This paper investigates the relationship between the structural features of Chinese characters and the handwriting quality of Chinese as a Foreign Language (CFL) beginners. The study involved 22 CFL beginners transcribing characters using digital ink technology. Correlations were analyzed between structural features (including stroke count, stroke…

Augmented Reality (AR) is believed a suitable teaching method for beginning-level Chinese as a Foreign Language (CFL) learners in learning Chinese characters, as the effects of AR on visualization may enhance recognition of pictographic characters and the integration of multimedia may facilitate comprehension of this logographic language. Yet the…

L2 teachers' written feedback (WF) has been widely researched as one key cognitive factor in students' learning of a new language. Little research, however, has viewed WF as a contextually embodied and socially mediated activity that may be influenced by professional development. We compared five Iranian EFL teachers' WF before and after a…

This study investigates the effects of the flipped classroom approach on five aspects of written communicative competence of learners of English as a foreign language (EFL): lexis, syntax, cohesion, pragmatics, and discourse. It experimented on two groups of Chinese undergraduates in a regular college English course, using a flipped learning…

Second language acquisition (SLA) researchers have long searched for patterning in the development of linguistic elements (e.g., grammar and morphology). However, little attention has been given to the examination of systematicity in vocabulary acquisition, limiting our understanding about how overall vocabulary is learnt. The current study…

The flipped classroom is a teaching method that combines technology and group collaboration activities. The flipped classroom can be a good approach for this teaching method because it encourages students' interest in learning. This study aims to find the difference in effectiveness between written and video-based materials for a flipped classroom…

Written correction feedback (WCF) has been a part of the field of English as a foreign language (EFL) writing for decades. Much research has been conducted on WCF in various contexts. In Yemen, it seems that WCF has still not been touched. This study explores Yemeni EFL undergraduates' attitudes on having their written essays corrected using a…

This paper explores the reliability of using ChatGPT in evaluating EFL writing by assessing its intra- and inter-rater reliability. Eighty-two compositions were randomly sampled from the Written English Corpus of Chinese Learners. These compositions were rated by three experienced raters with regard to 'language', 'content', and 'organization'.…

This study aimed to measure a newly developed automated written evaluation feedback instrument, EditGPT, on the writing performance of 30 Omani EFL learners and their perceptions of this tool's functionality in learning English as a foreign language (EFL). The learners were divided into three groups: control (receiving general feedback on…

This study investigates whether linguistic outcomes of second language (L2) learners' performance are consistent across oral and written modalities and, if so, whether the consistency remains across proficiency levels. The study also explores whether the linguistic outcomes of speaking, writing, or both are related to working memory capacity.…

This systematic review focused on higher education teachers' and students' perceptions and practices of written feedback, as well as their relationships and differences in English as a foreign/second language and academic writing. This study aimed to identify empirical studies, describe their characteristics, summarize the findings, and make…

Writing in English is considered an important skill for ESL learners, and qualified teachers are needed in order to provide the students with written corrective feedback (WCF). Much previous research on WCF has looked at its overall effectiveness, with less attention paid to the teachers' perceptions of WCF methods and expected outcomes when they…

Although lexical diversity is often used as a measure of productive proficiency (e.g., as an aspect of lexical complexity) in SLA studies involving oral tasks, relatively little research has been conducted to support the reliability and/or validity of these indices in spoken contexts. Furthermore, SLA researchers commonly use indices of lexical…

The writing system -- the transparency of orthography in alphabet-based systems and differences between logographic and phonetic-based systems -- can affect the efficiency of inferential word learning when words are introduced visually. It can also shape how people self-evaluate their learning success (we refer to such type of self-evaluation as…

This paper illustrates how spaces were created for children from culturally and linguistically diverse backgrounds to emotionally engage in traditional Chinese literacy practices in a primary school in Sydney, Australia. The ethnographic data allow insight into how ordinary activities organised around character tracing and writing can…