This study investigated the influence of teachers' experience with research-related activities on their current grammar teaching practice and research engagement for second language (L2) grammar instruction. Survey responses were collected from 701 Korean L2 English teachers and were analyzed with exploratory factor analyses and logistic…

Task-based research has shown the benefits of using tasks in various instructional contexts across different age groups. Although task-based language teaching promotes language learning through authentic real-world tasks, previous research has mainly used controlled pedagogic tasks. The current exploratory, intact-classroom, multi-case study…

We investigated how learner factors, such as vocabulary proficiency, strategy use, and working memory, are associated with successful corpus-based second language (L2) vocabulary learning, in which learners are encouraged to analyze and explore large, structured collections of authentic language data (i.e., corpora) to resolve their lexical issues…

South Korean job seekers face pressure to produce high scores on standardized English tests, which leads to the prominence of test-oriented pedagogy. Though recent scholarship illustrates how materials reflect the values of society and how these are negotiated in classrooms it has mainly analyzed preexisting published books, leaving the potential…

Working with Korean university-level learners of English, this study provides a detailed analytical comparison of 2 task work groups that were video-recorded, with 1 group scoring very high and the other relatively low based on the results of a Group Work Dynamic (GWD) measuring instrument. Adopting a complexity theory (CT) perspective and…

Robinson's (2001) Cognition Hypothesis claims that more complex tasks promote interaction and language development. This study examined the effect of task complexity in the learning of request-making expressions. Task complexity was operationalized as [+/- reasoning] following Robinson's framework. The study employed a pretest-posttest research…

In order to understand teacher cognition--the thoughts, beliefs, and knowledge of language teachers--it is helpful to understand why people commit to language teaching in the first place. However, few studies of language teachers have directly examined the nature and development of commitment in language teachers, across their language learning,…

This study investigates the contribution of second-language (L2) morphological awareness to foreign language reading comprehension. Tenth graders (n = 188) at a South Korean high school were assessed on 6 reading- and language-related variables: phonological decoding, listening comprehension, vocabulary knowledge, passage-level reading…

Demonstrates that cues play a significant role in second language listening comprehension and provides additional empirical support for their beneficial effect. Found that the absence of cues appeared to contribute significantly to the miscomprehension of information in a lecture. (Author/VWL)

Investigated the connection between Korean children's participation in an interactive book reading program and their development of pragmatic competence in English. Found that participation led to significant changes over a 4-month period in the mean number of words, utterances, and talk management features as measured by the changes in children's…