This study sought to scrutinize the interplay between interlanguage pragmatic learning strategies (IPLS) usage and learner autonomy among male and female English as a Foreign Language (EFL) learners. It also examines whether gender plays a significant role in the adoption and efficacy of these strategies in the EFL learning context. The study…

This cross-sectional study examined the effects of English language proficiency on Jordanian EFL students' production and comprehension of apology strategies. The participants were 270 Jordanian EFL learners and 90 native speakers of English. Data were collected using Written Discourse Completion Test (WDCT) and Multiplechoice Discourse Completion…

Writing proper English sentences poses a significant challenge for Arabic-speaking postsecondary students studying English as a Foreign Language (EFL) due to substantial differences between Arabic and English syntactic structures. This basic qualitative study explored the perceptions of Arabic-speaking EFL learners at an Arabian university…

The second language (L2) acquisition of tense, aspect, and mood/modality (TAM) has been widely explored as it holds the promise of a better understanding of the L2 learners' linguistic competences, particularly semantically and morpho-syntactically. This study focuses on the acquisition of the subjunctive mood by L1 English learners of L2 French…

The unforeseen shift to virtual learning during the COVID-19 pandemic required instructors and students to face unprecedented learning challenges. Under these circumstances, Chinese international students who intended to come to the U.S. to begin their studies were required to remotely access their courses while still residing in China, which…

The study focuses on the strategies English as a foreign language (EFL) learners choose to take on in requests without evaluating them against the norm of a native speaker, as the concept of native speaker is ideologically problematic in the time of super-diversity. The study uses cultural scripts proposed in the field of cross-cultural pragmatics…

Proficiency in second language (L2) has traditionally been linked to grammatical competence. However, as opposed to common misconceptions about language learning, to be proficient in a second language does not only entail the ability to produce grammatically correct sentences, but it also entails the ability to use this language appropriately. The…

Communication is important for people around the world. People try to communicate to other people around the globe using language. In understanding the differences of some languages around the world, people need to learn the language of other people they try to communicate with, for example Indonesian people learn to acquire English. In the…

This study explored the effects of cultural and linguistic background, L2 proficiency, and gender on language learning strategies for 263 college-level learners from Chinese, Russian, and Latino backgrounds. Data based on the SILL (Oxford, 2001) revealed that Russian students used significantly more strategies than the Chinese students in three…

It is generally believed that interlanguage pragmatics and motivation play important roles in learning. Motivation is important because it determines the extent of the learner's active involvement and attitude toward learning. The major purpose of this study was to investigate the impact of integrative and instrumental motivation on the…

This paper reports the compilation of a corpus of Taiwanese students' spoken English, which is one of the sub-corpora of the Louvain International Database of Spoken English Interlanguage (LINDSEI) (Gilquin, De Cock, & Granger, 2010). LINDSEI is one of the largest corpora of learner speech. The compilation process follows the design criteria…

This paper looked at students' perceived level of English proficiency among Dodoma secondary schools in Tanzania. Factors like attitude, anxiety, classroom activities, motivation, and learning resources were considered as influencing English learning. The study was guided by three theories: Input Hypothesis, Inter-language and Vygotsky's theory of…

This paper looked at students' perceived level of English proficiency among Dodoma secondary schools in Tanzania. Factors like attitude, anxiety, classroom activities, motivation, and learning resources were considered as influencing English learning. The study was guided by three theories: Input Hypothesis, Interlanguage and Vygotsky's theory of…

Reports on a study that sought to determine whether adult English-as-a-Second-Language students with internal orientations on two dimensions of locus of control also had positive expectancies about their life situations in the United States and a higher degree of proficiency in their English interlanguage than their counterparts with external…

This collection of papers includes the following: "Second Language Acquisition Research in Japan: Theoretical Issues" (Peter Robinson, Mark Sawyer, and Steven Ross); (2) "Focus on Form: Implicit and Explicit Form Focused Instruction Incorporated into a Communicative Task" (Hitoshi Muranoi); (3) "A Task that Works for…