The launch of Ireland's first official language education policy Languages Connect, Ireland's Strategy for Foreign Languages in Education 2017--2026 (DES 2017) envisages wide-reaching changes for foreign language learning and teaching, both at primary and secondary sector. This study asks if the policy is equipped to address Ireland's main…

Although studying the actual use of L2 materials has gained momentum over the past few years, little is known about its synergy with teachers' beliefs. This study addressed this gap by exploring teachers' stated and enacted beliefs about (effective) materials use in L2 classroom discourse. To this effect, naturally-occurring interactions within 10…

A great deal of research on second language (L2) input has provided useful linguistic evidence for the development of generalizations about and hypotheses on the usage-based nature of L2 knowledge. However, despite the fact that classrooms are one of the most ubiquitous sites of L2 learning, we still know very little about the linguistic quality…

Despite the recent growth of mobile instant messenger (MIM), research into the correlation between English learners' learning gains, learning engagement, and how this engagement helps develop authentic relationships remains underexplored. This mixed-method study involved 222 college English learners to investigate their engagement in team-based…

Anticipatory "it" pattern, which encodes interpersonal stance, plays a crucial role in academic writing. While previous studies have been explored the overuse and the underuse of this pattern among English as a Foreign Language (EFL) learners and published writers, there has been limited exploration of how EFL learners use the…

This narrative inquiry investigates an English as a Foreign Language teacher's storied experience of 30-year extensive reading (ER) implementation, with the aim of exploring the formation of language teacher identity (LTI) of this individual teacher. Two narrative interviews were conducted, respectively focusing on the holistic story and detailed…

The present study explored the dominant discourses of language teaching challenges by utilizing methods associated with corpus linguistics and probed for the validity of the applied methodological design. The gleanings were obtained based on a specialized corpus (638,312 tokens) of journal articles pertinent to the designated topic sourced from…

This paper examines the roles of different language ideologies--sets of common-sense beliefs about language and its speakers--in students' identity construction and negotiation in the context of internationalizing higher education. Along with the increasing diversity of students as English speakers, language ideologies have been critically…

This study explicates the nature of second language (L2) pragmatic interaction focusing on the quantitative function of interactional features. A relationship between the fine-grained interactional features elicited from learners' role-play performances at varying levels and trained raters' scores was investigated. The corpus of 102 learners'…

The current study examines gender representations in Dummett et al. (2016) EFL textbook, Keynote, at Middle Eastern University in the Middle East. Keynote is an EFL textbook that is used to teach students in English for Business I and English for Business II courses. The study followed Fairclough's (1989, 1995, 2001, 2015) three-dimensional models…

This dissertation is a single-case study and employs a poststructural approach to discourse analysis to investigate how language ideologies of a world language (WL) preservice teacher develop. Prominent discourses about language teaching and learning in U.S. K-12 schools support monolingual ideologies (e.g., Rivers & Robinson, 2012). While…

Using 328 papers published in SSCI (Social Science Citation Index) journals from the Web of Science between 2009 and 2018, this study analyzed corpus' influences in EAP (English for Academic Purposes) research with mapping knowledge domains CiteSpace. This study found that the relationship between international EAP studies and corpus tends to…

The present study explores the ways in which young EFL learners draw on lived experiences, viewed as interactional experiences in L1 or L2 which they have participated in or observed, to ground their metapragmatic understandings. Building on previous research with adult (e.g. McConachy 2018) and young learners (Savic 2021; Savic and Myrset 2021),…

This study is located in a lesser-known educational context and investigates aspects of migration, religion and multilingualism. Focusing on the discourse of second-generation adolescent migrants in a Tamil Hindu temple school in urban Australia, I discuss how flexible language practices manifest in this migrant faith setting. I argue that the use…

Drawing upon research on narrative and speech styles and on digital and multimodal communication, the author proposes multimodal narrative discourse analysis (MNDA) with associated pedagogical and analytical procedures to teach and study storytelling. The second language (L2) students first participated in multimodal narrative simulations in the…