Since the introduction of task-based language teaching, tasks have become an integral component of the curriculum, ESL classrooms, and ELT coursebooks in the Philippines. Hence, this study examines the complexity of tasks in selected ELT coursebooks. Specifically, this study sought to determine the complexity features of tasks per grade level and…

Spelling is a language problem-space, not only a school subject. Successful spelling demands going beyond letter to sound mapping and gaining access to a full representation of the orthographic structure of words. We traced bilingual Catalan/Spanish speakers' spelling performance in Catalan across elementary school in two tasks: isolated words to…

Receptive knowledge of vocabulary has usually been the mostly investigated dimension of lexical assessment while the productive aspect of vocabulary has been studied to a lesser extent. There is hardly any research on the productive vocabulary of English foreign language learners in Turkish context, particularly as far as primary school students…

Oral narrative retells are rich sources of information for language development. Investigators collected English-language oral narrative retells during the fall and spring from 65 Spanish-English-speaking dual language learners (DLL) in kindergarten and first grade. Investigators examined transcripts of oral narratives for (a) inclusion and…

Learners' academic self-concepts and attributions have been widely evidenced to substantially regulate their educational development. Developmentally, they will not only operate in a mutually reinforcing manner. Rather, self-concepts will directly affect learners' outcome attributions in a particular academic setting. Current research in the…