This study is aimed to identify the effects of task complexity on first language (L1) use and the functions it may serve when two groups of learners of English as a foreign language (EFL) work on collaborative tasks. Twenty-four pairs of Chinese EFL learners from two universities were assigned to a lower-proficiency and a higher-proficiency group,…

Text chat facilitates L2 use by providing learners with extended time to plan, monitor, and process production during interactional tasks. However, learners may not naturally take advantage of these affordances, especially for providing peer feedback. This study used video-enhanced chat scripts to examine the behavior of beginner L2 Spanish…

Artificial intelligence (AI) is transforming education by offering personalized learning tools, yet its role in fostering self-regulated learning (SRL) strategies among English as a Foreign Language (EFL) students remains underexplored. This study investigates EFL students' perceptions of AI applications in supporting their self-regulated writing…

This study used a pre-test post-test research design to investigate the role of explicit strategy instruction on Spanish English as a foreign language (EFL) learners' ability to write authentic email requests to faculty. Drawing on Taguchi's (2018) classification of pragmatics learning strategies, the instructional intervention followed a…

This research conducted diagnostic assessment of problems in first-year undergraduates' English academic papers and tracked potential sources of the problems to the writing process and strategy use. Data collected include 339 term papers and interviews with 17 students. The samples were manually error tagged and marked against a detailed…

This article contributes to the scarcity of research on the interface between task-modality and the use of previously known languages (PKL) in young learners. It examines the use of Basque/Spanish by CLIL learners (aged 10-11) during oral interaction while completing two collaborative tasks in English: a speaking task and a speaking + writing…

This study examines whether task-modality (speaking vs. speaking+writing) influences first language (L1) use in task-based English as a foreign language (EFL) learner-learner interaction. Research on the topic has shown that different task-modality triggers different learning opportunities with collaborative speaking tasks drawing learners'…

Student self-transcription can greatly enhance the power of tasks to promote language learning, for it allows students to re-examine their experience freed from the pressure of performing the task itself, so they can notice and reflect on the language used and encountered. This is a powerful step in language development because it allows for…

Descriptions of speech act realisations of native and non-native speakers abound in the cross-cultural and interlanguage pragmatics literature. Yet, what is lacking is an analysis of the cognitive processes involved in the production of speech acts. This study examines the cognitive processes and perceptions of learners of Spanish when refusing…

Many factors influence students' reading practices. In the case of international students, home country educational practices and socio-cultural factors may pose a greater influence than for local students. This study reported here, part of a larger study, investigated the intertextual framing practices used in reading by a cohort of Thai…

Investigates the relationship between knowing and using the perfect tense in French in a small-scale study carried out over 2 years involving a small group of learners. (Author/VWL)

Examines language in an initial teacher training course and shows how trainees' awareness can be raised by looking at samples of the way they use it themselves. (five references) (Author/CK)