We examined how a group of Chinese undergraduate students understood paraphrasing and source use conventions for research paper writing in English. Prior scholarship has generated valuable insights about novice second language (L2) writers' unconventional source use practices, but little is known about how these writers interpret and understand…

This study is a conceptual replication of Ellis' 'Measuring implicit and explicit knowledge of a second language: A psychometric study', published in "Studies in Second Language Acquisition" (2005), aiming to establish the importance of including belief statements (hypothesized to increase processing demands) in the design of Elicited…

This study investigated the extent to which second language (L2) learners benefited from proactive form-focused instruction (FFI) targeting French grammatical gender attribution and the degree to which L2 learners' attention control and working memory predicted their learning gains. A total of 102 L2 learners received either proactive FFI…

The current study investigated 29 first-year Japanese university students' usage of an online vocabulary notebook that automatically searched eight different word and phrase lists to provide students with reference information about their self-selected vocabulary. Over the course of a 14-week period, participants read English books and articles…

This article examines mono- and bi/multilingual practices on the University of Cambridge CELTA (Certificate in Teaching English to Speakers of Other Languages) course. This course is generally considered to be one of the most popular and widely-recognized initial teacher education programmes in English language teaching worldwide. The article…

This study examined the extent to which textual enhancement and task manipulation affect the learners' attentional processing and the development of second language (L2) grammatical knowledge. A total of 73 Korean college students read an opinion news article in one of four experimental conditions: (1) textually enhanced, careful reading, (2)…

Studies in second language teacher cognition (SLTC) of pronunciation teachers have increased in the last 10 years, due mainly to the fact that the decisions teachers make about explicit instruction are critical for the development of second language (L2) pronunciation in learners. Although recent research has indicated that nonnative-speaking…

This article reports a classroom-based study of the effects of two types of corrective feedback (CF) on the acquisition of 3rd person "-s." One hundred and nine Chinese university students completed three communicative tasks: One group received implicit CF consisting of a single corrective move (implicit recasts), a second group received…

This study investigates the effects of input-based and output-based instructions on the acquisition of second language (L2) request modifiers. Four intact classes were randomly assigned to textual enhancement (TE), input flooding (IF), output-based instruction (OI), and control (CO) groups. The TE group watched some captioned videos on requests…

In this study, 118 native speakers of Japanese watched 48 separate video clips in which a teacher provided recasts on phonological or lexical errors to students in Portuguese, a language with which the participants were unfamiliar. In the video clips, six recast characteristics were manipulated: length, segmentation (segmented/whole), prosodic…

Within the context of an ongoing reform of the curriculum for English as a foreign language (EFL) in China, we present the implicit association test (IAT) as a new way to measure Chinese EFL teachers' implicit attitudes to a communicative language teaching (CLT) curriculum and to compare their attitudes to traditional language teaching (TLT)…

The current assessment in language classrooms prevailingly utilizes the criteria provided by instructors, regarding learners as passive recipients of assessment. The current study drew upon sustainable assessment and the community of practice to highlight the importance of involving learners in co-constructing the assessment criteria and argued…

Building up on Munro and Derwing, the current study set out to re-examine and generalize the Functional Load (FL) principle (Brown, 1988) as a tool to identify a set of relatively crucial segmental features for successful understanding in L2 communication. In Experiment 1, 40 Japanese learners of English in English-as-Foreign-Language settings…

Previous research has considered the effects of content familiarity and task repetition on second language (L2) performance, but few studies have looked at the effect of these factors on learners' engagement in task performance. This study explores the influence of content familiarity and task repetition on English as a foreign language (EFL)…

The Interaction Approach argues that negotiation for meaning and form is conducive to second language development. To date, most of the research on negotiations has been either in face-to-face (FTF) or text-based synchronous computer-mediated communication (SCMC) modes. Very few studies have compared the nature of negotiations across the modes.…