Educational institutions are placing increased value on language tandems owing to the language development opportunities they offer for learners of modern languages. Where these learners lack autonomous language learning strategies, however, the results can be disappointing, with limited linguistic development taking place. This paper reports on…

Although English-medium instruction (EMI) is now widely spread throughout the world, there is surprisingly little research into the challenges students face as they try to learn subject matter by means of a non-native language, or how learners attempt to address these challenges. The study reported in this article employed a qualitative approach,…

The present study investigated the relationship between student use of self-efficacy-building strategies through motivational partnerships and student levels of self-efficacy and motivation in an adult intensive English programme in the United States. The extent to which self-efficacy influenced motivation was also examined. After being organized…

The English as a foreign language classroom is a plurilingual setting par excellence since it involves at least two languages. However, plurilingual practices such as code-switching and translation have been consistently discouraged in formal learning contexts, based on the belief that keeping languages compartmentalized helps learning, and…

While concept-based instruction (CBI), grounded in sociocultural theory, has been the subject of increased attention in recent years, it is still a relatively unknown methodology in language teaching contexts. In this approach, the emphasis is on helping learners develop a deep, conceptual understanding of a skill or knowledge area, so that this…

This year marks the fortieth anniversary of the publication of two landmark articles concerning the "good language learner". In the years since, vigorous debate has revolved around both theoretical issues (including definition, classification, theoretical foundation, and the relationship of strategies to successful learning) and…

This article describes a study into the functions of code-switching in EFL classes at a Colombian language school. It was undertaken to decide whether the official "English-only" policy in place in this and other classrooms is pedagogically justified. The results suggest that code-switching may not necessarily be connected to ability…

This study investigated the effects of two cognitive strategies, rote memorization and semantic mapping, on L2 vocabulary acquisition. Thirty-eight intermediate female EFL learners divided into two experimental groups participated in this study. Each experimental group used one of the strategies for vocabulary acquisition. After the four-month…

For many years, research effort has been devoted to understanding the nature of listening strategies and how listening strategies used by good listeners can be taught to so-called ineffective listeners. As a result of this line of research, strategy training activities have now become a standard feature of most modern listening coursebooks.…

A limitation of extensive reading programmes is the time required for progress in vocabulary acquisition. This paper reports on a qualitative exploration of student perceptions of the value of non-compulsory comic books in ESL elementary and upper-intermediate level courses at a tertiary institution. We aimed to develop supplementary materials…

Although issues related to learner variables have received considerable attention over the years, issues related to teachers have not been researched as thoroughly. This study aimed to investigate the point of intersection of teachers' and learners' perceptions regarding language learning strategies. Using an original questionnaire developed in a…

Explores the relationship between written and spoken language and questions whether skills and strategies used in reading can be effectively transferred to listening. Suggests working from the text may be more productive than using strategies. Field questions these assumptions, and Ridgway defends his point. (Author/VWL)

Viewing language learning as another skill acquisition process allows correction to be seen differently. An "error" occurs when knowledge is faulty, a "mistake" when only the performance is faulty. Mistakes can be corrected when (1) the student desires correction; (2) knows what is correct; (3) knows a mistake has occurred; and…

Outlines the potential of the mother tongue as a foreign language instructional resource, including suggestions for classroom use such as eliciting language, giving instructions, checking comprehension, and testing. Dangers of overuse are also pointed out. (CB)

This article outlines a small-scale study of metacognitive instruction for young second language listeners and discusses the value of lessons that highlight the listening process. Ten primary school pupils participated in eight specially designed listening lessons that included traditional listening exercises, individual post-listening reflections…