As the use of flipped learning spreads throughout educational disciplines, TESOL educators need to consider its potential for our field. This article, based on a computer-aided language learning (CALL) interest session at TESOL 2015, first looks at how best to describe and define flipped learning and examines the factors needed to make it…

The Houston Independent School District offers two different English as a Second Language (ESL) programs for students whose native language is not English and who need to develop and enhance their English language skills (English Language Learners, or ELLs). The Content-Based ESL model (CB-ESL) consists of an intensive program of English…

Nonverbal behavior is an area of recent interest in second language acquisition (SLA). Some researchers have found that teachers' nonverbal behavior plays a role in second language (L2) learners' learning. Furthermore, corrective feedback during L2 interaction can also be facilitative of L2 development; however, little is known about how nonverbal…

The Interaction Approach argues that negotiation for meaning and form is conducive to second language development. To date, most of the research on negotiations has been either in face-to-face (FTF) or text-based synchronous computer-mediated communication (SCMC) modes. Very few studies have compared the nature of negotiations across the modes.…

There are many factors that contribute to one's ability to read effectively. Vocabulary size is one important factor that enhances reading comprehension. The purpose of the study is to examine the relationship between students' reading comprehension skills and their vocabulary size. A total of 129 pre-university students undergoing an intensive…

While there is a body of research concerning the education of students with migrant or refugee backgrounds, little of this research focuses on primary school-aged children. In order to address this gap, the current paper utilises data gained from an ethnographic study to consider the challenges and opportunities associated with diverse classrooms…

The current study examined the effects of text-based relational (i.e., cohesion), propositional-specific (i.e., lexical), and syntactic features in a source text on subsequent integration of the source text in spoken responses. It further investigated the effects of word integration on human ratings of speaking performance while taking into…

This study reports on Mexican-origin university students' perceptions of their K-12 literacy experiences and preparation for college-level reading. Participants were first-generation college students from Spanish-dominant homes enrolled in a reading-intensive course at a four-year Hispanic-serving institution. The study was conducted as part of an…

This study focuses on four teachers teaching a speaking and listening class at an intensive English program in the United States who read three academic articles on oral corrective feedback (CF). The researcher investigated their stated beliefs and classroom practices of CF as well as their responses to the readings through three classroom…

Developing the ability to speak English is a daunting task that has long been omitted in a test-driven pedagogy context (Chang, 2011; Li, 2012a, 2012b; Chen & Tsai, 2012; Katchen, 1989, 1995). Since speaking is not tested for school admissions, most students are not motivated to learn it (Chang, 2011; Chen & Tsai, 2012). Now, globalization…

This study investigates how novice English as a foreign language teachers (EFL) navigate their teaching in a university setting while attending an in-service teacher training program to improve their teaching skills. The purpose is to explore the influences of the curriculum followed at an intensive English program on novice teachers' cognitions.…

Educational experiences during childhood are critically important for development, but migrant children often experience unique challenges. To ameliorate these, extra training in English language--such as provided by the intensive English language programme in South Australia (IELP)--is frequently offered to children taking on English as an…

Given the influx of internationals immigrating to the United States (US), English language learners (ELLs) are now the fastest growing group of students in the country with 65% of them being born in the US (DaSilva, Combs, & Moll, 2012). According to Kanno and Cromley (2013) the quantity of ELLs in the K-12 setting in the US is estimated to…

This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is…

This study examined the main sources of the participant English as a foreign language (EFL) teachers' cognitions, their classroom practices and the impact of institutional context on these practices. The participants included three Turkish EFL instructors working at English preparatory programs at university level. The data were collected through…