Due to the increasing use of technology to enhance Foreign Language (FL) education, research on learners' emotions in new learning environments is calling for more attention (Beirne, Mac Lochlainn, Nic Giolla, & Mhichíl, 2018). In this study, we focus on Foreign Language Anxiety (FLA), a debilitating emotion; and e-Tandem learning, a…

This paper explores the professional development literature in the educational setting. The different literature pieces are aligned to a framework that requires effective professional development to focus on three concepts: content, context, and process. The content focuses on the "what" question in the programs while the context aims to…

This study examined the relationship among word reading efficiency, text reading fluency, and reading comprehension for adult English as a Foreign Language (EFL) learners. Data from 185 adult Chinese EFL learners preparing to take the Test-of-English-as-a-Foreign-Language[TM] (TOEFL[R]) were analyzed in this study. The participants completed a…

This study uses word information scores from the Medical Research Council (MRC) Psycholinguistic Database to analyse word development in the spontaneous speech data of six adult learners of English as a second language (L2) in a one-year longitudinal study. In contrast to broad measures of lexical development, such as word frequency and lexical…

The purpose of this study was twofold. First, this study was conducted to compare English communicative competency achievement between two different models of instruction. Adult English language learners (AELLs) participated in either the communicative task-based (CTB) or in a more traditional (MT) language instructional approach. The goal of the…

This study examined the reliability and validity of administering Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to adult basic education (ABE) students. Ninety ABE participants were administered DIBELS measures, the Woodcock-Johnson III Broad Reading (WJ III BR) measures, and four orthographic ability tests. Since ABE students are a…

This study explores the relationship between aptitude, phonological memory (PM), and second language (L2) proficiency in nonnovice adult learners of English as an L2. Native speakers of French (N = 77) enrolled in a university Teaching English as a Second Language program were the participants in the study. Exploratory factor analysis revealed…

The 11th International Conference on Educational Data Mining (EDM 2018) is held under the auspices of the International Educational Data Mining Society at the Templeton Landing in Buffalo, New York. This year's EDM conference was highly competitive, with 145 long and short paper submissions. Of these, 23 were accepted as full papers and 37…

This study sets out to examine the pragmatic competence of Cantonese adult learners of English possessing different levels of proficiency when performing the speech act of requesting for a formal purpose in writing. Pragmatic judgment--one of the two aspects of pragmatic competence--was examined by studying the most proficient group (i.e., native…

Describes a study which examined the relationship between age and achievement of adults in an instructional setting. Older (25 to 41) and younger (17 to 24) French-speaking students were compared with respect to short-term development in aural comprehension. Results suggest that achievement rate decreases with increasing age. (SED)

Reports on a study of the influence of cognitive/affective variables on the second language learning ability of adults. Two variables, field independence and ambiguity tolerance, were found to be significant predictors of English as a second language proficiency for international students studying in the United States. (SED)