English Language Learners (ELLs) in the U.S. have recently received growing attention in educational research because of their struggle in academic performance, especially after the launch of the Common Core State Standards (CCSS) and assessments in 2009. Unfortunately, ELL students are required to take these standardized tests in English language…

Three source-memory experiments were conducted with Spanish-English bilinguals and monolingual English speakers matched on age, education, nonverbal cognitive ability and socioeconomic status. Bilingual language proficiency and dominance were assessed using standardized objective measures. In Experiment 1, source was manipulated visuo-spatially,…

The present study aimed to compare between individual and collaborative writing (pair and group of four) activities of 72 EFL students. The subjects of the study were assigned to produce their tasks by these three activities. Qualitative method was employed by using interview of nine students drawn from students with different levels of English…

Very few organisations, even local firms, are insulated from global economic activity or the social and cultural consequences of widespread global migration programs such as international education. Nonetheless, established recruitment processes remain stubbornly local, privileging candidates who conform to the criterion of 'people like us' to…

Based on writing produced by second language learners at different proficiency levels (CEFR A1 to C1), we adopted a usage-based approach (Ellis, Römer, & O'Donnell, 2016; Tyler & Ortega, 2018) to investigate how German and Spanish learner knowledge of 19 English verb-argument constructions (VACs; e.g., "V with n," illustrated by…

The use of English-origin spontaneous loanwords (e.g., "la babysitter," "el counter," etc.) in otherwise Spanish discourse is criticized by many as a strategy that bilinguals use to compensate for a lack of lexical knowledge in Spanish. The purpose of the current research is to examine the question of lexical proficiency as a…

The lack of early identification, suboptimal language stimulation and limited remedial services in Sri Lanka for children who are deaf or hard-of-hearing place them at-risk of language delay. The reality for many preschool and primary school children entering formal education in Sri Lanka is a language delay in spoken language and/or sign language…

CAN and COULD have multiple uses and multiple interpretations, which can be difficult for learners of English to understand. For example, the difference of "Can you help me?" and "Could you help me?" may go unnoticed to an English language learner, but a native speaker of English would recognise a difference in politeness. The…

The past decade has seen an emerging interest in mapping (aligning or linking) test scores to language proficiency levels of external performance scales or frameworks, such as the Common European Framework of Reference (CEFR), as well as locally developed frameworks, such as China's Standards of English Language Ability (CSE). Such alignment is…

This review synthesizes the findings of research compiled between the relationship on international student success and the International English Language Testing System (IELTS). Increasingly, within higher education, IELTS test scores have become not only a benchmark for testing the language proficiency of international students who speak English…

Task-based language teaching on the purpose of enhancing students' communicative skills and involving them actively in the authentic context has long been highlighted in recent years in tertiary English language teaching. This paper proposes a framework of task-based teaching approach and language assessment in intensive reading class based on the…

The purpose of this study is to examine Korean students' anxiety in classroom presentations in tertiary educational context through classroom observation, self-reported questionnaire and semi-structured interview. In the stage of classroom observation, the potential responsivities relating with anxiety were explored through the analysis of…

This article explores factors contributing to unequal patterns of access to languages other than English (LOTE) in Australian universities. A critical analysis of qualitative and quantitative data generated through interviews, surveys and document analysis reveals that underrepresentation in LOTE courses in Australian universities is attributable…

The importance of learning an Aboriginal language has been documented, yet associations with positive educational outcomes are inconclusive. Previous research in the area has been limited by small sample studies, lack of comparison groups, and the omission of the consideration of socio-demographic factors and cultural activity participation. This…

Background: Many South African children attend African language medium of instruction (MOI) schools, learn English as an additional language and switch to English MOI three years later. There is still much to be researched about how a child's first and second language literacy develops over time in South Africa. Aim: This study aims to outline the…