This study sought to examine research trends in computer-assisted language learning (CALL) using a retrospective scientometric approach. Scopus was used to search for relevant publications on the topic and generate a dataset consisting of 3,697 studies published in 11 journals between 1977 and 2020. A document co-citation analysis method was…

The current review offers an analysis of the prevailing literature on teacher learning in language teaching from an international perspective. We initially revisit several contributions from a general education perspective. Then, we focus on three dominant approaches, identified through the literature, to understand teacher learning from a…

This study explored how task complexity, writing behaviors (i.e., pausing and revision behaviors), and writing performance (i.e., task completion, coherence and cohesion, language use, and expression and tone) influence and relate to each other. Thirty advanced-level Korean EFL undergraduates completed writing tasks differing in complexity. A…

Previous research has identified various internal and external factors that predict teachers' technology adoption. Limited studies have explored how these internal and external factors interplay to determine different types of technology use. This study used the survey responses of 280 English as foreign language (EFL) teachers to examine how two…

It has been shown that Culturally Relevant Pedagogy is beneficial in schools with a wide range of populations because of its emphasis on academic achievement for all students, cultural competency, and social justice issues. This study focused on teachers' perceptions about how to use a Culturally Relevant Pedagogy model in the classroom.…

This study investigated the relations between bilingual students' amount of talk during classroom discussion, motivation, and self-reported bi-literacy skills (i.e. reading, writing skills in their native and school languages). Sixth-grade Spanish-English bilinguals in the United States (N = 121; M age = 12.119 years old; SD = 0.358) reported on…

Research has investigated how lexical-semantic and participant factors impact word learning in young children and adults. However, limited information pertaining to expressive vocabulary development exists for school-aged bilinguals--particularly those with developmental language disorder (DLD). Cross-linguistic differences in the semantic…

Literacy in a first language or in additional languages involves a set of complex cognitive, social, and linguistic skills that develop over time. However, pedagogical materials for low-proficiency English as an additional language (EAL) learners tend to target low-level literacy skills only, such as responding to fact-based questions. Materials…

High stakes testing, such as IELTS, is designed to select individuals for decision-making purposes (Fulcher, 2013b). Hence, there is a slow-growing stream of research investigating the subskills of IELTS listening and, in feedback terms, its effects on individuals and educational programs. Here, cognitive diagnostic assessment (CDA) performs it…

From the perspective of complexity theory and based on Robinson's Cognition Hypothesis and the Triadic Componential Framework, this paper investigated the effect of manipulating task complexity along resource-dispersing dimension on L2 written performance. The results showed that: 1) Significant interactive effects were found between the two…

To what extent does emotional reactivity differ when bilinguals process input in their native (L1) or non-native language (L2)? Does the L1 elicit a significantly stronger emotional arousal or can salient second language experience generate comparably strong associations between emotions and the L2? These questions were addressed through two…

Increasing linguistic and cultural diversity has led to an increased need for plurilingual pedagogy in the language classroom. This study expands the scope of the existing literature on plurilingual pedagogy in a different context: a Japanese language classroom at an English-medium instruction (EMI) university in Japan. It focuses on students'…

Parental involvement is a crucial, but often, neglected factor for success in learning languages. A growing number of Canadian students from immigrant families attend French Immersion programs and bring additional languages to the classroom. Yet, the role of Eastern-European immigrant parents in their children's French Immersion education, their…

Collocations make it possible to use and understand the language in an effective way. In this context, understanding collocation issues is important for both native speakers and language learners. This study aims at revealing certain determinations and problems with regard to the classification of word combinations in Turkish. For this purpose,…

This study draws on teacher perception data gathered from 65 secondary school modern languages (L2) teachers in South-East England. Data were collected via four iterations of an online questionnaire and follow-up interviews with six heads of department. This paper reports respondents' perceived strengths and development needs in relation to their…