Vocabulary, as the fundament of any language, is one of the most crucial aspects of language learning. And it also draws great attention from Chinese learners of English as a foreign language (EFL). This study conducted an experiment to examine the effectiveness of the picture-word inductive model (PWIM) and readers' theater on Chinese primary EFL…

In order to develop pragmatic competence in a language other than our own (L2), it is important to have enough knowledge of the cultural norms of the target language and enough opportunities to interact with a wide range of speakers to deploy different speech acts, registers, levels of politeness, conversational moves, and the like. The…

Initial research, although limited, demonstrates promise for the use of a voice-user interface via a digital assistant (i.e., Google Assistant) for English language learners seeking language skill development. However, no research has sought to determine the adult English as a foreign language instructor response toward the application of such…

Using conversation analysis as the research approach, this study explores how L2 learners utilize their task-related identities during task interactions and how those identities are used as resources for task management. Eight students in an ESL academic reading class formed two groups while they did their reading circle task for six rounds. In…

This paper reports on the results from a multiple-case study of how EFL school teachers in China coped with online assessment for 10 weeks caused by the COVID-19 pandemic. We looked into the online assessment practices of seven teachers from seven regions of China, through individual interview, teachers' journals, instructional designs for online…

This quasi-experimental study traces a 12-week reading fluency training program for elementary-level English as a foreign language (EFL) learners at a Japanese university (N = 56). More specifically, this study examined whether a teaching intervention combining (a) extensive reading and practicing, (b) timed reading, and (c) repeated oral reading…

This classroom-based, quasi-experimental study explored the impact of metacognitive instruction designed to promote young learners' (1) willingness to communicate (WTC), (2) participation in communicative activities, and (3) metacognitive knowledge of oral communication. Forty-four Grade 3 students (8--9 years old) from two intact classes…

This study presents the results of a mixed-methods approach in finding the effects of the WebQuest-based flipped classroom on the EFL learners' inferential reading comprehension skills. A group of EFL learners attending an IELTS course participated in the study. "T"-test and one-way repeated measures ANOVA were used to analyze the…

A challenging aspect of foreign language acquisition is learning new vocabulary. Research has demonstrated the benefits of motor action to vocabulary learning, though these findings are rarely translated into teaching and learning practices. In this work, we present a novel paradigm for vocabulary learning in a virtual reality environment,…

This study aimed to compare whether Traditional Grammar Translation Method (henceforward TGTM) or Communicative Language Teaching (henceforward CLT) was more effective in teaching English language grammar and vocabulary. The participants of this study were sixty-eight 9th grade students attending to a high school. Mixed methods research design was…

This research explores potential benefits of the spontaneous collaboration of a small group of teachers regarding their professional identity (PI) and related metacognitive thinking procedures. The researcher conceptualizes the co-operation of PI and metacognition via interactive pedagogical problem-solving and presents spontaneous collaboration…

Learning analytics (LA) offer benefits and challenges for online learning, but prior to collecting data on high-stakes summative assessments as proof of student learning, LA researchers should engage instructors as partners to ensure the quality of course materials through the formative evaluation of individual items (Bienkowski et al., 2012;…

Teaching a foreign language in the process of preparing future teachers is guided by the needs of the modern school system, in which reforms are being actively implemented. The meta-subject approach at school serves as the basis for planning learning outcomes. For example, in biology, foreign language, and physics classes, students are not only…

This paper explores how Culturally Sustaining Systemic Functional Linguistics (CSSFL), a theoretical and pedagogical approach, facilitates emergent bilingual (EB) students' engagement in explicit, equitable literacy practices within the unique context of a middle school intensive reading classroom. This design-based research (DBR) study documents…

The present study investigated Korean-accented English (KoE) intelligibility and conducted experiments in Korea, Japan, and the USA to test the benefits of listener's familiarity and identify the key phonological features of KoE. In the experiments, the participants were asked to transcribe the target (KoE) of 100 English statements each…