Arts and Humanities › Language and Linguistics

EFL/ESL Teaching and Learning

Works Count: 156456

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This cluster of papers covers a wide range of topics related to language teaching and second language acquisition, including second language acquisition, language teaching methodologies, corrective feedback, L2 motivation, task-based instruction, language anxiety, teacher cognition, lingua franca English, language learning strategies, and interlanguage development.

Keywords

Second Language Acquisition; Language Teaching; Corrective Feedback; L2 Motivation; Task-based Instruction; Language Anxiety; Teacher Cognition; Lingua Franca English; Language Learning Strategies; Interlanguage Development

Social Linguistics and Literacies

2015-02-27

James C. Gee

Focus on form in classroom second language acquisition

1998-01-01

Catherine J. Doughty , Jessica Williams

1 Introduction I THEORETICAL FOUNDATIONS OF FOCUS ON FORM 2 Focus on form: Theory research and practice 3 Focus on form through conscious reflection 4 Beyond focus on form II … 1 Introduction I THEORETICAL FOUNDATIONS OF FOCUS ON FORM 2 Focus on form: Theory research and practice 3 Focus on form through conscious reflection 4 Beyond focus on form II FOCUS ON FORM IN THE CLASSROOM 5 Getting the learners' attention 6 Communicative focus on form 7 FonF: What kind of focus and on which forms? 8 The role of form-focused tasks in promoting the second language acquisition of children in grade 2 9 The importance of timing in focus on form 10 Pedagogical choices in focus on form

Cognition and Second Language Instruction

2001-11-29

Peter Robinson , Richard Schmidt , Nick C. Ellis +7 more

The influence of cognitive processing on second language acquisition (SLA), and on the development of second language (SL) instruction, has always been a subject of major interest to both SLA … The influence of cognitive processing on second language acquisition (SLA), and on the development of second language (SL) instruction, has always been a subject of major interest to both SLA researchers and those involved in SL pedagogy. Recent theoretical research into SLA and SL pedagogy has shown renewed interest in the role of cognitive variables such as attention, short, working, and long term memory, and automaticity of language processing. This volume first examines the theoretical foundations of research into the cognitive processes underlying SLA, and then describes various implications for pedagogically oriented research and for SL classroom practice. The blend of research from the cognitive sciences and applied linguistics make it an excellent introduction to applied linguists and language teachers interested in the psycholinguistic processes underlying SLA.

Culture, Communication, and Cognition: Vygotskian Perspectives.

1987-03-01

C. R. Hallpike , James V. Wertsch

The pack contains a major learners' dictionary (the best-selling Cambridge International Dictionary of English) together with a CD-ROM version, updated for 2000, at a very affordable price. The new CD-ROM … The pack contains a major learners' dictionary (the best-selling Cambridge International Dictionary of English) together with a CD-ROM version, updated for 2000, at a very affordable price. The new CD-ROM contains everything the user will find in the Cambridge International Dictionary of English, as well as: * new words which have recently come into the English language * British and American spoken pronunciations for each entry word * links from every word in the text to the entry where that word is defined * sophisticated tools that allow users to search for words anywhere in the text * the ability to search by topic group, giving the user a whole new way into the dictionary * interactive exercises. This CD-ROM and that of the Cambridge Dictionary of American English are fully compatible, and can be searched simultaneously if both are installed. Cambridge International Dictionary of English CD-ROM for Windows 95/98/NT Try the Cambridge International Dictionaries Online at http://www.cup.cam.ac.uk/elt/dictionary

What the "Good Language Learner" Can Teach Us

1975-03-01

Joan Rubin

The differential success of second/foreign language learners suggests a need to examine in detail what strategies successful language learners employ. An indication is given of what these strategies might consist … The differential success of second/foreign language learners suggests a need to examine in detail what strategies successful language learners employ. An indication is given of what these strategies might consist of and a list of several widely recognized good learner strategies is given. In addition to the need for research on this topic, it is suggested that teachers can already begin to help their less successful students improve their performance by paying more attention to learner strategies already seen as productive.

Learner Strategies in Language Learning

1990-01-01

Madeline Ehrman , Anita L. Wenden , Joan Rubin

Foreign Language Classroom Anxiety

1986-06-01

Elaine K. Horwitz , MICHAEL B. HORWITZ , Joann Cope

The Case Against Grammar Correction in L2 Writing Classes

1996-06-01

John Truscott

The paper argues that grammar correction in L2 writing classes should be abandoned, for the following reasons: (a) Substantial research shows it to be ineffective and none shows it to … The paper argues that grammar correction in L2 writing classes should be abandoned, for the following reasons: (a) Substantial research shows it to be ineffective and none shows it to be helpful in any interesting sense; (b) for both theoretical and practical reasons, one can expect it to be ineffective; and (c) it has harmful effects. I also consider and reject a number of arguments previously offered in favor of grammar correction.

Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis

2000-09-01

John M. Norris , Lourdes Ortega

This study employed (and reports in detail) systematic procedures for research synthesis and meta‐analysis to summarize findings from experimental and quasi‐experimental investigations into the effectiveness of L2 instruction published between … This study employed (and reports in detail) systematic procedures for research synthesis and meta‐analysis to summarize findings from experimental and quasi‐experimental investigations into the effectiveness of L2 instruction published between 1980 and 1998. Comparisons of average effect sizes from 49 unique sample studies reporting sufficient data indicated that focused L2 instruction results in large target‐oriented gains, that explicit types of instruction are more effective than implicit types, and that Focus on Form and Focus on Forms interventions result in equivalent and large effects. Further findings suggest that the effectiveness of L2 instruction is durable and that the type of outcome measures used in individual studies likely affects the magnitude of observed instructional effectiveness. Generalizability of findings is limited because the L2 type‐of‐instruction domain has yet to engage in rigorous empirical operationalization and replication of its central research constructs. Changes in research practices are recommended to enhance the future accumulation of knowledge about the effectiveness of L2 instruction.

Input in Second Language Acquisition

1986-01-01

Ruth B. Bottigheimer , Susan M. Gass , Carolyn G. Madden

The Natural Approach: Language Acquisition in the Classroom

1984-01-01

Sally Sieloff Magnan , Stephen Krashen , Tracy D. Terrell

Allen, Virginia F. 1971. Teaching intonation, from theory to practice. TESOL Quarterly 4(1):73-81. Brown, Gillian. 1977. Listening to spoken English. London: Longman. Brown, Gillian, and George Yule. 1983. Discourse analysis. … Allen, Virginia F. 1971. Teaching intonation, from theory to practice. TESOL Quarterly 4(1):73-81. Brown, Gillian. 1977. Listening to spoken English. London: Longman. Brown, Gillian, and George Yule. 1983. Discourse analysis. Cambridge: Cambridge University Press. Gary, Judith 0., and Norman Gary. 1981. Caution: talking may be dangerous to your linguistic health. International Review of Applied Linguistics 19(1):1-14. Kingdon, Roger. 1965. The groundwork of English stress. London: Longman. Krashen, Stephen D. 1980. The monitor model for adult second language performance. In Readings on English as a second language, Kenneth Croft (Ed.), 213-221. Boston: Little, Brown and Company. Mulla, Mohammed Amin. 1979. Aptitude, attitude, motivation, anxiety, intolerance of ambiguity, and other biographical variables as predictors of achievement in EFL by high school science major seniors in Saudi Arabia. Ph.D. dissertation, University of Michigan. Parish, Charles. 1980. A practical philosophy of pronunciation. In Readings on English as a second language, Kenneth Croft (Ed.), 258-264. Boston: Little, Brown and Company. Pribam, Karl. 1980. The place of pragmatics in the syntactic and semantic organization of language. In Temporal variables in speech, H. Dechert and M. Raupach (Eds.), 13-20. The Hague: Mouton. Trager, Edith Crowell, and Sara Cook Henderson. 1956. The PD's: pronunciation drills for learners of English. Culver City, California: ELS Publications.

The Practice of English Language Teaching

2003-10-01

Tricia Hedge

1The Centre for English Language Teacher Education at the University of Warwick. Email: [email protected] The Practice of English Language Teaching J. Harmer First Edition Longman, Second Edition Longman, Third Edition … 1The Centre for English Language Teacher Education at the University of Warwick. Email: [email protected] The Practice of English Language Teaching J. Harmer First Edition Longman, Second Edition Longman, Third Edition Pearson Education 1983, 1991, 2001 252, 296, 370 (Third Edition) £16.95 0 582 74612 4, 0 582 04656 4, 0 582 40385 5

Corpus, Concordance, Collocation

1994-01-01

Terence Odlin , John McH. Sinclair

Designed for English language teachers and other educators, this study charts the emergence of a new view of language and the computer technology associated with it. Designed for English language teachers and other educators, this study charts the emergence of a new view of language and the computer technology associated with it.

Motivation and Motivating in the Foreign Language Classroom

1994-09-01

Zoltán Dörnyei

Language Learning Strategies: What Every Teacher Should Know

1991-01-01

Elaine K. Horwitz , Rebecca L. Oxford

1. Looking at Language Learning Strategies 2. Direct Strategies for Dealing with Language 3. Applying Direct Strategies to the Four Language Skills 4. Indirect Strategies for General Management of Learning … 1. Looking at Language Learning Strategies 2. Direct Strategies for Dealing with Language 3. Applying Direct Strategies to the Four Language Skills 4. Indirect Strategies for General Management of Learning 5. Applying Indirect Strategies to the Four Language Skills 6. Language Learning Strategy Assessment and Training 7. Networking at Home and Abroad

Techniques and Principles in Language Teaching

1988-01-01

Terry L. Ballman , Diane Larsen‐Freeman

Techniques and principles in language teaching , Techniques and principles in language teaching , مرکز فناوری اطلاعات و اطلاع رسانی کشاورزی Techniques and principles in language teaching , Techniques and principles in language teaching , مرکز فناوری اطلاعات و اطلاع رسانی کشاورزی

Principles and Practice in Second Language Acquisition

1983-01-01

Theodore V. Higgs , Stephen Krashen

This text explores the relationship between second language teaching practice and what is known about the process of second language acquisition and summarizes the current state of second language acquisition … This text explores the relationship between second language teaching practice and what is known about the process of second language acquisition and summarizes the current state of second language acquisition theory.-- Draws general conclusions about the application of theory to methods and materials and describes the characteristics that effective materials should include.-- Concludes that language acquisition occurs best when language is used for the purpose for which it was designed: communication.

Designing Tasks for the Communicative Classroom

1990-01-01

H. Jay Siskin , David Nunan

Designing Tasks for the Communicative Classroom provides a balanced introduction to both the theoretical and practical aspects of communicative task design, and is aimed at all second and foreign language … Designing Tasks for the Communicative Classroom provides a balanced introduction to both the theoretical and practical aspects of communicative task design, and is aimed at all second and foreign language teachers who want to develop their own tasks, or adopt/adapt those of others. The major purpose is to integrate recent research and practice in language teaching into a framework for analysing learning tasks. This framework should help teachers select, adapt or create their own communicative tasks. The ideas presented are relevant to teachers working in or preparing for a range of teaching situations with a variety of learner types.

A Cognitive Approach to Language Learning

1999-01-01

Paula Samper García , Peter Skehan

Acknowledgements Preface Introduction 1. Comprehension and production strategies in language learning 2. The role of memory and lexical learning 3. Psycholinguistic processes in language use and language learning 4. Models … Acknowledgements Preface Introduction 1. Comprehension and production strategies in language learning 2. The role of memory and lexical learning 3. Psycholinguistic processes in language use and language learning 4. Models of language learning 5. A rationale for task-based instruction 6. Implementing task-based instruction 7. Processing perspectives on testing 8. Research into language aptitude 9. Issues in aptitude theory: exceptional learners and modularity 10. Learning style 11. Learners, learning, and pedagogy 12. Conclusions Bibliography Index

THEORETICAL BASES OF COMMUNICATIVE APPROACHES TO SECOND LANGUAGE TEACHING AND TESTING

1980-01-01

Michael Canale , Merrill Swain

Journal Article THEORETICAL BASES OF COMMUNICATIVE APPROACHES TO SECOND LANGUAGE TEACHING AND TESTING Get access MICHAEL CANALE, MICHAEL CANALE The Ontario Institute for Studies in Education Search for other works … Journal Article THEORETICAL BASES OF COMMUNICATIVE APPROACHES TO SECOND LANGUAGE TEACHING AND TESTING Get access MICHAEL CANALE, MICHAEL CANALE The Ontario Institute for Studies in Education Search for other works by this author on: Oxford Academic Google Scholar MERRILL SWAIN MERRILL SWAIN The Ontario Institute for Studies in Education Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume I, Issue 1, Spring 1980, Pages 1–47, https://doi.org/10.1093/applin/I.1.1 Published: 01 March 1980 Article history Received: 01 May 1979 Published: 01 March 1980

Learning Strategies in Second Language Acquisition

1992-01-01

Carol Hosenfeld , J. Michael O’Malley , Anna Uhl Chamot

O'Malley and Chamot review the literature on learning strategies, describe and classify learning strategies in second language learning, and discuss why learning is affected in a positive manner when such … O'Malley and Chamot review the literature on learning strategies, describe and classify learning strategies in second language learning, and discuss why learning is affected in a positive manner when such strategies are used. The authors present instructional models for learning-strategy training that teachers can apply to their own classes. The material is based on current research in second language acquisition and cognitive theory.

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Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation

1998-12-01

Peter D. MacIntyre , RICHARD CLÉMENT , Zoltán Dörnyei +1 more

Why do some students seek, while others avoid, second language (L2) communication? Many language teachers have encountered students high in linguistic competence who are unwilling to use their L2 for … Why do some students seek, while others avoid, second language (L2) communication? Many language teachers have encountered students high in linguistic competence who are unwilling to use their L2 for communication whereas other students, with only minimal linguistic knowledge, seem to communicate in the L2 whenever possible. Despite excellent communicative competence, spontaneous and sustained use of the L2 is not ensured. A colleague, who teaches a L2 and whose L2 competence is excellent, is well known to avoid “like the plague” L2 communication in social settings. A related observation is that many learners have noticed that their willingness to communicate (WTC) varies considerably over time and across situations. Our aim in this article is twofold. First we wish to provide an account of the linguistic, communicative, and social psychological variables that might affect one's “willingness to communicate.” As demonstrated in the text below, and examination of WTC offers the opportunity to integrate psychological, linguistic, and communicative approaches to L2 research that typically have been independent of each other. We view the WTC model as having the potential to provide a useful interface between these disparate lines of inquiry. Our second goal is to suggest potential relations among these variables by outlining a comprehensive conceptual model that may be useful in describing, explaining, and predicting L2 communication. In an effort to move beyond linguistic or communicative competence as the primary goal of language instruction, this article represents an overt attempt to combine these disparate approaches in a common theme, that is, proposing WTC as the primary goal of language instruction.

Going beyond the Native Speaker in Language Teaching

1999-01-01

Vivian Cook

This article argues that language teaching would benefit by paying attention to the L2 user rather than concentrating primarily on the native speaker. It suggests ways in which language teaching … This article argues that language teaching would benefit by paying attention to the L2 user rather than concentrating primarily on the native speaker. It suggests ways in which language teaching can apply an L2 user model and exploit the students' L1. Because L2 users differ from monolingual native speakers in their knowledge of their L2s and Lls and in some of their cognitive processes, they should be considered as speakers in their own right, not as approximations to monolingual native speakers. In the classroom, teachers can recognise this status by incorporating goals based on L2 users in the outside world, bringing L2 user situations and roles into the classroom, deliberately using the students' L1 in teaching activities, and looking to descriptions of L2 users or L2 learners rather than descriptions of native speakers as a source of information. The main benefits of recognising that L2 users are speakers in the own right, however, will come from students' and teachers' having a positive image of L2 users rather than seeing them as failed native speakers. Language professionals often take for granted that the only appropriate models of a language's use come from its native speakers. Linguists look at the intuitions of native speakers or collect quantities of their speech; language teachers encourage students to be like native speakers. This article argues that the prominence of the native speaker in language teaching has obscured the distinctive nature of the successful L2 user and created an unattainable goal for L2 learners. It recommends that L2 users be viewed as multicompetent language users rather than as deficient native speakers and suggests how language teaching can recognise students as L2 users both in and out of the classroom.

Towards an analysis of discourse : the English used by teachers and pupils

1975-01-01

John Sinclair , Richard Malcolm Coulthard

The Study of Second Language Acquisition

1996-01-01

Cheryl Brown , Rod Ellis

Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. … Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index

Research methods in applied linguistics : quantitative,qualitative, and mixed methodologies

2007-01-01

Zoltán Dörnyei

This is a very practical and accessible book that offers a comprehensive overview of research methodology in applied linguistics by describing the various stages of qualitative and quantitative investigations, from … This is a very practical and accessible book that offers a comprehensive overview of research methodology in applied linguistics by describing the various stages of qualitative and quantitative investigations, from collecting the data to reporting the results. It also discusses 'mixed methods research', that is, the various combinations of qualitative and quantitative methodologies.

Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language

1989-01-01

Jacqueline S. Johnson , Elissa L. Newport

Teaching and learning vocabulary

1994-05-01

Paul Nation

Teaching by Principles: An Interactive Approach to Language Pedagogy

2001-01-01

Stefan Frazier , H. Douglas Brown

Teaching by Principles: An Interactive Approach to Language Pedagogy, Third Edition, by H. Douglas Brown, is a widely acclaimed methodology text used in teacher education programs around the world. This … Teaching by Principles: An Interactive Approach to Language Pedagogy, Third Edition, by H. Douglas Brown, is a widely acclaimed methodology text used in teacher education programs around the world. This user-friendly textbook offers a comprehensive survey of practical language teaching options, all firmly anchored in accepted principles of language learning and teaching. End-of-chapter exercises give readers opportunities to process material interactively. Suggested readings direct readers to important books and articles in the field.

TASK-BASED LANGUAGE LEARNING AND TEACHING

2004-09-01

Alison Mackey

TASK-BASED LANGUAGE LEARNING AND TEACHING. Rod Ellis. Oxford: Oxford University Press, 2003. Pp. x + 387. $24.95 paper.This book is part of the Oxford University Press series in Applied Linguistics. … TASK-BASED LANGUAGE LEARNING AND TEACHING. Rod Ellis. Oxford: Oxford University Press, 2003. Pp. x + 387. $24.95 paper.This book is part of the Oxford University Press series in Applied Linguistics. In the preface, Ellis explains that his goal was to produce a book that “attempts to examine ‘task’ from a variety of perspectives,” noting he was striving in particular for “a rounded, balanced account of how tasks have figured in both SLA and language pedagogy” (p. ix). As Ellis also notes, the book is not a “how to” guide for the teacher or researcher but rather a text that informs about current research and practice on task-based second language research and teaching.

Techniques and Principles in Language Teaching

1987-03-01

Leo A. W. van Lier , Diane Larsen‐Freeman

CORRECTIVE FEEDBACK AND LEARNER UPTAKE

1997-03-01

Roy Lyster , Leila Ranta

This article presents a study of corrective feedback and learner uptake (i.e., responses to feedback) in four immersion classrooms at the primary level. Transcripts totaling 18.3 hours of classroom interaction … This article presents a study of corrective feedback and learner uptake (i.e., responses to feedback) in four immersion classrooms at the primary level. Transcripts totaling 18.3 hours of classroom interaction taken from 14 subject-matter lessons and 13 French language arts lessons were analyzed using a model developed for the study and comprising the various moves in an error treatment sequence. Results include the frequency and distribution of the six different feedback types used by the four teachers, in addition to the frequency and distribution of different types of learner uptake following each feedback type. The findings indicate an overwhelming tendency for teachers to use recasts in spite of the latter's ineffectiveness at eliciting student-generated repair. Four other feedback types—elicitation, metalinguistic feedback, clarification requests, and repetition—lead to student-generated repair more successfully and are thus able to initiate what the authors characterize as the negotiation of form.

Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do

2003-04-01

Simon Borg

This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, … This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by more general mainstream educational research on teacher cognition, language teacher cognition is here discussed with reference to three main themes: (1) cognition and prior language learning experience, (2) cognition and teacher education, and (3) cognition and classroom practice. In addition, the findings of studies into two specific curricular areas in language teaching which have been examined by teacher cognition – grammar teaching and literacy – are discussed. This review indicates that, while the study of teacher cognition has established itself on the research agenda in the field of language teaching and provided valuable insight into the mental lives of language teachers, a clear sense of unity is lacking in the work and there are several major issues in language teaching which have yet to be explored from the perspective of teacher cognition.

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Common European Framework of Reference for Languages: learning, teaching, assessment

2009-01-01

Norman D. Verhelst , Piet Van Avermaet , Sauli Takala +2 more

Language Learnability and Language Development

1985-12-01

Clifton Pye , Steven Pinker

Towards an analysis of discourse: The English used by teachers and pupils

1976-01-01

Robert I. Binnick

The Practice of English Language Teaching

2015-06-05

Ana Fabiola Sáenz García

2. The L2 Motivational Self System

2009-12-31

Zoltán Dörnyei

Principles of Language Learning and Teaching

1988-01-01

Mary Emily Call , H. Douglas Brown

Learning Strategies in Second Language Acquisition

1990-02-23

J. Michael O’Malley , Anna Uhl Chamot

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Measuring the effects of second language cognitive task complexity

2025-06-26

| Task-based language teaching

Introduction to second language cognitive task complexity research

2025-06-26

| Task-based language teaching

What is second language cognitive task complexity?

2025-06-26

| Task-based language teaching

Prelim pages

2025-06-26

| Task-based language teaching

Self-mention in English Theses: A Corpus-based Comparison of Native-English and Native-Vietnamese Speakers

2025-06-25

Phuong Dzung Pho , Dung Thi Phuong Cao | 3L The Southeast Asian Journal of English Language Studies

UNDERSTANDING THE DIFFICULTIES FACED BY EFL STUDENTS IN WRITING COMPOUND-COMPLEX SENTENCES IN ACADEMIC WRITING

2025-06-25

Agus Hidayat | Deleted Journal

This study looked at the problems EFL (English as a Foreign Language) students had in writing compound-complex sentences in academic writing. The main aim was to know both grammar problems … This study looked at the problems EFL (English as a Foreign Language) students had in writing compound-complex sentences in academic writing. The main aim was to know both grammar problems and students’ feelings when they try to use this difficult sentence type. The researcher used a qualitative narrative inquiry method to collect deep information from semi-structured interviews and reflective journals. Participants were chosen with purposive sampling to show different levels of English skill. Thematic analysis helped to find main problems in their writing. The findings showed that most students had trouble using conjunctions in the right way, knowing the difference between independent and dependent clauses, and using punctuation correctly. Around 75% of the students said they found it hard to write compound-complex sentences. More than 60% also felt confused about how to use punctuation. The students’ first language also gave influence, and many said the teacher's feedback was not always clear. Emotional problems like fear and low confidence also made it harder for students. Working together and doing writing practice many times helped improve their writing and gave them more confidence. Students also said they wanted more clear lessons and useful workshops about sentence types. This study shows that students need special help from teachers to learn how to build compound-complex sentences, so their academic writing can be better.

An exploration of teachers’ practices related to using the phonics approach in Malaysian ESL classrooms

2025-06-25

Azyan Shafee , Mohd Syafiq Aiman Mat Noor , Zachary Farouk Chai | Cogent Education

Shall they teach english as efficient as english teachers? Primary school teacher candidates’ perspectives towards teaching English in the absence of an English teacher

2025-06-25

Zeynep Çetin Köroğlu , Erkan Yüce | Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi

In today's education system, regardless of the distinction between public and private schools, teaching English as a foreign language begins in the 2nd grade. In public schools, English teachers conduct … In today's education system, regardless of the distinction between public and private schools, teaching English as a foreign language begins in the 2nd grade. In public schools, English teachers conduct English classes; in schools where there are no English teachers, they are conducted by primary school teachers. In private schools, English classes are conducted by English teachers. In this context, a course titled "Teaching Foreign Languages in Primary Schools" has been included in the 4th-year classes of the primary school education programs within the faculties of education at universities to enhance the knowledge and skills of prospective primary school teachers in teaching English. The current study examines the perspectives of prospective classroom teachers studying in the primary education undergraduate program at a public university in Türkiye towards English language teaching. The study collected qualitative data using a written, structured interview technique. The data shows that prospective primary school teachers do not find themselves sufficient in language proficiency for teaching English as a foreign language, believe that a course they took in their undergraduate program was insufficient for teaching English, and think that English teachers should conduct the English course. In the study, educational implications and recommendations were made based on the results obtained from the data.

The Technological Domains of TPACK as Predictors of Teacher Autonomy

2025-06-25

Janice Apura , Lalaine G. Sariana | International Journal of Research and Innovation in Social Science

The study utilized a descriptive-correlational research design to explore how different technological domains within the TPACK framework relate to teacher autonomy among junior high school and senior high school teachers … The study utilized a descriptive-correlational research design to explore how different technological domains within the TPACK framework relate to teacher autonomy among junior high school and senior high school teachers at Bukidnon National School of Home Industries, Maramag, Bukidnon. The research utilized two survey instruments: the standardized TPACK questionnaire, which measures Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK), and Technological Content Knowledge (TCK), and the Teacher Autonomy Scale (TAS) by Çolak and Altınkurt (2017), which assesses autonomy. The result of the study indicated that teachers showed high technological competence across all TPACK domains, and they also reported strong perceived autonomy. Pearson-r correlation demonstrated positive relationships between the individual technological domains of TPACK and teacher autonomy. However, the multiple regression analysis indicated that individual TPACK domains did not predict autonomy, but the total technological dimension of TPACK did show a small yet significant relationship with teacher autonomy. The research shows how technological competence impacts teacher professional autonomy while supporting the development of training programs that combine digital skills education with instructional freedom development.

‘This is something beyond their capacity’: Teacher educators’ cognition of L2 pragmatics and challenges of its integration into EFL teacher education: An exploratory study in Vietnam

2025-06-24

Anh T. Ton-Nu , Jonathan Newton | Language Teaching Research

Language teacher cognition concerning second language (L2) pragmatics is an under-researched sub-field in language teacher cognition research. L2 pragmatics is also overlooked in many L2 teacher education programs. To address … Language teacher cognition concerning second language (L2) pragmatics is an under-researched sub-field in language teacher cognition research. L2 pragmatics is also overlooked in many L2 teacher education programs. To address these gaps, this study adopted a within-site case study design to investigate the knowledge, beliefs and teaching practices of 14 Vietnamese teacher educators of English about how to teach L2 pragmatics and their actual teacher education practices. Data was collected through a questionnaire, semi-structured interviews, and classroom observations. Thematic analysis of the data revealed that the teacher educators fell into two broad and equally sized groups differentiated by the extent to which they were able to articulate what L2 pragmatics is, why it is of value, and how they addressed it in their teacher education. The findings offer insight into how to improve the quality of English as a foreign language (EFL) teacher education in Vietnam and similar contexts regarding L2 pragmatics and teacher training.

Learning In Silence: Understanding the Roots among English Silent Learners

2025-06-24

Flordelice G. Pedrera , Helena Lovitos | International Journal of Research and Innovation in Applied Science

The purpose of this study was to determine students’ perspective in learning English as a second language (ESL) while in silent mode. Additionally, the study explored how silent students describe … The purpose of this study was to determine students’ perspective in learning English as a second language (ESL) while in silent mode. Additionally, the study explored how silent students describe their experiences upon acquiring knowledge of the language. It was established in various literatures that some instructors perceived students’ silence as disengagement. The study was conducted using a qualitative, phenomenological in-depth interview and focus group discussion methodologies. The study samples consisted of 17 silent students in an English class. Data were collected using audiotaping of interviews and field notes. Ten major themes emerged from the analysis of the data. The themes were: silence means simply concentrating; silence is brought about by self-consciousness and insecurity; silence in class does not always mean mindlessness; silence as learning style; silence in class is owed to one’s personality; being silent in an English class will hardly help in learning the language; being silent is alright as there are other ways to supplement learning of English; learning English needs more conscious effort and resolve to learn than simply being silent; and one can never learn English by just studying and being silent. The data suggest that students in silent mode cannot therefore be assumed to have no learning.

An exploration of languaging interactions of young Spanish-English emergent bilinguals to build social-emotional learning skills during free-play

2025-06-24

Natalia M. Rojas | Language and Education

Transitions into Re-Imagining First Year Writing as a Multilingual Community

2025-06-24

Denise Desrosiers , Soo Hyon Kim | Journal of Language Identity & Education

Acquisition of English Passive Voice: A Study of Error Patterns in EFL Learners

2025-06-24

Novriyani Novriyani , Nurnalisa Nurnalisa | Teaching English as Foreign Language Literature and Linguistics

The study investigated the acquisition of English passive and error paterns in EFL learners. Grammar constitutes the framework through which sentences and phrases are systematically formed, drawing upon acquired linguistic … The study investigated the acquisition of English passive and error paterns in EFL learners. Grammar constitutes the framework through which sentences and phrases are systematically formed, drawing upon acquired linguistic knowledge and established syntactic rules. In this research, the researcher used descriptive qualitative research which investigated the acquisition of English passive and students’ difficulties in studying error patern in EFL Learners. The sample of study was students of English Education Department at Islamic Institute of Darul A’mal Lampung. There are 15 students as the participant in this research. To achieve the purpose of study, the researcher used questionnaire and test. The result showed that there are 11 students have problems in passive voice in simple present tense and there are 12 students have problems in simple past tense. There are some students face difficulties to determine passive voice in simple present tense and simple past tense. The students’ problems are having difficulty in changing identifying passive voice in multiple choice form, having difficulty in changing identifying passive voice in essay form, having difficulty memorizing, using, and identifying Verb-3 both regular and irregular forms, having difficulty in changing using TO BE (is, am, are) and auxiliary verbs (do, did, have, has, had), and having difficulty in adjusting verb according to the subject (both singular and plural) in passive form.

EFL Teacher’s Problems and Solutions in Teaching Writing at Grade XII

2025-06-24

Riza Fikri Wardana , Maskhurin Fajarina | Teaching English as Foreign Language Literature and Linguistics

This research aims to find out problems that the teacher encountered in teaching writing and the ssolutions he employed to overcome these challenges. This research was conducted in class XI … This research aims to find out problems that the teacher encountered in teaching writing and the ssolutions he employed to overcome these challenges. This research was conducted in class XI D, XI E, XI F, and XI N on 20-26 February 2025. Before doing the research, the researchers prepared observations and interview used to know teacher’s problems and solutions in teaching writing. In this research, the researcher used descriptive qualitative design and to collected data, the researcher used Observation and Interview. To analyze the data, the researcher used a-three-step theory of qualitative data analysis consisting of condensation the data, displaying the data drawing and verifying the conclusion. The result of this research is that there are 4 EFL teacher problems and 4 solutions to overcome them. These problems are that the teacher faced students with limited of vocabularies, poor grammar, having difficulty developing ideas, and dealing with students who have low motivation in learning English. To overcome the problems, namely collecting and memorizing vocabulary, having exercises of English writing, practicing writing, and giving good evidence for students. Hopefully, this research can be a reference for future researchers as well as English teachers when teaching writing.

Providing Pragmatics Training for L2 Teachers: A Sociocultural Perspective on Development of a Chinese Graduate Teaching Assistant

2025-06-24

Li Yang | International Journal of Applied Linguistics

ABSTRACT This study represents a continued effort to explore focused training in pragmatics for L2 Chinese teachers. From a Vygotskian sociocultural perspective, the study observed a Chinese graduate teaching assistant … ABSTRACT This study represents a continued effort to explore focused training in pragmatics for L2 Chinese teachers. From a Vygotskian sociocultural perspective, the study observed a Chinese graduate teaching assistant (GTA) who served as the teacher of record at a U.S. university and documented her development of pragmatic knowledge and application during a 6‐week online course on pragmatics. The training provided the Chinese GTA with instruction that engaged her with concepts across different areas related to pragmatics in a focused manner. Additionally, she had the opportunity to participate in an online languaging task using a shared OneDrive file. The coding and analysis of the languaging data show that the Chinese GTA developed an improved conceptual understanding of pragmatics and increased her readiness and ability to apply these concepts in her teaching over time. Lastly, the value of examining L2 teachers' pragmatic development from a sociocultural perspective and the benefits of incorporating languaging into pragmatics training for L2 teachers are discussed.

Confidence Challenges in English Language Learning: Student Perceptions

2025-06-24

Tina Allen-Abulhassan | Arab World English Journal

English language learners (ELLs) in higher education face significant challenges from a lack of confidence in their English skills. In the United States, English Language Learners (ELLs) often struggle to … English language learners (ELLs) in higher education face significant challenges from a lack of confidence in their English skills. In the United States, English Language Learners (ELLs) often struggle to achieve their learning objectives because of the insufficiently qualified English as a Second Language (ESL) instructors in their home countries. This qualitative study examined how English language learners (ELLs) in Indiana perceive the impact of non-native English as a second language (ESL) teachers in their home countries on their ability to achieve learning goals in U.S. adult education and college settings. The research involved 18 participants, given a questionnaire under pseudonyms for privacy. An inductive thematic analysis was used to analyze the data, drawing from Krashen’s natural order theory of language acquisition and Vygotsky’s social development theory. The results revealed that experiences with non-native instructors impacted ELLs ‘ language proficiency and confidence in Western academic contexts. Recommendations for further research include evaluating language teaching materials, enhancing online practice opportunities, increasing the number of qualified English teachers in non-native regions, and creating social environments that support ELLs in practicing English. The findings revealed that improved language skills not only enhance capabilities but also increase interest in higher education, leading to better job prospects and social change across individual, family, academic, institutional, and societal levels. This study addressed the question: How do English language learners gain the confidence needed to complete higher academic learning? Understanding ELLs’ experiences in non-native contexts is crucial for helping them achieve educational goals in the U.S.

The Effect of Professional Licensing on English Language Teaching Practices and Teacher Motivation in Saudi Arabia

2025-06-24

Fawaz Al Mahmud | Arab World English Journal

This study investigates the effect of professional licensing on English language teaching practices and teacher motivation in Saudi Arabia. The main aim is to examine whether licensing requirements influence classroom … This study investigates the effect of professional licensing on English language teaching practices and teacher motivation in Saudi Arabia. The main aim is to examine whether licensing requirements influence classroom strategies and educators’ enthusiasm toward teaching. The central research questions explore how licensing impacts teaching performance and motivation, and what implications this has for job satisfaction among English language teachers. An explanatory sequential mixed-methods design was employed. In the first phase, quantitative data were collected through a structured questionnaire administered to 1,084 English language teachers across Saudi Arabia. In the second phase, in-depth interviews with ten teachers were conducted to enrich and explain the survey findings. Results revealed a generally negative perception of professional licensing, with most teachers reporting minimal impact on their teaching practices and motivation. Only teachers aged 41–50 showed a statistically significant positive response. Financial penalties linked to licensing were found to reduce intrinsic motivation. The study highlights a misalignment between the intended purpose of licensing and teachers’ perceptions of its value. It recommends decoupling licensing from salary-related consequences, enhancing communication about its benefits, offering targeted professional development, and providing more frequent and flexible assessments. These steps may foster a more positive attitude toward licensing and improve its effectiveness in supporting educational quality.

Validity and Predictiveness of the 2 × 2 Model of L2 Self‐Guides: Revisiting the Relationship Between Motivation and L2 Communication

2025-06-24

Wanting Wang , Tao Zeng | International Journal of Applied Linguistics

ABSTRACT The 2 × 2 model of L2 self‐guides, a motivational framework, contains four components—ideal L2 self/own, ideal L2 self/other, ought‐to L2 self/own, and ought‐to L2 self/other—which is considered more … ABSTRACT The 2 × 2 model of L2 self‐guides, a motivational framework, contains four components—ideal L2 self/own, ideal L2 self/other, ought‐to L2 self/own, and ought‐to L2 self/other—which is considered more reflective of the continuity of learning motivation than traditional models. However, it has been validated only in a few studies and primarily in relation to more general measures of motivated behavior. The present study further evaluates the applicability of the L2 self‐guides model and examines how these self‐guides predict two interconnected operational constructs in L2 communication: willingness to communicate (WTC) and frequency of communication (FoC). An integrated questionnaire, developed from previous studies, was administered to 442 Chinese college students who were learning English as a foreign language (EFL). Multilevel validation and structural equation modeling were employed to assess the model's reliability, validity, and predictive effects. The results demonstrated strong discriminant validity for the self‐guides model. The ideal self/own was the strongest predictor of WTC and FoC, while the ought‐to self/own showed no significant effect. The ought‐to self/other and WTC both facilitated FoC, whereas the ideal self/other acted as an inhibitor. This study supports the generalizability of the L2 self‐guides model, providing insights into motivation theory and its role in L2 communication.

The Effects of Spaced and Massed Practice Schedule on L2 Contextualized Grammar Learning of a Simple and a Complex Structure

2025-06-24

Nicolas Buhot , Qiang Xing | International Journal of Applied Linguistics

ABSTRACT Research evaluating the effects of spaced versus massed practice on grammar learning has shown a superiority of the spaced schedule due to the existence of a distributed learning effect. … ABSTRACT Research evaluating the effects of spaced versus massed practice on grammar learning has shown a superiority of the spaced schedule due to the existence of a distributed learning effect. However, these studies were conducted in a laboratory setting in a decontextualized manner. The present study therefore targeted contextualized grammar learning, where two target structures, the possessive adjective and the past tense in French, were practiced in an information‐gap activity. The aim was to analyze the possible interaction between linguistic difficulty and spacing schedule. Unlike decontextualized practice, the production of the structures here required the production of personal ideas, making the activity more cognitively demanding. Two groups ( N = 32 and N = 33) from two classes of Chinese learners studying French practiced the structures three times, either without spacing or with a spacing of 1 day. A fourth session took place 1 week later. The massed practice group showed greater fluency, especially for the complex structure, whereas the spaced practice group used the structures more accurately. An interaction between linguistic difficulty and spacing schedule was found: spacing practice presents an undesirable difficulty for the fluent use of the complex structure, but it is desirable for accurate use.

Supplemental Material for Children’s Expressive and Receptive Knowledge of the English Regular Plural

2025-06-23

| Developmental Psychology

A bibliometric analysis of research on foreign language classroom anxiety using CiteSpace

2025-06-23

Mengyao Xun , Ran Wei | Journal of Language Teaching

This study presented a bibliometric analysis of foreign language classroom anxiety (FLCA) research published between 2002 and 2024. Using the Web of Science (WoS) database as the primary data source, … This study presented a bibliometric analysis of foreign language classroom anxiety (FLCA) research published between 2002 and 2024. Using the Web of Science (WoS) database as the primary data source, CiteSpace software was employed to generate scientific knowledge maps, illustrating the evolutionary trajectory of FLCA scholarship. Findings indicated a fluctuating yet overall upward trend in publication frequency, reflecting the growing academic interest in this domain. The analysis revealed a well-established core research team engaged in sustained contributions, fostering scholarly advancements. Three primary research clusters emerged: (1) Factors influencing FLCA, including intrinsic learner traits and external classroom dynamics; (2) Development and validation of FLCA measurement instruments, particularly the Foreign Language Classroom Anxiety Scale (FLCAS) and its adaptations; and (3) The impact of FLCA on language learning outcomes, highlighting its correlation with academic achievement and pedagogical strategies. Based on identified limitations in current research, this study finally proposed directions for future investigation.

Lived Experiences of Teachers Handling Mother Tongue as a Subject in Private Elementary Schools

2025-06-23

Efril Jane P. Escultor , Lolita A. Dulay | International Journal of Research and Innovation in Social Science

This study explored the lived experiences of private school teachers in handling Mother Tongue as a subject. Conducted in three private elementary schools in the Bayugan City Division during the … This study explored the lived experiences of private school teachers in handling Mother Tongue as a subject. Conducted in three private elementary schools in the Bayugan City Division during the school year 2022-2023, it investigated the challenges, difficulties, and instructional strategies employed by teachers. Nine (9) purposively selected private school teachers participated in phenomenological interviews. The study examined the teachers’ strategies, innovations, interventions, and initiatives in addressing real classroom experiences related to Mother Tongue instruction. Data analysis followed Creswell’s (2007) phenomenological approach. Findings revealed seven emerging themes: (1) Insights gained in teaching the subject; (2) Preserving and showcasing culture and language; (3) Developing resourcefulness in instruction; (4) Rigor in teaching due to insufficient materials; (5) Challenges in aligning competencies with curriculum standards; (6) Limited support for teachers; and (7) Lack of learner interest in the Mother Tongue. To address these challenges, the study proposes an intervention plan aimed at improving the teaching and learning experience in Mother Tongue instruction.

ACQUISITION OF INVERTED STRUCTURES IN ENGLISH, A BATTLEGROUND FOR MARKEDNESS AND SALIENCE: THE CASE OF IRANIAN EFL LEARNERS

2025-06-23

Hassan MORADI , Mohammad Shahin Taghaddomi | Issues in Language Studies

Inverted structures have received ample attention in the related literature throughout the past few decades. Meanwhile, two theoretically competing positions, namely Markedness Differential Hypothesis and Salience Hypothesis, are frequently referred … Inverted structures have received ample attention in the related literature throughout the past few decades. Meanwhile, two theoretically competing positions, namely Markedness Differential Hypothesis and Salience Hypothesis, are frequently referred to when it comes to the acquisition of such language structures in EFL contexts. A review of the local literature in the Iranian context, however, reveals that little attention has been paid to this matter. The present study, thus, was an attempt to investigate the existence of any possible relationship between markedness and salience in the acquisition of inversion among Iranian EFL learners. A total number of 102 participants at three proficiency levels at two language centers took part in this study. In order to obtain evidence on the object of inquiry, a grammar test was developed that served a dual purpose, reallocating the participants to new groups according to their grammar proficiency as well as providing evidence on the variable of the study. Based on the results of the Chi-square test, it was found that the instructed group outperformed the other. A further analysis of Wilcoxon signed rank test showed that the acquisition of such constructions, despite their relative salience, is largely explained by markedness differential hypothesis.

Foreign Language Anxiety Reduction Methods Induce Positive Psychological Effects on Japanese Students with Social Anxiety Disorder

2025-06-23

Ai Nakajima | Journal of Educational Health and Community Psychology

Social Anxiety Disorder students have been overlooked in the Second Language Acquisition (SLA) domain. This study addresses this gap by focusing on them and examining the psychological effects engendered by … Social Anxiety Disorder students have been overlooked in the Second Language Acquisition (SLA) domain. This study addresses this gap by focusing on them and examining the psychological effects engendered by Foreign Language Anxiety Reduction Methods. Using the Japanese version Liebowitz Social Anxiety Scale to measure Social Anxiety Disorder levels, 114 students were categorized into four levels. They participated in a four-month English course incorporating Foreign Language Anxiety Reduction Methods. Questionnaires were conducted thrice— 1st week, 7th week, and 15th week to assess students’ emotional changes. Results revealed that social anxiety manifested particularly in conjunction with communication apprehension within Foreign Language Anxiety. This response was characteristic of Social Anxiety—the fear of negative evaluation by others. Foreign Language Anxiety Reduction Methods mitigated anxieties. The most effective approach was teacher-centered affirmative support. Furthermore, the anxiety reduction order was distinctive, Social Anxiety diminishing first, followed by Foreign Language Anxiety. Additionally, anxiety alleviation increased motivation. These findings enhance our understanding of SAD learners and inform instructional practices in the Second Language Acquisition domain.

Conceptual Approaches to Integrated Unit Teaching in High School English

2025-06-23

Rui Zhu | Frontiers in Sustainable Development

Cultivating virtue is the fundamental task of education, and the subject core competence is the concentrated embodiment of the educational value. The unit integrated teaching is an important carrier for … Cultivating virtue is the fundamental task of education, and the subject core competence is the concentrated embodiment of the educational value. The unit integrated teaching is an important carrier for cultivating the subject core, and big idea is the key lever for implementing the subject core competence. Carrying out integrated teaching based on big idea can foster the achievement of the fundamental task of cultivating morality and promoting the implementation of subject core competencies. However, at present, teachers have some problems on unit integrated teaching based on big idea such as vague connotation and unclear value of big ideas in unit integrated teaching. Teachers have no way to start when exploring the path of unit integrated teaching based on big ideas. Thus, after exploring the connotation and essence of big ideas, the connotation of unit integrated teaching from the perspective of big ideas, and the role value of big ideas in unit integrated teaching, this thesis aims to explore the implementation path of unit integrated teaching of senior high school English based on big ideas by taking Unit 1 of the first compulsory volume of English as an example.

Comparing the Effects of L1 and L2 Use in Prewriting Discussions on L2 Writing Quality: A Study on Intermediate CFL Learners

2025-06-23

Qian Wang | International Journal of Applied Linguistics

ABSTRACT This study adopts a mixed‐methods design to systematically explore the impact of L1 and L2 use in prewriting discussions on L2 writing quality, cognitive feedback, and social interaction of … ABSTRACT This study adopts a mixed‐methods design to systematically explore the impact of L1 and L2 use in prewriting discussions on L2 writing quality, cognitive feedback, and social interaction of intermediate Chinese as a foreign language (CFL) learners. Eighty intermediate‐level CFL learners from Southeast Asia participated in two experiments, which comprehensively evaluated their written output across six dimensions: lexical complexity, syntactic complexity, accuracy, fluency, content richness, and holistic quality. The results indicated that discussions in L1 significantly improved content richness, while discussions in L2 significantly enhanced lexical complexity, fluency, and holistic quality. However, no significant effects were found in syntactic complexity and accuracy between the two language conditions. Participants' feedback further revealed that L1 discussions facilitated content generation, while L2 discussions notably promoted fluency and holistic quality improvement. Despite some discrepancies between actual writing performance and participants' perceived feedback, the overall findings suggested that L2 discussions had a more significant impact on improving writing quality for intermediate CFL learners.

Cue Competition and Cognitive Mechanisms in Causal Subordinator Acquisition by Chinese EFL Learners

2025-06-23

Hui Kang , Ziming Shi | International Journal of Applied Linguistics

ABSTRACT This research investigates linguistic contextual cue competition in the choice of causal subordinators among Chinese EFL learners, focusing on both linguistic and cognitive dimensions. We employ multivariate analysis of … ABSTRACT This research investigates linguistic contextual cue competition in the choice of causal subordinators among Chinese EFL learners, focusing on both linguistic and cognitive dimensions. We employ multivariate analysis of corpora of learners’ argumentative essays to identify significant cues influencing their choices between “ because” and “ since .” Our findings indicate that, similar to native speakers, learners rely on multiple contextual cues, which have varying effects on their selection of causal subordinators. However, the number of cues they rely on is fewer (four vs. six), and two cues exhibit opposing functions compared with those used by native speakers. These patterns suggest that learners may pay less attention to linguistic correspondence with the markedness of the subordinators and may lack pragmatic awareness in using causal subordinators to strengthen their arguments. Furthermore, our analysis reveals that cognitive factors, learners’ cognitive load constraints, and their efforts at explicit expression interact synergistically and dynamically, influencing both their choices of causal subordinators and the overall semantic expression and syntactic structure. This study contributes to L2 acquisition research by elucidating the multi‐component nature of learners’ cognitive mechanisms and the dynamic interactions between their pursuit of explicitness and cognitive load constraints during causal subordinator acquisition.

Power Dynamics in Classroom Communication: A Case Study of Primary School Teachers in Ho Chi Minh City, Vietnam

2025-06-22

Veronika V. Kim | International Journal of Applied Research in Social Sciences

The article analyzes the manifestations of power in language communication of primary school teachers through a survey of actual speech at the Practical Primary School - Saigon University, combined with … The article analyzes the manifestations of power in language communication of primary school teachers through a survey of actual speech at the Practical Primary School - Saigon University, combined with a questionnaire survey of 29 teachers. The study applies the discourse theory framework of Fairclough (2001), Foucault (1980) and the power classification system of French & Raven (1959) to identify three main types of power: legitimate, rewarding, and coercive. In addition to verbal factors, non-verbal factors such as tone, eye contact, and spatial distance also contribute to consolidating power in the classroom. The results show that power in teacher communication is a soft, flexible and constructive structure, directly affecting students' learning motivation, behavior, and classroom spirit. Keywords: Linguistic Power, Primary School Teachers, Pedagogical Communication, Classroom Discourse, Soft Power.

EVALUATING THE EFFECTIVENESS OF A ONE-WEEK ENGLISH TRAINING PROGRAM FOR UNIVERSITY EMPLOYEES IN IRAQ

2025-06-22

Asma Abdul Ameer Obais Alsabah | ANGLISTICUM Journal of the Association-Institute for English Language and American Studies

This study evaluates the effectiveness of a one-week English language training program designed for newly employed staff at Al-Qadisiyah University, as mandated by the Iraqi Ministry of Higher Education. The … This study evaluates the effectiveness of a one-week English language training program designed for newly employed staff at Al-Qadisiyah University, as mandated by the Iraqi Ministry of Higher Education. The program aimed to enhance the functional English skills necessary for academic and workplace communication. A structured questionnaire was distributed to 180 participants, with 90 valid responses collected and analyzed. The survey incorporated elements from Constructivist Learning Theory, Second Language Acquisition (SLA) Theory, and principles of Effective Program Design to assess learner engagement, content relevance, instructional methods, and learning outcomes. Results indicate that participants reported noticeable improvement in their English proficiency, particularly in speaking and listening, and expressed positive perceptions regarding the interactive and practical nature of the course. However, challenges such as limited training duration and insufficient time for skill-specific focus were also noted. The findings provide evidence for the program’s potential impact and offer insights for improving future language training initiatives in Iraqi higher education institutions.

Learning English in China: The Earlier, the Better?

2025-06-22

Jing Jin , Si Chen , Jun Zhang +2 more | International Journal of Applied Linguistics

ABSTRACT This study examined the relationship of university students’ English proficiency to the age at which they started learning English in mainland China. With the data collected from 4530 students … ABSTRACT This study examined the relationship of university students’ English proficiency to the age at which they started learning English in mainland China. With the data collected from 4530 students in 50 universities in 24 different provinces or municipalities, we employed a multiple regression model to investigate (a) whether the tested English score in the national entrance exam was predicted by the age at which the students started learning English and (b) whether the start age of English learning influences the association between time invested and learning outcome. Our results found that students who began learning English in third grade predicted significantly lower scores than those who started in kindergarten. However, no such significance of “advantage” was observed in earlier starts from kindergarten over Grade 1. Although the main effect of total learning duration was not significant, its interaction effect suggests that students who start learning later benefit more from longer durations of English input and tend to catch up quickly and show faster growth. These findings conflict with the ‘the earlier, the better’ assumption in language learning and further raise the question to what degree foreign language education should prioritize starting early versus focusing on quality and positive affect.

EFL Learners’ Perspectives on the Use of Vietnamese for Brainstorming in English Writing Classes

2025-06-22

Nu Nhu Linh Nguyen , Tran Tin Nghi , Ngoc Tai Huynh | Arab World English Journal

In the era of globalization, language contact is inevitable, necessitating guidance on using a learner’s native language to support second language acquisition effectively while minimizing drawbacks that could hinder progress. … In the era of globalization, language contact is inevitable, necessitating guidance on using a learner’s native language to support second language acquisition effectively while minimizing drawbacks that could hinder progress. This study aims to investigate how Vietnamese university students perceive the use of their native language during the brainstorming phase of English essay writing classes. To do that, it is necessary to understand what makes second language learners employ their mother tongue in their study and their perception of doing so. The study participants included 42 university students in Ho Chi Minh City, Vietnam who learned English as their major. A survey and in-depth interviews were the research instruments used to analyze their attitudes toward using their first language for idea brainstorming during their writing lessons. The findings showed that English-major students had positive attitudes toward the roles of both Vietnamese and English brainstorming in improving writing performance. However, their Vietnamese use depended on the complexity and difficulties of the topics they had to deal with to support them with necessary ideas. Therefore, the first language could be a supporting method for developing second language essay writing.

Cognitive Diagnostic Assessment for IELTS Speaking Skills: A Chinese High School Case Study

2025-06-22

M. Liu , Harwati Hashim , Nur Ainil Sulaiman | Arab World English Journal

This qualitative case study investigated how a Cognitive Diagnostic Assessment framework enhanced International English Language Testing System speaking skills among Chinese high school English as a Foreign Language learners. The … This qualitative case study investigated how a Cognitive Diagnostic Assessment framework enhanced International English Language Testing System speaking skills among Chinese high school English as a Foreign Language learners. The significance of this research lies in addressing the critical gap between diagnostic assessment theory and practical implementation in examination-oriented educational contexts. The study examined three key questions: how cognitive subskills develop through diagnostic assessment, what feedback processing strategies students employ, and what pedagogical challenges teachers face during implementation. The 16-week intervention at an international school in southwest China involved five Grade 11 students at the Common European Framework of Reference A2 level and one experienced teacher. Data collection included semi-structured interviews, classroom observations, mock test recordings, and document analysis. Findings revealed significant improvements across five subskills: linguistic knowledge, syntactic complexity, pronunciation mastery, discourse management, and speech structure awareness. Students evolved from surface-level feedback engagement to sophisticated metacognitive processing strategies, particularly in pattern recognition and cross-contextual transfer. The teacher’s implementation emphasized culturally sensitive adaptations, addressing face-saving concerns and reconciling diagnostic assessment with examination traditions. The study demonstrates that integrating diagnostic assessment principles with culturally responsive pedagogy enhances speaking development for high-stakes examinations, with implications for curriculum design and teacher education. The single-site nature and small sample size limit generalizability, warranting broader implementation studies across diverse Chinese educational contexts.

MODEL TEXTS AS A FEEDBACK INSTRUMENT IN EXPOSITORY WRITING: EXPLORING THE RELATIONSHIP BETWEEN VIETNAMESE EFL LEARNERS’ AFFECTIVE ENGAGEMENT AND THEIR WRITING PERFORMANCE

2025-06-21

Long Quoc Nguyen | HUE UNIVERSITY JOURNAL OF SCIENCE SOCIAL SCIENCES AND HUMANITIES

As an alternative to written corrective feedback, model texts as a feedback instrument (MTFI) have been deployed to facilitate English as a foreign language (EFL) writing for almost two decades. … As an alternative to written corrective feedback, model texts as a feedback instrument (MTFI) have been deployed to facilitate English as a foreign language (EFL) writing for almost two decades. However, past MTFI research mainly focused on narratives over a three-stage task including composing (stage one), comparing (stage two), and rewriting (stage three); expository writing still receives insufficient attention, especially in the Vietnamese context. Moreover, EFL learners’ affective engagement with MTFI and its relationship with writing performance are largely underexplored. This study aimed to address these gaps by employing a quasi-experimental design with the participation of 68 Vietnamese EFL undergraduates who were assigned into a control group (N = 33) and a modeling group (N = 35). While the modeling group compared their original draft with a given model in stage two and completed a questionnaire in stage three, the control group did not. The results showed that the modeling group significantly outperformed the control group in the overall writing score. Additionally, Exploratory Factor Analysis and repeated measure correlations revealed that the learners’ affective engagement with MTFI was generally positive, which was substantially associated with their overall writing performance. This study also entailed discussions on theoretical, methodological, and pedagogical implications that might be of great value to researchers and education stakeholders.

VIETNAMESE EFL HIGH SCHOOL STUDENTS’ PERCEPTIONS OF ORAL TASKS AND NON-TASKS FROM A TASK-BASED LANGUAGE TEACHING (TBLT) PERSPECTIVE

2025-06-21

Nguyen Thi Bao Trang | HUE UNIVERSITY JOURNAL OF SCIENCE SOCIAL SCIENCES AND HUMANITIES

This article examines Vietnamese EFL students’ perceptions of oral tasks and non-tasks as viewed from a task-based language teaching and learning (TBLT) perspective. Questionnaire data were collected from 188 students … This article examines Vietnamese EFL students’ perceptions of oral tasks and non-tasks as viewed from a task-based language teaching and learning (TBLT) perspective. Questionnaire data were collected from 188 students from a high school in Vietnam to understand their preferences and perceived importance of tasks and task engagement. The results indicated that these students reported a clear preference for free open-ended oral tasks than structured activities or non-tasks such as asking and answering, acting out a dialogue, and dialogue modeling. At the same time, students wanted to be provided with linguistic support such as vocabulary and grammatical structures and they also valued the importance of oral tasks for numerous reasons including their values for real world use/application, confidence enhancement, skills integration, and language use improvement. However, they reported a low level of task engagement due to many factors, of which, topics, teaching methods and students’ limited English proficiency were most frequently cited. In light of these findings, the implications for teaching EFL speaking and adopting TBLT in EFL contexts are discussed.

EFL UNIVERSITY STUDENTS’ SELF-STUDY OF ENGLISH SPEAKING SKILL ON THE LANGUAGE LEARNING APPLICATION “CAKE”

2025-06-21

Lê Phạm Hoài Hương , Thai Ton Phung Diem , Thi Thuy Van Nguyen | HUE UNIVERSITY JOURNAL OF SCIENCE SOCIAL SCIENCES AND HUMANITIES

This study investigated how English as a foreign language (EFL) students utilized the language learning Cake for English speaking practice and identified the specific features of the application that they … This study investigated how English as a foreign language (EFL) students utilized the language learning Cake for English speaking practice and identified the specific features of the application that they found most beneficial. Data were collected from students’ journals in five consecutive weeks and interviews with them. The findings reveal that the students conducted their self-study with Cake on their mobile phones or laptops, engaging in activities ranging from 15 minutes to two hours per session. In their learning, the students primarily used Cake to practice listening and speaking through video-based lessons with subtitles, employing shadowing techniques and repetition until achieving accurate pronunciation as assessed by the app's feedback system. They also completed quizzes to reinforce learning. The students found the application's realistic conversational videos, review features, and lessons on everyday topics like fashion, environment, and education particularly beneficial for their English speaking learning. The study suggests that Cake effectively facilitates self-directed English speaking practice by providing accessible, engaging content and immediate feedback, empowering learners to improve their pronunciation, listening comprehension, and overall communicative competence. This research provides evidence-based insights for educators and learners seeking to integrate MALL applications like Cake into language learning contexts.

BUILDING THE ENGLISH-VIETNAMESE BILINGUAL CORPUS OF TOURISM AS AN ESP MATERIAL FOR STUDENTS FROM ENGLISH FACULTY, UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL RELATIONS, HUE UNIVERSITY

2025-06-21

PHAN THỊ THANH THẢO | HUE UNIVERSITY JOURNAL OF SCIENCE SOCIAL SCIENCES AND HUMANITIES

Today ESP resources on tourism are of necessity and diversity such as English textbooks on Tourism, magazines, periodicals, newspapers, books, etc., which can be used in both electronic and printed … Today ESP resources on tourism are of necessity and diversity such as English textbooks on Tourism, magazines, periodicals, newspapers, books, etc., which can be used in both electronic and printed formats. However, there is still no bilingual English-Vietnamese corpus on Tourism serving the increasing demand for students due to its convenience, ease of use, and vocabulary lookup as a reference in learning ESP of tourism and translation study as well . This article presents the building of the Engish-Vietnamese bilingual corpus of tourism used by students at ESP for Tourism classes at University of Foreign Languages and International Relations, Hue University (HUFLIS). This study was conducted in two stages: 1/Building the corpus during 6 months (January-June 2023) and 2/ Practice of corpus with the participation of 350 students during the first semester of 2023-2024 school-year. Qualitative and quantitative approaches are applied in this study with research instruments including questionnaire, and face-to-face interviews. The research reveals the current realities of students’ corpus use and their attitudes towards the benefits and challenges of using this corpus at ESP for Tourism classes.

“Teach It, and Then Set Me Free”: Saudi EFL Learners’ Voice and Choice in Grammar Pedagogies

2025-06-21

Bayan AlHashmi | Arab World English Journal

While beneficiary satisfaction is getting significant traction in academic discourse, learners’ voices in EFL classrooms remain largely overlooked, highlighting a critical gap in second-language education. Explicit and implicit grammar instruction … While beneficiary satisfaction is getting significant traction in academic discourse, learners’ voices in EFL classrooms remain largely overlooked, highlighting a critical gap in second-language education. Explicit and implicit grammar instruction research, for example, is mainly informed and shaped by reductionist performance-based queries or teachers’ reflections on past practices, all while leaving a critical element, the learner, behind. The current study aims to address this gap by exploring the lived experiences of Saudi EFL learners attending a Saudi University (i.e., the University of Jeddah) after being exposed to three different modes of grammar instruction: explicit, implicit, and differentiated, for three weeks, twice a week, in sixty-minute sessions. After the sessions, five students from each instructional group (a total of 15) were randomly selected for comprehensive interviews, during which the study’s main constructs (e.g., explicit and implicit distinctions) were introduced in simplified and relevant terms. The results suggest that differentiated instruction was perceived as the most effective form of teaching (as it was associated with interesting themes like guided autonomy and useful learner-condition or form-condition interactions), followed by implicit instruction (with themes like self-regulated autonomy, authenticity, and involvement standing out) and, finally, explicit instruction (the effectiveness of which is mainly controlled by form-complexity). These results have some important implications for the field of second language teaching.

Analyzing Pronunciation Problem with Fricative Consonant Among UIN Malang Students

2025-06-21

Wahyu Indah Mala Rohmana , Fikri Wasilul Mustofa , Zulfikar Ade Purnama | International Journal of English Education and Linguistics (IJoEEL)

This study examines how phonological transfer from different regional accents affects the articulation of fricative consonants /f/, /v/, /θ/, and /ð/, leading to systematic pronunciation variations. Unlike previous research that … This study examines how phonological transfer from different regional accents affects the articulation of fricative consonants /f/, /v/, /θ/, and /ð/, leading to systematic pronunciation variations. Unlike previous research that broadly investigates Indonesian-English phonological differences, this study highlights how regional accents further shape L2 pronunciation patterns. Using qualitative research, data were collected through spoken language analysis and in-depth interviews with eight UIN Malang students from Pontianak, Sidoarjo, Indramayu, Bekasi, and Palangkaraya. Findings reveal that students from Malay-influenced regions (Pontianak and Palangkaraya) struggle more with fricative articulation than those from areas where the accent aligns more closely with Standard Indonesian (Sidoarjo, Indramayu, Bekasi). The most common errors include substituting /f/ with /p/ and /v/ with /b/, as well as replacing interdental fricatives with /s/, /t/, /d/, or /z/. These patterns result from phonological transfer, where L1 phonetic constraints shape L2 pronunciation, alongside the influence of exposure to diverse linguistic environments. These findings suggest that regional accents are not just linguistic variables but are also shaped by social and historical factors affecting foreign language acquisition. They underscore the need for pronunciation instruction that addresses accent-specific challenges rather than applying uniform teaching strategies. Language education policies should recognize regional phonetic diversity as a natural aspect of second language learning and develop more targeted pedagogical approaches to enhance pronunciation accuracy.

DEVELOPING WRITING SKILLS BY INTEGRATING FEEDBACK INTO THE PROCESS OF TASK-BASED TEACHING

2025-06-20

Kinga KOLUMBÁN | Review of the Air Force Academy/Revista Academiei Forţelor Aeriene "Henri Coandă"

The article illustrates a method of including feedback into the language learning process by rendering a series of class activities leading to the enhancement of writing skill proficiency. The case … The article illustrates a method of including feedback into the language learning process by rendering a series of class activities leading to the enhancement of writing skill proficiency. The case study focusses on a qualitative analysis of the typical discourse-level mistakes of intermediate students, specifically focussing on discourse content and organisation. Providing feedback on these aspects is identified in the study as representing a way of raising learners’ awareness of the specific aspects of written text production, more specifically, opinion statements, and helping them acquire efficient ways to apply self-correction, an absolute necessity in language learning

Core Literacy Deficiency in High School Chinese Education——Insights from Student-Formulated Essay Titles

2025-06-20

XU Yun-long | Pacific International Journal

This study investigates the issues in high school students' self-formulated essay titles in the context of Chinese language education. A total of 1046 Chinese language comprehensive examination papers were randomly … This study investigates the issues in high school students' self-formulated essay titles in the context of Chinese language education. A total of 1046 Chinese language comprehensive examination papers were randomly selected from City K, with 42 blank papers excluded, resulting in a valid sample of 1004. The research found that 22.01% of the self-proposed essay titles had various issues, including unclear meaning, scribbles, typos, grammatical errors, and punctuation errors. Interviews with 10 senior Chinese language teachers revealed that these issues reflect the current state of Chinese language teaching, which neglects basic knowledge and the cultivation of learning behaviors. This study aims to identify the underlying causes of these issues and propose practical strategies to improve the quality of Chinese language education.

Confidence level in speaking English among Bachelor of Secondary Education in Mathematics students and instructors at Granby Colleges of Science and Technology

2025-06-20

Carolline Banta , Arthur Aron , Mário Cruz +2 more | International Journal of Research Studies in Education

Culturally Responsive Solutions for Classroom Silence in Thai EFL Education

2025-06-20

Adam Christopher Paschal | Journal of Community Development Research (Humanities and Social Sciences)

Classroom silence is a persistent phenomenon in Thai English as a Foreign Language (EFL) settings. While silence can reflect respect, contemplation, or attentiveness, it often inhibits active participation, communicative competence, … Classroom silence is a persistent phenomenon in Thai English as a Foreign Language (EFL) settings. While silence can reflect respect, contemplation, or attentiveness, it often inhibits active participation, communicative competence, and formative assessment. This conceptual paper examines the roots of obstructive classroom silence in Thai EFL education, identifying contributing factors such as cultural norms (e.g., kreng jai), hierarchical teacher-student dynamics, exam-oriented instruction, and teacher preparedness. Rather than viewing silence as learner deficiency, the paper draws on two complementary frameworks—Culturally Responsive Pedagogy (CRP) and Global Englishes Language Teaching (GELT)—to reframe the issue through a sociocultural and linguistic lens. CRP emphasizes the importance of integrating students’ cultural identities into instruction, while GELT challenges native-speaker norms and promotes inclusive, intelligibility-based communication. By synthesizing current research and pedagogical theory, the paper proposes localized, participatory strategies to reduce obstructive silence and foster student engagement. The article concludes by recommending systemic reforms in assessment, teacher training, and material development, and calls for further empirical research into CRP’s long-term effects in Thai EFL classrooms.