Many language teachers employ collaborative learning within their classrooms. However, expectations surrounding the efficacy of working collaboratively need to be empirically verified. This study employed dynamic assessment to investigate whether learners who are situated within an undergraduate Qatari EFL context learn second language grammatical…

The present meta-analysis investigated the effects of recasts along with a number of moderating variables on L2 development by meta-analysing the results of 24 primary studies. The findings revealed an overall medium effect size for the effectiveness of recasts (g = 0.70, 95% CI = 0.48-0.93). Furthermore, the findings indicated that recasts are…

This study aims to analyze the factors influencing the typology of Turkic words to examine the specifics of the way students learn Turkic languages in higher education institutions. A hypotheticdeductive, survey, and comparative method was used for the study. Results showed that the learners have trouble constructing oral discourse and do not…

This study investigated the effects of two types of classroom instructions on EFL learners' oral proficiency by implementing teachers' judgment. Two intact classes of EFL university students studied a compulsory subject of their department under two different types of classroom instruction. The first group of students was trained with explicit…

Dynamic Assessment (DA) is an implicit kind of assessment that most teachers and learners engage in during class time. Although there exists a body of research on the promising effects of DA, the studies have not compared the results across proficiency levels. This study examined the effect of interventionist approach to DA on Iranian English as a…

The issues of depth vocabulary knowledge and Willingness to Communicate (henceforth, WTC) are among the most important issues in second language learning. The present study set out to empirically look into the contribution of WTC to depth of vocabulary knowledge in L2 learning. To this end, 88 English L2 learners, divided into two groups in terms…

As an established educational institute, the University of Jordan promotes intercultural exchange through language support. This thesis addresses the question of heterogeneity of German language teaching at the University of Jordan and develops a didactic strategy for improving language acquisition at the A2 and B1 levels. The focus is on…

This study investigates the effect of grammar teaching by the intuitive method on student achievement and attainment through comparison with the effect of the direct lecture method on the same variables. The study used the pretest-posttest control group design, a quasi-experimental design under the experimental research method, by adopting a…

Evidence that L2 learners of Spanish overgeneralize indirect object pronouns (OPs) to direct object contexts with human referents and direct OPs to indirect object contexts with nonhuman referents has been provided by Zyzik (2006), Malovrh (2008), and Olsen and Juffs (2022). However, the effect of instruction on this phenomenon has not been…

E-learning systems are transforming the educational sector and making education more affordable and accessible. Recently, many e-learning systems have been equipped with advanced technologies that facilitate the roles of educators and increase the efficiency of teaching and learning. One such technology is Automatic Essay Grading (AEG) or…

The purpose of this study was to examine the effectiveness of explicit corrective feedback (CF) strategies (i.e., metalinguistic feedback and explicit correction) versus implicit CF methods (i.e., recasts and explanation questions) in helping English language learners acquire the that-trace filter. To this end, one hundred twenty intermediate…

This study aims to investigate the effectiveness of explicit information (EI) in the context of Processing Instruction (PI) as an alternative to traditional teaching methods. PI encompasses explicit information and structured input activity (SI). However, the effectiveness of EI has been a subject of debate. To address this question, grade-7…

In her article, Icy Lee (2019, pp. 524-536) discusses the differences between comprehensive written corrective feedback (CWCF) and focused written corrective feedback (FWCF). She argues that teachers should concentrate more on focused feedback, and highlight and correct only a few grammar errors or issues with organisation, for example, instead of…

Writing comprehensibly, dynamically, and persuasively in a foreign language is a significant challenge for learners. Written communication assesses language and writing progress for various summative and developmental goals. Scenario-based assessment (SBA), as one of the methodologies of classroom-based assessment (CBA), aims to elicit both…

This study explored the effects of listening-based lexical focus-on-form (lexical FonF) on the acquisition and retention of morphologically complex words. One hundred eighty-two adult English learners with two levels of English proficiency (higher and lower proficiency) from a public university in mainland China were assigned to three different…