English has become an international language (EIL) as speakers around the world use it as a universal means of communication. Accordingly, scholars have investigated different aspects of EIL affecting communicative success. Speech scholars have been interested in speech constructs like accentedness, comprehensibility, and acceptability (e.g., Kang…

This study seeks to delve into the potential role of divergent thinking, a component of creativity, in second language learning. Specifically, we compare the use of lexical organization and production strategies of two groups of more and less creative EFL learners in year 12 through an automatic vectorial semantic analysis of their retrieval in…

The present study draws on earlier research on learner-learner dyadic interactions in an e-tandem virtual exchange and examines negotiation of meaning episodes based on the qualitative data. These data come from learner-learner interactions during oral tasks carried out using a video conferencing tool. The aim is to unveil the interactional…

The present study analyzed how a group of young Spanish-speaking English as a foreign language (EFL) learners in a content and language integrated learning (CLIL) science class responded to an instructional unit integrating attention to functional language and an inquiry-oriented approach to science. Working in cooperation with the researchers, a…

Child peer interaction in English as a foreign language (EFL) settings has recently received increasing attention with respect to age, instruction type and first language (L1) use, but longitudinal studies remain scarce and the effects of proficiency pairing and language choice on meaning negotiation strategies are still rather unexplored. Within…

To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students' knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian…

The prior language knowledge of learners for whom the target language is not the first foreign language poses a different starting learning situation that should merit pedagogical attention. The present paper seeks to contribute to the question of which pedagogical considerations can be made in regard to the role of prior language knowledge beyond…

This study examines young English readers' ability to infer word meanings in context and to use metacognitive knowledge for constructing word meanings in relation to their reading performance. The participants were 61 fourth-grade students in the United States, comprising 24 monolingual English-speaking (ME) students and 37…