Metalanguage is an important part of teacher talk in L2 classrooms. The present study examined the occurrence and type of metalinguistic terms in teacher feedback and their relationship with the patterns of learner uptake and the effectiveness of teacher feedback. A total of eight teachers and nine classes participated in the study. Four to six…

Teacher scaffolding plays a crucial role in shaping the quality of classroom learning, yet little is known about the effective features of scaffolding in classes using content language integrated learning (CLIL), especially in terms of its effects on learners' language and cognitive development. To address this issue, the study adopts a classroom…

As a teacher of an intensive class for college-level students that focuses on learning the Test of English for International Communication (TOEIC) vocabulary, Kelly Keegan wanted to create and play vocabulary-review games that encourage flexibility and spontaneity in authentic contexts. This article describes how she created games that give…

The aim of this study was to investigate the interaction between student engagement and achievement. The study sample was composed of 296 at Ufuk University in Ankara, Turkey. The participants were enrolled in the intensive English language program of the foreign language Preparatory School of the institution. Data collection was carried out with…

This book is unique in bringing together studies on instructed second language acquisition that focus on a common question: "What renders this research particularly relevant to classroom applications, and what are the advantages, challenges, and potential pitfalls of the methodology adopted?" The empirical studies feature experimental,…

This dissertation study focused on a feature of emergent interactions in the L2 classroom called unanticipated student utterances (USUs), which is defined as utterances spoken by the student that the teacher has not anticipated as part of the discussion at hand. The purpose of the study was to demonstrate why USUs are significant in the L2…

With classroom observation and stimulated recall interviews as research instruments, the present study investigated some of the factors that affected learners' attention to teacher talk in nine English as a Second Language (ESL) classrooms. The results revealed five such factors, namely, learners' self evaluation of their language knowledge, the…

Although a number of studies have investigated classroom-based peer interaction with adults and high school students, research pertaining to children in the elementary grades is scant. Drawing on sociocultural theory, the present study investigated how children in an intensive elementary level Grade 6 class for English as a second language (ESL)…

This study investigated the ways in which two groups of four adult learners of English as a second language (ESL) responded to unfamiliar words they encountered in four communication tasks and the effect that different levels of engagement with these words (including negotiation of form and meaning) had on subsequent recall of word meaning. Of the…

This repeated-measures, counter-balanced study reports on a comparison of quantity and quality of one teacher's language in face-to-face (FTF) and written electronic (WE) discussions with advanced English as a Subsequent Language (ESL) students. Transcripts from the two types of discussions were compared for complexity of teacher input and the…

Explores episodes of classroom interaction in which there is unplanned attention to form. Data consist of periodic recordings of learners in intensive English classes over a period of 8 weeks. Analysis of data points to a strong connection between attention to form and subsequent use of those forms and indicates that this connection is affected by…

Examines incidental cultural knowledge displays by two nonnative-English-speaking teachers (NNESTs) in their intensive English program classrooms. Focuses on the nature of the discourse produced in English-as-a-Second-Language (ESL) classes taught by NNESTs. Analysis of videotaped classroom data indicates that a wide and unpredictable range of…

The lack of authentic, real-world interaction practice in the English as a second language (ESL) classroom is described and discussed, and the ways in which dialogue journals answer this classroom need are detailed. A dialogue journal is an interactive, self-generated, cumulative and functional writing and reading exchange between teacher and…

A study investigated the relationship between language contacts made outside of the classroom by Japanese foreign students and how those contacts affect their participation within the classroom and their overall academic performance. Subjects were 32 university students from Japan enrolled in an intensive language program. All of the students had…

The problems encountered in implementing an intensive summer course in English for specific purposes, designed to prepare students for graduate study in urban planning, urban design, and architecture, are discussed by the course's language and content specialists. Positive course results included development of useful classroom communication…