Drawing on decades of lessons from a Bilingual Teacher Education Program (BTEP) in California that has persevered both restrictive and additive federal and state educational language policies, this manuscript provides an ethnographic snapshot of how this BTEP has strategically navigated through and around anti-immigrant ideologies and policies to…

This case study examines the journey of a successful Chinese language learner who has become a Chinese language instructor. His path of learning Chinese is found to be different than that of most non-heritage Chinese instructors. Key factors contributing to his success include prior experience of learning Spanish as a second language, strong…

This study investigated whether reflective class feedback (RCF) boosts the effectiveness of mobile gamified quizzing in enhancing active learning in higher education. A quasi-experimental non-equivalent group design was adopted in this study to measure the effect of mobile gamified quizzing with and without RCF on students' achievement. Two intact…

Despite the wide recognition of language teacher educators' contributions in the field of Teaching English to Speakers of Other Languages (TESOL), research on language teacher educators has only picked up the pace in the last decade, shedding light on their cognition, practices, and identities in relation to various personal, interpersonal, and…

How language learners and teachers actually use "pedagogical materials" in classrooms is a 'groundbreaking' subject of applied linguistics inquiry (Tarone, 2014, p. 653), referred to in this research agenda article as "materials use." We begin with a theoretically-oriented overview of language education scholarship on…

Online reading strategies have been a crucial issue in EFL learning because reading strategies are essential for students reading comprehension and the increasing penetration of information and communication technology into foreign language learning has transformed reading and current studies have shown that online text reading requires new…

Despite a growing body of research, Speaking Anxiety (SA) reduction has been a prominent issue in Second/Foreign Language (S/FL) learning, especially among undergraduate students. The complexity and variety of features of Speaking Anxiety Interventions (SAI) make the synthesis and application of their findings in practice challenging. This study…

This study examined whether university students perceive holds (i.e., a listener's temporary cessation of dynamic movement) as a visual cue of nonunderstanding. Conversations between English second language (L2) university students were sampled to extract episodes of other-initiated repair through open clarification requests (e.g.,…

Written feedback commentary (WFC) on L2 student writing is a widespread and time-intensive teacher practice, serving a range of roles and purposes. One of the challenges in providing effective WFC is attending to the many content and delivery options that are possible, some of which have been shown to exert tangible effects on students and their…

In this brief report, we present a scoping review of 31 second language (L2) vocabulary research syntheses published in the Web of Science from January 1990 to May 2022. The purpose of this undertaking was to understand what L2 vocabulary research synthesizers have aggregated and the investigative foci they intended to address. It was observed…

Knowledge of academic words, academic formulas and general formulas is essential for second language learners, but resources for incidental learning of these lexical items are very limited, especially in English as a Foreign Language contexts. This study employed a corpus-driven approach to examine the potential of online news for incidental…

This study aimed to investigate the relationship between Iranian EFL learners' interpersonal and intrapersonal intelligence and their speaking ability. To achieve this aim, 30 Iranian EFL learners whose level of proficiency was intermediate participated in this study. The participants' general English knowledge was measured via Oxford Quick…

Language learners are often required to negotiate classroom participation in pair and group work; therefore, willingness to communicate (WTC) could be a key determiner of second language (L2) success. Classroom WTC is volatile and influenced by interlocutor-related variables, such as reciprocal identities, group membership and atmosphere, and peer…

This paper provides a bottom-up way of approaching China's macro-level initiative in the regions of Asia and examines the language ideologies and linguistic entrepreneurship of international students as an agentive response to China's rise. Using data gathered via semi-structured interviews, we present the narratives of 26 Asian international…

Feedback can be conceived as a scaffolding strategy aimed at knowledge construction and self-regulation. Despite its pedagogical value in fostering learning processes, empirical studies on feedback in translation pedagogy are scarce. In this paper, we focus on the written corrective feedback provided by lecturers in specialised student-written…