Metacognition is one of the key notions in contemporary research both in second language (L2) teaching and education in general. L2 metacognition has been found to contribute significantly to learner variables such as language learning motivation. The main feature of the findings on L2 metacognition research based on the diverse theoretical…

This study discusses the relationship between Taiwanese adult learners' identity development and language curriculum, exploring how students (re)constructed their identities within the Taiwanese social context. Influenced by exam culture and educational credentialism, Taiwanese language education is mainly exam-oriented and teacher-centered.…

The article "Some Important Facts about Language Teaching/Learning: Basics and Assumptions" by Dr. Mahmoud M. S. Abdallah explores the foundational elements of language teaching and learning. It emphasizes the importance of language proficiency for personal, social, and professional success, highlighting the cognitive and societal…

This study investigates the affordances of Exploratory Practice to engage the teacher and students in dialogically researching cultures and intercultural issues in a language classroom. Aiming to engage students in learning about the world from Taiwan's diplomatic allies, the central classroom puzzle involved whether such engagement facilitated…

Research in second language acquisition and the learning of mathematics has matured through long, albeit disconnected, histories. This study examines how theories and models of second language acquisition can be applied to the learning of mathematics and, through this, develops a novel framework defining stages in the learning of mathematics. This…

Language is implicated in daily lives, and there are a large and open-ended number of activities (Cook, 2003), which involve language theories (Alkhaldi, 2011). This research analyses the language theories which are involved in the activities of Jordanian language materials. The researchers have chosen a sample from language materials used to…

Given the significance of questioning as a high-level cognitive strategy in language teaching and learning in the literature on TEFL as well as in education in general, this study sought to make a systematic review of research studies conducted in the span of the last three decades on the issue of questioning across different disciplines with a…

There is consensus among those involved in teaching English as a foreign language (EFL) in the Saudi educational context that students' achievement in language learning is below expectations. Much research has been directed towards finding the reasons for low achievement amongst learners. However, very few studies have looked at parameters of…

Adopting a case study approach with multiple data sources, this paper explores the ways in which rapport is built, and its impact on the learning process based on five successive writing support consultations between a native English-speaking (NES) tutor and her second language (L2) tutee in a Hong Kong university. With reference to the prepared…

The study was conducted to find out effectiveness of contextual an, structural method of teaching vocabulary in English at secondary level. It was an experimental study in which the pretest posttest design was used. The population of the study was the students of secondary classes studying in Government secondary schools of Rawalpindi District.…

The possibility of an optional time span for grammar systematization in second language learning is discussed, together with related difficulties in self-paced instruction. (RM)

Argues for a teacher role in research on learning processes and views a teacher's task as twofold: to discover what students do as they perform foreign language tasks, and to implement procedures in which strategies of skillful students provide a basis for remediation of strategies of unskillful students. (Author/EJS)

In second language instruction, it is important to examine the learner's effort in carrying out classroom activities in order to relate teaching activities to learning theories. Any impact of a teaching activity on the learner's language development must result from what the learner does, not what the teacher does or intends for learner to do. The…

It is argued that three misconceptions about language learning have limited the utility of performance objectives in individualized second language instruction. These misconceptions--confusion between competence and performance, inadequate identification of linguistic elements, and assumption that linguistic elements correspond to learning…

A discussion of the work of Lev Vygotsky in the field of cognitive development focuses on how the Vygotskian concepts of internalization and mediated knowledge are crucial to the development of both learner and teacher autonomy in second language instruction. Focus is on theory, with empirical studies used as illustration. First, the Vygotskian…