Based on a sociocultural theory and a plethora of experiential studies on the efficacy of scaffolding on foreign language learning, the goal of this research article is to examine the effectiveness of diverse types of scaffolding on university students' lexical digesting and reading perception from a sociocultural standpoint. Using the Harvard…

The challenges facing non-native English-speaking students (NNESSs) in adapting to the conventions of academic writing at the tertiary level in English-medium institutions have been widely canvassed in scholarly research. Nonetheless, there does not appear to be a great deal of research that investigates the experiences of Arabic-speaking students…

This paper reports the findings pertinent to the motivational dynamics in learning English for Academic Purposes (EAP), which are a part of a large-scale mixed-methods study. The study was aimed to explore the adaptation of a cohort of Chinese tertiary students when transiting to an English-as-Medium-of-Instruction (EMI) university from…

Traditional approaches to language assessment have been criticized for their inadequacy in taking account of language learners' potential for development. To obviate this pitfall in traditional assessment, language teachers and researchers have been paying increasing attention to dynamic assessment (DA), which is rooted in Vygotsky's (1978)…

The Common European Framework of Reference for Languages (CEFR) (Council of Europe 2001). Offers a comprehensive framework for learning, teaching, and assessment, promoting transparency and coherence in language education. Central to the CEFR is its action-oriented approach, which views language as situated social action and positions learners as…

This study explores the identity positions that L2 English learners/users would take in case of hypothetical miscommunications. Based on positioning theory, at the time of L2 interaction, L2 learners assign themselves and others specific positions which are established through their learning experiences. It was hypothesized that their current…

The aim of this work is to investigate and describe the teaching methods in the field of the German language that emphasize cooperation and interaction, demonstrating how participants in a case study benefit from these approaches, ultimately enhancing their linguistic skills. The initial section of this paper will establish a theoretical framework…

This study examined interactional sequences in which students initiated storytelling in classroom interactions. The data consisted of 13 stories initiated by students in intermediate and advanced Persian language classes at two North American Universities. The study drew on conversation analysis in combination with membership categorization…

This article draws on the concept of the Production of Space (Lefebvre, 1991) to interpret the silence of one female international student from Japan in two semesters of study in a New Zealand Tertiary institution. Data from an English for Academic Purposes course and mainstream courses, and from various sources including video/audio recordings of…

This research investigates the enhancement of English public speaking skills among Thai EFL (English as a Foreign Language) students through imitating TED Talks videos. By applying Vygotsky's Zone of Proximal Development (ZPD) and Krashen's Input Hypothesis, the study integrates authentic materials for effective learning. A mixed methods approach,…

Given that input-based language and literacy environments provide socioculturally-enriched contexts for bilingual and biliteracy acquisition, the current study aims to explore the contribution of early input in various sociocultural contexts to later biliteracy development among ­college-level Chinese heritage language (CHL) students. A group of…

Reading plays a significantly important role in every student's academic development, especially when they have to work over a great number of foreign language materials for their professional subjects (McDonough & Shaw, 2013). Strengthening English reading ability is necessary for students to promote individual ability in university…

This study examined how L2 English speakers interpreted the notion of native English speakers (NESs) and nonnative English speakers (NNESs) and whether nativeness would influence their self-perception and speech production. It aimed at filling the following research gaps. First, limited studies have explored how L2 English speakers view the other…

This article explains how shared leadership can be recognised and established in project-based learning as a situated English practice. It specifically explores the task characteristics of Cox et al.'s (2003) leadership model, which illustrates the functional relations between the procedural features of project work and its outcomes. The result of…

This qualitative study explores how native peers as teaching assistants can support language learning in Higher Education. The data of five semi-structured group interviews of 15 teaching assistants in total were analysed thematically. The results indicate that the assistants embraced multiple roles during the programme and within the lessons.…