Publication Date
In 2025 | 4 |
Since 2024 | 10 |
Since 2021 (last 5 years) | 21 |
Since 2016 (last 10 years) | 51 |
Since 2006 (last 20 years) | 68 |
Descriptor
Source
Author
Bown, Jennifer | 2 |
Cristina Martínez-García | 2 |
Dewey, Dan P. | 2 |
Huguet, Ángel | 2 |
Hübscher, Iris | 2 |
Llanes, Àngels | 2 |
Martinsen, Rob A. | 2 |
Paz Suárez-Coalla | 2 |
Prieto, Pilar | 2 |
Roquet, Helena | 2 |
Serrano, Raquel | 2 |
More ▼ |
Publication Type
Education Level
Audience
Laws, Policies, & Programs
Assessments and Surveys
Peabody Picture Vocabulary… | 3 |
Kaufman Brief Intelligence… | 2 |
Battelle Developmental… | 1 |
MacArthur Bates Communicative… | 1 |
NEO Five Factor Inventory | 1 |
Wechsler Intelligence Scale… | 1 |
What Works Clearinghouse Rating
Isabel García-del-Real; Maite López-Flamarique; Mónica Aznárez-Mauleón; Izaskun Villarreal – Language Awareness, 2025
Studies analysing the metatalk generated in collaborative writing (CW) tasks have primarily targeted secondary or adult students who wrote either in L1 or L2, and have seldom examined the process of their writing in two languages. Furthermore, these analyses have mostly focused on accuracy discussions and have ignored discussions aimed at making…
Descriptors: Second Language Learning, Second Language Instruction, Native Language, Languages
Kazuya Saito – Language Teaching, 2023
In this paper, I first provide a brief review of how scholars have conceptualized, tested, and elaborated aptitude frameworks relevant to second language (L2) speech learning. Subsequently, I introduce an emerging paradigm that assigns a fundamental role to domain-general auditory processing (i.e., having a good ear) in L1 speech acquisition and…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Language Aptitude
Arnaus Gil, Laia – International Journal of Multilingualism, 2023
Literature on early language acquisition has observed that age of onset of acquisition (AoA) is relevant for certain grammatical phenomena. Simultaneous bilinguals receive regular and extensive exposure to two languages from birth (Müller, 2009), whereas sequential child learners get in extensive contact to L[subscript B] once the L[subscript A]…
Descriptors: Dialects, Language Variation, Romance Languages, Phrase Structure
Sara Saez-Fajardo – International Journal of Multilingualism, 2025
This project studies how Spanish-Catalan early bilinguals use language learning strategies (LLS) differently depending on their order of language acquisition when they are learning French as an L4. Considering that the use of LLS has been pointed out as a sign of successful language learning, the study inquires whether being a simultaneous…
Descriptors: Bilingualism, Spanish, Learning Strategies, High School Students
Pilar Safont – International Journal of Multilingualism, 2024
The present study focuses on email communication in the multilingual university setting. Previous studies dealing with similar settings point to the lack of politeness markers in students' email messages [Bjorge, A. (2007). Power distance in English lingua franca email communication. "International Journal of Applied Linguistics", 17(1),…
Descriptors: Multilingualism, Pragmatics, Second Language Learning, English (Second Language)
Nieto, Carmen; Campos, Ruth – Early Child Development and Care, 2022
The development of copying behaviours of a group of infants from 9 to 15 months of age is analysed. These behaviours are classified according to their type (mimetic or imitated) and function (instrumental, social or hybrid). The function of the behaviours is derived from observable indicators linked to dyadic interaction. Mimetic behaviours are…
Descriptors: Imitation, Infants, Infant Behavior, Psychomotor Skills
Paz Suárez-Coalla; Carmen Hevia-Tuero; Cristina Martínez-García; Olivia Afonso – Journal of Research in Reading, 2024
Background: Spelling acquisition requires the assimilation of the regularities of the writing system, but these regularities may differ between the native and a foreign language. English spelling acquisition is a challenge for Spanish-speaking children due to differences in the orthographic systems. The aim of this study was to examine to what…
Descriptors: Spelling, English (Second Language), Second Language Learning, Cognitive Processes
Francisco Javier Palacios-Hidalgo; Cristina A. Huertas-Abril – Open Learning, 2025
21st-century EFL teachers are assumed to be properly trained to help develop future generations' language proficiency and digital literacy. Moreover, with the impact that the current pandemic has had on education, technology seems to be the only possible way to guarantee the continuity of teaching and learning. Considering that English is the most…
Descriptors: Digital Literacy, English (Second Language), Language Teachers, Preservice Teachers
Artieda, Gemma; Roquet, Helena; Nicolás-Conesa, Florentina – International Journal of Bilingual Education and Bilingualism, 2020
This study investigates the role of biological age and L2 exposure on the achievement of two groups of Catalan-Spanish intermediate learners of English in secondary school (Group A, Formal Instruction (FI), N = 50; Group B, FI + CLIL, N = 50) regarding receptive and productive L2 skills as well as grammatical knowledge. Learners were matched for…
Descriptors: Age Differences, English (Second Language), Second Language Learning, Second Language Instruction
Huertas-Abril, Cristina A.; Palacios-Hidalgo, Francisco Javier – Contemporary Educational Technology, 2022
This study examines the perceptions of pre-service English as a foreign language (EFL) teachers of their skills to face emergency remote language teaching (ERLT) situations, and to determine whether these vary according to gender, age, university, or course. A cross-sectional survey model was used with 332 pre-service EFL teachers studying in two…
Descriptors: Preservice Teachers, Language Teachers, English (Second Language), Second Language Instruction
Martínez Agudo, Juan de Dios – Language, Culture and Curriculum, 2022
Since the interaction of individual variables with learning outcomes has been relatively neglected in the CLIL (Content and Language Integrated Learning) research agenda (Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: The effect of individual and contextual variables. "The Language Learning Journal," 42(2),…
Descriptors: Content and Language Integrated Learning, Gender Differences, Elementary Secondary Education, Bilingual Education
Segura, Marta; Roquet, Helena; Barón, Júlia – English Language Teaching, 2021
Content and Language Integrated Learning (CLIL) has become the focus of Foreign Language (FL) research within the last decades. CLIL provides a more complete, naturalistic, and meaningful context to FL learning, which has proven to bring many benefits to learners, such as a higher motivation and promotion of creativity, and better results in…
Descriptors: Receptive Language, Vocabulary Development, Preschool Education, Preschool Children
Ros-Morente, Agnès; Coronel, Mónica; Ricart, Maria; Solé-Llussà, Anna – Electronic Journal of Research in Educational Psychology, 2022
Introduction: Numerous studies prove the importance of emotional intelligence in promoting emotional regulation, self-knowledge, empathy and the ability to develop strong social relationships. Some of them highlight the fundamental role of emotional vocabulary, being the good development of this a key factor to name, interpret and regulate our…
Descriptors: Foreign Countries, Emotional Intelligence, Self Control, Emotional Response
Miguel Requena; Manuel T. Valdés – European Journal of Education, 2024
Early school leaving (ESL) is considered one of the most serious problems in the functioning of European education systems. In particular, Spain has traditionally exhibited one of the largest ESL rates in Europe. This study aimed to shed light on the role of the month of birth as a factor conditioning the probability of ESL. Using high-quality…
Descriptors: Dropouts, Foreign Countries, Age, Males
Azpilicueta-Martínez, Raúl – International Journal of English Studies, 2020
The benefits of task-based interaction in Second Language Learning (SLL) have been made increasingly evident in the literature. However, unlike adult studies, only recently has interaction research on EFL children grown in popularity. Most children-based research has focused primarily on Negotiation of Meaning, while other age-related aspects,…
Descriptors: English (Second Language), Second Language Learning, Task Analysis, Age Differences