This study examined the effects of using automatic speech recognition (ASR) technology on Chinese students' willingness to communicate (WTC) in oral English and the development trajectories of their interactional features in a flipped EFL context. One hundred sixty undergraduates from a Chinese university participated in the 14-week…

The purpose of the study was to examine students' learning experience with Google Meet, a virtual learning tool in tertiary contexts in Vietnam. The explanatory sequential mixed-methods design was used with the participation of 188 English as a Foreign Language (EFL) Vietnamese students at a private university in Vietnam. Findings from both the…

Technology-enhanced peer feedback (TEPF) activity has been increasingly investigated in L2 writing education. Researchers have conducted many review and meta-analysis studies on related research and identified factors influencing the activity effectiveness. However, few reviews have been conducted based on the activity theory that may clarify…

This article explores language learning as the speakers' microlongitudinal project in interaction. Using conversation analysis (CA) as a method, we present a single-case analysis on how a change occurs in the linguistic repertoire of 2 learners of Finnish. We discuss the challenges that the temporal aspect in learning poses within CA, such as the…

Research into the multimodal aspects of language is increasingly important as communication through a screen plays a greater role in modern society than ever before (Liou, 2011). Multimodality has been explored from a number of angles relating to computer-mediated communication (CMC), such as its affordances and impact on language learners,…

This investigation utilized a phenomenological approach to investigate the experience of English language educators in employing artificial intelligence (AI) tools into English language learning. The study used purposive sampling and 20 participants were interviewed. The data analysis was guided by Bronfenbrenner's (1979) ecological systems…

Studies of English as a lingua franca (ELF) in higher education institutions have focused on students' learning outcomes and intelligibility in ELF, but little attention has been given to local students' resistance to the use of ELF. Utilising the concept of language ideology and interactive regimes, I demonstrate the tensions and dilemma arising…

Early language is important because it provides the foundations for reading, for writing, for social development-- for learning in every subject. Increasingly, research makes the link between early oral language skills and future education progress. Therefore, the growing challenge of children starting school unable to speak in sentences could not…

Listening is often a challenge for foreign/second language learners. Unlike other language skills, listening requires immediate understanding and processing (Vandergrift, 2004) and background knowledge of the target language culture (Vandergrift, 2007; Walker, 2014). Krashen (1985) argued that language can be acquired with comprehensible input;…

This study examined Iranian English as a Foreign Language (EFL) teachers' perceptions and use of politeness strategies in oral classroom discourse. In so doing, 29 EFL teachers were selected, and their classroom conversations with their students were audio-taped and observed. Further, ten teachers were interviewed to provide a deeper insight into…

This article examines how the environment and routines within preschools can support second language use and development. It suggests that certain imitable aspects common to Swedish preschools make the environment suitable for L2 use and development. Data build on a qualitative synthesis of two studies from which typical routine activities where…

Conversation analysis (CA) has exerted influence both on second language (L2) classroom pedagogy (e.g., Barraja-Rohan A, Pritchard R, Beyond talk: a course in communication and conversation skills for intermediate adult learners of English. Western Metropolitan Institute of TAFE, Melbourne, 1997; Wong J, Waring HZ, Conversation analysis and second…

The interactionist hypothesis holds that conversational interaction facilitates second language (L2) learning by providing learners opportunities to receive meaningful input, modify their output, and attend to language form. Although research has often explored the efficacy of different types of L2 instruction (deductive or inductive), few studies…

Despite research attention to varied and nuanced social processes through which linguistically minoritized multilingual students create texts, writing instruction and assessment in schools continue to be dominated by a focus on students' written products. Even formative assessment-- arguably one of teachers' most powerful tools in designing…

This article reports on the use of an experimental material to enable discrimination between the periphrastic future (PF) and simple future (SF) intended for initial level university students in Japan studying French as a Foreign Language. A dyad was filmed using the material in a task on tense choice in short dialogues modelled on Galperin's…