Second language (L2) learning has largely occurred in the traditional lecture-based classroom setting. Studies show that the lecture format has an impact on student outcomes and perceptions of classroom learning. Negative impacts include insufficient time for reinforcement activities, reviewing lecture materials, and engaging in conversation…

High-stakes reading tests significantly influence one's future success, leading many second language learners to engage in intensive test preparation. This study examines nine TOEFL reading preparation lectures from two popular cram schools, or [foreign characters omitted] "hagwons," in Korea, with a total duration of five hours and…

Learning to take effective notes is particularly difficult for non-English-native university students enrolled on English Medium Instruction (EMI) courses. However, time and cost constraints mean that many universities provide no support in English for academic purposes or academic skills. One solution to this problem would be to work closely with…

Learners' interaction with lecture materials has remained underexplored despite the growing body of studies on the use of materials. The current study explored the actions EFL learners employed during the use of lecture materials in tertiary classrooms in China through the lens of a transactional view. This empirical study involved forty-two…

Increasingly, New Zealand English and Te Reo Maori are being woven together in Aotearoa New Zealand. This weaving is evident in the text of many dual language picturebooks. While the combination of text and image in picturebooks creates a powerful pedagogical tool, there is little research exploring their use with tertiary Arts students. In this…

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…

In the United States, traditional lecture-based teaching methods have not effectively met the needs of diverse learners in higher education (HE). This is particularly problematic as diversity is increasing amongst learners, including those with diverse racial, ethnic, gender, academic, and emotional backgrounds. The predominance of the two-tiered…

Public speaking is considered the most anxiety-provoking speaking activity for English as a foreign language (EFL) learner. While traditional lecture-based classrooms hinder EFL learners' constant practice and frequent interaction due to large class sizes and limited time, recent developments in technology, including Artificial Intelligence (AI),…

Some students are unable to fully comprehend lecture content delivered in English as a medium of instruction (EMI) because of their low linguistic competence. This negatively impacts their academic emotions and learning satisfaction. Speech-enabled language translation (SELT) technology was applied in this study to simultaneously translate lecture…

Academic lectures are potential sources of vocabulary learning for second language learners studying at universities where English is the medium of instruction, as well as those in English for Academic Purposes (EAP) programs. Topic-related vocabulary is likely to occur frequently in academic texts, and academic speech consists of a reasonable…

Purpose: Research on EMI (English-Medium Instruction) has addressed the extent to which content lecturers speaking in their L1 perform as well as when they lecture in English. In this study a lecturer who gave the same lecture in his L1 (Catalan) and English was observed to examine if and how transitioning from one language to another impacts his…

Authentic materials such as TED Talks have become an everyday presence in the ELT classroom, often for practice listening and taking notes. However, teachers can struggle to teach the sub-skills that are involved in notetaking, and instead often simply tell students to 'take notes'. This approach lacks the scaffolding required for the complex…

This contribution reports on the findings of a project whose aim was to explore the construct of the language-teaching methodology interface (LTMI) in lecturing through English. Evidence of its existence will be provided and implications for teacher training will be considered. On the assumption that the LTMI can be characterised by the…

This study investigates the effects of adding stem preview to an English for Academic Purposes (EAP) multiple-choice listening assessment. In stem preview, listeners may view the item stems, but not response options, before listening. Previous research indicates that adding preview to an exam typically decreases difficulty, but raises concerns…

Immersion through Virtual Reality (VR) gives the subjective impression that the learner has a realistic experience (Dede, 2009). The pedagogical potential of VR provides the means of enabling constructivist places of contextualised learning. This paper aims to examine the potential the VR application "Mondly" may have to maximise…