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Most studies examining Computer Mediated Communication to enhance EFL learning have been limited to evaluating test scores, questionnaires, and interviewing students. This study used a holistic assessment model with qualitative analysis of student reflective essays and descriptive analysis of pre- and post-test oral performance by students in a university English conversation course in Taiwan. The...
Content and Language Integrated Learning (CLIL) is supposed to improve existing deficiencies in the formal learning of foreign languages (FL) in state schools of the EU, with at least no detrimental cost to the content learning. Apart from this basic justification, which has already been questioned on the basis of the empirical evidence by this author, other benefits are often enumerated. However,...
This study investigated L2 learners' acquisition of three vocabulary knowledge dimensions through listening: form recognition, grammar recognition, and meaning recall. Whereas previous listening studies used only meaning-based vocabulary tests, which revealed very little vocabulary learning, the results of this study shows that learners start developing knowledge of a word (i.e. form and grammar recognition)...
The present research investigates the efficacy of explicit phonetics and pronunciation instruction on learners of L2 French, by comparing the progress made by students enrolled in a phonetics course at a university with a control group of other advanced L2 French students who are not enrolled in phonetics. This study investigates the extent to which these findings apply to learners of French. Results...
This exploration of associations between the reported Language Learning Strategy (LLS) preferences of learners of English as a Second Language (ESL) and their personality types is positioned within the contention that the two are generally related. Our findings unequivocally support the existence of this relationship. Moreover, they also provide a platform from which to understand the contribution...
This article reports on a study that compares the effectiveness of three oral negative feedback types in the acquisition of English articles. A mixed feedback treatment, in which learners' errors were corrected, first, through explicit feedback, then through implicit feedback, was compared to implicit-only (i.e., recasts) and explicit-only (i.e., explicit correction) feedback treatments. The study...
Rater effects, defined as the construct-irrelevant variation associated with rater characteristics, are critical to the reliability and validity of speaking assessments (Bachman et al., 1995; Kunnan, 2000). The current study investigates two under-explored characteristics among untrained raters: familiarity with the speakers' non-native accents and experience in teaching English as a second/foreign...
Although Bangladesh is largely monolingual, English is increasingly important for international communication. The English in Action project was established to enhance the use of English as a tool for better access to the world economy. Interventions in three sectors (primary education, secondary education and adult learning) aim to improve the teaching and learning of communicative English over a...
A persistent and yet unresolved question raised by language teachers is how to ensure even participation during whole-class interaction. Neither published teacher training materials nor scholarly research on classroom turn-taking, however, have been addressed to this particular aspect of pedagogical concerns. Based on two-hour videotaped data from an adult ESL (English as a Second Language) classroom,...
This paper investigates changes in the role of managers of self-access language learning (SALL) over a 15-year period in a number of tertiary institutions in Hong Kong. This is achieved by revisiting two research projects undertaken at the beginning and end of the period and looking only at the data which relates to SALL management. Through a re-analysis and comparison of the data sets, changes are...
This study reports on a meta-analysis of the effectiveness of captioned video (i.e. L2 video with L2 subtitles) for listening comprehension and vocabulary learning in the context of second language acquisition. The random-effects meta-analysis provides a quantitative measure of the overall effect of captions on listening comprehension and vocabulary acquisition, as well as an investigation into the...
This study examined the relationships among motivation for learning kanji (i.e., Chinese characters utilized in the Japanese writing system), attitudinal dispositions toward Japan and Japanese, and kanji proficiency utilizing self-determination theory (SDT; Deci and Ryan, 1985). L1 Chinese learners of Japanese (N = 112) took a kanji test and responded to a questionnaire designed to measure seven types...
This study investigated the short and long-term effectiveness (as measured by pre, post, and delayed post-tests) of two popular but little researched vocabulary learning approaches: 1) vocabulary notebooks and, 2) a Computer Assisted Language Learning (CALL) program with spaced repetition. A third group, the control group, was not given a treatment. The participants included 140 first-year Japanese...
Ideas generation is a cognitive process that is imperative to producing good writing. However, much is not known about the occurrence of this process and how it is affected by various manipulated planning time and task conditions. This study examined the effects of three planning time conditions (planning time, extended planning time, and no planning time) and two task conditions (topic given vs....
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