Older migrants are often later-life language learners by necessity. While the bulk of extant research on older language learners focuses on those who elect language learning as a constructive leisure pursuit, for older migrants with low proficiency in the dominant host country language, progress in language learning is a key factor that…

Responding to the observation that there has been limited policy research in the field of international education (Hayden and Thompson 2008; Lehman 2018), the current article presents a theoretically grounded discussion regarding how British policy actors in Council of International School (CIS)-accredited British international schools may be…

Neuro-Linguistic Programming (NLP) has the potential to help language learners; however, it has received scant attention. Collingwood (2001), NLP is a technique to investigate the relationship between how our mind works (Neuro), how we communicant verbally and nonverbally (linguistic), and our patterns of behavior and feeling(program). The present…

Digital literacies are critical for adults from migrant and refugee backgrounds as they settle in a new country. However, institutions, leaders, and teachers often feel uncertain about how to teach digital literacies. Using the notions of digital literacy practices and assemblages, this article reports on a qualitative case study and explores how…

Modern teaching practices emphasize learner autonomy and learner-centered approaches to language learning. Such teaching methods require corresponding assessment approaches. Self-assessment is viewed as an assessment mode which matches modern learner-centered teaching methodologies. However, the validity and reliability of self-assessments are not…

Vocabulary size is a crucial early indicator of language development, for both monolingual and bilingual children. Assessing vocabulary in bilingual children is complex because they learn words in two languages, and there remains significant controversy about how to best measure their vocabulary size, especially in relation to monolinguals. This…

The present study examined the relative effect of direct and indirect written corrective feedback (WCF) on L2 learning and the mediating role of language anxiety in the effectiveness of these two types of WCF. Forty-five Chinese L2 learners of English were randomly assigned to three experimental conditions: direct WCF (n = 15), indirect WCF (n =…

Assessment plays a vital role in English language learning as it helps students recognize their weak and strong points. Two main types of assessment are dynamic assessment (DA) and static assessment (SA) that their effects have not been examined on Iraqi EFL students' resilience, burnout, positive orientation (PO), and language academic…

The growing body of teachers' cognition research suggests that language teachers' decisions about grammar teaching are influenced by what they know, think, and believe. While previous research highlights that learning the present perfect tense is challenging for foreign language learners, little research discussed teachers' beliefs about how these…

While language anxiety is known to be a strong predictor of the second language (L2) achievement for decades, there has been a relative lack of empirical attention to establishing which one - anxiety or achievement - influences the other. The present study, based on a cross-lagged panel analysis, examined the causal relationships between language…

Extensive reading (ER) provides young English language learners (YELLs) many benefits, including the sustainable development of writing (e.g., the reading-writing relationship). However, this area is underresearched. To address this, this quasi-experimental study investigated the effect of ER on YELLs' second language writing achievement using an…

Well-being can play a vital role in a student's trait emotional intelligence (EI) and emotion regulation that indirectly results in successful learning, rarely investigated in a second language (L2) context. The current research examined the role of well-being manifestations (i.e., hedonic and eudaimonic orientations) in L2 trait EI and emotion…

While L2 grit has been increasingly related to language learning outcomes, scant attention has been dedicated to the investigation of the antecedents of L2 grit. To partially address the issue, the present multicultural study models the relationships among L2 grit, academic buoyancy, and self-efficacy. A total of 824 English as a Foreign Language…

Teachers face many challenges, including that of educating English language learner (ELL) students. These students are often placed in regular classrooms and create extra demands on the classroom teacher. Many strategies can be employed with ELLs that relate to best teaching practices. Potential trouble areas are discussed, as are the strategies…

The paper measures the impact of the developed approach to teaching the translation theory, using the psycholinguistic features of the English language. The factor analysis validation framework was used to control the data of this study. 190 s-year students from Xxx University majoring in translation studies were surveyed. The results of the…