This study examined Korean (n = 143) and Taiwanese (n = 261) EFL students' willingness to communicate in a second language (L2 WTC) in in-class, out-of-class, and digital settings. Follow-up interviews (n = 20) were also conducted to identify factors that might have influenced their L2 WTC. Results showed that Korean and Taiwanese participants…

In this narrative article, I document my implementation of action logs as a tool for reflective practice and teacher development as I transitioned from working in a small "eikaiwa" (English conversation) school to working in a private international university. After providing a brief description of my contextual background and how I came…

It is commonly agreed that learner target language output and spoken interaction are essential to communicative language learning. This video-based classroom observation study of five lower secondary schools in Norway investigated how second language (L2) English and third language (L3) French teachers responded to their students when they spoke…

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…

With a focus on Australian Aboriginal students, in this article we argue that translanguaging provides a useful resource for multilingual learners. We point out that although translanguaging is a relatively recent term, in Indigenous Australia is has been used consistently throughout the ages as people from different languages communicated with…

Willingness to communicate (WTC) used to be studied as a relatively stable, trait-like predisposition; however, recently attention has shifted to the more dynamic, state-like components of WTC. This research investigates variability and stability in state WTC, particularly focusing on within-person variability, which may lead to stable…

The study investigated the beliefs expressed by a sample of 206 Polish and Spanish teacher-trainees about the use of learners' native language (L1) in teaching English as a foreign language (EFL). Quantitative and qualitative data from a questionnaire revealed considerable differences between the two nationality groups in their beliefs about both…

Chinese students are frequently seen as passive learners because of their apparent reluctance to speak, particularly in English classrooms. However, this impression seems to reflect a stereotype which is likely to confound willingness to communicate (WTC) and communication behaviour. In this article we argue for more attention to be paid to…

An extensive number of studies have examined the effectiveness of incidental focus on form (FonF) measured through uptake in primarily communicative activities and established an association between learners' uptake of linguistic features and their subsequent second language development. In this strand of research, the analysis of linguistic forms…

This classroom-based, quasi-experimental study explored the impact of metacognitive instruction designed to promote young learners' (1) willingness to communicate (WTC), (2) participation in communicative activities, and (3) metacognitive knowledge of oral communication. Forty-four Grade 3 students (8--9 years old) from two intact classes…

Teacher scaffolding plays a crucial role in shaping the quality of classroom learning, yet little is known about the effective features of scaffolding in classes using content language integrated learning (CLIL), especially in terms of its effects on learners' language and cognitive development. To address this issue, the study adopts a classroom…

This study aims to explore the impact of oral corrective feedback types on English as a foreign language (EFL) learners' willingness to communicate across proficiency levels. It also investigates how EFL learners view different types of feedback in relation to their willingness to communicate. Sixty Iranian EFL learners were tracked in four…

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…

As a compulsory classroom subject in an environment in which it is rarely used, English as a foreign language might seem to have very little connection to students' present or future lives. There may be a disconnect between various circulating messages about English, and experiences of little day-to-day English use. This article presents…

The purpose of this study was to investigate student attention lapses in second language classrooms at the university level. In 17 classes, 274 undergraduate students reported the frequency and duration of their attention lapses during 50- and 75-minute classes at various levels. Students' beliefs regarding their attention and the pedagogical…