This study investigates the realisation of apology speech act strategies of Bahasa Indonesia by 60 Indonesian people from across Indonesia as well as their perceptions and evaluations of apologies. For triangulation, the data was collected using three methods: Oral Discourse Completion Task (DCT), Likert scale surveys, and in-depth interviews. The…

This longitudinal case study investigated the developmental trajectories of two participants enrolled in an ITA oral communication course at Purdue University. The course provides language support to the ITA population who play a crucial role in higher education programs in the U.S. (Gorsuch, 2016). Over four months (i.e., one semester), I…

This study aimed to evaluate whether or not students engage in self-help behavior when they encounter difficulties during their presentations. The participants were second year EFL college trainees; the data were obtained from their classroom presentations. The audio recorded data has been transcribed, coded, and categorized into quantitative and…

This paper investigated how production task combined with teacher feedback (in the form of recasts) affects child second language development, and the effects of task complexity on their production performance. 92 child learners of English in three intact classes were assigned to three tasks of different complexity (simple, +complex, ++complex).…

Over the years, a sweeping interest in translanguaging practices and corrective feedback (CF) in parallel has received momentum in instructed SLA research. Whereas previous CF studies focused on CF interactions and factors affecting L2 learning, this study examined how translanguaging intertwined with CF in Arabic as a Heritage Language learning…

This study explored the role of written languaging (WL) in response to automated written corrective feedback (AWCF) in L2 accuracy improvement in English classrooms at a university in China. A total of 254 freshmen enrolled in intermediate composition classes participated, and they wrote 4 essays and received AWCF. A half of them engaged in WL…

This study stresses the major circumstances in terms of timing of pedagogical intervention in English as a Foreign Language (EFL) and Content Language Integrated Learning (CLIL) contexts within the same school setting in Madrid (Spain). The rationale of the research lies in the EFL and CLIL Primary Education teachers' preferences for online and…

Social networks have been investigated as an important factor to understand social and language innovations for decades. Most researchers focus on one-language-dominated societies when studying social networks' influence on language practice while studies on bilingual societies remain scarce. In this study, we examine how Chinese graduate students…

This study examined the relationship between oral fluency and use of multiword sequences (MWSs) across four proficiency levels (Low B1 to C1 of the Common European Framework of Reference). Data came from 56 learners taking the speaking test of the Test of English for Educational Purposes, and our analysis obtained different measures of fluency…

Elementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support…

This study investigated the effects of task complexity on child learners' second language (L2) gains, the relationship between aptitude and L2 development, and the extent to which task complexity influences this relationship when recasts are provided. Sixty child EFL learners were assigned to two experimental groups. During the treatment, one…

This study investigates the role of peer interaction (PI) and peer corrective feedback (PCF) in developing EFL learners' grammatical competence regarding simple past tense. It is based on training university-level English preparatory class students in Turkey to interact with their peers and give oral corrective feedback to each other's target…

Informal formative assessments (IFAs) are classroom interactions teachers use to gather information about their students' learning, interpret it, and act on this information to achieve academic goals. One of the responses science teachers can enact as the result of IFA is constructing explanations to clarify science concepts to their students.…

For English language learners (ELLs) to productively engage in classroom discussions that foster language development, content knowledge, and analytical practices, teachers must create a trusting classroom culture. How do we ensure that all ELLs have opportunities to productively use oral language in academic settings? And how do we ensure that…

Previous research has considered the effects of content familiarity and task repetition on second language (L2) performance, but few studies have looked at the effect of these factors on learners' engagement in task performance. This study explores the influence of content familiarity and task repetition on English as a foreign language (EFL)…