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Many foreign language faculty identify technologies that they would like to introduce in their classes, but few are aware of the theoretical models that can help them choose and introduce those innovations more effectively. Such models have received limited attention in the computer-assisted language learning (CALL) literature, and have failed to adequately explore the complementarity between global...
This paper reports on six Chinese language teachers' experiences and perceptions of their classroom management in the United States of America. The analysis revealed that the teachers experienced cultural mismatches between their Chinese cultural expectations and American students' actual classroom behavior and struggled with challenges of understanding the demands of American classroom management,...
This study investigated 354 Taiwanese university freshmen's attitudes toward oral participation in the English as a foreign language (EFL) classroom as they transitioned to an English-medium, communication-oriented pedagogy. It aimed to elucidate the causes of students' participation and non-participation in class discussions and the relationship between participation and English language performance...
This article investigates the L2 English writing of junior secondary students in Spain by analysing their argumentative texts for clausal embedding in nominal groups, or noun phrases. The ability to pack information into nominal groups has been identified in L1 and ESL contexts as crucial to the development of written English, but it is still relatively neglected in EFL syllabuses. Using understandings...
This longitudinal, mixed methods study focused on the nature of, and changes in, second or foreign language (L2) reading self-concepts among international students studying on a pre-master's course. The study builds on previous research in the area of reading self-concept, but views the self as a frame for the discourse of reflexive self-beliefs. A framework was developed which showed how L2 reading...
Intelligibility, usually defined as the ability of the listener to recognize words and utterances, is an important consideration for international communication in English. Most research studies have focused on international intelligibility, involving speakers from different language backgrounds. However, there have been few studies of intranational intelligibility, and little is known about how well...
The present study aims to validate Akbari et al.'s (2010) English Language Teaching Reflection Inventory in a Chinese EFL context. It comprises two phases. During the first phase, Akbari et al.'s (2010) hypothetical model was modified and validated through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The data used in this phase includes two samples (S1 = 334 and S2 = 1055),...
Although a number of previous studies have investigated and compared the effects of different types of corrective feedback on L2 development, it is still not clear whether low- and high-anxiety learners benefit differently or similarly from implicit and explicit types of feedback. The study reported in this paper investigated the extent to which learners with high and low foreign language (FL) anxiety...
The present study explored the relationships among ambiguity tolerance, language learning strategies, and L2 proficiency in the context of learning Chinese as a second language (CSL) in Taiwan. The three dimensions are inextricably linked to one another. Although a statistical relationship between ambiguity tolerance and overall strategy use could not be established, high ambiguity tolerance was identified...
The present article reports on two studies which investigated how and to what extent students' intrinsic motivation and task engagement were affected by manipulating autonomy, in the form of task choice. A total of 120 learners of L2 Russian at a German university worked in pairs to complete a task that focused on making a written presentation about a famous contemporary person from Russia. Two types...
Based on data extracted from the Chinese component of the LINDSEI corpus and its native speaker counterpart LOCNEC, this paper examines the similarities and differences between Chinese English learners and English native speakers in the use of recycling and replacement, two very common forms of ‘self-repair’. The data were analysed with a focus on two aspects: the syntactic class of words both learners...
Recent research has shown that written corrective feedback helps to improve learners' grammatical accuracy in new pieces of writing. However, little is known about how individual differences mediate the extent that learners benefit from feedback. This article reports a correlational study designed to examine whether one individual difference factor––language analytical ability (LAA)––mediated the...
Research indicates that approximately 50% of foreign language learners experience some form of anxiety in the learning process, and that learning and teaching styles in particular are possible sources of language anxiety (LA). This article is based on a study designed to identify the relationship that exists between teaching styles and their varying effects on anxiety levels among non-native pre-service...
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