While many studies have documented the growth of second language abilities and intercultural knowledge as a result of participating in telecollaboration, research has not sufficiently investigated the development of content knowledge in this learning context. In response, this study explores content learning in a university-level, genre-based…

In response to one of the demands for EFL learners to have cross cultural competence mainly on cultures of English speaking countries, this article describes assessment model implemented in "Learning Gallery technique" to teach "Cross Cultural Understanding." "Learning Gallery" as one of the innovative ways of…

In an attempt to develop a metacognitive writing questionnaire, Farahian (2015) conducted a study which was based on the results obtained from a semi-structured interview (Maftoon, Birjandi & Farahian, 2014). After running various exploratory factor analyses (EFA) to validate the questionnaire two general scales of knowledge and regulation of…

Self-directed learning, despite its growing popularity in education, has challenged conventional assessment practice which often foregrounds the presentation of identical conditions to ensure reliability. This article discusses the results of a case study of university academic English teachers' perceptions and reported practices of assessing…

This paper explores the unique contribution of content modules towards the development of criticality (Barnett, 1997) and intercultural competence (Byram, 1997) in Modern Languages (ML). It draws upon the findings of a PhD study investigating the implications of the division between language and content, as experienced by German Studies students…

Vocabulary knowledge is considered important in second and foreign language learning because learners' insufficient vocabulary has been consistently reported as a significant problem in their achievement of second-language (L2) learning. Despite of numerous vocabulary studies, few of them have implemented a learner-centered and interactive…

This study was designed to extend our knowledge of the differences between EFL teachers' beliefs of effective instruction and their actual classroom practices under the influence of different factors in the Vietnamese context. The paper took a qualitative approach using focus group discussion, journaling, non-participant observation and…

The aims of this study are threefold in their approach to English academy teaching: (i) to assess learner satisfaction, (ii) to assess the impact of satisfaction on loyalty and (iii) to assess the three constructs that we considered to be the antecedents of learner satisfaction: learner motivation, learner attitude and service quality. To collect…

The purposes of the present study were to examine the language errors in a writing of English major students in a Thai university and to explore the sources of the errors. This study focused mainly on sentences because the researcher found that errors in Thai EFL students' sentence construction may lead to miscommunication. 104 pieces of writing…

This study set out with a threefold purpose: to examine (1) the oral communication strategies (CSs) employed by tertiary-level Turkish EFL learners, (2) the use of CSs based on exposure to English through audio-visual tools, university subject domain and gender differences, (3) the correlation between use of CSs and oral proficiency scores. To…

In a Colombian private English institution, a qualitative evaluation system has been incorporated. This type of evaluation poses challenges to students who have never been evaluated through a system that eliminates exams or quizzes and, as a consequence, these students have to start making sense of it. This study explores the way students face the…

In the English as a foreign language (EFL) writing context, most of the research studies on the feedback process are conducted in a face-to-face context and few research studies have been conducted to investigate what actually happens in online feedback conditions. Thus, this study aimed to compare 44 EFL university students' experience of…

This case study explores the intricate interaction between students' preferences for written corrective feedback and actual teacher feedback practices in a second year academic EFL writing class in a Japanese university. Specific institutional and instructional details establish the context in which written feedback is being provided. A…

For learners of English as a foreign language (EFL), fluency is one of the most difficult aspects to develop within the speaking skills. The Chilean teaching context has witnessed a gradual shift from the traditional grammar-translation approach to a more communicative one, thereby making it necessary to discover new strategies to develop…

English Language Teaching (ELT) practices are strongly underpinned by an epistemological view. Different beliefs on what constitute as sources of knowledge and methods of knowledge acquisition bring about different instructional implications. The case is true within the context of ELT at Indonesian Islamic higher education where the desired goals…