Multimedia glosses have been examined extensively by researchers for over three decades to determine their possible effects in second language (L2) vocabulary acquisition. Many meta-analytic studies aimed to determine the extent to which glosses can impact L2 vocabulary learning and the moderators that can mediate the results of meta-analytic…

Purpose: While research on language teacher cognition is increasingly developing, the scope of research on writing teachers' cognition is still limited, particularly on how teacher education influences their cognitions. The present study moves along this line of inquiry and investigates the impact of a teacher education course on second language…

Although adventure video games have been identified as effective tools for education, few studies have examined the usefulness of such games for language learning. The present classroom-based investigation, therefore, examined the possibility of exploiting commercial adventure video games for improving vocabulary recall of second language learners…

Reconceptualization of teaching as a thoughtful process guided by teachers' thinking has inspired a substantial body of research into various factors involved in shaping teachers' cognitions. Experience has been cited as one of the factors structuring teachers' cognitions. However, despite the multitude of studies comparing the cognitions…

Willingness to Communicate (WTC) plays a crucial role in second language (L2) learning, and is believed to be closely related to learning in general; the higher a learner's WTC, the better their fluency with the L2. WTC can also be conceptualized as fluctuating from moment to moment during the course of L2 use and communication. This also seems to…

The study reported in this paper explored if learners' perceptions of two types of oral corrective feedback, recasts, and metalinguistic feedback, are influenced by their foreign language anxiety in classrooms. Corrective feedback was provided to English as a foreign language (EFL) learners who were homogeneous with regard to their proficiency…

In the current study, we present the results of an experiment with 30 Persian EFL learners in which we explored the learners' perceptions of recasts and metalinguistic corrective feedback. The participant learners received either recasts or metalinguistic feedback for their errors during task-based interactions with their interlocutors and then…