NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 11 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Suzuki, Yuichi – Language Learning, 2021
In an exploration of the effects of task-repetition practice on fluency development, English-as-a-foreign language learners performed three oral narrative tasks involving six-frame cartoons for 3 consecutive days. They engaged in task-repetition practice under either a blocked (Day 1: A-A-A; Day 2: B-B-B; Day 3: C-C-C) or an interleaved (Day 1:…
Descriptors: Language Teachers, Pretests Posttests, Cartoons, Language Fluency
Peer reviewed Peer reviewed
Direct linkDirect link
Gánem-Gutiérrez, Gabriela Adela; Gilmore, Alexander – Language Learning, 2018
The current study focused on emergent processes during real-time second language (L2) writing activity in an English as a foreign language university context, examining differences in these processes across individual capacities. Participants included 22 adult Japanese learners of L2 English and their tutor. The data were collected using digital…
Descriptors: Language Proficiency, Writing (Composition), Second Language Learning, Second Language Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Graham, Suzanne; Courtney, Louise; Marinis, Theodoros; Tonkyn, Alan – Language Learning, 2017
This study examined the progress in lexical and grammatical knowledge among 252 learners of French in England across the last two years of primary education and into the first year of secondary school in relation to teaching and teacher factors. It compared linguistic outcomes from two different approaches, one which emphasized oracy and the other…
Descriptors: Secondary School Students, French, Second Language Learning, Second Language Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Moskovsky, Christo; Alrabai, Fakieh; Paolini, Stefania; Ratcheva, Silvia – Language Learning, 2013
While consensus exists about the critical role of learners’ motivation in second language acquisition, controlled investigations of the effects of teachers’ motivational strategies are limited. The research reported here used a quasi-experimental design to assess the effects of motivational strategies used by Saudi English as a foreign language…
Descriptors: Foreign Countries, Learning Motivation, Motivation Techniques, Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Saito, Kazuya – Language Learning, 2013
The current study investigated the impact of recasts together with form-focused instruction (FFI) on the development of second language speech perception and production of English /?/ by Japanese learners. Forty-five learners were randomly assigned to three groups--FFI recasts, FFI only, and Control--and exposed to four hours of communicatively…
Descriptors: Second Language Learning, Experimental Groups, Pronunciation, Auditory Perception
Peer reviewed Peer reviewed
Direct linkDirect link
Papi, Mostafa; Abdollahzadeh, Esmaeel – Language Learning, 2012
The present study aims to provide observational evidence on the relationship between teachers' use of motivational strategies and students' motivated behavior in the English as a foreign language (EFL) context of Iran. To this end, 741 male learners of English from 26 secondary school classes taught by 17 teachers participated in the study. The…
Descriptors: Second Language Learning, Observation, Motivation Techniques, Academic Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Young, Richard F. – Language Learning, 2008
This chapter continues the focus on learning, but now in the context of schooling. How does a practice approach explain language learning in relationship to language teaching and language testing? In Practice Theory, a foreign language classroom is a site for pedagogical practices and what students learn is how to participate in those practices.…
Descriptors: Test Results, Second Language Learning, Second Language Instruction, Testing
Peer reviewed Peer reviewed
Blanche, Patrick; Merino, Barbara J. – Language Learning, 1989
Summarizes the literature on self-evaluation of foreign language skills, focusing on the implications for teachers and researchers. Although the findings are contradictory, they appear to support Krashen's Monitor Model Theory, indicating that foreign language learners' self-estimates may be influenced by varying degrees by the use of the monitor.…
Descriptors: Language Research, Language Skills, Language Teachers, Linguistic Theory
Peer reviewed Peer reviewed
Koster, Cor J.; Koet, Ton – Language Learning, 1993
Native Speakers of English and Dutch teachers of English judged the English pronunciation of two Dutchmen, resulting in a fairly large area of consensus. In a second experiment, native English speakers and Dutch speakers of English judged the English pronunciation of both experienced and inexperienced Dutch speakers of English. (15 references)…
Descriptors: Descriptive Linguistics, Dutch, English (Second Language), Foreign Countries
Peer reviewed Peer reviewed
Noels, Kimberly A. – Language Learning, 2003
Examined a model in which perceptions of autonomy support and informative feedback from teachers sustain generalized feelings of autonomy and competence in language learning Followed up on an earlier study by examining how integrative orientation relates to intrinsic and extrinsic orientations, which in turn support feelings of intrinsic…
Descriptors: Communication (Thought Transfer), English (Second Language), Feedback, Foreign Countries
Peer reviewed Peer reviewed
Hadden, Betsy L. – Language Learning, 1991
Compared the reactions of English-as-a-Second-Language (ESL) teachers and nonteachers to nonnative communication. The study focused on two questions: Are ESL teacher and nonteacher perceptions of advanced ESL students' communication skills multidimensional? and Are there differences in ESL teacher and nonteacher perceptions of this communication?…
Descriptors: Communicative Competence (Languages), Comparative Analysis, English (Second Language), Factor Analysis