The benefits of using literature in second or foreign language teaching have been re-gaining attention and recognition in recent years. With the aim of exploring possible pedagogical approaches and teacher perceptions, this study investigates four reading programmes implemented by experienced teachers in Chinse secondary schools. Different young…

Pop songs have been claimed to provide a noteworthy source of second language (L2) input. While listening to songs in English is one of the most commonly reported out-of-class activities among EFL learners, little research exists as to how different teaching approaches to the use of songs in the EFL class can enhance students' vocabulary learning.…

The purpose of this study is to investigate the impact of reading tasks delivered through WhatsApp on students' achievements in English reading comprehension and explore students' views on the process. A mixed-method research model was used. The participants were 54 seventh grade students, aged 11-12, who were divided into experimental and control…

Teacher language use has long been debated and the different proportions and functions of the first language (L1) have been recurrently examined. Nevertheless, there has not been enough attention paid to the relationship between teacher language use and learning outcomes using empirical data. Hence, the present study aims to investigate the effect…

Given the significant role vocabulary plays in second language acquisition, how to help learners acquire vocabulary has always been a concern for educators. Despite the general consensus that beliefs influence learners' behaviour, limited research effort has been devoted to the exploration of English as a second language (ESL) learners' beliefs…

This study examined whether and how attending university-based teacher education programmes may alter EFL teachers' self-efficacy. Comparisons were drawn across teachers with no academic credentials in L2 teacher education (uncertified teachers), teachers with Bachelor of Arts in L2 teacher education (BA teachers) and teachers with master of art…

Foreign language learning is highly interactive and requires opportunities for academic speaking. The focus of this paper is how foreign language undergraduate students experienced this process in an online learning context. Through semi-structured interviews with seven undergraduate French, German and Spanish students, participants highlighted…

Despite the centrality of motivation for all learning, few studies have examined the effectiveness of online language teacher education (OLTE) programmes within a psychological framework. This explorative study seeks to address this gap by evaluating the effectiveness of a two semesters OLTE course for German teachers in the Norwegian context. The…

Foreign language anxiety (FLA) has extensively been reported to interfere with second language learning and performance. To mitigate anxiety, researchers have called for the inclusion of technology into foreign language classes and providing learners with corrective feedback on their performance. One factor that may affect the comprehensibility of…

A number of factors among schoolchildren in England are currently contributing to poor attitudes towards speaking in the modern foreign languages (MFL) classroom. Although multiple explicit strategy-based instruction (SBI) intervention studies have appeared in recent years, very few studies have focused on its effect on oral skills and, in…

Mobile-assisted language learning is a growing feature of contemporary language learning, and their distinct gamification design produces new and increasingly popular contexts for language learning. This paper explores the gamification features of the two most popular EFL vocabulary learning applications widely used by Asian learners --…

This study explores how the concept of Assessment for Learning (AfL) is practised in the CLIL contexts. It focuses on the assessment purpose of understanding and supporting students' content and language learning. Ten CLIL teachers in the bilingual program of three different regions in Taiwan were involved in the study. Results from the class…

The present study investigates whether CLIL learners' high scores in English as a foreign language (EFL) can be attributed to three specific learner variables: 'EFL aptitude', 'EFL confidence' and 'international orientation' -- and whether out-of-school EFL exposure has an effect. The study was undertaken in eight secondary school CLIL classes in…

This paper aims to provide a comprehensive narrative of the current status of Chinese language teaching at upper secondary schools in the Czech Republic. Processes involved in developing the Chinese language curriculum in upper secondary schools were mapped through a qualitative survey. Representatives of 20 schools were interviewed to identify…

This study reports on the findings of a questionnaire administered to 93 students studying Japanese as a foreign language (JFL) at British universities, focusing on their views of the role of grammar in their learning of Japanese. Learners' views are important because mismatches with their teachers' views can affect their learning negatively.…