This study examined the impact of a blended teaching approach versus traditional instruction on listening comprehension and strategy use among EFL students in a Taiwanese university. Using a quasi-experimental design, 103 low-intermediate students were divided into experimental (n=52) and control (n=51) groups over 18 weeks. The experimental group…

If maximal exposure were the key to success in language learning, then adult learners at the university level would be doomed to fail. Not only are they presumably too old to learn additional languages effectively, but target language (TL) input appears to be insufficient, especially when other languages are allowed in class. Nevertheless,…

This qualitative study investigated the perceptions of prospective teachers on critical thinking (CT) skills before and after completing the Functional English (FE) course at the Bachelor of Education Honors (B.Ed. Hons) and Associate Degree in Education (ADE). A purposive sampling technique was employed to select 40 participants, with eight…

This study compares learner perceptions in a synchronous online versus face-to-face (F2F) learning context about four principles of communicative language teaching (CLT): promoting collaborative learning, using comprehensible input, considering affective factors, and providing corrective feedback. Data were obtained via online surveys from…

Scholars have suggested English classrooms with sufficient context and fun activities to increase English performance and promote learning motivation. With the rapid growth of technology-enhanced learning, virtual reality (VR) has become increasingly popular in English learning. Using VR without a well-designed learning environment, however, may…

Although study abroad is an established research context for second language acquisition, the emotional experiences of U.S. students learning less commonly taught languages, such as Czech, require further research, particularly in settings where these languages lie outside students' primary academic pursuits. This study explores U.S. students'…

Despite an increasing number of studies that explore language learning beyond the classroom (LBC), research examining LBC activities in relation to in-class learning is very limited. This paper investigates what kinds of LBC activities university students of Chinese and Japanese in Australia engage in and how they connect these activities to…

This study used sequential exploratory, mixed-method research that explored the influence of authentic tasks on adult language learners' interactions in e-forums. The participants belonged to a blended-flipped program of English as a Foreign Language (EFL). E-Forum posting in the course aimed at encouraging beginner learners to exchange…

The field of language learning and technology is an ever-growing field as new technologies are constantly developed, and it is important to understand the impact these new technologies may have on language learning. The purpose of this work-in-progress study was to investigate the effects of virtual reality (VR) simulations on a specific second…

This study examines the adaptations and experiences of college-level language learners in the post-pandemic era, providing valuable insights into the transformative nature of language learning in an evolving world. Within the framework of the socio-cultural perspective, this study explores the interplay between technology, self-directed learning,…

This practice report describes a 12-week stand-alone course designed to address the challenges university students face in foreign language classes. Adopting principles of transformative language learning, course content, activities and resources were designed and implemented to dispel myths and preconceptions regarding language instruction,…

The current study investigates how second language (L2) learners' metacognition integrates practice strategies in self-regulated learning to develop speaking abilities. A Metacognitive Practice Speaking Strategy (MPSS) model was developed to explore specific configurations of metacognitive knowledge, metacognitive strategies, and practice…

The process of any language learning is a complex construction of objectives. Any goal is influenced by internal or external factors such as motivation, culture, previous experiences, attitudes, etc. This study aims to recognize and understand the distinct learners' attitudes during their learning progress. This research is conducted as a case…

A research study on the L2 Motivational Self-systems (L2MSS) and technology acceptance of Foreign Language Learners (EFL) in relation to Language Massive Open Online Courses (LMOOCs) is warranted. In response, 336 Iranian EFL learners participated in three LMOOC platforms, learned language online in line with their language institutes, and…

With the rise of augmented reality (AR) and context-aware ubiquitous learning (CAUL), pedagogical designers in computer assisted language learning are increasingly developing authentic English for Specific Purposes (ESP) learning environments. However, there has been little research regarding the development of evidence-based principles for…