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Processability theory (PT) predicts that all L2 learners follow fixed developmental schedules due to psycholinguistic constraints, accounting for the development of syntax and morphology within the same framework. Recent studies, however, report some counterevidence on morphological development. The theory has not been tested sufficiently in EFL contexts. This study examined the applicability of PT...
The study investigated the effect of audio-assisted reading on reading rates and comprehension. Sixty-four year-10 secondary EFL students received a treatment of either silent reading (SR) or audio-assisted reading (AR) over a 26-week period for 90 min each week. They read a total of 20 graded readers, 10 at level one and 10 at level two. A pre-test, a post-test, and a three-month delayed post-test...
This study investigated the effects of online collaborative note-taking strategies on English as a Foreign Language (EFL) beginners' literacy development. Fifty-two EFL beginners enrolled in literacy instruction to learn how to read texts (up to 350 words) and write the main ideas by using collaborative note-taking strategies. They were separated into a control group (N=26), which received paper-based...
Despite evidence of an association between L2 reading and grammar knowledge by way of research on the role of grammar in reading comprehension, few scholars have investigated the reverse relation, the contribution of reading to grammatical knowledge. In this study, we investigated the effects of two types of reading instruction, extensive reading and translation, on knowledge of general grammar and...
There is much prior L2 research estimating the contributions of strategic processing and L1 reading ability to L2 reading comprehension. This line of inquiry has, however, been mainly followed in relation to single-text reading. While multiple-documents comprehension constitutes the bulk of what EFL/ESL students do in their current academic environments, L2 research investigating the contributions...
Communication is a primary goal of most second and foreign language classes, and teachers frequently implement group work to maximize opportunities for interaction. Previous research has investigated the communicative exchanges between paired learners during collaborative tasks, but few studies have examined interactions among learners in triads. The present study explores this context, focusing specifically...
For the past decades, cross-cultural and interlanguage pragmatics have focused on native and non-native speech act descriptions, and only a small number of studies have investigated the cognitive processes involved in speech act productions. To bridge the gap, the present study examined the cognitive processes of L2 learners engaged in an email task involving two requests to faculty. Concurrent and...
This paper investigates the relationship between recognition of high frequency words from speech and second language (L2) listening comprehension among 167 tertiary level Chinese learners of English. It also interrogates the extent to which the ability to recognise words from speech contributes to the prediction of L2 listening comprehension scores. Word recognition from speech (WRS) was assessed...
We investigated three university teachers' oral explanations of unfamiliar lexical items in a Chinese university English as a foreign language (L2) context. Previous research on explanation of lexis has focused on the amount or functions of teachers' first language (L1) use, or in the field of glossing in written texts. In this exploratory research we compared teacher oral explanations to the information...
This paper reports on a 3-year case study of four novice EFL teachers in China that examined the impact of collaborative lesson preparation on the development of their teacher autonomy, and the joint impact of collaboration and autonomy on their professional development. Data analysis of 48 individual interviews, 47 journal entries, and 26 classroom observation sessions has revealed: (1) the collaboration...
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...
Although the ideal L2 self as the proposed key driver of self-motivation in L2 learning has received considerable scholarly attention over the past ten years, the conditions for its motivational capacity remain largely unexplored in empirical studies. This article details a quantitative measure that operationalizes the ideal L2 self in terms of specific properties that have been associated with its...
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