The effectiveness of project-based learning (PBL) on language learning outcomes is welldocumented in the literature. However, research on using projects to supplement direct instruction is scarce. This study, thus, is aimed at examining the effects of integrating project work into English skills courses for pre-service teacher training courses in…

This paper examines the differences correlation between instructor- and peer-based participation scores and oral proficiency in an EFL course focusing on oral communication. It finds that there is very little correlation between instructor-based and peer-based participation scores (r = 0.187, p = 0.053) and that the former is more associated with…

Using open educational resources (OER) in post-secondary settings has shown to reduce costs for students, advance accessibility and equity, generate motivation, boost enrollment, and improve academic outcomes. This article details innovative coursework and assessment tools for a Spanish for the Professions course designed around OER content…

Teaching in Vietnam recently, I had opportunities to work with some amazing students and teachers. Being in such a position lent itself well to cultural exchanges inside and outside the classroom. However, it was clear to me, to my colleagues, and I believe to the majority of students that there was a need to dig deeper--to move beyond the…

Developing speaking skills constitutes the key stage for language learners. Considering the remarkable differences between ESL and EFL students, the likelihood for language learners in many EFL settings to face the barbed wires placed on the road to speaking proficiency is far greater compared with ESL learners. The primary reason behind this…