Prior research indicates that first language (L1) orthography can adversely affect second language (L2) phonological acquisition, yet studies on orthographic interference and pedagogical strategies to mitigate these effects remain sparse. Addressing these research gaps, this study investigates the impact of orthographic interference on L2 German…

Research suggests that by allowing English Learner (EL) students to use their home languages in science class, they can better express their thinking and build content knowledge through underlying crosslinguistic awareness between languages. However, EL students' educational backgrounds and home languages are incredibly varied. In this case study,…

In recent years, research in multimodality has established the benefits of using multiple semiotic modes like image, sound, and text in digital second language (L2) communication. However, researchers have yet to investigate how L2 learners make meaning through embodied modes--or gestures and facial expressions. Grounded in the social semiotic…

This study applies multimodal conversation analysis to examine how pupils of L2 English in Sweden make use of online translation tools (OTTs), i.e. bilingual dictionaries and Google Translate, in a range of digital collaborative writing tasks. The collection of sequences where pupils use OTTs comes from 31 hours of video-recorded data from four…

This study explores how students produce their own mini videos using the target language to share experiences and communicate with native speakers. Multimodality is used as a theoretical approach. Class observations and in-depth interviews were used for data collection, which was analysed by theme. The research results indicate that students deem…

Adult English for speakers of other languages (ESOL) students at all levels struggle with having the confidence to communicate in the classroom. This can have a greater impact on students with lower English language proficiency. In the landscape of remote learning, a lack of digital literacy skills can create even more barriers. Briya Public…

Owing to the plethora of user-friendly audio/video creation and editing applications as well as free full-featured hosting platforms, videoing and sharing has become a lifestyle of today's students. Utilizing these spontaneous practices, the current study examined the effects of digital media assignments (DMAs) and accompanying asynchronous…

This study explored the effects of technology-mediated task-based language teaching (TMTBLT) in an English as a foreign language (EFL) writing course on students' descriptive writing performance. A quasi-experiment was conducted. Students in two writing courses were recruited and randomly assigned to an experimental or control group. The…

Research seems to show that captions and subtitles are generally beneficial to learners of English as an Additional Language (EAL), but some research does contradict this. Research on slideware and slide design seems to focus more on attractiveness of slides and less on educational effectiveness. However, research on slide design and specific…

This article explores how 40 first-year students in a compulsory English for Academic Purposes (EAP) course undertook written tasks during a semester suddenly undertaken online. The university in Japan described here provided on-demand lessons via the Learning Management System (LMS) during the first COVID-19 pandemic lockdown. Students prepared…

This case study of students enrolled in a composition course at a large public university examines multilingual students' application of multimodal composition practices to writing assignments that emphasize delivery and circulation. Assignments in which students remediate or translate a text in one genre or medium into another are widely used to…

This study investigates the potential of asynchronous video-mediated oral book report assignments to enhance learners' spoken performance and decrease their speaking anxiety. The participants were 42 B1 level preparatory students from the English Language Teaching department who were taking skills-based intensive English education in Turkey. The…

The ability to formatively assess for understanding in the midst of interacting with students is crucial for effective teaching, particularly so for Multilingual Learners (MLs) (Alvarez et al., 2014; Solano-Flores & Solterno-Gonzalez, 2011). However, teacher educators and researchers lack an understanding of how student teachers learn (or fail…

This case study is excerpted from a larger study where we explore collaborative encounters, i.e. practices and discourses, within a blended learning project where vlogging, i.e. video blogging, is used in Finnish language learning. The data has been collected in 2017-2018 during an intermediate Finnish course at the University of Toronto. In this…

In the southeastern region of the United States, English Learners (ELs) present the fastest growing public school population. Therefore, in-service educators need to be specifically prepared to provide culturally and linguistically appropriate research-evidenced practices to support ELs within the content areas. The characteristics and impact of…