This study reports on how project-based language learning in which L1 Japanese EFL learners created short videos affected L2 oral proficiency. Students took short speaking tests before and after the class, and the fluency, complexity and accuracy of the pre- and posttests were measured to see which, if any, of these three aspects of proficiency…

Recent research in English as a second language (ESL) contexts has shown pronunciation teaching to be undervalued and often overlooked both in published textbooks and teachers' classroom practice, despite growing research evidence for the efficacy of appropriately structured pronunciation teaching. The current study extends research on this topic…

MOOCs (massive open online courses) promise higher education to participants who cannot travel to or pay for face-to-face classes. In 2013, a new MOOC introduced second language (L2) learners to concepts of English language academic writing. The authors of this article participated in the course as students and kept a reflective diary, which we…

Despite the growing use of media in the classroom, the effects of using of audio versus video in pronunciation teaching has been largely ignored. To analyze the impact of the use of audio or video training on aural discrimination of vowels, 61 participants (all students at a large American university) took a pre-test followed by two training…

Entrusting students with the responsibility of creating a programme brings into play various cognitive and linguistic abilities as well as organizational and team work skills, such as researching a topic, planning and visualizing the format and presentation, editing a collection of shots and clips into a coherent whole, interviewing people,…