Global migration and the dispersal of language learners across the globe have led educators and researchers to investigate Massive Open Online Courses (MOOCs) as scalable educational solutions. This paper examines Language MOOCs (LMOOCs) as tools for language learning among refugees who are unable to participate in face-to-face language classes.…

This research project investigates how two Maori-medium pathways (immersion and bilingual) work together in a newly built Modern Learning Environment (MLE), called Te Aka Pukaea, to progress te reo Maori and the aspirations of whanau. In this study, Te Aka Pukaea is also described here as a Maori Modern Learning Environment (MMLE). The overarching…

This study investigates the International Posture (IP) of pre-service primary school teachers in Türkiye who are preparing to teach English in schools lacking specialized English teachers. IP, originally defined by Yashima (2002) as interest in international affairs, willingness to work or study abroad, readiness to interact with people from other…

Background: Content and Language Integrated Learning (CLIL) is a teaching methodology that integrates learning subject content with acquisition of proficiency in a foreign language (skills), developing both linguistic and conceptual competence. The approach aligns with the recommendations of the National Education Policy (NEP) 2020, which…

Improving EFL students' impromptu speaking ability is a challenge for English language instruction. The development of AI technology has brought new opportunities for impromptu speaking instruction. Therefore, this study proposes an AI-supported interleaved training strategy that focuses on the effects on students' impromptu speaking performance,…

Critical thinking is integral to English language teaching (ELT) as it enhances both linguistic competence and higher-order cognitive abilities such as analysis, evaluation, and problem-solving. This paper explores how critical thinking can be systematically embedded in ELT to foster intellectual maturity and independent learning. It examines…

We evaluated the impact of a small-group reading comprehension intervention taught by English as a second language (ESL) teachers to multilingual students classified as English learners (ML-ELs). Sixteen groups of students in grades 3-5 (n = 66) were randomly assigned to business-as-usual control or treatment conditions. Teachers implemented the…

Second Language Acquisition (SLA) has benefited quite a lot from Construction Grammar. Most of the previous SLA researches adopting a constructionist approach have been primarily engaged in issues pertinent to the relevance of construction in SLA, the process of second language (L2) construction learning, and factors affecting L2 construction…

This study investigates a second language (L2) speaker's use and learning of the Icelandic auxiliary verb "aetla" (pronounced /aihtla/) in the wild. This analytic focus is motivated by the L2 speaker's (Anna) own orientation to "aetla" as a learnable. We track Anna's use of "aetla" in naturally occurring social…

Background: Despite a great deal of studies on blended language learning, synthesized empirical evidence of its effects on language performance is still lacking. Objectives: To bridge the gap, this study aimed to meta-analyse the effects of blended language learning on EFL learners' language performance. Methods: Drawing on the framework of AT…

In view of the rapid growth of English-medium instruction (EMI) in higher education institutions (HEIs), we observe the need to account for the educational and linguistic consequences of HEIs' decision to 'Englishise' their curricula. Especially, EMI in Asian countries (e.g. China) are fuelled by state-level initiatives to internationalise the…

This study investigated the efficacy of explicit lexical collocation instruction via the Corpus of Contemporary American English (COCA). To improve competence in lexical collocation and writing performance and to examine whether collocational competence and writing performance have a linear interrelation, 16 international English for Academic…

The present paper examined the errors occurring in the use of English in the linguistic landscape of Tehran, the capital of Iran. To this end, a total of 400 bilingual (Persian and English) and multilingual signs (Persian, English and Arabic) were culled from the landscape of the city in a course of eighteen months. Having analysed all the signs,…

The Federated States of Micronesia National Department of Education (FSM NDOE) requested support from the Region 18 Comprehensive Center (R18CC) to build National and State-level knowledge of effective practices in bilingual and multilingual education. This scan offers an overview of evidence-based practices for implementing and evaluating the…

Glocalization is the local adaptation of global trends, and though it has been extensively studied in other fields, there has been a lower emphasis on it in pedagogy. Glocalization is especially relevant in education given that pedagogical approaches to language learning such as Content and Language Integrated Learning (CLIL) and English as a…