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This study explores the ways in which young second language learners in an intact fourth‐grade content and language integrated (CLIL) science class drew on the affordances of multiple semiotic resources including language, images, sound, movement, etc., to construct disciplinary knowledge in the context of a multimodal project on machines. After an instructional period in which attention to literacy...
Songs and stories are regarded as popular and effective resources in the preschool classroom, but questions remain as to what effect each has on incidental vocabulary acquisition when Spanish preschool children learn English as a foreign language (EFL). This study investigates the effects that listening to stories, songs and the combination of both have on EFL vocabulary growth. One group of children...
The difficulties involved in learning to write in a second language (L2) are well known and there has been much debate on the usefulness of written feedback in improving L2 learners' writing. The purpose of this study was to explore the role of model texts as a written corrective feedback technique through the analysis of what Grade 5 EFL child learners (aged 10–11) noticed as they (i) wrote a composition...
The present paper reports an investigation into individual differences in writing with students of English as a foreign language (EFL) enrolled in an English for Academic Purposes (EAP) course at a university in southeast Spain. Specifically, it represents an attempt to shed light on writers’ internal process factors by examining the longitudinal development of the students’ stored beliefs on the...
As a teaching resource, interactive whiteboards (IWB) are becoming increasingly popular in schools outside the UK, including Spain. Research carried out so far has tended to examine the effects of IWB use on teaching and learning in monolingual contexts where English is the first language for learners. The present study adds a new dimension to available work by analysing the influence of the IWB on...
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