Although research on content and language integrated learning (CLIL) has shown that CLIL instruction may enhance students' second or foreign language learning compared to regular foreign language instruction, there are also studies that have indicated similar language development between CLIL and non-CLIL students. However, CLIL can be organized…

Research into vocabulary knowledge often differentiates between breadth (how many words a person knows) and depth (how well the words are known). Both theoretical categories are essential for understanding language learners' lexical development, but how the different aspects of vocabulary knowledge interconnect has not received the same attention…

Learners entering higher education may learn specialized vocabulary of new disciplines in their second language (L2) with or without support from their first language (L1). However, these learners cannot rely on an established conceptual representation in L1 when learning L2 specialized vocabulary. The effects of learning a new concept in L1 prior…

This article examines the relationship between Japanese undergraduate students' English language proficiency and English language-related challenges faced when studying an international business course through English. It also examines English language proficiency thresholds students need to reach in each academic skill (i.e. reading, listening,…

This study aims to explore a teacher educator's perceptions and practice of translanguaging in his education classrooms as a teacher of English as a medium of instruction (EMI). Adopting a qualitative case study approach, the research revealed that the teacher educator used three translanguaging strategies (i.e. integrating academic discourse with…

English phrasal verbs (PVs) are ubiquitous and often polysemous. These lexical items are thus very important, but also challenging for ESL/EFL learners. Substantial research that can inform instructional approaches to PVs has already been conducted. One strand of this research has focused on identifying PVs that merit prioritization in learning.…

The impacts of task characteristics on second language (L2) writing require further exploration. This study examined the effects of increasing task complexity on L2 argumentative writing. Upper-intermediate L2 learners performed two writing tasks with varying degrees of complexity in relation to the number of elements and the degree of reasoning.…