This study analyses the production of French /y/ and /u/ by 42 native English learners of French (ELoF) at the start and end of a Residence Abroad (RA) in a French-speaking country. As an approximation of both phonological and phonetic development, categorical change is teased apart from gradient change using k-medoid clustering of acoustic data…

Conducted in a French private school in Chile, this action research study aims to explore the contribution of video-based listening activities from the ESL video website in supporting the listening comprehension skills for specific information of a group of 18 fifth graders. The results of a pre- and post-intervention test used to identify…

Following the current research in conversation analysis in the field of second language (L2) learning, the present study demonstrates that beginner-level adult learners actively contribute to vocabulary explanation sequences by mobilising multimodal resources including depictive gestures, gaze, and short verbal turns. The data consist of…

Purpose: This study investigates the effect of digital multimodal composing (DMC) on student motivation and literacy in English as a Foreign Language (EFL) contexts. It explores how students engaged in creating digital animations to respond to literary texts and the implications for integrating DMC into traditional literacy practices. Grounded in…

This research determines the student's learning strategies based on their learning styles. This research applied qualitative study. The subject of this research is the students of English literature class A in Universitas Negeri Makassar, who were selected through a purposive sampling technique. Thirty-five students were chosen as the subjects of…

The effects, from a students' perspective, of implementing a multimodal project in a Thai EFL writing class were studied. The research objectives included: (1) examining the effects of the multimodal project on student behavioral engagement, both overall engagement and various interactions, including with peers, the teacher, and the course…

Foreign language classroom anxiety (FLCA) is 'a distinct complex set of self-perceptions, beliefs, feelings and behaviours related to classroom language learning arising from the uniqueness of the language learning process' (Horwitz, Horwitz and Cope 1986: 128) [Foreign language classroom anxiety. "The Modern Language Journal" 70, no. 2:…

This comparative case study explores the roles of reading-to-write and writing-only approaches on students' L2 writing skills. Six third-year English major students from a Thai university, with diverse proficiency levels, participated in the study. Data from students' writing samples, semi-structured interviews, and observations were analyzed…

Language in CLIL is dependent on the subject that embraces it, as it is the case of Physical Education. The present descriptive exploratory case study examines how content and language are integrated into Physical Education lessons with CLIL in secondary education. It applies the Cognitive Discourse Function construct as a heuristic to analyse 19…

This study examined how seven American undergraduate students leveraged multiple modes to reflect on language, culture, and identity while learning French in a study abroad program. Grounded in the social semiotic framework of multimodality, this qualitative study applied open, axial, and selective coding to analyze students' interviews and…

This article aims to identify common errors made by hearing students learning South African Sign Language (SASL) and enhance the understanding of language acquisition in this context. The researchers formulated three hypotheses, attributing errors to vocabulary gaps, misunderstandings due to improper signing, and the dual impact of spoken and…

Silence is a common phenomenon in language learning where students stay silent, and it is potentially frustrating to instructors and not conducive to the foreign language input and output necessary for ongoing classroom-based language learning. Silence has been investigated initially in the face-to-face classroom and discussed thoroughly over the…

This article describes how a group of language undergraduates in a local university in the periphery in the Global South conceptualised and enacted the notion of the 'ecological university'. Theoretically grounded in critical and post-humanist perspectives on education, and language education in particular, and notions of the ecological and the…

A substantial body of research shows that various types of audiovisual (AV) input such as videos and videos with second language (L2) subtitles can facilitate language learning. However, language teachers' day-to-day practices with regard to multimodal input is less understood. To bridge the gap in language education, this study investigates…

This article examines the multimodal native cultural content in two sets of English-language textbooks widely used in public junior high schools in China and Mongolia. A pre-existing analytical framework was adapted for this analysis. Through this adapted framework, this paper aims to analyze and compare the distribution of multimodal native…