This explanatory sequential method was used in this study to investigate the non-native English speakers' extent of connectedness and willingness to communicate and their display of agency in the Filipino classroom. The participants of the study were foreign students whose first or second language is not English and who completed surveys on…

Is philosophy the pursuit of knowledge, as first year students with a dictionary sometimes write? With an aim to inspire and encourage philosophical inquiry, offering an invitation to participate in a process of discovery? Or are philosophers charged with teaching the history of such pursuits -- who argued, proved, disproved what? On the first…

This study employed a mixed-methods approach to explore the attitudes of second language (L2) learners and L2 teachers toward the use of learners' first language (L1) in L2 classrooms. Interview data were collected from Japanese college students (n = 91) and their English teachers (n = 9) to identify salient themes related to the reasons for…

The growth of English medium instruction (EMI) programs at universities worldwide has raised questions about the implications of teaching through L2 English on students' content learning outcomes. This study examined the impact of four factors on students' academic success (e.g. content learning) in the Turkish EMI context: (1) students'…

Learners' interaction with lecture materials has remained underexplored despite the growing body of studies on the use of materials. The current study explored the actions EFL learners employed during the use of lecture materials in tertiary classrooms in China through the lens of a transactional view. This empirical study involved forty-two…

The recent focus on Communication Language Teaching (CLT) seems to have fueled a belief in an English-only classroom. It appears to have fostered the notion that English should be taught exclusively in classrooms. In EFL classes, however, the views of teachers and students towards the use of English-only instruction have received a comparatively…

In Vietnamese EFL classes, teachers manage classroom interaction and use their language as the course object. Classroom language is the primary source of foreign language learning and a tool for teaching. Understanding teachers' language can improve students' learning and make better use of teacher talk, requiring theoretical and practical…

Although recent years have witnessed increasing interest in learning Chinese as a foreign language (CFL) in China and around the world, there seems to be a paucity of research into the medium of instruction in the CFL classroom. This paper describes a study of the practice of MoI choice in the CFL classroom, situated within the framework of…

Theories of second/foreign language (L2) learning attach great significance to meaningful communication both inside and outside language classrooms. In this respect, it is vital that language learners use the target language. However, they substantially differ from one another with regard to how much they talk. This difference has been partly…

Interactional modification is important in SLA research because it involves correcting problematic L2 use. However, not all modifications will lead to pedagogical changes. Participants in conversational interactions are not always oriented to linguistic forms or functions. One way to address this dilemma is to examine the process by which…

Teachers may wonder whether the use of first language (L1) in the second language (L2) classroom is beneficial or detrimental to L2 learning. The present study investigates the attitudes of L1 Arabic speakers towards the use of English in the L2 classroom. The study examined the following: (1) whether Arabic is used in English language classrooms;…

This study examined how two Translanguaging (TL) modes impact multilingual students' English skills. It also investigates the perceived benefits and disadvantages of the translanguaging practices used by both students and teacher. The research sample comprised 96 multilingual students divided into three groups: a control group and two experimental…

Background: This article explores the political impact of using gender neutral pronouns in the university classroom. Aim: We explore how the gender neutral pronoun 'they' denaturalises essentialist models of gender identity. We follow 'they' toward a consideration of the gender neutral pronoun 'it.' 'It' advances -- at the same time that it…

This study explores variation in willingness to communicate (WTC) in English between whole-class interaction and dyadic and group interaction, and teacher interaction strategies identified to sustain students' WTC in whole-class interaction that primarily followed the initiation-response-feedback (IRF) pattern. Data were collected from a regular…

This study explored the impact of a vision intervention in a second language (L2) classroom. In addition to self-reported motivational variables, the study examined the intervention's impact on L2 production during teacher-student interactions. Two intact university-level classes were assigned to the experimental (n = 26) and control (n = 24)…