was to consider whether theoretical underpinnings of the concept of differentiation would help a group of modern languages student teachers develop their understanding and practice of differentiation in the classroom. This was a small-scale inquiry with qualitative data collected from three sources: student…

Digital storytelling (DS) has increasingly been incorporated as a pedagogical tool to engage EFL learners for active language learning. However, little is known about how EFL learners make self-initiated use of multifarious resources available to them for engaging in the DS practice behaviourally, cognitively, affectively and socially. This…

In the vast literature on language attrition, studies on the role of extralinguistic factors in language retention, particularly concerning foreign language (FL) skills acquired in formal instructional contexts, are scarce. We address this issue by focusing on the impact of the frequency of FL use, both extramural and in the classroom, and…

The recent surge in studies on collaborative writing (CW) has provided valuable insights into the product and process of writing. When writing together, adults tend to produce better texts and generate and resolve a large number of language-related episodes (LREs). Also, analyses of the dialogues of collaborative writers show that learners are…

This study highlights critical factors influencing English as a Foreign Language (EFL) teachers' decisions to provide in-class oral corrective feedback (OCF). It explores the interplay between teachers' individual differences -- namely educational background, teaching experience, and additional training -- and their decisions regarding OCF. EFL…

The present meta-analysis investigated the effects of recasts along with a number of moderating variables on L2 development by meta-analysing the results of 24 primary studies. The findings revealed an overall medium effect size for the effectiveness of recasts (g = 0.70, 95% CI = 0.48-0.93). Furthermore, the findings indicated that recasts are…

Previous research has shown that task repetition can positively affect L2 oral performance. However, few studies have explored the effects of task repetition on young EFL learners' production. Also, task repetition research has paid little attention to effects of "spacing" examined through longer time intervals between the two occasions…

Pop songs have been claimed to provide a noteworthy source of second language (L2) input. While listening to songs in English is one of the most commonly reported out-of-class activities among EFL learners, little research exists as to how different teaching approaches to the use of songs in the EFL class can enhance students' vocabulary learning.…

This paper reports on research in secondary schools in Brunei to investigate how teachers and learners view the English language learning classroom. The paper reviews the literature on learner perceptions, and comparisons with those of teachers, and argues that a "researcher's agenda" frequently imposes limitations on data gathered. A…

Collaboration in peer interaction has been investigated extensively by analysing language-related episodes (LREs). These have been classified variously depending on the nature of the discourse. Most studies of collaboration in peer interaction have thus tended to adopt a predetermined framework for analysis. Meanwhile, task type as a mediating…