This research aimed to: (1) develop a task-based Chinese speaking (TBCS) instructional model to enhance the Chinese speaking skills of beginner-level Thai learners studying Chinese as a foreign language (CFL), (2) implement the developed TBCS instructional model with beginner-level Thai CFL learners for refinement, and (3) evaluate the suitability…

The current study investigates how second language (L2) learners' metacognition integrates practice strategies in self-regulated learning to develop speaking abilities. A Metacognitive Practice Speaking Strategy (MPSS) model was developed to explore specific configurations of metacognitive knowledge, metacognitive strategies, and practice…

This article expands upon research into task planning effects by looking at how the addition of planning prior to group discussions may positively and negatively influence performance. 24 Japanese university students performed three weekly discussions in groups of four. Prior to each discussion, they undertook either no planning, strategic…

Speaking a foreign language is a complicated process that involves linguistic competence, skills, and strategy use. Communicating through English in English for Academic Purposes courses is a basic requirement for EFL learners, but it can be a challenge. To improve the quality of speech, strengthen components of speaking competence, and raise…

This paper proposes a new method for the combined teaching of pronunciation and vocabulary to learners of English as a foreign language (EFL). While there is commonly strong emphasis on the teaching of vocabulary, pronunciation teaching is frequently neglected in the EFL classroom. The proposed method aims to address such imbalance which may…

This simulation explores instruction that combines role-play with the word play of "The Three Pigs". Describes efforts to increase fluency and communicative competence in English among graduate English as Second Language students of various disciplines and nationalities and discusses debriefing, students' attitudes, and acceptance of…

English as a second language teachers should make learners comfortable with the fact that not being understood at times is a natural and expected part of the communication process. Encouragement to understand what lies behind the misunderstandings and what strategies might be employed to ensure continued communication serves learners well on the…

Examination of memorization strategies, cerebral dominance and lateralizations, and other characteristics of two adults who acquired second language fluency after puberty supported hypotheses concerning neurocognitive flexibility as a substrate underlying talent for second language learning. (CB)