This study attempts to replicate Pawlak's (2018) Grammar Learning Strategy Inventory (GLSI). It explores the use of GLSI by Saudi students of English as a Foreign Language (EFL) in their college preparation year. The re-emergence of GLSI after a long period of neglect is a significant development in Language Learning Strategies. Consequently, due…

Comparing language tests and test preparation materials holds important implications for the latter's validity and reliability. However, not enough studies compare such materials across a wide range of indices. Therefore, this study investigated the text complexity of IELTS academic reading tests (IRT) and IELTS reading practice tests (IRPrT).…

For students of English for Academic Purposes (EAP), reading articles in their field of study in English is particularly challenging. One of their main difficulties is understanding unfamiliar words. The purpose of this study was to compare the effect of online monolingual and bilingual dictionary tools on reading comprehension in English and…

Academic vocabulary is indisputably one of the most important features of academic texts and recent decades have seen the creation of several lists of academic vocabulary intended to provide a pedagogically useful compilation of the most prevalent words used across as well as within various academic disciplines. These academic word lists have…

Since written assignments often constitute the main form of assessment in tertiary education, academic writing skills are of paramount importance to university students. The role of academic writing in turn emphasises two aspects vital for successful written production at universities: genre awareness as students are assessed on the production of…

Despite the increased adoption of online learning in higher education, there was limited knowledge about how the combination of online English synchronous learning with gamified applications and active learning impacted student self-regulation. This study used a sequential explanatory research design to investigate this integration in an English…

This study examines the perceptions of 49 educators participating in a three-day English Language Proficiency (ELP) standards professional development (PD) workshop to assist K-12 in-service teachers in responding to the dual challenge for English Learners: learning academic English while simultaneously using academic English to learn subject…

In spite of the existence of writing courses for postgraduate students in English-as-a-foreign-language (EFL) contexts, their academic writing proficiency remains low. Therefore, EFL students' academic experiences and expectations need to be explored to identify their needs. To this end, a dynamic narrative approach was adopted to examine the…

As TESOL programs evolve to meet the demands of a globalized world, teacher-learners benefit from gaining opportunities to practice teaching outside their home countries. This article reports on four researchers' analyses of the experiences of US graduate student teacher-learners participating in a two-month practicum in Thailand. The practicum…

Notwithstanding the central role played by argumentation in research writing, writing courses on offer to students on the doctoral programmes hardly manifest this significance. To emphasize the role of argumentation in research, this study investigated the effectiveness of an EAP course on argumentation collaboratively taught by two instructors to…

This paper presents a case study that examined and reflected on the relationship between the stated beliefs and observed classroom practices of an experienced EAP teacher in relation to teaching second language (L2) reading. The results of this study revealed that the teacher holds specific beliefs about language teaching and learning in general,…

This paper explores a process-genre approach to teaching academic writing skills to advanced English-as-a-foreign-language (EFL) students. The 'reading-to-writing' tasks and procedures were designed to examine the feasibility of the approach for a doctoral English-for-academic-purposes (EAP) program in the 2009-2010 and 2010-2011 academic years.…

As the disciplinary focus on learner agency and autonomy increases, a space for online writing labs (OWLs) is reemerging. OWL services represent an opportunity for writing centers to expand their reach both on and off campus, assisting student writers where they are at and in a way that allows them to take increased agency over their compositional…

Where academic literacies are understood as situated social practices, effective academic literacy support needs to reflect the disciplinary and institutional specificity of the practices. However, the institutional separation of academic literacy teaching from disciplinary subject teaching, typical of UK universities, creates significant…

This article reports the results of a classroom experiment on the effects of "extra credit pop quizzes" on course attendance, classroom participation, and successful course completion. In response to low and sporadic attendance and a high fail rate within the context of an English for Specific Academic Purposes (ESAP) course at an…