English as a foreign language (EFL) is a global issue that extends to thousands of learners worldwide who share a similar classroom situation. However, researchers have often considered learners to have homogeneous linguistic profiles, overlooking the fact that EFL classrooms in primary and secondary education include learners with different…

Research on task repetition in second language (L2) learning has shown the benefits of this practice for subsequent L2 learning. However, as with much L2 research, most studies on task repetition have focused on adults and there is a dearth of research in this area involving young children. This study examines the effect of task repetition on two…

This study adds to the literature on computer-mediated communication (CMC) by examining the impact of online voice recording (VR) activities and peer-to-peer videoconferencing (VC) conversations on the development of beginning Spanish learners' speaking performance. Specifically, this paper explores (1) whether VR and VC activities promote oral…

The study sought to explore the conversational English politeness strategies used by Igbo learners of English in Nigeria. Through a purposive sampling process, a total of 3000 copies of questionnaire in the form of Discourse Completion Task (DCT) consisting of 10 different apology discourse situations positing extent of familiarity, hierarchy and…

This study aims to investigate the influence of story creation on young EFL learners' reading performance. Action research was adopted to examine the effects of two different story reading projects in a library setting in Taiwan. Each project comprised a group of 19 young EFL learner from Grades 4 to 6 (aged 10-12). The first group's activities…

Cognitive factors have been recognised as important in the interpreting process, but whether they could serve as valid components of interpreting aptitude still awaits further investigation. This study explores the predictive value of cognitive fluency in the simultaneous interpreting (SI) performance of trainee interpreters. Cognitive fluency…

At some UK universities, non-credit bearing courses for the general public are offered in a wide range of languages, often taught by hourly paid staff. Ensuring similar, high quality learning experiences and learning outcomes across languages can be a challenge. This study inquired into the viability and value of a consciousness-raising approach,…

Codeswitching is reported to be a common feature of group work in EFL classes, particularly those with learners sharing the same native language. On the other hand, there is little research on codeswitching in group work in EFL contexts. This study aims to investigate the reasons why codeswitching is employed in EFL group work interactions among…

This paper reports on an experimental study addressing second language acquisition of English quantifiers by Arabic speakers. Due to several differences found between Arabic and English regarding types, meanings and functions of quantifiers, Arabic learners encounter challenges in mastering them properly. Unlike English, Arabic does not make lots…

The use of group-based, task-oriented, peer interaction formats in classroom and public L2 speaking tests has grown in recent years. However, these assessments have received comparatively little attention when compared to other formats such as the oral proficiency interview (OPI). In order to better understand the local exigencies of this…

Actively encouraging foreign language learners to establish a meaningful connection with the target language culture--by engaging in authentic activities with other learners and native speakers in real-world communicative contexts--is a critical goal of foreign language education. This paper describes a design-based research study that…

The continuation task, a new form of reading-writing integrated task in which test-takers read an incomplete story and then write the continuation and ending of the story, has been increasingly used in writing assessment, especially in China. However, language-test developers' understanding of the effects of important task-related factors on…

Integrated test tasks, such as listening-to-speak or reading-to-write, are increasingly used in second language assessment despite relatively limited empirical insights into what they assess. Most research on integrated tasks has primarily focused on the productive skills involved; studies exploring the receptive skills mostly investigated tasks…

This study explored the role of vocabulary breadth and depth in second language learners' performance in IELTS academic reading tests in China. Sixty-two Chinese learners of English as a foreign language completed a vocabulary size test, a vocabulary depth test, and an IELTS reading test. Results showed that vocabulary breadth and depth both…

Familiarity with learning contexts is important in the field of mobile-assisted language learning (MALL). Several review studies on MALL have been published to date. However, scholars have not covered certain aspects of familiar contexts in their reviews, such as which learning/instructional methodologies support learning in familiar contexts or…