Despite an increased awareness of language learner performance in task-based instruction, little is known about how learners perceive and respond to different task factors. This study investigates the effects of task complexity and modality on (a) learners' perception of task difficulty, skill, and its balance, and on (b) learners' task…

This study presents findings on three research agendas: (1) the difference between native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) in students' attitudes toward and motivation for learning English, (2) the moderating effect of the type of class (i.e., English Conversation vs. Practical English) on the…

This study aimed to explore EFL students' use of writing strategies and their attitudes towards reading-to-write and writing-only tasks. The primary purpose of this study was to see whether there was any significant difference between the writing performance of reading-to-write and writing-only task groups of Iranian EFL learners. Also, this study…

Despite the plethora of literature examining higher education students' motivation to learn a second language, it is not known if students who choose to study English as their major differ from those who are required to study English as the minor component of their wider degree. Drawing on self-determination theory, this paper reports on the…

Scholars in higher education deem reflective thinking as integral to the development of professional disciplinary practices. One of the major issues in studying reflective thinking pivots around its conceptualization and assessment. Over the years, researchers have used several methods and scales to measure reflective thinking. One of the most…

This paper presents a study on the use of learning strategies in foreign languages, and more specifically Spanish. The study was conducted with 376 Chinese and American students who were studying Spanish in their countries of origin. The results obtained from a latent class cluster analysis identified five groups of participants based on the…

Chinese as a foreign language (CFL) learners generally encounter difficulty in using some special rules of Chinese grammar because such grammar points do not exist in their native languages. CFL learners require an effective learning strategy to assist them in acquiring a greater understanding of Chinese grammar. Thus, we integrated a…

This study investigates pupils' anxiety and enjoyment in the classroom when learning a second or foreign language. The particularity of this study lies in the comparison of two target languages (English and Dutch) in two educational contexts (CLIL and non-CLIL) at different instruction levels (primary and secondary education). While most research…

While learners' engagement has been recognized as important for second language (L2) learning in task-based language teaching (TBLT), how engagement is manifest in learners' L2 use during task performance and how tasks can be designed to facilitate better engagement have not received enough attention in the L2 research. This study investigates the…

The research is aimed to study the development of eleventh grade students' reading, creative writing abilities, satisfaction taught through the concentrated language encounter instruction method, CLE model III. One experimental group time series design was used, and the data was analyzed by MANOVA with repeated measures, t-test for one-group…

Pedagogical agents (PAs) are lifelike characters in virtual environments that help facilitate learning through social interactions and the virtual real relationships with the learners. This study explored whether and how PA gesture design impacts learning and agent social acceptance when used with elementary students learning foreign language…

This study explores Iranian EFL learners' online reading metacognitive strategy use and its relation to their self-efficacy in reading comprehension. It further examines the effect of gender in this respect. To these ends, the Online Survey of Reading Strategies (OSORS) and reading selfefficacy questionnaire were adopted and administered to 63…

This study, using Horwitz's Beliefs about Language Learning Inventory and Oxford's Strategy Inventory for Language Learning, investigated learners' beliefs about language learning and their choice of strategy categories among 546 graduate students in China. The correlation between learners' beliefs and their strategy categories use was examined.…

This paper investigates the attitudinal/motivational predictors of second language (L2) academic achievement. Young adult learners of English as a foreign language (N = 311) completed several self-report measures and the Single-Target Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that…

Although the provision of error correction is common in education, there are controversies regarding "when" correction is most effective and why it is effective. This study investigated the differences between Iranian English as a foreign language (EFL) teachers and learners regarding their perspectives towards the timeline of error…