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Showing 1 to 15 of 97 results Save | Export
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Hassan Mollahossein; Karim Sadeghi – TESL-EJ, 2025
This paper examines the relationship between ethnocentrism and motivation in language learning, focusing on the Ideal L2-Self and Ought to L2-Self constructs of the L2 Motivational Self System. Additionally, the study examined the potential moderating effect of gender on the relationships between ethnocentrism and both the Ideal L2-Self and Ought…
Descriptors: Ethnocentrism, Student Motivation, Second Language Learning, Self Concept
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Mark Feng Teng – TESL-EJ, 2024
The present study, based on a cross-lagged panel design, was to examine the directionality of the relationships between anxiety, self-efficacy, and motivation in the context of online English learning. A total of 420 university students in China completed self-efficacy belief, motivation, and anxiety measures twice, eight months apart. The…
Descriptors: Anxiety, Self Efficacy, Student Motivation, Online Courses
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Esmaeel Abdollahzadeh; Mahdi Rajaeenia – TESL-EJ, 2024
Language learning beliefs are considered to be an important factor influencing student learning outcomes. This mixed-methods research investigated English language learning beliefs of Iranian English language learners. Data were collected from 226 junior and senior male and female high school students using the Beliefs about Language Learning…
Descriptors: English (Second Language), Second Language Learning, High School Students, Student Attitudes
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Truong Thi Thuy Linh; Nguyen Van Loi – TESL-EJ, 2024
By investigating Vietnamese English learners' perspectives on influential cultural factors and barriers these factors bring to the development of learner autonomy, this study seeks to draw attention to proper consideration of the host cultural values in importing and implementing Western educational theories. A phenomenological approach was…
Descriptors: English (Second Language), Second Language Learning, Cultural Influences, Personal Autonomy
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Rintaro Sato – TESL-EJ, 2023
Maximizing English as a foreign language (EFL) students' use of their second language (L2), minimizing native language (L1) can help them to develop L2 proficiency. In the monolingual approach, the exclusion of L1 is preferred. However, students' use of their first language (L1) in code-switching or translanguaging can be advantageous. This study…
Descriptors: Foreign Countries, Code Switching (Language), English (Second Language), Second Language Learning
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Karimi, Mohammad N.; Hashemi, Mohammad R.; Oghyanous, Parastoo Alizadeh – TESL-EJ, 2022
Developing L2 learners' emotional balance through adaptive regulation is a significant determinant of successful learning. Despite the recent surge of interest in emotion regulation (ER) programs, research on L2 learners' ER strategies is surprisingly underdeveloped. To address this gap, the current qualitative study explored ten L2 learners'…
Descriptors: Second Language Learning, Emotional Response, Psychological Patterns, Self Control
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Behrooz Kalantari; Mohammad Aliakbari; Reza Khany – TESL-EJ, 2023
The present study adopted a mixed-methods sequential explanatory design to explore the status of nurturing creativity in Iranian EFL classrooms. A standard questionnaire was given to 214 public high school EFL teachers to rate the frequency of using the creativity-nurturing strategies in their classrooms. While the curriculum policies stipulate…
Descriptors: Creativity, English (Second Language), Second Language Learning, Second Language Instruction
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Casinto, Carlo Domingo – TESL-EJ, 2023
Although studies on peer feedback have identified several advantages for second language writing classes, the benefits of peer feedback to low-proficiency students have not been thoroughly investigated. This current study aims to determine how low-proficiency second-language students of English can improve their writing by giving and receiving…
Descriptors: Scaffolding (Teaching Technique), Peer Evaluation, Feedback (Response), Second Language Learning
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Hua Lu; Sook Jhee Yoon – TESL-EJ, 2024
While the past two decades have witnessed a surge of studies on the researcher identity of English as a Foreign Language (EFL) academics, research on how the intertwined connections between EFL academics and the larger ecological system within an institution affect their researcher identity construction remains relatively scarce. Utilizing a…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, College Faculty
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Eva Ellederová; Valeriia Denysenko – TESL-EJ, 2025
This study examines the attitudes of teachers and students towards the implementation of content and language integrated learning (CLIL) in the interdisciplinary study program English in Electrical Engineering and Informatics at Brno University of Technology (BUT). It aims to explore the benefits, challenges, and strategies for CLIL in the…
Descriptors: Student Attitudes, Engineering, Information Science, Teacher Attitudes
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Wallace, Matthew P.; Li, Vina Meilin; Huang, Tracy Cuishi; He, Nicole Cuiyu – TESL-EJ, 2021
Using metacognitive strategies to enhance EFL reading comprehension is well-established, but it remains unclear how strategy use may differ according to individual reader characteristics like gender and reading ability. To address this limitation in the literature, 137 Chinese EFL university students completed a reading comprehension task and the…
Descriptors: Metacognition, Reading Strategies, Reading Comprehension, English (Second Language)
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Nazari, Mostafa; Karimpour, Sedigheh; Xodabande, Ismail – TESL-EJ, 2023
While research on second language teacher cognition (SLTC) has significantly developed over the past three decades, this line of inquiry has not paid adequate attention to material development/evaluation as compared to the key role that materials play in teachers' daily practice. In response to this gap, in this study we adopted the theoretical…
Descriptors: Schemata (Cognition), English (Second Language), Second Language Learning, Second Language Instruction
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Sachiko Nakamura; Ryan Spring; Shizuka Sakurai – TESL-EJ, 2024
This study looked at how practically ASR-based interactive video assignments can be integrated into EFL classrooms for additional out-of-class speaking practice, and what effects it will have on students. We created an ASR-based interactive video assignment using Google Scripts and gave it to students as a homework assignment between lessons in…
Descriptors: Foreign Countries, Interactive Video, Teaching Methods, English (Second Language)
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Karma Sonam Rigdel; Thinley Wangdi – TESL-EJ, 2024
The growing body of research on foreign language emotion (FLEM) suggests a need for further studies on the sources and hierarchy of FLEM, particularly through the lens of positive psychology. This insight would enable instructors to prioritize their interventions more effectively, thereby enhancing the emotional experiences of foreign language…
Descriptors: Second Language Learning, Second Language Instruction, Learner Engagement, Foreign Countries
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Park, Mi Sun – TESL-EJ, 2021
Previous research has documented positive effects of pre-task planning on task-based performance, commonly analyzed in terms of complexity, accuracy, and fluency, in an L2. However, the sources of planning have rarely been examined in the research of task-based language teaching. The present study explored EFL learners' oral performance across the…
Descriptors: Foreign Countries, College Students, Second Language Learning, English (Second Language)
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