As an alternative solution to solve different reading comprehension problems in learning English as a foreign language (EFL), it is necessary to implement a blended learning model that combines both online and face-to-face (f2f) teaching modes. This study aimed at investigating the impact of blended learning on Iranian intermediate EFL learners'…

The COVID-19 pandemic sent New Zealand universities into crisis, and as a key crisis response measure, classes were mostly moved online. While navigating national public health settings, educators simultaneously had to innovate quickly: to keep our courses in operation, students learning, and quality pedagogy present. The author has been…

This study investigated Chinese parents' experiences of reading English storybooks to their preschool children. While the spread of English as a global language is associated with an increasing emphasis on English education, few studies have examined its impact on the early home literacy practices in non-English speaking countries. With the most…

The preliminary study examined teacher and students' translanguaging practices in a preschool in Sarawak, Malaysia. Analysis of audio-recorded interactions of 15 students with their teachers in two preschool classrooms (1 English, 1 Malay) found 291 instances of teacher talk functions (English, 87; Malay, 204) and 222 instances of student talk…

In the realm of language proficiency assessments, the domain description inference and the extrapolation inference are key components of a validity argument. Biber et al.'s description of the lexicogrammatical features of the spoken and written registers in the T2K-SWAL corpus has served as support for the TOEFL iBT test's domain description and…

This study investigated the effects of working memory capacity (WMC), first language (L1) syllogistic inferencing ability, and second-language (L2) linguistic knowledge on L2 listening comprehension for passages of different lengths. Participants were 193 Korean ninth-grade learners of English. A path analysis was used to examine multivariate…

Syntactic complexity has been extensively approached in the fields of corpus linguistics and academic discourse studies. However, works focusing on disciplinary variation in terms of linguistic complexity and comparison of professional and novice academic writing are scarce. Addressing these issues is likely to have important implications for…

It is widely recognized that writing conferences benefit second or foreign language writers for the immediacy and the potential to address their needs and provide tailored and individualized support. However, limited attention has been given to the foci and interaction between teacher and student in writing conferences longitudinally. To address…

Addressing psychological needs in computer-assisted language learning (CALL) has a critical role in developing learners' motivation to use CALL-related materials. Taking a self-determination theory into the psychological needs of CALL, the primary purpose of this study was to explore to what extent English as a foreign language (EFL) teachers…

In December 2019, the University of Oxford Language Centre started to offer online courses in French, Spanish, and German at an advanced level. This not only enabled the Language Centre to pilot a new way of Modern Foreign Language (MFL) teaching ahead of the unprecedented 2020 health crisis, but also to open and expand 'Oxford to the world'. The…

Using a lexical decision task, Wolter and Yamashita (2015) showed that collocations that exist only in L1 but not in L2 were not processed faster than collocations that only exist in L2 but not in L1 or a random combination of two words. This result seems to support the age/order of acquisition effects (Carroll & White, 1973) over Jiang's…

While reflection has been a common tool for examining the development of teaching and learning practices in the classroom, its use in a language learning setting is still peripheral and minimal. To understand the potential of reflection in supporting language learning, this study presents a qualitative meta-synthesis on selected studies. These…

The history of English Language Teaching (ELT) and learning in English as a Second and Foreign Language (ESL and EFL) contexts has gone through different practices. The role of memorization and repetition of English language structures has always been a dominant teaching attitude. This attitude has revealed unsuccessful results in promoting…

This study of 52 undergraduates of English as a foreign language (EFL) involves an empirical assessment of the pedagogical suitability of data-driven learning (DDL) in three Taiwanese grammar classes. One class (16 students) was taught using a traditional deductive approach (TDA), and the others (one of 17 and one of 19 students) were taught using…

This paper reports on an approximate or partial replication of a study by Salsbury, Crossley & McNamara (2011) that examined the longitudinal developmental of a number of core lexical features related to word imageability, concreteness, familiarity, and meaningfulness in a spoken corpus of English second language (L2) learners. Salsbury et al.…