This study employed a multisite design to investigate the differential impact of deductive and guided inductive instruction for second language (L2) grammar development in ecologically valid classroom contexts. Students (n = 138) from eight intact third-year L2 Spanish classes in three public high schools in the United States received deductive…

Despite the worldwide prevalence of multilingualism, the knowledge of the relationship between domain-general cognitive control and multilingual language control remains scant. Here we provide new insights into this issue by examining systematically how different components of inhibitory control (i.e., response inhibition and interference…

In this study, I examined how 34 Spanish-speaking English language learners (ELLs) used their linguistic resources (English and Spanish) and language modes (oral and written language) to demonstrate their knowledge of proportional reasoning in a dual language mathematics assessment task. The assessment allows students to see the item in both…

This paper outlines an attempt to research the speech act of suggestion of ELT students majoring at a state university in Turkey. A written discourse completion task (WDCT) and a semi-structured interview were used to collect data. The WDCT was developed by the researcher, and the responses of the participants were analyzed based on…

Usage-based approaches to language acquisition explain language development as a gradual process of generalizing constructions through language experience. This study investigated second language learners' development of constructional knowledge from the perspective of usage-based language development. A total of 169 Korean EFL students at five…

The continuation task, a new form of reading-writing integrated task in which test-takers read an incomplete story and then write the continuation and ending of the story, has been increasingly used in writing assessment, especially in China. However, language-test developers' understanding of the effects of important task-related factors on…

By adopting a usage-based approach to language acquisition, this study investigated the emergence and development of L2 constructional knowledge. A total of 19 English verb-argument constructions (VACs) and their associated verbs were extracted from a learner corpus and three verbal fluency tasks, each conducted in L1 and L2 English and L1 Korean.…

Purpose: Critical thinking pervades formal educational benchmarks in the United States, including the Common Core State Standards. However, little information is available on how it develops. Hence, the primary purpose of this study was to examine the development of critical thinking in adolescents using a written language-sampling task. We also…

Adolescent newcomer students bring a wealth of linguistic and cultural resources to their learning environments--resources that become even more dynamic when combined with those of their peers. While a significant body of research has explored students' deployment of multilingual resources through translanguaging, most of this work does not…

Drawing on the framework of Modality from systemic functional linguistics, the present study aimed to explore adolescent ESL learners' interpersonal meaning-making. Data were collected from 10 writing tasks completed by a group of 50 adolescent ESL learners in China. Functional text analysis was utilized to analyze the data, including Modality…

The present experimental study examined whether a different focus during a pre-task planning observation task affects learners' subsequent oral task performance. Forty-eight ninth-grade students learning German as a foreign language were randomly assigned to two different planning conditions: video observations with a focus on language (FonL) and…

This study was an attempt to assess how learners of English as a foreign language (EFL) improved their speaking fluency in a task-based language teaching (TBLT) approach used with ninth-grade learners at PUNIV-Cazenga, a high school in Luanda. In a case study design that used picture-description tasks, learners' speeches were audio recorded before…

Task based learning (TBL) or Task based learning and teaching (TBLT) is a communicative approach widely applied in settings where English has been taught as a foreign language (EFL). It has been documented as greatly useful to improve learners' communication skills. This research intended to find the effect of tasks on students' spoken interaction…

Language play and its effects on second language learning have been addressed by many scholars in recent years with instances of language play being identified both inside and outside the classroom. However, only a few have integrated language play with classroom tasks, and they just sufficed to the qualitative analyses of the learners'…

The purpose of this study was to investigate the factors predicting academic proficiency (AP), the specialised domains required for performing academic tasks, among Russian speaking (L1) immigrants currently studying Hebrew as a second language (L2) and English as a third language (L3) in Israeli schools. Specifically, the study examined the…