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Direct linkMegan Khairallah; Omar Adra – Language Teaching Research, 2025
This classroom-based action research (CBAR) corroborated our belief in the valuable role rubrics play in a tertiary L2 writing context where English is the medium of instruction. The three-stage CBAR involved ongoing discussions between us, two writing teacher-researchers, as we adapted our teaching and assessment strategies to explore the…
Descriptors: Formative Evaluation, Second Language Learning, Second Language Instruction, Action Research
Chi-Duc Nguyen – Language Teaching Research, 2024
This study proposed a three-step writing conference in which foreign/second language (L2) students, under the guidance of their writing instructor, first fastened their attentional focus on a form-related error, analysed a collection of standard L2 samples to deduce the underlying knowledge, and then planned for their error correction as well as…
Descriptors: Learner Engagement, Feedback (Response), Error Correction, Second Language Learning
Banister, Chris – Language Teaching Research, 2023
Peer feedback has been proposed as a way to boost student feedback literacy and learners' evaluative judgment. However, the notion of peer feedback and its related processes present numerous challenges for teachers and learners. By adopting the principles of Exploratory Practice with my undergraduates studying academic and business English, I…
Descriptors: Business English, Peer Evaluation, Undergraduate Students, Second Language Learning
Schat, Esther; van der Knaap, Ewout; de Graaff, Rick – Language Teaching Research, 2023
Intercultural competence in foreign language teaching has gained importance in recent times. Although current work has highlighted the advantages of content and language integrated learning (CLIL) for intercultural development, little is known about its potential for teaching literature in secondary schools. Treating literature itself as an art…
Descriptors: Multicultural Education, Content and Language Integrated Learning, Teaching Methods, Instructional Design
Llosa, Lorena; Slayton, Julie – Language Teaching Research, 2009
The purpose of this paper is to discuss how program evaluation can be conducted and communicated in ways that meaningfully affect the education of English language learners (ELLs) in US schools. First, the paper describes the Waterford Early Reading Program Evaluation, a large-scale evaluation of a reading intervention implemented in schools with…
Descriptors: Urban Schools, Program Evaluation, Early Reading, Reading Programs
Poehner, Matthew E.; Lantolf, James P. – Language Teaching Research, 2005
The focus of this paper is on the implementation of Dynamic Assessment (henceforth, DA) in the L2 classroom setting. DA is an approach to assessment and instruction derived from Vygotsky's theory of the Zone of Proximal Development (henceforth, ZPD). In what follows, we will first discuss briefly the concept of the ZPD and its realization in DA…
Descriptors: Formative Evaluation, Language Tests, Teaching Methods, Student Evaluation
