The interactions among cognitive, affective, and linguistic factors have received scant attention in task-based writing research. To address this gap, this study aims to examine the relationships among task complexity, task motivation, task engagement, and syntactic complexity in second language (L2) writing. One hundred L2 learners enrolled in an…

Willingness to communicate (WTC) enhances proficiency for students of English as a foreign language (EFL) and has become a significant research topic. In the literature, several studies focus on the reasons that affect the WTC of EFL students. Yet, little is known about EFL students' suggestions to maintain their WTC in online English language…

This paper aims to reflect the ideas of learners of English at higher education level in a multicultural non-native context. The participants were six learners of English (N=6) from six different countries and they were in the preparatory English class to major in the Department of International Affairs at a state university in Turkiye. The design…

This paper outlines how digital technologies support innovation in teaching and learning the English language across Palestinian Higher Education Institutes. A European project collaborated to build staff capacity in knowledge and skills, shown here through the redesign of curricula, pedagogical training, the design and implementation of…

This study examined the effects of pretask training to promote peer collaboration, encourage learning opportunities, and foster individual L2 writing development in web-based L2 collaborative writing (CW) tasks. The participants were 48 students from two junior English composition classes at a Taiwanese university. One class (n = 24) was assigned…

Technology is an indispensable part of our daily lives nowadays and it has a huge impact on educational fields. The case is valid for English language education in which language teachers teach digital natives with a variety of developing technological tools, software, and aids. Visual aids are also transforming with the developing technology and…

With the pandemics still an ongoing issue and the sudden shift to full distance learning, English language learning in Indonesia has been severely impacted. The current study sheds light on the current teaching practices within Academic writing Classes of Full-time online learning in Indonesian Higher Education Context during the pandemics. The…

Research has largely been silent on English Learner (EL) persistence and completion in U.S. community colleges, yet studies conducted across higher education report that only one in eight ELs completes a bachelor's degree (Kanno & Cromley, 2013). Many interventions have been proposed to improve college student persistence and completion. This…

ELLs need to engage with topics and situations in the classroom that equip them with the social, professional and civic cultural skills to address real-life interactions for their present realities, as well as their future realities (American, 2009, Garett, 2005; Perez & Morrison, 2016). Teachers face the challenge of balancing conventional…

Research suggests that L2 students (English-language learners) do not access postsecondary education as the same level as L1 (native English-speaking) peers. Using a computational linguistics approach, this study analyzes financial aid application instructions from 341 randomly selected four-year, Title IV-participating U.S. institutions. Results…

Research on service-learning with English Language Learners has blossomed over the last two decades, but the literature is not well known outside the field of Teaching English to Speakers of Other Languages (TESOL). This is unfortunate in a world where issues related to globalization and immigration are common in public discourses. This literature…

Vocabulary and spelling are two of the most important skills to achieve success in an academic setting. This review of 15 articles highlights classroom interventions that successfully enhanced vocabulary and spelling skills among ESL, English Only, English language learners (ELL), and learning disabled (LD) students. The strategies that enhanced…

Portfolio assessment has been implemented in many core disciplines for quality assurance and consistent assessment of learner outcomes. For English language learning, for which varying proficiency levels of learners exist, portfolios are suggested to assess individual learners' progress. The current study was carried out in an online English…

This qualitative research focuses on the academic goals of English Language Learners (ELL) enrolled at Cincinnati State College in the summer of 2018. Also, the study examines options the College can take to better serve this student population. The phenomenological approach of this study reveals its major findings, while an ethnographic narrative…

Socializing students to Academic Integrity (AI) in the face of great cultural, linguistic and socioeconomic diversity in the student population in higher education calls for innovative strategies that are aligned with equity, diversity and inclusion principles. Through a mixed method of quantitative analysis of learner engagement data from the…