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This article reports on a case study that explored the process of wiki-based collaborative writing in a small group of English as a Foreign Language (EFL) students at a Chinese university. The study examined the archived logs from the group wiki ‘Discussion’ and ‘History’ modules with a focus on the group members' scaffolded interaction when co-constructing texts in the wiki space. The analysis revealed...
This study reports an EFL writing teacher/researcher's self-study of her beliefs and practices about how to provide written feedback. She critically examined entries of her reflection journal, learning log, and written comments to reflect on her beliefs and practices over time. A content analysis of the journal and log entries revealed four guiding principles underlining her beliefs about how to give...
The native English speaker episteme continues to dominate in English Language Teaching (ELT) despite a growing body of research stressing the need for change in the light of the rise of English as a lingua franca. To support the proposed changes, this study explores what perceptions English learners, as major stakeholders, have in relation to the sociolinguistic realities of English and how these...
Previous task repetition studies have primarily investigated how repeating the same task affects complexity, accuracy, and fluency of language production, but whether different characteristics of task repetition have an effect on such performance measures has received little attention ( Bygate, 2001; Patanasorn, 2010). The current study compared the impact of task and procedural repetition on Korean...
Despite being one of the most widely used proficiency measures of English for Academic Purposes, the newly-designed Internet-based Test of English as a Foreign Language (TOEFL iBT) remains externally under researched compared to previous TOEFL versions. Specifically, research is needed on factors that effect student performance within this new testing context. The purpose of this research was to identify...
Research on interaction has focused on the importance of interactional feedback for second language acquisition. Nevertheless, there is scarce research regarding interactional feedback and the effect different kinds of dyad may produce in it in Synchronous Voice-based Computer Mediated Communication. Our study tries to fill this gap by studying whether different dyad composition (14 NNS–NNS sharing...
This study examined foreign language learners' morphological awareness and its contribution to reading comprehension, focusing on young Chinese EFL learners. Morphological awareness measures covered inflection, derivation, as well as compounding. Results showed that the learners' basic facet of inflectional awareness was better than that of derivational awareness; their compound awareness was better...
This paper investigates the influence of task type and participatory structure (or classroom organisation) in pre-task planning on the fluency, complexity and accuracy of learners' oral production. 32 participants, divided into three experimental groups and one control group, carried out two tasks – a decision-making and an information-exchange task. The control group had no opportunity to plan while...
The goal of this study was to investigate a possible link between second language (L2) learners' background variables and the type of instruction learners receive in L2 classrooms. We specifically focused on the relationship between several learner background factors (e.g., L2 contact, native language literacy skills, general academic ability) and measures of L2 speaking by analyzing the data from...
This study experimented the inductive and deductive approaches to grammar instruction with junior high school students in order to uncover their preferences and seek possible relationships between their learning gains, preferences and learning styles. Students were found to have expressed a preference for the deductive approach, but rated both approaches as equally effective. No relationships were...
Vocabulary is critical in second language acquisition, yet there is no consensus as to how to present vocabulary in a way that facilitates learning. Scant empirical evidence supports the claim that presenting words in semantic clusters is helpful, while increasing evidence asserts that grouping words semantically impedes L2 vocabulary acquisition. How best to cluster L2 vocabulary, therefore, is an...
Reading comprehension techniques, specifically inserted adjunct questions, for second language (L2) learners have not been investigated extensively, but the extant research has produced mixed results. Specifically, in some studies adjunct questions have had no effect, whereas in other studies adjunct questions have proven beneficial. The present study, therefore, attempted to reconcile the differences...
This article aims at contributing to the general reflection on instructors' preparation for hybrid foreign language teaching as it considers the issue of Graduate Teaching Assistants' training and professionalization. In order to further the understanding of the challenges of blending face-to-face and online instruction, the present study examines how Teaching Assistants in a large Spanish language...
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