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Download full textXu, Jinfen; Li, Changying – Studies in Second Language Learning and Teaching, 2022
This study investigates how different form-focused instruction (FFI) timing impacts English as a foreign language (EFL) learners' grammar development. A total of 169 Chinese middle school learners were assigned to four conditions randomly: control, before-isolated FFI, integrated FFI, and after-isolated FFI. The three experimental groups received…
Descriptors: Intervention, Grammar, English (Second Language), Second Language Learning
Zeng, Yajun; Goh, Christine C. M. – Studies in Second Language Learning and Teaching, 2018
The role of self-regulation in general learning has been investigated for some time now. Its significance and contribution to second language (L2) listening, however, has yet to be discussed extensively with empirical support. This article reports a case study involving four college EFL students in China over a six-month period of self-regulated…
Descriptors: Foreign Countries, College Students, Second Language Learning, English (Second Language)
Li, Shaopeng; Yang, Lianrui – Studies in Second Language Learning and Teaching, 2014
The present study aims to investigate the general characteristics of topicprominent typological interlanguage development of Chinese learners of English in terms of acquiring subject-prominent English structures from a discourse perspective. Topic structures mainly appear in Chinese discourse in the form of topic chains (Wang, 2002; 2004). The…
Descriptors: Interlanguage, English (Second Language), Second Language Learning, Second Language Instruction
