Study abroad (SA) is touted for providing language learners with regular exposure to a second language (L2) in naturalistic settings. However, few studies have examined how interaction occurs in situ. This study analyzed 13 hours of naturalistic dyadic conversations self-recorded by 15 US-based undergraduate sojourners studying abroad for one…

This study explored the relationship between task complexity, textual emotionality, and linguistic complexity in second language (L2) writing. Fifty-eight L2 English learners performed simple and complex versions of an argumentative writing task manipulated along with resource-­directing variables. The essays were first analysed for textual…

Despite the increasing recognition of English communication skills as essential for global participation, many students in non-native English-speaking countries experience reluctance to communicate in English, particularly in junior high school settings. This research investigates the effect of growth mindset on junior high school students'…

This article contains an autobiographical literacy journey from primary school to college, focusing on the author's affection for reading, her dislike of writing, and the development of other literacy skills. Early childhood reading and writing practices are often regarded as merely a bloom rather than a development of writing abilities, which…

Background/purpose: This study aims to examine the implementation of structured reading strategies through the Reader Response Approach (RRA) in an online EFL reading class to enhance students' reading comprehension and critical engagement with literary texts. Responding to a text allows readers to deepen their understanding, articulate personal…

This study investigates university students' perceptions and impressions of a visually stimulating syllabus, focusing on its effectiveness in conveying course expectations and its influence on initial impressions of instructors. A mixed-methods approach was used to gather quantitative and qualitative data from 168 university-level…

This paper explores the integration of generative AI in the writing feedback process by trialling two highly scaffolded feedback tasks. This paper draws on recent literature to consider both the significant benefits AI integration may afford the language learner, as well as negative effects. Two tasks trialled at UNSW College: (1) an AI-enhanced…

Focused on the effects of different type of feedback on learners' written products, research on written corrective feedback (WCF) has cast second language writers as passive recipients rather than proactive agents in the feedback process. Revisiting the notion of WCF, this study introduces the notion of feedback-seeking behavior (Ashford &…

This mixed-methods study aims to investigate the bias in peer feedback. Thirty-two English as an additional language learners gave each other anonymous feedback on their texts. Half of the participants received feedback from their teacher disguised as peer feedback, while the other half received actual peer feedback. Data were collected through…

This study investigates the impact of social media discourses, espoused by neoliberal and consumerist ideologies, on a language teacher educator's (LTE) identity negotiation. Through a collaborative case study, it examines Hassan's (the second author) experiences with social media in the Iranian English language teaching (ELT) context over three…

The effectiveness of providing Written Corrective Feedback (WCF) in English as a Foreign Language (EFL) classrooms to enhance students' general writing skills has been well-established. With the advent of various feedback modes in modern classrooms, this pilot study aimed to explore EFL students' perceptions and preferences regarding the…

Second language learners, particularly those with lower proficiency, often struggle with insufficient practice and heightened anxiety when speaking. This case study investigates the impact of one-on-one online conversation lessons on a university student's speaking skills and language anxiety. The participant, a university student with low…

The present paper reports on the effectiveness and inclusiveness of human-delivered synchronous written corrective feedback (SWCF) in paired writing tasks. Replicating Yamashita, Study 2 and Study 3 each conducted a classroom-based quasi-experimental study in an English-as-a-Second-Language (ESL) writing program at an American university. In Study…

This study used questionnaires eliciting quantitative and qualitative data to investigate (1) foreign language learners' beliefs about peer feedback on pronunciation before and after a peer feedback intervention and (2) peer feedback providers', peer feedback receivers', and teacher feedback receivers' experiences of the intervention. Participants…

Writing achievement is crucial for English as a foreign language (EFL) learners due to its impact on language skills, overall proficiency, academic success, creativity, and critical thinking. However, the teacher feedback may be problematic due to timing, subjectivity, overemphasis, and alignment with learning goals. Automated feedback, on the…