Publication Date
In 2025 | 0 |
Since 2024 | 2 |
Since 2021 (last 5 years) | 7 |
Descriptor
Source
TESL-EJ | 2 |
International Journal of… | 1 |
Language Testing in Asia | 1 |
MEXTESOL Journal | 1 |
Second Language Research | 1 |
Smart Learning Environments | 1 |
Author
Ahmad Alkhayyat | 1 |
Anna Cardinaletti | 1 |
Babaii, Esmat | 1 |
Biju Theruvil Sayed | 1 |
Dabbagh, Ali | 1 |
Derakhshan, Ali | 1 |
Ebadi, Saman | 1 |
Habesha Teferi | 1 |
Iroda Adhamova | 1 |
Izadi, Mehri | 1 |
Jiang, Jiahong | 1 |
More ▼ |
Publication Type
Journal Articles | 7 |
Reports - Research | 7 |
Tests/Questionnaires | 2 |
Education Level
Higher Education | 4 |
Postsecondary Education | 4 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
Michigan Test of English… | 7 |
Test of English as a Foreign… | 1 |
Watson Glaser Critical… | 1 |
Wechsler Adult Intelligence… | 1 |
What Works Clearinghouse Rating
Jiang, Jiahong – International Journal of Mobile and Blended Learning, 2022
Since the introduction of flipped learning, it has drawn much attention and enjoyed increasing popularity. This study attempts to investigate Chinese English majors' metacognitive strategy use in a flipped environment and the influencing factors of metacognitive strategy use. 35 subjects were asked to study the assigned online course video…
Descriptors: Foreign Countries, College Students, Metacognition, Second Language Learning
Sílvia Perpiñán; Anna Cardinaletti – Second Language Research, 2024
This study attempts to explain a systematic phenomenon that has been described in interlanguage grammars crosslinguistically: Null-Prep, which consists of omitting the obligatory preposition in certain movement constructions. We propose that Null-Prep is not related to lack of knowledge of "wh"-movement, as previously assumed, but to…
Descriptors: Interlanguage, Grammar, Phrase Structure, Linguistic Theory
Biju Theruvil Sayed; Zein Bassam Bani Younes; Ahmad Alkhayyat; Iroda Adhamova; Habesha Teferi – Language Testing in Asia, 2024
There has been a surge in employing artificial intelligence (AI) in all areas of language pedagogy, not the least among them language testing and assessment. This study investigated the effects of AI-powered tools on English as a Foreign Language (EFL) learners' speaking skills, psychological well-being, autonomy, and academic buoyancy. Using a…
Descriptors: Artificial Intelligence, Language Tests, Success, Speech Skills
Ebadi, Saman; Nozari, Fouzhan; Salman, Ahmed Rawdhan – Smart Learning Environments, 2022
This study investigated the impact of flipped vocabulary learning on the listening achievement of EFL learners. The study participants included 60 English language learners selected based on their performance on the Michigan Test of English Language Proficiency and randomly assigned to experimental and control groups. The experimental group was…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Comparative Analysis
Razeghizade, Tayebe; Nourmohammadi, Esmaeel; Izadi, Mehri – MEXTESOL Journal, 2022
Critical thinking, intelligence, and language aptitude are three cognitive factors, each, in its own way, influencing our lives. They are important in successful reasoning, problem-solving, and foreign language learning, and thus are worth studying regarding their influence on individuals' language-related skills, in particular, foreign…
Descriptors: Intelligence, Critical Thinking, Undergraduate Students, Universities
Derakhshan, Ali; Malmir, Ali – TESL-EJ, 2021
While aptitude has been seen to contribute to second language (L2) development, most studies have examined its contribution as a fixed trait, rather than viewing it as a dynamic, changing variable. There appears to have been little or no investigation of the role that aptitude plays in the development of L2 pragmatic ability. Therefore, this study…
Descriptors: Language Aptitude, Pragmatics, Second Language Learning, Second Language Instruction
Dabbagh, Ali; Babaii, Esmat – TESL-EJ, 2021
The present study investigated non-native speaker (NNS) teachers' data-driven criteria in scoring multiple-rejoinder written discourse completion test tasks (MR-WDCT) and their points of (mis)match with expert-driven criteria. Specifically, this study scrutinized factors considered by NNS experienced and novice teachers in evaluating responses to…
Descriptors: Scoring, Pragmatics, Native Language, Second Language Learning