While Task-based Language Teaching (TBLT) has been widely researched and accepted as a potentially powerful teaching method in language education around the world, research examining the teachers' beliefs about the impacts of a training on TBLT to date has remained limited. In Vietnam, studies on this topic were scarce (Nguyen & Jaspaert,…

Spanish is the second most spoken language in the United States and the most taught additional language (L2) in elementary-level schools. However, the amount and type of access differs according to the resources available. Rural settings, which comprise a third of all schools in the US, often have fewer resources and support for the development…

Numerous empirical studies and syntheses have explored technology-mediated task-based language teaching (TMTBLT) (for example, Chong & Reinders, 2020; Kim & Namkung, 2024; Lai & Li, 2011; Ziegler, 2016), with findings highlighting the affordances of technology for interaction and its associated benefits. However, few studies have…

The Malaysian government has long recognized the significance of mastering the English language among its citizenry. The government has planned, and subsequently, implemented many policies to ensure Malaysians master the English language. Although civil servants have a strong desire to master the English language to perform their duties more…

This book reports on and analyses the Integrated Language Learning & Social Awareness Project, a unique project in the field of Foreign Language Learning and Telecollaboration till now in the world. It takes the existing research on telecollaborative learning, content and language integrated learning and e-learning and combines them into one…

Summative assessment of interpretation is widely conducted in interpreting courses/programs to inform high-stakes decision making, such as the selection, certification, and conferral of academic degrees. Yet there has been very limited empirical research to investigate the score dependability of summative interpretation assessment. The present…

The underlying methodological approach of the CEFR is defined as being "action-oriented" and task-based (Council of Europe. 2001. "Common European Framework of Reference for Languages: Learning, teaching, assessment." Cambridge University Press: 9), although it explicitly leaves room for a variety of approaches, since the CEFR…

Some recent research on the development of reading materials for bilingual instruction and instruction in English as a second language (ESL) concerning the appropriate language of academic texts and students' self-awareness of the learning process is reviewed, and a plan for the development of an academic reading program is outlined. The plan has…