Our aim here is to investigate reading in a foreign language from a multilingual perspective. Much research has focused on first- and second-language reading, especially the important role played by strategy deployment in helping readers to make meaning from texts in different languages. Less emphasis has been placed, however, on how bilinguals…

This study examined the effects of relevance instructions on English as a foreign language (EFL) readers' text processing and memories. The participants were randomly assigned to one of two conditions: the experimental condition, where they read texts to identify a specific category of information, and the control condition, where they read texts…

This article uses a case study approach to reimagine risk management in education abroad programming. It brings together a group of program partners to explore pre-COVID risk management decision-making during political unrest in Ecuador in 2019. Through continued dialogue and self-directed creative reflection techniques, the partners (a Dean of…

The present study examined the relations between three motivational variables, i.e. academic self-efficacy, task importance, and interest with three types of learning behaviours, i.e. class engagement, metacognitive self-regulation, and avoidance coping with 1954 secondary students in Singapore. Positive correlations were found between the three…

This research paper analyzes the extent to which Arabic-speaking EFL learners are aware of the English plural morphemes and whether they are able to recognize them in context. The study also investigates whether the participants' English proficiency level may play a role in their ability to recognize these morphemes. For the purpose of the study,…

Interaction is an indispensable component in second language acquisition (SLA). This review surveys the instructed SLA research, both classroom and laboratory-based, that has been conducted primarily within the interactionist approach, beginning with the core constructs of interaction, namely input, negotiation for meaning, and output. The review…

The real learning takes place when the learners start using the language items not when they notice them. Every English as a Second Language/English as a Foreign Language (ESL/EFL) learner needs grammar to communicate effectively and efficiently. Furthermore, they need opportunities to use grammar communicatively in meaningful contexts in order to…

The vocabulary of a language is a system of interrelated lexical networks but not a collection of independent items. Vocabulary of a language is organised into fields within which words interrelate and define each other in various ways. Sense relations are not enough to explain the relation between some lexical items. For example, we cannot…

In cognitivist Second Language Acquisition (SLA), attention and noticing are described as psycholinguistic processes that (may) have a role in language learning. The operationalization of such constructs, however, poses methodological challenges, since neither online nor off-line measures are coextensive with these cognitive processes that occur…

This "state of the art" review on the history of language teaching in Portugal provides an opportunity for a historiographical analysis, highlighting the relationships between languages, the links between languages and educational policy and implementation, and the cultural implications resulting from this. Researching language teaching…

The most important in Islamic Legal Sciences is Arabic Language, because of its necessity for Muslims to understand the Islamic Legal Provisions in Qur'an and Hadith which are in Arabic and informed by Arabs, thus, to understand these sciences it is a must to learn Arabic to discern the meanings and benefits of Islamic Texts and Provisions. So…

Current research in multilingual countries supports local languages and recognizes plurilingual practices as a proficiency (e.g. Luxembourg and Nordic countries in Europe, Bolivia, Argentina, and Columbia in South America). Yet linguistically diverse and multilingual regions, such as Pakistan, continue to be challenged by monoglot language…

Despite the growing consensus on the potential of dynamic assessment (DA) in second language (L2) development, application of DA procedures to corrective feedback (CF) on L2 writing has received relatively little attention. Still more neglected has been the social-emotional outcomes of CF operationalized as DA procedures. The present study…

Dynamic assessment (DA) has been implemented to diagnose language-related issues and to promote second language (L2) learners' development through intervention (Poehner, 2008). The goal is to evaluate not only what a learner can do on his or her own but also how far he or she can go with instructional intervention. Recently, scholars have…

In second language (L2) vocabulary research, much attention has been paid to how learners can be supported to acquire vocabulary and how teachers can be better prepared to teach vocabulary in the language classroom. As research efforts have been devoted largely to exploring effective vocabulary teaching strategies and techniques, it remains…