This study explores the impact of instructional modality and session length on student success and retention in first-semester Japanese and Spanish language courses at a large urban community college. The research analyzed pre- and post-tests, final grades, and retention rates across multiple academic terms, including standard 16-week and…

Objectives: The study aims to create a comprehensive framework for the effective organization of parallel teaching of two foreign languages in higher education in Kazakhstan, accounting for linguistic, psychological, didactic, and technological aspects. Methods: We used theoretical (modeling, analysis, and generalization) and empirical methods…

The relationship between academic stress and compulsive smartphone use among college students has been extensively studied, yet empirical findings remain inconsistent and inconclusive. Moreover, potential moderating factors affecting this relationship have received limited scholarly attention. This study addresses these research gaps by examining…

This study examined how unimodal and bimodal learning conditions impact L2 vocabulary processing and learning, comparing reading only (RO) and reading while listening (RWL) groups. 119 high intermediate-advanced English learners read or read-while-listening a short story embedded with 25 target pseudowords, repeated 10 times each, and had their…

Purpose: This study aimed to examine the effects of sentence context, accent strength, and second language (L2) listening proficiency on word recognition accuracy and transcription time among Chinese learners of English for Pakistani-accented English. Method: Speech stimuli included 48 isolated words and 48 highly constraining sentences, each…

This study investigated the relative effectiveness of immediate and delayed corrective feedback on the acquisition of -ing/-ed participial adjectives by Spanish English-as-a-foreign-language learners in video-based computer-mediated communication. Fifty-two participants took part in a communicative task in one of four groups (two experimental and…

This study examines the referential context effect on second-language relative clause ambiguity resolution by proficient L1 Chinese learners who learn English as a foreign language (EFL) and investigates whether the ambiguity resolution process is constrained by individuals' working memory capacity (WMC). It presents a self-paced reading study and…

Unlike with the typically developing population, non-typically developing individuals, especially those with intellectual disabilities, have usually been recommended to learn and use only one language, despite perhaps coming from bilingual families or living in multilingual environments. This common practice, however, is not backed by empirical…

This study examines the impact of written corrective feedback (WCF) timing on the collaborative writing process and writing accuracy development of adult learners of French as a second language. Forty-eight learners were divided into three groups to complete a collaborative writing task in pairs. The first group received immediate WCF via Google…

Self-regulated learning (SRL) strategies have received significant attention among researchers and become the topic of many empirical studies, since they are believed to significantly influence achievement levels in acquiring a foreign language. The current research investigated the SRL strategies most commonly employed by Vietnamese English as a…

This study investigated 11 Taiwanese elementary school English teachers' designs and implementations of design thinking lessons. The analysis of qualitative data (lesson plans, observations, interviews) and quantitative data (questionnaire) reached the following major findings. Firstly, English teachers considered their design thinking instruction…

Introduction: This study investigates L2 writing anxiety among Algerian EFL Master's students, focusing on anxiety levels, types, causes, coping strategies, and the effects of gender and proficiency. Methods: A mixed-methods approach was used, incorporating a semi-structured interview alongside two instruments: the Second Language Writing Anxiety…

Motivation plays a pivotal role in students' academic success and overall performance in the learning process. However, the abrupt shift from face-to-face instruction to online learning, due to the Covid-19 pandemic, affected EFL students' motivation. To address this issue, this study aimed to explore the factors that affected students' motivation…

An essential component of language instruction is classroom-based assessment, which is used to inform instructional decisions and gauge student progress. The current study explores how EFL teachers visualize developing classroom-based assessments at Debark Secondary Schools in the North Gondar Zone. The study employed a concurrent parallel…

This study examines the pooled effects of Education Endowment Foundation (EEF)-funded trials on literacy and mathematics attainment outcomes for pupils with English as an Additional Language (EAL), focusing on their time since arrival (TSA) into the United Kingdom (UK) schooling system. In general, EAL pupils are a highly diverse group, and as…