This study provides an overview of the level of students' cognitive load in learning English in vocational schools. A quantitative descriptive study uses a cross-sectional survey conducted to measure the level of cognitive load of students in learning English in vocational schools. The subjects are 69 respondents who are students from one of the…

Language in CLIL is dependent on the subject that embraces it, as it is the case of Physical Education. The present descriptive exploratory case study examines how content and language are integrated into Physical Education lessons with CLIL in secondary education. It applies the Cognitive Discourse Function construct as a heuristic to analyse 19…

Although most children learn to communicate in their first language (L1), there is normal and expected variation in their rate of acquisition across all components of the language system. Until recently, most second language acquisition and second language (L2) researchers have assumed that individual differences (IDs) in L1 acquisition are small…

This article reports on a study exploring the associations between foreign language anxiety and the effectiveness of immediate and delayed corrective feedback (CF) in the acquisition of the English past tense. One hundred and two middle school English as a foreign language (EFL) learners responded to the Foreign Language Classroom Anxiety Scale…

Despite numerous studies advocating for metacognitive interventions in day-to-day language instruction, little is known about teachers' awareness of their metacognition and how they process their cognition while teaching. This study aimed to examine English language teachers' metacognitive awareness in the Bhutanese context and their use of…

The study tested whether cognitive retroactive transfer (CRT) of language skills from English to Hebrew takes place; specifically, whether an improvement in linguistic and meta-linguistic skills in English as a foreign language (FL) would lead to an improvement in these skills in Hebrew as the first language (L1). The participants consisted of 124…

This study aims to investigate university students' readiness and presence towards online teaching in the context of various variables. The study is designed as survey research, one of the quantitative models. The sample of the study consists of 318 preparatory and firstyear university students studying at a university in the Eastern Anatolian…

The stagnation of National Assessment of Educational Progress (NAEP) Writing scores demonstrates the need for research-based instruction that improves writing for all students, especially English learners. In this article, we synthesize the literature on effective instructional practices for this diverse group of learners and describe how these…

This study examines the range of cognitive processes assessed in the English language reading literacy test as part of the Hong Kong Diploma of Secondary Education Examination (HKDSE), the secondary school exit test in Hong Kong. Prior studies have suggested that higher order cognitive processes are often undermined in high-stakes tests and…

The construct of cognitive discourse functions (CDFs) has been proposed as a bridge between linguists and educationalists, linking 'subject specific cognitive learning goals with the linguistic representations they receive in classroom interaction' (Dalton-Puffer 2013. "A Construct of Cognitive Discourse Functions for Conceptualising…

This study examines the impact of gamification elements, in particular leaderboards, badges, and eBucks, on the cognitive engagement (CE), intrinsic motivation (IM), and self-efficacy (SE) of English Language Learners (ELLs) at a high school in the Southeastern United States. The investigation, conducted during optional weekly readings, utilizes a…

Purpose: Writing is an essential skill that secondary students need to establish for success in their further education, careers, and lives. However, most secondary students in the United States do not achieve the level of writing proficiency expected to ensure academic and future success. One approach that is emerging more in the research…

Purpose: Morphological awareness (MA), the ability to reflect on and manipulate the smallest language units within a word, has been identified as an essential metalinguistic awareness to predict literacy development. In this study, we examine whether an online gamified English MA programme is more effective than physical face-to-face instruction…

This study attempted to examine the patterns of motivational factors and their interplay involved in EFL learning through the lens of self-regulated learning. 285 grade-one senior high students from three Chinese middle schools completed a questionnaire which was designed to assess motivation (mastery goal, task value, and self-efficacy) and…

Willingness to communicate (WTC) is the construct of a language learner's readiness to communicate with a specific person using the target language at a particular time (MacIntyre et al, 1998). This study aimed to investigate Chinese English learners' WTC in an international school in Thailand. The study used semi-structured interviews to identify…