Using a lexical decision task, Wolter and Yamashita (2015) showed that collocations that exist only in L1 but not in L2 were not processed faster than collocations that only exist in L2 but not in L1 or a random combination of two words. This result seems to support the age/order of acquisition effects (Carroll & White, 1973) over Jiang's…

This report describes the development of efficient second language (L2) writing assessment tasks designed specifically for low-proficiency learners of English to be included in the "TOEFL® Essentials"™ test. Based on the can-do descriptors of the Common European Framework of Reference for Languages for the A1 through B1 levels of…

The past decade has seen an emerging interest in mapping (aligning or linking) test scores to language proficiency levels of external performance scales or frameworks, such as the Common European Framework of Reference (CEFR), as well as locally developed frameworks, such as China's Standards of English Language Ability (CSE). Such alignment is…

When viewed through a generic, one-size-fits-all perspective, use of input enhancement does not appear effective. Through analysis of individual grammatical features and different learner proficiency levels, a significant impact may be revealed. To study the impact of input enhancement on diverse grammatical features, 16 short reading texts and…

The study investigated how group-dynamics instruction techniques of adaptable nature can be to the benefit of EFL (English as a Foreign Language) learners so as to develop and improve their willingness-to-communicate and speaking-ability in the long run. After analyzing the data via ANCOVA and EFA, the researcher selected 108 young Iranian male…