Mastering the phonological aspects of a second language (L2) poses significant challenges for adult learners, often affecting their intelligibility in acquiring that language (Derwing, Munro, & Wiebe, 1998). McAllister (1997) has highlighted L2 learners' struggles in perceiving and producing novel segmental features, which is corroborated by…

In this dissertation, I will present social-cognitive frameworks that support the use of mental imagery for possible self enhancement; and articulate and evaluate a pedagogical intervention designed for the foreign language class. This intervention will allow students to explore and develop prominent and vivid mental representations (self-schemas)…

Exploring the underinvestigated area of instruction during study abroad, this article offers a quantitative study of linguistic development among second language university learners of Chinese during a semester in China. A comparison is made between learners following task-based language teaching and a comparison group following a traditional…

Touted as the future of language teaching, task-based pedagogy is grounded in current Second Language Acquisition (SLA) theories, and is in line with the trend of learner-centeredness in general education. However, the method has yet to be fully embraced by the language teaching community due to the lack of 1) clear delineation of pedagogical…

Evidence that L2 learners of Spanish overgeneralize indirect object pronouns (OPs) to direct object contexts with human referents and direct OPs to indirect object contexts with nonhuman referents has been provided by Zyzik (2006), Malovrh (2008), and Olsen and Juffs (2022). However, the effect of instruction on this phenomenon has not been…

This paper proposes an updated framework for the evaluation of the computer-assisted language learning (CALL) framework, further developed from Chapelle (2001) and González-Lloret and Ortega (2014). Based on a review of prominent previous CALL evaluation frameworks, an exploration of relevant literature in formal evaluation and my own first-hand…

The present study compared individual and collaborative vocabulary learning through two types of reading-based pedagogical tasks in an online elementary Arabic classroom. Fifty-two beginner learners of Arabic completed a pretest, a story-based task (either multiple-choice or gap-fill) with embedded novel vocabulary, and two posttests over a 2-week…

The use of Task-based Language Teaching (TBLT) and Content and Language Integrated Learning (CLIL) approaches in English as Foreign Language (EFL) classrooms has recently gained special attention. In the context of Bangladesh, "English for Academic Purposes," a contextualized TBLT module prepared jointly by British Council and University…

In the contemporary era of globalization, learning a second language has become a pivotal means to broaden individual perspectives and enhance competitiveness. English, as the lingua franca of international communication, assumes particular importance. This paper delves into the integrated application of situated learning (SL) and task-based…

This study compares the effects of distributed versus massed corrective feedback (CF) on Spanish differential object marking (DOM). Forty-eight Spanish learners completed three communicative tasks with a researcher on three consecutive days, one task per day. Partial recasts were used to reformulate DOM errors. The distributed group (n = 16)…

The study explores the effects of a hybrid instructional approach combining Situated Learning (SL) and Task-Based Language Teaching (TBLT) on the executive functions and cognitive abilities of fourth-grade students learning English as a second language (ESL). Method: An experimental design was employed, with students divided into control and…

Emotional agility has a fundamental role in educational contexts and developing agility skills in teachers is essential to enhancing their teaching effectiveness. The aim of this study is to improve preservice language teachers' emotional agility through a four-module workshop, equipping them with the necessary skills before they begin their…

This study sought to examine the effects of pre-listening tasks in promoting the listening comprehension ability of Iranian English foreign language (EFL) learners. To undertake the study, Sixty-three female EFL university students were chosen to engage three task-based activities namely, podcast, video and topic preparation tasks. They were first…

Formulaic expressions (FEs), such as conventional collocations (e.g., fresh air) and phrases (e.g., take a break), constitute a significant part of language use in our daily lives (Erman & Warren, 2000). FEs are defined as multiword units that holistically represent a single meaning, and they are likely stored and retrieved as unanalyzed…

ICT tools have gained particular importance in the English as a foreign language classroom in order to promote students' interaction, exchange of opinions, negotiation of meaning, or digital competence. Technological development and the impact of multimedia and virtual spaces on students' lives make educational institutions and teachers explore…