This study used a pre-test post-test research design to investigate the role of explicit strategy instruction on Spanish English as a foreign language (EFL) learners' ability to write authentic email requests to faculty. Drawing on Taguchi's (2018) classification of pragmatics learning strategies, the instructional intervention followed a…

Research on nativelike variation in second language (L2) systems indicates that learners studying abroad may adapt to regional norms as they build sociolinguistic competence (e.g., Kanwit & Solon, 2013; Salgado-Robles, 2014). Spanish exhibits variation between the intensifiers "muy" [very] and "bien" [very] across numerous…

The study assesses the extent to which Spanish students of English as a foreign language (EFL) at a B1+ level (CEFR) are able to communicate in English (target language) joy, sadness, fear, and anger emotions. It focuses on perception, by investigating learners' ability to recognise these emotions in a reading task, and production, by examining…

This paper examines written language accuracy in a content and language integrated learning (CLIL) and a non-CLIL instruction context including grade and gender in the analysis. Essays written by 393 third and fourth year CLIL and non-CLIL secondary education students were evaluated by two measures of second language (L2) accuracy: error-free…

While there is ample evidence that study abroad (SA) enhances oral fluency in a foreign language, the effects of different types of learning context on other aspects of oral skills, such as vocabulary use, have not received much attention in academic research and are less clear. The present study tries to fill this void by investigating lexical…

This study intends to contribute to L2 emotion vocabulary research by looking at the words that primary-school English as foreign language learners produce in response to prompts in a lexical availability task. Specifically, it aims to ascertain whether emotion prompts (Love, Hate, Happy and Sad) generate a greater number of words than non-emotion…

The goal of this study is to describe the acquisition rate for gender acquisition in Spanish and to show whether individual variability and language contact may affect this rate. The participants were intermediate second language Spanish (first language English) learners in the study abroad and at-home contexts over a 4-month period. The…

Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions.…

In recent years, many European countries have witnessed a rapid implementation of the CLIL approach at tertiary level. In Spain, although English has been introduced as the language of instruction in some master and doctoral courses, the application of the CLIL approach is still isolated. Similarly, little research has been done into CLIL…