This research delves into the assessment of Grade 4 students' reading proficiency at Bueno Integrated School, situated in the Capas West District of Tarlac Province, during the academic period of 2019-2020. Employing a quantitative-descriptive research methodology, this study pinpointed deficiencies in reading abilities through the administration…

A wide variety of gamification tools are available for language learning; however, few studies have explored the impact of Flippity-Connecto (hereafter referred to as Connecto) on learners' cognitive and affective processes. Connecto, a game similar to Tic-Tac-Toe, was designed to assist students in learning English as a foreign language (EFL).…

Co-teaching is a common feature of language education in schools. It usually involves two adults holding different sets of expertise and working jointly with the same group of learners. Despite the prevalence of co-teaching in language educational settings, little is known as to how co-teaching is organised and negotiated in classroom talk.…

This study investigated English learner profiles and challenges among 884 Korean 5th-grade students, with a focus on the role of AI-assisted language learning in shaping proficiency outcomes. While AI-based interventions have gained popularity, their effectiveness across diverse learner populations remains insufficiently explored. The study aimed…

The "boy turn" in research on gender and education has sought to understand how social practices and schooling contribute to the process of orientation to particular identities. This paper applies the theories of affect to explore the story of an underprivileged, low-achieving Samoan boy, as he engaged with learning Chinese in an…

The present investigation aimed to assess the use of scaffolding strategies by young English as a second language learners who carried out communicative tasks in the context of high-immersive virtual reality (HVR) (Kaplan-Rakowski & Gruber, 2019). More specifically, 24 students enrolled in an intensive program in the province of Quebec,…

This study investigates the effectiveness of integrating multimedia and the Team-Games Tournament cooperative learning model (M-TGT) in enhancing English vocabulary acquisition and retention among Thai elementary school students. A true experimental design was employed with 64 Grade 4 students, randomly assigned to either an experimental group…

This study examines the implementation of CEFR Basic User-level descriptors within a systematic instructional design framework to support learner-centered instruction and formative assessment in Korean elementary English education. Focusing on Grades 3 and 4, the study aligned CEFR's four communicative functions--reception, production,…

This best-evidence synthesis appraises the design and outcome characteristics of vocabulary intervention studies conducted with preschool through 6th grade emergent bilingual (EB) children and spotlights rigorously designed studies for which effects could be better attributed to instructional features. Twenty-nine selected studies were analysed…

This study examined the extent to which textual enhancement incorporated into the post-task stage of task-based reading lessons can promote development in second language (L2) grammatical knowledge. The participants were 49 child language learners who participated in task-based reading lessons in their own classroom contexts. They were randomly…

Primary school educators in South Africa often experience difficulties in applying recommended adaptive assessment methods in large multilingual classes, with these challenges being exacerbated when teaching and assessing English as First Additional Language (EFAL). In this article, we report on a study that explored Grade 6 educators' knowledge…

In Kazakhstan, as in many other countries, foreign language education starts at an early age, but the desired success is not achieved. This may be due to instructional, environmental or socioeconomic factors, as well as cognitive and psychological factors such as the structure of the language, the teaching methods used, and attitudes towards…

Learners' English proficiency can be shaped by social environments, motivational factors, and emotions. According to situated expectancy-value theory, students' expectations of success and subjective task values (STVs) influence academic performance. Achievement emotions, which refer to emotions directly related to learning activities or outcomes,…

Metacognitive knowledge is essential to vocabulary learning and reading. However, there have been few longitudinal studies investigating how the breadth of vocabulary knowledge mediates the relationship between metacognitive knowledge and reading over time in a foreign language context. This study involved 361 primary school students, who were…

Students with limited language proficiency often struggle with reading comprehension and fluency, which can hinder their ability to engage with academic content, ultimately impacting their overall educational achievement. Targeted reading interventions are crucial to support second language (L2) learners and ensure equal educational opportunities.…