Abundant research has been conducted on the relationship between student learning styles and teacher teaching styles. However, the research on the relationship between teachers' learning styles and their choice of instructional strategies is scarce. To understand this relationship better, this study seeks to learn whether there is a statistically…

The study investigates to what extent English as a second language (ESL) learners develop explicit and automatised explicit knowledge of two target-forms (third person singular 's' and future conditional if-clause) after input and output based instruction and whether learning effects differ depending on the target forms. The study follows a…

Prosody communicates pragmatic meaning far beyond that which is evident at the surface level of an utterance and can pose challenges to learners' pragmatic comprehension. The current study investigated how second language (L2) English learners made decisions about speaker intent when communicated through prosody. Seventeen English L2 learners took…

Previous studies have shown that learner individual differences have important impacts on L2 accuracy development. The present study examines a learner variable (i.e. extraversion versus introversion) and its effects on incidental focus on form. Twenty-eight ESL students in two classes (an advanced and an upper-intermediate class) and their…

This study first briefly describes an instructional approach to teaching grammar known as X-Word Grammar and then compares its effectiveness in assisting students in achieving grammatical accuracy with traditionally taught grammar. Two groups of L2 pre-college students were taught using curricula and practice procedures in two different grammar…

This study took place at a medical college with 57 Arabic first-year students taking an intensive English course. The aim was to address the problems that learners experience when using the English tenses properly. The didactic model was developed and implemented in the study group only (27 students). Pre-, mid-, and post-tests were administered…

TESOL theory is intended to inform teacher practice, but studying what teachers actually do in a given teaching context can sometimes lead to better theory. This report illustrates an area in which practice informed theory in the context of 1-on-1 writing conferences for prematriculated ESL writers. This report describes the creation and…

Pedagogical proponents of both communicative language teaching and the postmethod philosophy argue for the importance of considering learners' needs in classroom planning. This requires understanding learners' attitudes toward a variety of classroom realities. The present study reports on the attitudes of 131 adult, international learners of…

An experiment investigated the effectiveness of teaching grammar by deductive versus inductive methods in an intensive course in English as a second language. Additional student variables considered were general intelligence, verbal ability, cognitive ability, and sex. The subjects were 259 students in the Faculty of Education at Egypt's Tanta…