This study explores the impact of instructional modality and session length on student success and retention in first-semester Japanese and Spanish language courses at a large urban community college. The research analyzed pre- and post-tests, final grades, and retention rates across multiple academic terms, including standard 16-week and…

Objectives: The study aims to create a comprehensive framework for the effective organization of parallel teaching of two foreign languages in higher education in Kazakhstan, accounting for linguistic, psychological, didactic, and technological aspects. Methods: We used theoretical (modeling, analysis, and generalization) and empirical methods…

The purpose of this state-of-the-art review is to provide a general overview of recent research on time distribution and second language (L2) learning with special implications for classroom settings. Several studies have been performed to examine how to best distribute the hours of L2 practice to maximize learning by comparing conditions that…

This study investigates trajectories of L2 development in writing in two genres over multiple time points in a semester-long ESL writing program. Conceptually replicating previous studies on genre and development, we analyzed 270 argumentative and narrative essays written by 45 ESL students to find developmental and genre differences, using…

This study examines the impact of written corrective feedback (WCF) timing on the collaborative writing process and writing accuracy development of adult learners of French as a second language. Forty-eight learners were divided into three groups to complete a collaborative writing task in pairs. The first group received immediate WCF via Google…

This study examines the pooled effects of Education Endowment Foundation (EEF)-funded trials on literacy and mathematics attainment outcomes for pupils with English as an Additional Language (EAL), focusing on their time since arrival (TSA) into the United Kingdom (UK) schooling system. In general, EAL pupils are a highly diverse group, and as…

Digital flashcard apps allow students to learn and practice foreign language vocabulary independently and efficiently, leaving more classroom time for communicative activities. However, words learned this way may be forgotten. Previous lab studies have shown that vocabulary retrieval practice can be optimized for long-term memory by employing…

We explore how general principles of learning apply to and combine with usage-based approaches to language learning and teaching, with a focus on the effects of order of exposure to new information in second language (L2) instruction. Although the effects of input spacing and timing on memory and learning have been previously explored (see Rogers,…

Background: Language assessment plays a pivotal role in language education, serving as a bridge between students' understanding and educators' instructional approaches. Recently, advancements in Artificial Intelligence (AI) technologies have introduced transformative possibilities for automating and personalising language assessments. Objectives:…

This study examines Vietnamese non-English major students' perceptions of Blooket, a game-based learning tool for English language education. Using a mixed-methods approach based on Asniza et al.'s (2021) framework, researchers collected survey data and conducted interviews to assess factors affecting student engagement. Quantitative results…

Approximately 30% of students in Australian schools are from language backgrounds other than English (LBOTE). Some LBOTE students speak English as their first language and do not require English language support, while others (about 25% of the student population) are learning English as an additional language or dialect (EAL/D). These students…

This research summary describes an Australian Education Research Organisation (AERO) research project that explored how long it takes Australian students learning English as an additional language (EAL) to develop the English language skills necessary to participate equitably in curriculum learning. It outlines the key findings, context and…

The following are additional results from the research described in the Australian Education Research Organisation (AERO)'s main project report, "How Long it Takes to Learn English While Learning the Curriculum." Specifically, these results supplement the results from Part 2 of the project, which used the NSW DoE's EAL/D Annual Survey…

Background/purpose: Indonesian uses Latin script, so students whose first language background (L1) is a non-Latin language will experience difficulties in understanding it. The purpose of this study is to explore the similarities and differences in the problems faced by Indonesian students (L2) with a non-Latin background (L1) and students with a…

Studies examining decontextualized associative vocabulary learning have shown that long spacing between encounters with an item facilitates learning more than short or no spacing, a phenomenon known as distributed practice effect. However, the effect of spacing on learning words in context is less researched and the results, so far, are…