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Direct linkChengchen Li; Li Wei; Xiaojun Lu – Modern Language Journal, 2024
The study investigated the effect of task complexity (TC) on second language (L2) learners' affective responses and writing performance and how these were modulated by cognitive and affective individual difference (ID) factors. A total of 412 Chinese 8th-grade English-as-a-foreign-language learners completed a working memory (WM) test, a scale…
Descriptors: Second Language Learning, Middle School Students, Grade 8, Foreign Countries
Zhang, Yanhong – Modern Language Journal, 2023
Dynamic assessment (DA) integrates assessment and instruction into an organic unity aimed at promoting learner development through mediation sensitive to the individual's (or in some cases, a group's) current abilities. This article reports on the construction of a model of mediation framed within DA for English-as-a-foreign-language listening…
Descriptors: Foreign Countries, Middle School Students, Grade 8, Urban Schools
Marshall, Kelle L.; Bokhorst-Heng, Wendy D. – Modern Language Journal, 2020
French second language education, including the option of one-way French immersion, is mandated for majority-language Anglophone children in New Brunswick, Canada's only officially bilingual province. Language ideological debates in the province surrounding official English--French bilingualism led us to investigate adolescent majority-language…
Descriptors: Immersion Programs, French, Second Language Learning, Second Language Instruction
Dahl, Tove Irene; Ludvigsen, Susanne – Modern Language Journal, 2014
In what ways do native language (NL) speakers and foreign language (FL) learners differ in understanding the same messages delivered with or without gestures? To answer this question, seventh- and eighth-grade NL and FL learners of English in the United States and Norway were shown a video of a speaker describing, in English, a cartoon image that…
Descriptors: Role, Nonverbal Communication, Second Language Learning, Listening Comprehension
