Natural language is highly complex and can be challenging for some learners, yet the contribution of complexity to individual differences in language learning remains poorly understood. This poor understanding appears due to both a lack of consensus among researchers regarding what complexity is, and to on-line language research often employing…

Critical approaches to policy suggest that policy, even in the most apparently democratic polity or institution, codifies and extends the interests of those who disproportionately wield power (Levinson et al., 2009). While many people are involved in conversations and decision-making processes related to the implementation of grade retention or…

This collected book analyzes the phenomenon of crisis manifested across various historical periods. It offers unique, multifaceted, and interdisciplinary perspectives on the issues of crises and finds numerous applications in the fields of literature, linguistics, advertising, photography, and foreign language teaching. The collection is divided…

This study compared the effects of teacher feedback (TF) and online automated feedback (AF) on the quality of revision of English writing. It also examined the strengths and weaknesses of the two types of feedback perceived by English language learners (ELLs) as a foreign language (FL). Sixty-eight Chinese students from two English classes…

While recent research has shown that multimodal feedback and use of formulaic sequences (FS) are effective in improving student performance on writing tasks, there is a dearth of studies on the impact of these aspects on computer-based academic speaking assessments. This dissertation seeks to fill this gap by examining the impact of both…

The heightened importance of foreign languages (L2) in the post 9-11 world demands more L2 listening research as listening is considered the most critical skill for most American military linguists. Some larger studies show that lexical knowledge can positively affect L2 listening (Chang, 2007; Mehrpour & Rahimi, 2010; Staehr, 2009), yet…

The shift from teacher-centered to student-centered instruction requires language teachers' role to change from being lecturers and controllers to facilitators and advisors. This shift requires students to have a high degree of learner autonomy. However, some teachers hesitate to promote learner autonomy. If they remain uncertain about the…

Dual language and immersion (DLI) instruction at the secondary level is a particular challenge, as teachers are tasked with teaching abstract, cognitively complex content while supporting students in continuing to develop their partner language proficiency. This content and language integration requires a unique skill set and knowledge base, but…

The COVID-19 outbreak caused university professors and students all over the world to scramble in finding different and effective ways of remote teaching and learning amidst a pandemic. This study addresses multiple issues specifically facing English language learning and the dissemination of effective remote content and the creation of a…

While the existing CALL literature identifies a range of positive learning outcomes for second language acquisition (SLA) that may be achieved through digital game-based activities, Peterson (2013) points to the need for additional theory-led research to shed more light on the learning processes involved. To this end, a case study was carried out…

We investigated the dimensionality and relations between L1 (a speaker's first language) and L2 (a speaker's second language) writing skills in narrative and informational genres and higher order cognitive skills--inference, perspective taking, and comprehension monitoring--for Spanish-English dual language learners in primary grades. Dimensions…

While there is now a considerable body of work on teacher identity in the area of language education, much less attention has been given to the question of the extent to which student teachers are enabled to construct identities that are consonant with the opportunities and challenges of current multilingual classrooms. Drawing on a recent…

Metacognition is regarded as a retrospective skill promoting learners' learning performance, deep thinking, and academic well-being. Stimulated Recall (SR) is regarded as a reliable approach to inspiring learners' metacognition in the classroom. However, the outbreak of COVID-19, causing widespread class suspension, may impair the effect of SR on…

In response to Canada's growing ethnic, cultural, and linguistic diversity, educators in French immersion classrooms are increasingly responding with enhanced cross-linguistic initiatives, and dual language books are promising resources in the promotion of multilingualism (Zaidi, 2020; Zaidi & Dooley, 2021). This paper details a research…

Research has largely been silent on English Learner (EL) persistence and completion in U.S. community colleges, yet studies conducted across higher education report that only one in eight ELs completes a bachelor's degree (Kanno & Cromley, 2013). Many interventions have been proposed to improve college student persistence and completion. This…