This study investigated how a digital game-based learning (DGBL) environment affected low- (LP) and high-proficiency (HP) primary school students' self-regulated learning strategies and vocabulary development. Data were collected from 62 sixth graders (20 LP and 20 HP students) who learned English as a Foreign Language (EFL). The statistics…

This study investigated the effectiveness of an intervention designed to support sixth-grade Spanish-speaking English as Additional Language (EAL) learners and their English proficient classmates in acquiring pre-algebra knowledge and skills and associated academic vocabulary. The sample consisted of 88 EAL learners and their 139 English…

Speaking skills are considered one of the most crucial skills in learning English as they lay the foundation for effective communication and language acquisition. Proficiency in speaking enables young learners to express themselves, convey ideas, and communicate effectively. This quasi-experimental research aims to investigate the effect of board…

Learners' English proficiency can be shaped by social environments, motivational factors, and emotions. According to situated expectancy-value theory, students' expectations of success and subjective task values (STVs) influence academic performance. Achievement emotions, which refer to emotions directly related to learning activities or outcomes,…

This study aimed to determine the effects of a teaching model combining Task-Based Learning (TBL) and Game-Based Learning (GBL), called the Orientation Performance Presentation Analysis Application (OPPAA) model, developed by the researchers, on primary students' English proficiency and to explore teachers' and students' opinions of the model. The…

This study aims to evaluate the speaking skills learning area in the 2019 English Language Curriculum in terms of 6th grade students receiving intensive foreign language education. A holistic single case design, one of the case study designs, was used in the study. The research group was formed by "convenience sampling" and…

The influence of individual difference variables on second language (L2) listening comprehension has been an area of research that has been gaining renewed attention in recent years. The current study investigated the effects of two cognitive variables, aptitude and metacognitive awareness, on 107 native-Korean, English as a foreign language…

Background Study: English education has been promoted in Taiwan for many years. Recently, content and language integrated learning (CLIL) has received attention as an effective way to integrate English into real-life contexts. With advances in technology, digital storytelling is suitable for students to develop multiple skills such as narrating…

This study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English-speaking (non-EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and…

This study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English-speaking (non-EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and…

This study sets out to explore the effect of proficiency and modality of interaction on code-switching (CS) amongst two groups of Spanish-Catalan learners acquiring English as a Foreign Language (EFL) in Primary school (grade 3, n = 24 and grade 6, n = 21). Data was retrieved from audio-taped oral activities (peer interaction and learner-teacher…

This longitudinal study explores the effects of time and proficiency pairing on the amount and purpose of L1 use in task-based peer interaction by EFL primary school learners. Most of the studies available to date on L1 use in peer interaction involve adult learners, and we have little empirical evidence on the role played by the L1 in child peer…

Within the same learning context, learners' outcomes in terms of oral fluency vary greatly. This study tracked the relative contributions that first language (L1) and initial second language (L2) fluency skill and working memory (WM) made to L2 fluency development. We assessed the performance of French-speaking Grade 6 learners' (n = 47, mean age:…

With this article I explore the relationship between core academic language skills (CALS) -- a construct representing a set of high-utility language skills needed to manage the linguistic features prevalent in academic texts across content areas -- and schooling outcomes. There has long been an understanding that there is a distinction between…

As an intimidating school subject for students globally, writing requires a high level of motivation, especially for second language (L2) learners. Despite abundant research on motivation in both first language (L1) writing and L2 learning, L2 writing motivation warrants more attention. To bridge the gap, the study intends to present an overall…