This article investigates the effectiveness of positive psychology interventions (PPIs) in an intensive English program for non-matriculated university students. Interventions based on the PERMA model were implemented through weekly 65-minute lessons given during the first class of each week. These were followed by short daily activities during…

Flexible learning in this pandemic combines a specific percentage of synchronous and asynchronous sessions. In this research, the adoption of Zoom as a discussion platform tool in teaching communicative English skills to tertiary education students in a public HEI is discussed; based on the Leapfrog Principle. The study investigated the…

Language-intensive exposure and immersion can be regarded as key factors in developing proficient language learners. In the context of teaching English as a foreign language (EFL), the current research was conducted to compare two modes of teaching English using the "Unlock Textbook Series" published by Cambridge University Press at…

Repeated reading is a popular intervention used to help struggling readers by exposing them to the same text multiple times. While the approach has been effective in L1 and some EFL settings, little research has explored its effectiveness compared against a control group or among ESL learners. Our study examined reading rate gains using words per…

In many English language teaching contexts, listening activities resemble listening comprehension tests. Scholars have argued that this product-oriented approach is not particularly effective in helping learners improve their listening skills and have advocated for the inclusion of instruction that targets specific features of spoken language. The…

Students' EFL learning experience in the rural context is poorer in comparison to urban quality of education. More than 70% of students at the State Agrarian and Engineering University in Podillia are from rural areas. To reduce rural-urban disparities in academic learning the university teachers should use high-quality instruction techniques that…

Due to the COVID-19 pandemic, online learning has automatically become a normal practice of the "Next Normal". Intensive English is a compact three-week course offered to get first-year students ready for university study. Online learning was something new for both students and instructors. A key challenge in online learning was how to…

It would not be presumptuous to say that the younger generation is not reading at a sustained level. Many people view sustained reading as overly time-consuming and unable to meet the instant gratification that social media so readily provides. Educators are embracing the reality that, as a consequence, students' learning styles have also changed.…

Often, second/foreign (L2) language learners receive little opportunity to interact orally in the target language. Interactive, conversation-based spoken dialog systems (SDSs) that use automated speech recognition and natural language processing have the potential to address this need by engaging learners in meaningful, goal-oriented speaking…

While the use of educational technology in online instruction has increased in higher education, it is still limited in intensive, academic English programs. Precipitated by COVID-19, U.S. Intensive English Programs (IEPs) quickly transitioned from face-to-face (F2F) instruction to the emergency remote teaching environment (ERTE) when the public…

Although the effects of different types of written corrective feedback (WCF) have been examined in great detail, learners' revision behavior in response to WCF has not been systematically investigated. The current study compared students' classroom revision behaviors when they worked in pairs and when they worked individually. It further compared…

This study compared the effectiveness of deductive instruction and guided inductive instruction for developing semantic radical knowledge of Chinese characters. The evaluation was conducted through a quasi-experimental 3-week intervention involving 46 intermediate learners of Chinese as a foreign language (CFL). The results indicated that guided…

The study investigates to what extent English as a second language (ESL) learners develop explicit and automatised explicit knowledge of two target-forms (third person singular 's' and future conditional if-clause) after input and output based instruction and whether learning effects differ depending on the target forms. The study follows a…

Despite extensive research into the effectiveness of mobile-assisted language learning (MALL) in ESL/EFL language learning, there is insufficient evidence to conclude that supplementing conventional teaching methods of the writing process approach with MALL significantly improves the English writing performance of native Arabic speakers. This…

This study attempts to determine whether the students who receive explicit instruction make more gains in their abilities to use topic-induced phrases in their writing than those who do not. Additionally, through interviews with a selected group of students from the treatment group, the study attempts to glean insights into the approaches learners…