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Murshida Parvin; Muneera Muftah – Open Education Studies, 2025
Task-based language teaching (TBLT) is widely recognized as an effective approach for developing second language (L2) learners' English skills. However, its success often depends on the teacher's ability to design engaging tasks and dynamic learning platforms that foster active participation. While previous studies highlight the importance of…
Descriptors: Age Groups, English (Second Language), Second Language Learning, Technology Integration
Vasu, Kayatri A/P; Mei Fung, Yong; Nimehchisalem, Vahid; Md Rashid, Sabariah – RELC Journal: A Journal of Language Teaching and Research, 2022
In the English as a second language (ESL) research context, teachers are committed to ensuring that students are aware of their writing skills and the kinds of errors they make in their writing. This explains why teacher feedback is frequently practised in the writing classrooms. Self-assessment is another supplementary strategy that provides…
Descriptors: Undergraduate Students, English (Second Language), Second Language Learning, Writing Instruction
Xi Yu; Frank Boers – RELC Journal: A Journal of Language Teaching and Research, 2024
There are grounds for believing that prompting language learners to infer the meaning of new lexical items is beneficial because inferring the meaning of lexical items and verifying one's inferences invites more cognitive investment than simply being presented with the meanings. However, concerns have been raised over the risk that wrong…
Descriptors: Figurative Language, Second Language Learning, Second Language Instruction, Inferences
Lee, Elizabeth – English Teaching, 2023
In many high-stakes testing situations, test-takers are not allowed to draw on external writing resources while writing, a practice observed more frequently in classroom settings. This may pose problems with the representativeness of test tasks and score interpretations. This study investigates the domain definition of one particular test known as…
Descriptors: Writing Instruction, English (Second Language), Second Language Learning, Second Language Instruction
Thuy Nguyen, Minh Thi; Pham, Thuy Thi Thanh – Language Learning Journal, 2022
The current study examines the role of instruction in developing L2 learners' ability to comprehend two types of implicatures: indirect refusals and indirect opinions. According to Taguchi (2005), these implicatures differ in the degrees of conventionality involved in producing them, hence requiring different degrees of processing effort on the…
Descriptors: Pragmatics, English (Second Language), Second Language Learning, Second Language Instruction
Gyamfi, George; Lai, Yuanxing – PASAA: Journal of Language Teaching and Learning in Thailand, 2020
Success in language learning has generally been attributed to students' motivation. However, beyond motivation is grit, a psychological construct that has rarely been mentioned in language learning research. This study therefore aimed to investigate the grit of 171 Thai students studying English as a Foreign Language (EFL), and the factors that…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Majors (Students)
Mulder, Evelien; van de Ven, Marco; Segers, Eliane; Krepel, Alexander; de Bree, Elise H.; de Jong, Peter F.; Verhoeven, Ludo – Reading and Writing: An Interdisciplinary Journal, 2021
We assessed the relationship between word-to-text-integration (WTI) and reading comprehension in 7th grade students (n = 441) learning English as a second language (L2). The students performed a self-paced WTI reading task in Fall (T1) and Spring (T2), consisting of three text manipulation types (anaphora resolution, argument overlap, anomaly…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Fluency
Payant, Caroline; Bell, Philippa – TESL Canada Journal, 2022
Literacy in a first language or in additional languages involves a set of complex cognitive, social, and linguistic skills that develop over time. However, pedagogical materials for low-proficiency English as an additional language (EAL) learners tend to target low-level literacy skills only, such as responding to fact-based questions. Materials…
Descriptors: Foreign Countries, Literacy Education, Cooperative Learning, Second Language Learning
Khamboonruang, Apichat – rEFLections, 2022
Although much research has compared the functioning between analytic and holistic rating scales, little research has compared the functioning of binary rating scales with other types of rating scales. This quantitative study set out to preliminarily and comparatively validate binary and analytic rating scales intended for use in formative…
Descriptors: Writing Evaluation, Evaluation Methods, Second Language Learning, Second Language Instruction
Derakhshan, Ali; Malmir, Ali – TESL-EJ, 2021
While aptitude has been seen to contribute to second language (L2) development, most studies have examined its contribution as a fixed trait, rather than viewing it as a dynamic, changing variable. There appears to have been little or no investigation of the role that aptitude plays in the development of L2 pragmatic ability. Therefore, this study…
Descriptors: Language Aptitude, Pragmatics, Second Language Learning, Second Language Instruction
Tavarez DaCosta, Pedro; Herrera Gutierrez, Yerni – Online Submission, 2020
Universidad Tecnológica de Santiago (UTESA) is a university considered as one of the highest ranking universities in the Dominican Republic, it is one of the few to be recognized by the Ministry of Higher Education, Science and Technology as an autonomous university for its constant research and updating. This university offers to college students…
Descriptors: Foreign Countries, Reading Comprehension, English (Second Language), Second Language Learning
Hosoda, Masaya – Reading in a Foreign Language, 2017
This study explored the relation between second-language (L2) readers' memory for causal relations and their learning outcomes from expository text. Japanese students of English as a foreign language (EFL) with high and low L2 reading proficiency read an expository text. They completed a causal question and a problem-solving test as measures of…
Descriptors: Reading, English (Second Language), Memory, Reading Skills
Agor, John T. – Education Quarterly Reviews, 2019
This paper presents one perspective of the conversation on noticing. It investigates the noticing experience of adult users of English in a non-native context. The respondents were forty final-year undergraduate students majoring in Accounting in a public tertiary institution. A questionnaire, a short-written test, and post-test verbal report…
Descriptors: Language Usage, Undergraduate Students, Majors (Students), Accounting
Karanjakwut, Chalermsup – Online Submission, 2017
This academic article is aiming at creating a reading comprehension lesson with a new paradigm called the P3C2R+GIRD model developed by a 9-year-experience author in teaching English reading skill who always found that one of the problems of EFL students in learning English language is the lack of reading comprehension which is an important skill…
Descriptors: Reading Comprehension, English (Second Language), Schemata (Cognition), Phrase Structure
Dolgunsöz, Emrah – Journal of Language and Linguistic Studies, 2016
Inferring unknown word meanings by using contextual clues is a common strategy employed by EFL learners during reading. This study aims to (a) investigate the effect of familiarity on lexical inferences in EFL reading; (b) examine inference efficiency among EFL readers with different levels of vocabulary knowledge and reading proficiency; and (c)…
Descriptors: Eye Movements, English (Second Language), Reading Skills, Vocabulary
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