Much empirical research on textbook analysis has been undertaken. However, little evidence with regard to the adoption of SLA findings in the textbook analysis was reported, particularly for the Indonesian EFL textbooks. To fill this void, this study aimed at analyzing a textbook endorsed by the Indonesian Ministry of Education and Culture,…

Online learning environments afford opportunities for participation and equally offer a new perspective on engaging vicariously. Drawing on the concept of vicarious learning and taking account of the roles of input and interaction for language development, this paper reports on an enquiry into students' retrospective use of recorded group…

This paper evaluates the affordability of "Quipper" as an online platform for teaching and learning English as a foreign language (EFL). It focuses on the extent to which features available in "Quipper" may correspond to fundamental components of Computer-Assisted Language Learning (CALL) pedagogy, as suggested by Chapelle…

This study conducted a mixed-method study of the influence of audio and video input mode on free-recall listening performance. It first explored quantitatively whether input mode significantly influenced 34 sophomores' performance in general and across two genres (passage and long dialogue) and three ranks of idea units (the discourse topic, main…

From one of the leading figures in the field of second language acquisition and second language teaching, "While We're on the Topic..." offers an up-to-date overview of six principles underlying contemporary communicative language teaching. In a conversational style, Bill VanPatten addresses principles related to the nature of…

Researchers have long grappled with situating the stance of interaction in SLA, but it is only recently that interaction has begun to receive consideration from SLA quarters. Delving into the nature of interaction and the prerequisite of interaction in real world, in general, and in classroom, in particular, the authors hold that based on…

Purpose: This paper examined the application of the input-interaction-output model in English-as-Foreign-Language (EFL) learning environments with four specific questions: (1) How do the three components function in the model? (2) Does interaction in the foreign language classroom seem to be effective for foreign language acquisition? (3) What…

This article reports on a study which took place in the context of the design and development of an online dictionary prototype for learners of French. Aspects of the "usability", i.e. the quality of the "learner-task-dictionary interaction" of the prototype were tested. Micro-tasks were designed to focus on learners'…

This paper specifically focuses on the findings of research on interaction in foreign language contexts in which time and L2 input are both limited. Although theoretical work on the relationship between interaction and second language development has placed great emphasis on the benefits of input, feedback and modified output when they arise from…

This paper is a research in the second Language acquisition (SLA) with its focus on the role of input, interaction and output in the development of oral fluency in the EFL context from both a theoretical point of view and a case study. Two instruments were used: tests of oral fluency and face-to-face interviews. The findings showed that non-native…

Analyzes second-language learners' processing of linguistic data within the target language, focusing on input and intake in second-language acquisition and factors and cognitive processes that affect input processing. Input factors include input simplification, input enhancement, and interactional modifications. Individual learner differences…

This study examines the role of task-based conversation in second language (L2) grammatical development, focusing on the short-term effects of both negative feedback and positive evidence on the acquisition of two Japanese structures. The data are drawn from 55 L2 learners of Japanese at a beginning level of proficiency in an Australian tertiary…

This paper investigates the effects of input and interaction as separate entities and in combination. We further investigate these effects as a function of different language areas. One hundred two learners of L2 Spanish were provided with input on (a) Spanish gender agreement (noun + adjective), (b) "estar" + location, and (c) seven vocabulary…

Argues that the theoretical consensus on second language learning, which focuses on instruction in the target language, contradicts the main premises used by bilingual education advocates to gain respectability for bilingual education programs. The roles of translation, transfer, input, and interaction in the Eastman model of bilingual education,…