This paper focuses on integrating multimodal communication into the English-as-a-foreign-language classroom to enhance the development of students' multimodal communicative competence, multiliteracies, and 21st-century skills. To do so, I compiled a corpus of authentic materials from Lady Whistledown's Society Papers in Julia Quinn's novel…

This article focuses on the effects of a 21-hour Romance Intercomprehension (RIC) module on the plurilingual competence in Romance languages of no prior knowledge and EFL reading comprehension skills of a group of Italian schoolchildren aged 10-11. Data were collected pre- and post-training through a simple language identification and…

In recent years multilingual approaches to teaching have been widely discussed and translanguaging has been proposed as a pedagogy that offers very positive results in many contexts. Overall, the need to reverse monolingual assumptions among teachers and to adapt pedagogical translanguaging to each context has been highlighted. For that purpose,…

This study examined the effects of pretask training to promote peer collaboration, encourage learning opportunities, and foster individual L2 writing development in web-based L2 collaborative writing (CW) tasks. The participants were 48 students from two junior English composition classes at a Taiwanese university. One class (n = 24) was assigned…

In this qualitative study, we draw on theory and practice in relation to the concepts of "fixity" and "fluidity" in language education (i.e. the simultaneity of bounded, named languages; and the need to transcend language boundaries). We use data from focus group interviews to investigate the entangled ideological dilemmas…

The purpose of this study was to examine the effectiveness of a multimodal approach in which an additional camera was used to deliver online explicit reading strategy instruction. Targeting 20 Japanese beginner-level EFL college students taking online Zoom lessons during one academic semester, two research questions were investigated: (a) To what…

Background: The need to examine teachers' learning activities in reading literacy instruction arises from concerns about reading proficiency levels in the Namibian Junior Primary phase, where reading literacy is a fundamental skill crucial for academic success. Aim: The study examined the learning activities used for reading literacy instruction…

This study examines the predictive effects of motivational beliefs and self-efficacy on multiple dimensions of self-regulated learning (SRL) strategies in English as a foreign language (EFL) writing. Undergraduate students (n = 389) were recruited voluntarily from four universities in mainland China. They were invited to complete a set of…

This article aims to uncover how alignment affects second language (L2) vocabulary acquisition by Chinese-speaking learners of English as they interact with various interaction loads (i.e. input text, peers and video). It also explores how tasks with varying interactional intensity in relation to the interaction loads influence the alignment…

The Question-Answer-Relationship (QAR) strategy has been suggested to improve EFL students' reading comprehension. Nonetheless, disappointing outcomes when using the QAR instruction were noted. The current study seeks to: (1) add the Review (R) component to the instruction; and (2) assess the effectiveness of the developed…

This study examines the adaptation of an ESOL course for older Chinese migrant learners to Emergency Response Teaching mode as a result of the government-imposed restrictions to contain the spread of COVID-19. Through interviews and the analysis of learner diaries, we consider the experience of the school manager and teachers, and the strategies…

Amidst the challenges posed by the Covid-19 pandemic, this study investigates the impact of Problem-based Language Learning (PBLL) using DingTalk on enhancing Business English Writing skills among Chinese undergraduates. Employing a mixed-method approach, the research involved two phases. In the quantitative phase, a twelve-week quasi-experimental…

This study investigated the use and functions of metadiscourse markers in English as a foreign language (EFL) virtual classroom during the Covid-19 pandemic. The study examined which metadiscourse markers--interactive or interactional--were used more frequently and how they were employed in an EFL context. It explored two interactive metadiscourse…

Few empirical research has attempted to determine the impact of Intelligent Computer-Assisted Language Assessment (ICALA) in philosophy-based language instruction (PBLI) on critical thinking, self-evaluation, and academic resilience, despite the significant role that higher-order thinking skills play in influencing English as a Foreign Language…

We investigated the effectiveness of two different teaching methods based on two different theoretical views of how languages are learned in oral proficiency after three years of L2 French instruction. The first method is commonly used in the Netherlands and is in line with structure-based (SB) principles, viewing language as a set of grammar…