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Grant Eckstein; Ying Suet Michelle Lung; Natasha Gillette – TESL-EJ, 2025
Students are often encouraged to proofread their writing by reading it aloud. Presumably, this will allow writers to correct local errors. Yet even though this strategy may be effective for native speakers, there is little empirical evidence of its benefit among second language writers. Therefore, we wondered how many errors second language…
Descriptors: Proofreading, English (Second Language), Second Language Learning, Second Language Instruction
Besma Allagui; Shamma Al Naqbi – TESL-EJ, 2024
Vocabulary knowledge plays an important role in writing. Previous research has examined the relationship between various aspects of vocabulary knowledge and independent writing performance and limited attention has been given to integrated writing such as summary writing. Our study investigated the contribution of two aspects of vocabulary…
Descriptors: Writing Skills, Vocabulary Skills, Correlation, English (Second Language)
Nam Nhat Lien; Nhi Hoa Mai; Nguyen Huynh Trang – TESL-EJ, 2024
In EFL countries where English is rarely practiced outside the classroom, textbooks have become the major input source for learners. Particularly in Vietnam, multiple textbook series are available simultaneously for the same grade. Thus, it is important to examine if their vocabulary is appropriate and of similar difficulty. This study aims to…
Descriptors: Comparative Analysis, Vocabulary Development, Independent Study, English (Second Language)
Huu Thanh Minh Nguyen; Nguyen Van Anh Le – TESL-EJ, 2024
Comparing language tests and test preparation materials holds important implications for the latter's validity and reliability. However, not enough studies compare such materials across a wide range of indices. Therefore, this study investigated the text complexity of IELTS academic reading tests (IRT) and IELTS reading practice tests (IRPrT).…
Descriptors: Second Language Learning, English (Second Language), Language Tests, Readability
Developing Interpreter Trainees' Speech Comprehensibility: Does Nativeness of the Instructor Matter?
Mahmood Yenkimaleki; Vincent J. van Heuven – TESL-EJ, 2024
This study examines the effect of native "vs." non-native prosody instruction on developing interpreter trainees' speech comprehensibility in English as a foreign language (EFL) using a pretest-posttest-delayed posttest design. Twenty-three groups of 28 interpreter trainees at a University in Iran (six different branches) took part in…
Descriptors: Speech Communication, English (Second Language), Second Language Learning, Second Language Instruction
Vercellotti, MaryLou – TESL-EJ, 2021
Analytic rubrics are promoted as important tools to assess learner performance and to improve learning outcomes. Rubrics, however, are not appropriate for every classroom assessment, particularly given the time and effort required to construct well-designed rubrics. In classroom assessment, instructors must balance the beneficial consequences of…
Descriptors: Scoring Rubrics, Evaluation Methods, Second Language Learning, Second Language Instruction
Savski, Kristof; Prabjandee, Denchai – TESL-EJ, 2022
Since it was first published by the Council of Europe in 2001, the Common European Framework of Reference for Languages (CEFR) has become one of the most widely referenced documents in language education, particularly in English language teaching and assessment (Savski, in press). The recently released CEFR Companion Volume (2020), with its new…
Descriptors: Guidelines, Language Variation, English (Second Language), Second Language Learning
Fielden Burns, Laura V.; Martínez Agudo, Juan de Dios – TESL-EJ, 2023
This research investigated six established areas for quality (Ortega-Martín et al., 2018) in the implementation of CLIL programmes in a Spanish monolingual autonomous community from the perspective of its teachers, in particular focusing on possible differences of opinion between content and English language teachers, an understudied area. Both…
Descriptors: Language Teachers, Teacher Attitudes, English (Second Language), Second Language Learning
Zand-Moghadam, Amir; Samani, Fatemeh Mohandes – TESL-EJ, 2021
Although the effective role of instruction in developing L2 learners' pragmatic competence has been acknowledged in the literature, very few studies have investigated the effect of a specific language teaching method on the development of pragmatic competence. Thus, to address the existing gap, this study was conducted (1) to investigate the…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Pragmatics
Loi, Nguyen Van; Thanh, Dang Thi Kim – TESL-EJ, 2022
Reading engagement is crucial to motivating EFL learners in reading classes. Recent research has attempted to explore the effect of affective engagement on reading comprehension, but there exists little empirical research regarding the effect of a text-driven approach to task design and development that draws on second language acquisition…
Descriptors: Reading Skills, Reading Comprehension, Comparative Analysis, Vietnamese People
Antes, Theresa A.; Beck, Errin – TESL-EJ, 2020
In this article, we present the results of an eight-week in-class intervention, during which binomial expressions comprised of academic vocabulary (results and conclusions, facts and circumstances) were presented to intermediate-level learners of English. Constraints that govern the preferred order of highly fixed binomials were explained as the…
Descriptors: Word Lists, Phrase Structure, English (Second Language), Second Language Learning
dos Santos, Jardel Coutinho; Ramírez-Ávila, María Rossana – TESL-EJ, 2022
This quasi-experimental research aimed to examine if and to what extent the adaptation of the 4/3/2 technique and self-assessment contributes to the improvement of students' speaking fluency. 24 ninth graders ranging from 11 to 13 years old were separated randomly into control and experimental groups, each having 12 participants. The data were…
Descriptors: Speech Communication, Comparative Analysis, Teaching Methods, Feedback (Response)
Yigit, Gökhan – TESL-EJ, 2021
This study aimed at investigating the influence of L1 (Turkish) on the acquisition of L2 (English) collocations by comparing the scores of two Turkish ELT student groups with a phrase-judgment test. The test included both congruent and incongruent collocations as well as unrelated word combinations. The participants whose vocabulary levels were…
Descriptors: Native Language, Second Language Learning, Second Language Instruction, English (Second Language)
Couper, Graeme – TESL-EJ, 2022
Research has demonstrated that pronunciation teaching can be effective, but there have been very few classroom-based studies that have focused on the perception aspect of pronunciation. This article explains the theory and practical application of a conceptual approach and reports on its impact on perception of English word stress. The…
Descriptors: Teaching Methods, Pronunciation, Pronunciation Instruction, Phonology
Bardovi-Harlig, Kathleen; Su, Yunwen – TESL-EJ, 2021
This exploratory study examines the role of foreign and second language contexts in the acquisition of conventional expressions. A group of 21 ESL learners was compared to 25 EFL learners randomly selected from a larger pool. Both groups completed an aural multiple-choice discourse completion task (MC-DCT), which was developed from a previously…
Descriptors: Multiple Choice Tests, Second Language Learning, Second Language Instruction, English (Second Language)