As language programs are endangered in K-16 contexts due to low enrollments, and for budgetary reasons, it is more important than ever to find enduring ways to help promote the study of languages and to make studying languages enjoyable for everyone. For sustainable language education, we need to focus on and promote the true purpose of…

Learning a second language is a complex task. Adopting the innovative use of a multimodal literacies approach provides young second language (L2) learners with expanded opportunities to immerse themselves in the target language. This study explored how participants utilized their multimodal literacies along with the level of investment…

This study explores the application of the task-based teaching method in English education, particularly from the perspective of big data. Traditional English teaching models often fail to meet the diverse needs of students, with the task-based approach, despite being student-centered, encountering challenges such as task difficulty control and…

This study assesses a range of task-based interaction (i.e. structured vs. unstructured tasks) between lower-English-proficiency middle school English as a foreign language (EFL) learners in a task-based learning (TBL) class employing conversation analytic methodology. From the video data, which allowed for an emic analysis of the students' vocal…

This study investigates the impact of task-induced involvement and time on task on incidental second language (L2) vocabulary acquisition. Utilizing a 3 (task-induced involvement) × 2 (time on task) × 2 (post-test time) research design, three task-induced involvement conditions were employed based on the Involvement Load Hypothesis (ILH): reading…

Using an original data set of task-based interviews, this paper presents findings on how Jewish day school students make sense of Biblical Hebrew verses in Biblical Hebrew. This paper pushes back against the convention in Jewish communal discourse to evaluate and label knowledge, shifting the focus instead to understanding how knowledge is…

This study examined the role of writing task types and L2 reading proficiency on young English as a foreign language (EFL) learners' writing performances. The participants were 185 students (Grades 7 and 8) from Denmark, Finland, and the Netherlands. The students responded to a descriptive and an email writing tasks that assessed their writing…

This study examines how the genre of input text influences Chinese young EFL learners' performance on continuation tasks. Participants were 30 students in Grade 9 and repeated-measures design was adopted to compare their performance on narrative and argumentative continuation tasks, in terms of writing quality, CAF indicators as well as alignment.…

This paper presents a qualitative multiple case study on the professional identity development of English as a Foreign Language (EFL) teachers working at rural schools. The participants of the study as individual cases were five middle school teachers from four different geographical regions of Turkey. The research foci of the study were: (1)…

The purposes of this study were to investigate the effects of task-based instruction using online language games in a flipped learning environment (TGF) in developing the English oral communication ability of Thai secondary students and examine the students' opinions of the task-based instruction using online language games in a flipped learning…

The present exploratory study investigated the efficacy of secondary face-to-face classroom-based English as a Foreign Language (EFL) instruction digitally supported by the FeedBook, an interactive computer assisted language learning web-based suite of exercises providing item-level scaffolded feedback. Seventy-seven native (L1) German…

We examined the contributions of English proficiency, genre, and the use of textual sources to adolescent writing. The sample included 1819 native English speakers and language minority students from 127 seventh- and eighth-grade classes in an urban school district. Students were randomly assigned one of three source-based essay prompts…

This study examines L2 fluency in speaking interactions based on the number and type of utterances. The participants were 25 Korean eighth-grade learners of English as a foreign language. They performed five communicative tasks in groups, and their speaking interactions were audio-recorded and analyzed to measure the frequencies of sentence-level…

Despite the recent emphasis on oral English language proficiency in the Iranian education system, the teaching of oral communication remains a challenge for secondary school English language teachers. In this article, we suggest that this, in part, relates to the continued emphasis on literacy practices. The article explores the approach taken by…

This study investigated the extent to which explicit and implicit instruction improve L1-Arabic speakers' articulation of English words whose cognates were acquired earlier in their L2 French. Sixty-eight secondary school students, explicit (n=35) and implicit (n=33), participated in a programme incorporating focus-on-pronunciation activities,…