This study aims to investigate the effectiveness of explicit information (EI) in the context of Processing Instruction (PI) as an alternative to traditional teaching methods. PI encompasses explicit information and structured input activity (SI). However, the effectiveness of EI has been a subject of debate. To address this question, grade-7…

The purpose of this comparative study is to determine whether the linguistic input approach based on Krashen's (1989) comprehensible input (CI) and supported by Kolb's (2015) experiential learning (ELT) and Siemens' (2005) connectivism theory (CT) to improve eighth graders' Spanish speaking and writing linguistic proficiencies. Previous research…

Authentic listening increasingly involves being able to pause or replay recordings as needed. In this study, we investigated differences in the reported use of listening strategies and listening anxiety between single-play and self-paced test administration. We also analyzed the interrelationships among first language (L1) literacy skills, second…

This study examines how the genre of input text influences Chinese young EFL learners' performance on continuation tasks. Participants were 30 students in Grade 9 and repeated-measures design was adopted to compare their performance on narrative and argumentative continuation tasks, in terms of writing quality, CAF indicators as well as alignment.…

This research investigated the impact of processing instruction (PI) on the acquisition of the English third-person singular present tense by Chinese English-as-a-foreign-language (EFL) learners and whether this effect would extend to the acquisition of other language components. This study featured the pretest-immediate-posttest design and…

The present dissertation brings together research on heritage language acquisition and bilingual education and makes inroads into the limited research on heritage language development in school-aged bilingual children. This study explores how bilingual education, patterns of exposure, and lexical frequency shape adolescent Spanish heritage…

The problem is that translations of language in standardized mathematics tests are not provided, which reduces the achievement scores of native-Spanish-speaking English language learners (ELLs) in Grades 4 and 8. The purpose of this basic qualitative study was to explore teachers' perceptions of language translation for the National Assessment of…

The ability to communicate in different languages is increasingly essential in today's interconnected world. However, language learning outcomes can often suffer due to low engagement and participation, especially among students from diverse cultural and socioeconomic backgrounds. To address this challenge, it is crucial to create a culturally…

Several studies and assumptions support the advantages of presenting pictures before texts, such as the Sequencing Effects of Integrated Model of Text and Picture Comprehension (the Sequencing Effects of ITPC Model) and the Scaffolding Assumption. However, few studies have examined the efficacy of text-first or picture-first multimodal input on…

The study of motivation in Content and Language Integrated Learning (CLIL) contexts has hitherto one-sidedly been concerned with motivation to learn the foreign language, without regard for CLIL's eponymous focus on the inextricable connection between language and content. To fill this gap, this article focusses on CLIL learners' motivation not…

Instructional scaffolding--the use of resources, structures, and verbal interaction to help students do challenging academic work--is known to be essential for effective English language reading instruction for emergent bilinguals (EBs; Goldenberg, 2010; Walqui, 2006). Yet little systematic research examines the scaffolds that teachers use.…

With the advent of communicative methodologies, the promise to develop both fluency and accuracy was made as a goal for teaching and learning English as an international language. However, it did not happen (Richards, 2008). In an attempt to equalize students' both semantic and syntactic competence, this study investigates the impact of Swain's…

In response to the recent sharp increase of L2 students in Reykjavik schools, allocation criteria for special L2 services were adopted that were based on length of residence and on whether children's home language was tonal or not tonal. This study set out to evaluate the appropriateness of these criteria, and to replicate previous findings of a…

The author explores how one teacher at a newcomer school (a school for recently arrived immigrants) used dialogue journaling and write-alouds as instructional and community-building tools in her work with multilingual ninth-grade students with limited or interrupted formal education in their home countries. The analysis shows how the focal teacher…

The interaction between input frequency and constructional interference receives little attention in second language (L2) research. Two studies were conducted to test the effect of this interaction. Study 1 examined effects of both Zipfian frequency (ZF) and balanced frequency (BF) on L2 learning of English subject-extracted relative clauses…