This article draws on an online survey to collect data about the perceptions of Moroccan secondary school teachers of English in connection with their use of translation in English as a Foreign Language (EFL) teaching and learning settings. As in previous research on L1 (first language) use, this study emphasizes the unavoidability of translation…

This study explores the bases of achievement invoked by teachers when assessing students' work in the context of a bilingual education program where academic subjects are taught through English as a foreign language. During a professional development seminar, teachers judged samples of students' writing in response to tasks that elicited the three…

This study investigated EFL classroom talk using Halliday and Matthiessen's (2013) meta-functions framework. Four female participants, including two experienced and two inexperienced teachers, taught similar grammar subjects to their intact classes. Classes were video-recorded and transcribed by the researchers. The meta-functions included topical…

This qualitative case study aimed to explore fillers usage to address speaking challenges related to the improvement of self-confidence and motivation in speaking practices done by two English foreign language (EFL) learners of the English department of one of the Islamic Universities in Malang, Indonesia. Data were collected through observations…

This study examines learner deliberations over their discursive plans during second language (L2) instructional tasks, which we call "intersubjectivity negotiation episodes" (INEs). We argue that these provide essential contexts for negotiations over L2 form-meaning mappings, known as "language related episodes" (LREs). Our…

This study demonstrates how conversation analysis can illuminate the interactional practices through which the Present-Attention-Co-construction-Extension (PACE) approach to grammar instruction, which involves a guided, inductive co-construction of grammar rules with learners, is realized in the classroom. The data consist of three whole-class…

The present study investigated the effects of gamified grammar and vocabulary learning using Kahoot!, Quizizz, and Quizlet on learning performance, motivation, enjoyment, anxiety, and classroom dynamics and engagement in an English course. The investigation also involved the effects of gamified learning on gender, proficiency, and learning…

This action research report explores the effect of a "flipped learning" strategy on adult EFL students' speaking skills. Flipped learning, or inverted learning, reverses the traditional educational model where students learn in class and practice out of it; flipped learning promotes the students' learning of concepts and theories out of…

It is commonly agreed that learner target language output and spoken interaction are essential to communicative language learning. This video-based classroom observation study of five lower secondary schools in Norway investigated how second language (L2) English and third language (L3) French teachers responded to their students when they spoke…

Situated within Sociocultural theory (SCT), this article analyzed an existing data set (Toth, 2021a, 2021b, 2021c, available at https://www.iris-database.org) to investigate learners' development through participation in a dialogic approach to grammar instruction called PACE. The target of instruction was the Spanish pronominal clitic…

Interaction has received attention in different fields of applied linguistics. In the field of Second Language Acquisition (SLA), scholars have perceived interaction as a platform where L2 learners can engage in language experimentation. It has been considered in light of Long's (1981) Interaction Hypothesis, which posits that negotiation of…

This article examines how second language (L2) interactional competence is manifested in students' use of "and"-prefaced turns when doing meaning-focused oral tasks in pairs and small groups. Drawing on video recordings from English-as-a-foreign-language upper-secondary classes recorded in Czechia and Finland, 86 sequences involving…

The aim of the study was to identify the factors that contribute to speaking anxiety in Thai adult EFL learners working in an online media company and enrolled in an English course provided by the company, as well as to discover the anxiety reduction techniques used by these learners. The results showed that significant contributors to speaking…

This study investigated the influence of focus-on-form task-based language teaching (TBLT) on Taiwanese children's English vocabulary acquisition and retention. Focus-on-form TBLT here refers to instruction in which the teacher and students interact, negotiate, and respond to each other on the subject of a second language (L2) vocabulary. The…

Grammar has always been considered by language learners as well as by those engaged in language education as an essential component of language, and their expectations from and planning for any language education programs have been conditioned accordingly. The definitions of the term grammar and its categories in all languages go back to…