The present study examined the relative effects of discourse-based and sentence-level grammar instruction on the learning of English present perfect in academic writing, using a sequential explanatory mixed-methods design. Participants were 37 multilingual graduate students enrolled in different sections of an ESL-writing course at a U.S.…

The purpose of this study is to analyze the grammatical complexity features of international teaching assistants' (ITAs) mock-teaching presentations and to compare the distributions of these features to those found in the Oral English Proficiency Test (a local ITA assessment), university classroom teaching, conversation, and academic writing. The…

There are grounds for believing that prompting language learners to infer the meaning of new lexical items is beneficial because inferring the meaning of lexical items and verifying one's inferences invites more cognitive investment than simply being presented with the meanings. However, concerns have been raised over the risk that wrong…

Educators of International Teaching Assistants (ITAs) have been overlooked, erroneously. As teacher educators, their work is exponentially important to North American universities. A multiple case study examined three ITA Educators' ideologies, involving data from two interviews -one being a stimulated recall using classroom observations…

Idiomatic expressions like "hit the road" or "turn the tables" are known to be problematic for L2 learners, but research indicates that learning L2 idiomatic language is important. Relatively few studies, most of them focusing on English idioms, have investigated how L2 idioms are actually acquired and how this process is…

This study investigated U.S. undergraduates' perceptions of non-native speakers' (NNS) speech which had received 100% proficiency scores on the TOEFL iBT test. Fifty-five U.S. undergraduates rated 20 speech samples for comprehensibility, accentedness, and acceptability. The speech samples were also analyzed for acoustic fluency. Descriptively,…

Conceptual Metaphor (CM; e.g., Lakoff & Johnson, 1980, 1999; Kovecses, 2020) is central to our thinking and ubiquitously manifested in our language. Given its importance, the teaching of conceptual metaphors has gained much attention in Cognitive Linguistics and Applied Linguistics. While most empirical studies have focused on specific aspects…

Many international students in American universities are required to take writing courses in English as a second language (ESL) before participating in a mainstream first-year composition (FYC) course. Given that the goal of ESL writing course is to prepare students for FYC course, the connection between ESL and FYC courses is significant. This…

In this study, a three-week sample application for the use of the WebQuest method in Turkish language teaching was developed, and the effectiveness of the application was tried to be determined through a "achievement test" and students' views. The study employed the mixed methods design, in the quantitative stage of the study,…

This article discusses an innovation within one Canadian institution that focuses on linguistically responsive activities in an internationalized, Anglophone university. The study draws on recent research in applied linguistics that addresses language and content integration within disciplinary courses as an innovation. Drawing on Rogers' (1995)…

Local tour guides' English speaking competence determines inbound international tourists' travel experiences. This study investigated student tour guides' English learning by adopting role-play tasks. The communicative tasks were designed to explore how real interactions prepared English as Foreign Language (EFL) learners to become cultural…

This study explored the relative effect of recasts on second language (L2) Korean learners' accuracy development of the object relative clauses (RCs) and the honorific subject-verb (S-V) agreement in Korean and its relationship with language analytic ability (LAA). Forty-five L2 Korean learners participated in the study and five Korean native…

In this study, we used Conceptual Metaphor Theory (henceforth CMT) for the benefit of English for Academic Purposes' teaching and learning. CMT underpins how in metaphorical expressions, one concept is understood in terms of another. We argue that CMT can help students understand and master argumentation skills and essay structure, although there…

Willingness to communicate (WTC) research has recently witnessed a paradigm shift with the more recent studies looking at the shifting and dynamic nature of the variable. A growing body of literature has interpreted such dynamicity from a complex dynamic systems (CDS) perspective. The theory of CDS has four basic properties, one of which, and the…

Idioms are a colourful and fascinating aspect of English which are commonly used in all types of language, formal and informal, spoken and written. Despite the emerging theoretical accounts of idioms up to now, little attention has been paid to teaching and learning idiomatic expressions in English as a Foreign Language, English for Specific…