The paper is situated within the theoretical and methodological framework of the the Joint Action Theory of Didactics (Sensevy, Le Sens du Savoir. Eléments pour une Théorie de l'Action Conjointe en Didactique, De Boeck, 2011; Santini et al., Science & Education 27:921-961, 2018) and within the practice turn line of research on epistemic…

This study investigates how academic disciplines impact second language (L2) lexical competencies. Prior L2 research has often overlooked the broader effects of disciplinary backgrounds on lexical development. To address this gap, this study utilized lexical decision, memory, and semantic fluency tasks to examine lexicon recognition, memory, and…

Informed by Segalowitz's (Cognitive bases of second language fluency, Routledge, 2010) L2 speech production model and MacIntyre et al.'s (Mod Lang J 82(4):545-562, 1998. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x) L2 willingness to communicate model, this study sought to understand the influence of cognitive, affective and sociocultural…

Two types of corrective feedback, recasts and prompts, have sparked much research in second language (L2) learning and teaching. However, it is still unclear how these two types of feedback draw learners' attention to the erroneous forms in L2 classes. This study used an open questionnaire to investigate Chinese learners' perceptions of recasts…

For corrective feedback (CF) to contribute to second language (L2) development, some cognitive processes need to be completed. Learners need to notice and comprehend the CF, reflect on and deeply process it, and finally integrate it into their interlanguage (Gass, 1997). Written languaging (WL), which requires learners to explicitly explain to…

Virtual Reality (VR) is a valuable tool for learning, however, there is a lack of education-focused content for language learning needs. This article introduces the "VR Application Analysis Framework" (Lege, Bonner, Frazier, & Pascucci, 2020) to assist educators in scaffolding existing commercial off-the-shelf (COTS) applications for…

Willingness to communicate (WTC) is the construct of a language learner's readiness to communicate with a specific person using the target language at a particular time (MacIntyre et al, 1998). This study aimed to investigate Chinese English learners' WTC in an international school in Thailand. The study used semi-structured interviews to identify…

In a study of approaches to teaching listening, an experimental group (EG) of seventeen English as a Foreign Language (EFL) undergraduates received genre-based instruction, beginning with a guided analysis of the context of oral production, the language used, the variations and organization of second language (L2) oral texts about films, leading…

The study reported in this article examined the impact of task type on the ways in which learners resolve grammatical language-related episodes (LREs) and whether the level of engagement affects subsequent language development. Data were collected over a six-week period. Thirty-two Iranian second language (L2) learners were paired up to complete a…

The development of effective second and foreign (L2) language learning materials needs to be grounded in two types of theories: (a) a theory of language and language use and (b) a theory of language learning. Both are equally important, insofar as an effective learning environment requires an understanding of the knowledge, skills, and abilities…

Adopting a broader dialogical conceptual lens on interactive listening, this study examines advanced adult learners' language use and thought processes during a problem-solving task. Twenty English as a second language (L2) students from a Scottish university participated in the study. They worked in pairs on the task before taking part in…

Recent advances in brain science show that adult native Japanese speakers utilize a different balance of language processing routes in the brain as compared to native English speakers. Biologically this represents the remarkable flexibility of the human brain to adapt universal human cognitive processes to fit the specific needs of linguistic and…

Verbal protocols are usually used to study cognitive processes involved in various activities, as it is argued that they could make implicit processes of thinking visible and thus reportable. Here, it is proposed that verbalisations can also be approached from another angle, namely as a discourse that contains linguistic markers of writers'…

Different from other studies on the metaphor analysis of pre-service teachers and their cognition on teaching, the present study adopted a larger perspective and investigated their conceptualization of the dynamics of the practicum, namely teaching practice, mentors, supervisor, students, lesson plan and materials. 35 pre-service teachers were…

This article reports on a study of how L1 was used by Persian speaking Pre-university learners of English in their private speech while interacting as they were engaged in L2 reading. The study was conducted in a real classroom setting in an Iranian school with the objective of better understand the mediating and regulatory role of L1 private…