Background: Individuals with dyslexia demonstrate syntactic difficulties on tasks of language comprehension, yet little is known about spoken language production in this population. Aims: To investigate whether spoken sentence production in college students with dyslexia is less proficient than in typical readers, and to determine whether group…

The continuation task, a new form of reading-writing integrated task in which test-takers read an incomplete story and then write the continuation and ending of the story, has been increasingly used in writing assessment, especially in China. However, language-test developers' understanding of the effects of important task-related factors on…

This study compares the language proficiency gains of two groups of students taking a business English course module in a bilingual university in Catalonia (Spain). Whereas one of these groups followed a 'translanguaging' or 'plurilingual' pedagogy, the other followed a strictly monolingual approach. Participants were 54 mostly Catalan/Spanish…

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…

An essential component for assessing the accuracy and fluency of language learners is understanding how mode of communication and task type affect performance in second-language (L2) acquisition. This study investigates how text-based synchronous computer-mediated communication (SCMC) and face-to-face (F2F) oral interaction can influence the…

The present study investigates integrated writing assessment performances with regard to the linguistic features of complexity, accuracy, and fluency (CAF). Given the increasing presence of integrated tasks in large-scale and classroom assessments, validity evidence is needed for the claim that their scores reflect targeted language abilities.…

Traditional teaching and learning process referring to chalk-and-talk has become outdated in lessons. Teachers and learners are exposed to various task-based process to encourage a better participation among learners throughout the lesson. One of the most common and preferred teaching strategies is the use of language games to aid the teaching of…

To address the challenges of limited language proficiency and provide necessary feedback in the implementation of task-based language teaching (TBLT), a mobile-supported TBLT application was developed to provide linguistic and task scaffolding. Sixty-six English as a foreign language (EFL) university learners participated in a three-week…

EFL learners often have problems to speak properly in English. As the purpose of teaching speaking is to improve the learners' oral production, language teaching should maximize language use in the classrooms (Haozhang, 1997), which is achieved through implementing proper teaching techniques to require learners to learn and practice the language…

With the advent of communicative methodologies, the promise to develop both fluency and accuracy was made as a goal for teaching and learning English as an international language. However, it did not happen (Richards, 2008). In an attempt to equalize students' both semantic and syntactic competence, this study investigates the impact of Swain's…

Every speaker of a native language undergoes an interlanguage continuum or the way that the language learners go through from the first to the second language. Interlanguage is an essential theory for teachers to know what goes on in the learning process. It makes the teachers look at the varieties of mistaken linguistic forms with an eye for…

This study examined how Google Jamboard-based autonomous knowledge-sharing advanced language proficiency and motivation in an online intermediate--high EFL communication course. For one semester, 30 Korean first-year college students shared their learning experiences beyond the classroom, enhancing their English communication competence via a…

This study examined how longitudinal interaction impacts the development of second language (L2) oral proficiency in relation to learners' different experience and proficiency levels. Japanese learners of English as a foreign language (EFL) participated in weekly conversation exchanges with native speakers (NSs) in the USA via videoconferencing…

We advocate the in-depth integration of information technology and education in the digital age, and we also encourage teachers of all disciplines to actively carry out online and offline blended learning. This study attempts to use an empirical research to apply the Blended Learning to the oral English teaching in the first year of senior high…

This study examined the differences in perceptions of the value of feedback for improving English speaking performance between students who received video feedback and those who received written feedback and their preferences for written or video feedback. A total of 43 English as a foreign language students participated in this study to produce a…