During the era of accountability in K-12 schools in the U.S., school leaders' and teachers' responsibilities concerning language proficiency assessments extend beyond test administration and determination of eligibility for services. State and federal accountability systems challenge educators and school leaders to use language assessment results…

As generative artificial intelligence (GenAI) increasingly penetrates language education, understanding learners' continued intention to use this technology becomes crucial. This study examines EFL learners' continuance intention to use GenAI for language learning through PLS-SEM and fsQCA methodologies. Participants were undergraduate EFL…

This investigation proposes to apply the methods of training creativity in the natural sciences to teaching a foreign language for specific purposes. This approach is based on the testing of foreign language competencies in different countries, on the task of training higher education specialists, including foreign language training, on the…

When using Virtual Learning Environments (VLEs) on university modules, international students unfamiliar with such platforms face navigational as well as linguistic barriers. Short, intensive language courses may not spend time on VLE orientation and rationale, with the result that students do not receive clear guidance on exactly how to move…

The tablet project was undertaken in 2013 to explore the creation of an assessment to reveal English language learners' (ELLs') language capabilities in content area classes such as science. Such assessments could ideally be useful in multiple phases of the instructional process by providing information to learners, teachers, and other…

The Common European Framework of Reference (CEFR) proposes Task-Based Language Teaching (TBLT) as an important strategy to develop the learners' linguistic competences along with their communicative skills. Since it is learner-centred and relies mostly on engaging learners in meaningful communicative interchanges in a foreign language, it allows…

In research on task-based learning and teaching, it has traditionally been assumed that differing degrees of cognitive task complexity can be inferred through task design and/or observations of differing qualities in linguistic production elicited by second language (L2) communication tasks. Without validating this assumption, however, it is…

This case study describes two iterations of a cross-disciplinary Virtual Exchange (VE) project developed between the Universities of Bordeaux (France) and León (Spain), involving students of Applied Physics and Measurement Engineering (APME), and Electrical Engineering. The students worked together on designing a real garden in Bordeaux within…

Access to digital technology in the classroom enables the composition and organization of ideas on screen with a variety of semiotic systems of different modes and media. This study explores patterns of communication and preference of design in digital meaning-making of twelve 7-8 years old students. Meanings were shaped in complex uses and…

Achieving communicative competency in English classes has been a key goal in contexts where English is taught as a foreign language (EFL). During this process, however, integrating the difficulty and complexity of real life tasks into classroom teaching has often been disregarded. Lack of opportunities for authentic language use often results in…

Higher education institutions worldwide base international student recruitment on the assumption that their preparedness in 'English' is assured if they reach a certain level in tests such as the International English Language Testing System (IELTS). This assumes an abstract, objectivist view of language that sees the 'English' as removable for…

Digital games have become a major part of the twenty-first-century learning environment, but little attention has been paid to understanding what young learners already know about games and how this understanding can be used as a bridge to academic literacy. In this study, the authors analyze second-grade students' efforts at critiquing digital…

Analyzes three programs comprised of subject study integrated with English as a second language study. Although each program is different, it is suggested that by citing their common intentions, other language program designers might be able to create similar components of subject study suited to the learning needs of their particular students.…