This study examined Sri Lankan English as a Second Language (ESL) undergraduate learners' reading-to-write task performance over six weeks. The Experimental Group (EG; n = 33) read and summarized articles rated as curious on a Likert scale measuring curiosity, while the Control Group (CG; n = 31) read articles rated as incurious (low-curiosity end…

Language learning, both as a compulsory course at school and a longstanding pursuit, is not only cognitive but also an emotive endeavour, and it is not free of academic setbacks. How we react to the challenges and whether we persist or not act as critical factors in improving the sustainability of learning. Therefore, the present inquiry was…

This study analyzes the inclusion of binary and non-binary gender-just language in US first-year college German textbooks. The analysis covers eight textbooks, evaluating their use of gender-just forms such as the gender star and neopronouns, which explicitly represent non-binary positionalities, as well as "neutral" or binary…

The English language can be compared to the hydra from ancient mythology as it is an unstoppable force throughout the world. Using this comparison, this study examines the history of English in Japan, English linguistic imperialism, and its impact on contemporary Japan. Five myths of English language teaching are used as a framework, referred to…

Although grit has been an important individual factor contributing to learning, studies are limited regarding second/foreign language (L2) specific grit. Additionally, most approached it without disentangling the differential role of its two dimensions, and the context was restricted in traditional face-to-face language learning. It remains…

This study investigated the relative effects of constructivist and non-constructivist versions of Cognitive Linguistics-based Processing Instruction (CLPI) on enhancing Taiwanese EFL learners' pragmatic competence in making requests. Both approaches integrated cognitive linguistics with the Processing Instruction model but differed in course…

Engagement and willingness to communicate (WTC) are crucial elements for second language (L2) learning. However, little is written about whether L2 learners demonstrate heterogeneous patterns of engagement and WTC in the classroom. This study aims to identify intraindividual differences in these two constructs and examine the roles of eight…

Originally designed for first language classrooms, literature circles have been adapted for second language (L2) contexts to enhance reading proficiency and discourse skills. While traditional practice in L2 settings involves assigning roles to students for engaging with texts, critiques have highlighted potential constraints on participation and…

Learning multiword expressions (MWEs) typically involves exposure to language input, such as through reading and listening. However, this way of learning can be rather slow. Therefore, finding strategies to enhance learning from input is crucial for language acquisition. In this study, 80 Iranian learners of English as a foreign language read…

In assessment contexts, the domain definition inference requires accurate documentation of linguistic demands in a specific target domain for precise measurement. The present study examines several aspects of repetitions in academic lecture settings to offer the domain definition inference for academic listening tests. To do this, I analyzed the…

English language learner (ELL) students in K-12 schools in the United States need to develop both English language skills and content-area subject knowledge using English as the medium of instruction. As such, teacher education programs that specialize in K-12 ELL teaching are tasked with preparing teacher candidates to integrate language teaching…

Acquiring and retaining vocabulary is a cornerstone of mastering a new language, and digital tools are playing an increasingly significant role in this process. This study investigated the role of Quizlet, a digital flashcard application, as a self-regulated learning (SRL) tool in enhancing vocabulary acquisition among upper-intermediate English…

This article explores church language cafés (CLCs) in Sweden and their significance as non-formal language learning venues for migrants. Using an ethnographically inspired case study, this article employs metaphors to bring together place and space, capturing the functions and meanings of CLCs for migrants. Challenging the often-limiting…

Introduction: Social media has become an effective instrument to enhance adolescents' knowledge-gaining experiences, even in language acquisition. The mechanisms of interactive feedback in such sites can affect motivation and engagement, especially if looked at through the lens of Self-Determination Theory, which highlights the role of competence,…

The last two decades have witnessed a growing interest among scholars in exploring the conceptualization, operationalization, and measurement of second language (L2) task engagement in diverse educational settings. However, the concept is still not clearly defined and remains complex. Clarifying this complexity is crucial for developing a valid…