The Qatari college EFL (English as a Foreign Language) classroom is revisited in the author's second action research study conducted in the small Arabian Gulf country. The literature review allowed the author to gather themes that lead to this groundbreaking inquiry of the residual effects resulting from educational language reforms in the…

Currently there is a push toward offering more language courses online because they can provide students with new forms of social and learning interaction, widen their access to education, and offer an individualized learning experience in large classes. Little research exists examining how students transition between online and on-campus language…

This case study utilized the Technological Pedagogical Content Knowledge (TPACK) theoretical framework (Mishra & Koehler, 2006) as a lens to examine the instructional strategies of four English as a second language (ESL) teachers and their rationales for incorporating technology into their instructional practices in teaching oral communication…

Learner perceptions toward and utilization of L1 glossed feedback in an automated writing evaluation (AWE) program were investigated in an Intensive English Program (IEP) class. This small case study focused on two Chinese students who responded to weekly surveys, semi-structured interviews, and screen capture videos of their revisions over a…

This classroom research study investigates corrective feedback implications in a sample of Turkish EFL classrooms. The types of corrective feedback, their distribution and the reasons of error ignorance were the foci. Four speaking classes in the English preparatory program of a Turkish state university were video-recorded for 12 hours in total…

Task-based language teaching (TBLT) has been drawing increased attention from language teachers and researchers in the past decade. This paper focuses on the effects of TBLT on beginner learners of Chinese as a foreign language (CFL) in Denmark. Participatory observation and semi-structured interviews were carried out with 18 participants from two…

This quant-QUAL sequential explanatory mixed methods study describes a framework for evaluating the communicative competence (Canale & Swain, 1980; Canale, 1983) of non-beginner students of Chinese for placement purposes at U.S. four-year postsecondary institutions. A pragmatic lens was used to collect and analyze data that generated a…

This paper is concerned with the modifications implemented in a second year foreign language (FL) reading program with respect to the problems students experience while reading in FL. This research draws on the sources of FL reading anxiety identified in the first year reading program with a motivation to re-design the second year program to help…

The present study investigates the impact of training metacognitive strategies in reading comprehension and has been conducted among students from University Putra Malaysia. Forty eight subjects majoring in English including both males and females participated in the study. They have been chosen from first level of reading and divided into two…

This study examines a Chinese language programme in an Ivy League institution through the lens of Tracking to re-conceptualise the achievement gap between Chinese heritage language learners (CHLLs) and non-heritage language learners. Like most prestigious universities in the U.S., Chinese language learners in this case study are put on one of two…

Given the changing nature of literacy, there is an urgent need to develop alternative ways of assessment in support of students' new literacy practices in the digital age. While emergent models of multimodal assessment are being developed in theoretical contexts, the study reported in this paper illustrates how multimodal theories can be realized…