Background/purpose: Learner autonomy has been a burgeoning interest among language researchers and practitioners. Given extensive research into the construct, it remains necessary to explore it from a wider context. This study thus aims to investigate the perceptions of autonomy in English language learning among English major students at a…

Effective formation of the specialist's personality, as practice shows, is possible only with a holistic and systematic organization of the learning process, which is achieved by modeling. The aim of the study is to develop a model of realization of pedagogical conditions of formation of self-regulatory competence of future foreign language…

Background: Although students in teacher education programmes in Namibia study through the medium of English, their academic language (AL) proficiency remains a challenge for most of them. In the Junior Primary Education programmes, they are not only required to master AL for their own studies, but they must also learn how to teach emergent…

Affective, behavioral, and cognitive engagements play crucial roles in how learners interact with and process written feedback on their language production. The present study examines the efficacy of peer feedback versus ChatGPT-generated feedback in an English as a Foreign Language (EFL) writing context. Participants (n = 169) were 1st-year…

This study aimed to investigate the self-regulated learning skills of pre-service English language teachers in terms of gender and grade level. The sample of the study consisted of 223 pre-service English language teachers who study at a state university in Turkey. For data collection, the 'Self-regulating Learning Skills Scale (SRLSS)' was used.…

The quality of foreign language teaching (FLT) is inextricably linked with developing students' communicative competence (CC), a complex formation that is being comprehended by methodologists. The term "communicative competence" (CC) implies the speaker's production of grammatically correct language appropriate to various social settings…

Learning a second language (L2) is dependent upon numerous external and internal factors, among which motivation plays a relevant role. In fact, motivation has been recognized as crucial in the L2 learning process (Ushioda, 2012). Such has been its importance that interest in L2 motivation has led to the development of theories such as the L2…

This study investigated lexical complexity in English language teaching (ELT) students' essays across genres and over the course of time. The essays included descriptive, compare and contrast, advantage and disadvantage, and argumentative genres. Employing a longitudinal, quasi-experimental and repeated measures design in a year-long writing…

In a bilingual teacher preparation milieu fraught with high stakes and little time to develop biliteracies in humanizing ways, the researchers engaged in a comparative case study of two types of bilingual pre-service teachers, a heritage bilingual and an initially Spanish-dominant bilingual, to explore how they grew in their biliteracies after the…

There are grounds for believing that prompting language learners to infer the meaning of new lexical items is beneficial because inferring the meaning of lexical items and verifying one's inferences invites more cognitive investment than simply being presented with the meanings. However, concerns have been raised over the risk that wrong…

This study investigates the impact of AI-assisted language learning (AIAL) strategies on cognitive load and learning outcomes in the context of language acquisition. Specifically, the study explores three distinct AIAL strategies: personalized feedback and adaptive learning, interactive exercises with speech recognition, and intelligent tutoring…

Investigating how learners incorporate feedback into drafts is crucial, as feedback alone does not ensure effective implementation. Writing instructors can offer technology-mediated feedback rather than traditional methods, a practice supported by current research, for managing feedback processes and improving uptake. Consequently, this study…

This study analyzes Chinese, Spanish, English, Thai, Japanese, Korean, French and German speakers' motivation to teach their first language as a foreign language (FL) online without being trained as a second language teacher (SLT) and compares them with professionally trained SLTs. The threshold for starting SLT without teacher certification in…

Language learning strategies may have a key role in foreign language learning because they may foster learner autonomy and motivation. Keeping the learner-centred nature of language learning strategies in mind, this study set out to understand the impact of overt listening and reading strategy instruction on learners' listening and reading…

Considering the central role of identity in understanding teacher development, this paper addresses the ways in which pre-service language teachers envision their identities as future professionals. The paper is based on a qualitative study of 61 students' visualisations of their future work during their first semester in language teacher…