This study examines the development and evaluates the effectiveness of an academic model that integrates Process Genre and Task-Based approaches to enhance Thai undergraduate students' academic reading and writing skills. Recognizing persistent challenges in English academic literacy, particularly in reading and writing, this study employed a…

This classroom-based research emerged out of the purpose of the teacher-researcher to improve students' listening comprehension. The setting is an ELT preparatory class at a Turkish state university with 19 voluntary and convenient English language learners as participants. The intervention of metacognitive listening instruction implemented once a…

Self-efficacy is theorized as a malleable construct that can be influenced by teachers' instructions; however, limited effort has been devoted to evaluating the effectiveness of self-efficacy interventions. This study leverages a mixed methods design to evaluate the effectiveness of a self-efficacy intervention over 16 weeks among Chinese English…

Despite repeated calls for the integration of digital multimodal composing (DMC) into English as a foreign language (EFL) teaching, the effect of the pedagogical use of DMC has been rarely investigated in the EFL context. Even less is known about the effects of DMC on students' L2 writing development. This study aims to address this issue by…

The purpose of this study is to examine the effectiveness of intervention studies addressing foreign language speaking anxiety through a meta-analytical approach. Research on foreign language speaking anxiety was conducted across various databases using targeted keyword phrases. Statistical data were collected and analyzed using Comprehensive…

Challenges to German Studies in the United States have been well documented and include questions of disciplinary mission and program viability. Existential threats stem from declining enrollments and increasing demands on faculty to sustain programs that require expanded expertise, opportunities, and networks. Calls for disciplinary…

There is a lack of research on evidence-based intervention in relation to the issue of L2 variations in secondary schools. This study addresses some conceptual problems of L2, proposing a four-quadrant model of language processes. This model provides a framework to identify students' L2 developmental stages. With an action research method, the…

In today's interconnected world, cross-cultural competence is essential for students' success. This article investigates how educational interventions foster this crucial skill. Using a mixed-meta research method, the study combines a meta-analysis of 16 quantitative studies (12,800 participants) with a meta-thematic analysis of 7 qualitative…

Focusing on the teaching of listening strategies to second language (L2) learners, this study sought to revisit Renandya and Farrell's (2011) claims that explicit listening strategy instruction for lower-proficiency learners of English as a foreign language (EFL) is a fruitless endeavor. As such, we implemented a quasi-experimental study to…

Best practice suggests that curricular decisions be made on the evidence base of the content and the contextual fit of the curriculum to the school setting, and with coaching to help teachers effectively use curricula. Messages from the federal government encourage school administrators and researchers to consider the costs of a program. The…

This study investigated learned helplessness (LH) experienced by male secondary students of the English language and examined the effects of a motivational program based on the L2 Motivational Self System (L2MSS). Primarily, we administered the Learned Helplessness Scale to 189 students in a public school in Tehran, along with the Student Behavior…

This study examines the impact of a systematic teaching programme of phonological awareness (PA) skills on children's pre-reading skills where English is taught as Second Language in a school in Beirut, Lebanon. Four Kindergarten classes (two experimental and two control) participated in the study. Instruments included intervention programme,…

This study aims to explore the effects of incorporating metacognitive prompts into cooperative learning on students' academic writing and metacognitive awareness. In total, 150 tertiary-level learners were randomly and equally divided into three groups: a cooperative learning group with metacognitive instruction (EG), a metacognitive instruction…

The complexities of Internet sources have caused more challenges to school students, leading them in many cases to copy-paste ideas into their written assignments. Facing these challenges requires adopting and implementing evidence-based practices. This article builds on a mixed-methods, quasi-experimental study which investigated the effect of…

The study investigates the effect of hybrid technology (HT), which combine physical objects and virtual effects, on learning receptive-vocabulary in English as a foreign-language (EFL) among students with dyslexia. Participants included 106 students aged 9-12. The students with dyslexia were randomly divided into intervention groups that used…