Teachers' beliefs about language and technology, pedagogy, and ability to integrate them can be challenging within the second language classroom. This study was a conceptual replication of previous work in the field of TPACK with world language teachers. This mixed-methods study included 59 current in-service world language teachers grades 9-12 in…

The purpose of this paper was to study the effectiveness of language acquisition using speaker instruction and listener instruction and examining the emergence of bidirectional intraverbals using a non-sense language. Current research suggests that speaker type instruction is more effective in aiding untrained relations (Contreras et al., 2020;…

Students learning English as a second language face many challenges that affect their learning outcomes. The study focused on the impact of formal assessments as a way of learning English as a second language. Many studies support proper assessment in teaching English as a second language. The research involves a quantitative approach to data…

The current study investigates the use of alternative assessments in English as a foreign language (EFL) classes in Saudi Arabia. While alternative assessments have been recently recognized as a prospective approach to assessing EFL learning, little research has examined how language learners perceive this approach to assessment in an EFL context,…

This study investigates how aspects of collocational proficiency affect the ratings that expert examiners give to second language (L2) English learner essays. Lexical proficiency is a multi-faceted phenomenon and certain aspects of it are particularly impactful on human judgements, including lexical sophistication and accuracy. However, the…

The present dissertation intends to investigate the syntactic nature and L2-acquisition of passive sentence structure in two Romance varieties, Italian and Spanish. First, I will present an analytic proposal couched within the Generative Approach (Chomsky, 1957, and subsequent work); from there, and following Perlmutter and Postal's (1977)…

This study examined the significance of the mode of delivery--aural versus written--in second language (L2) vocabulary knowledge and L2 comprehension skills. One of the unique aspects of listening comprehension that sets it apart from reading comprehension is the mode of delivery--language input is delivered not visually but aurally. Somewhat…

Strategic competence, or the cognitive resources necessary for utilizing language knowledge, is widely recognized as an essential component of second language (L2) ability. However, research on strategic competence in the context of L2 speaking assessment has been limited, and findings have been inconsistent, making it challenging to discern the…

Dynamic visuospatial support (DVS) is an effective tool for helping people learn linguistic tones (Hannah et al., 2017, Morett et al., 2022, Zhen et al., 2019), and learn words with these tonal categories (Baills et al., 2019, Morett et al., 2015). Progress in the field of embodied cognition and learning has led to recent emphasis on the pitch…

The future success of today's students and our nation depends on how well prepared our students are to contribute to the globalized world of the 21st century. The population of English Language Learners (ELLs) is exploding in the United States. If students are not given the appropriate language scaffolds to learn English, ELLs will struggle…

International students have comprised a steadily growing demographic in America's colleges and universities for the past seventy-five years. Over the many years and decades, the proportion of international students whose first language is not English has also increased. Subsequently, American higher education has come to rely on an important…

Students must have a working understanding of the language of instruction to be successful in school. In the United States, English is the predominant language of instruction, and students who come from homes where a language other than English is spoken face the additional challenge of learning both subject matter content and the dominant…

According to Diane August (2002), at the Center for Applied Linguistics, Multilingual Learners (MLs) spend less than two percent of their school day in oral language development. Echevarria and Goldenberg (2017) support that creating numerous opportunities for ML students to speak will accelerate their vocabulary and oral language development to…

This quantitative study evaluated how teaching models for language acquisition--the Integrated, the Stand-Alone and the Mixed Model--and student characteristics--gender and disability status--relate to growth in language skills among ELL students. In this study, the New York State English as a Second Language Achievement Test scores of the…

The purpose of this study was to determine whether there is a difference in the vocabulary knowledge of Spanish-speaking English Learners (ELs) when controlling for developmental language norms. This research was essential given the multitude of literature indicating the connection between vocabulary skills and later academic success and the…