As an established educational institute, the University of Jordan promotes intercultural exchange through language support. This thesis addresses the question of heterogeneity of German language teaching at the University of Jordan and develops a didactic strategy for improving language acquisition at the A2 and B1 levels. The focus is on…

Research on task-based language teaching (TBLT) has focused on the relationship between task repetition (TR) and the linguistic aspects necessary for the language success of English as a foreign language (EFL) learners. Foreign language anxiety (FLA) is not an exception. However, very few studies have explored the influence of TR on FLA in young…

Metacognition in L2 listening has garnered attention, but there is limited research on concrete methods to practice it in high school EFL contexts. This study aims to investigate the effectiveness of self-annotation interventions in a high school EFL listening classroom. Through the analysis of pre- and post-listening tests, students' annotations…

An important first step to globalizing and decentralizing foreign language education is to clarify current language teachers' perceptions of language varieties and how these perceptions influence their pedagogy. The present study looked at English and French language classrooms in K-12 and university settings in the United States to compare…

This research studied the impact of language barriers and cultural experiences on students' perceptions at the University of North Texas. The population of this study were students who had taken a class with a non-native speaking instructor and those who hadn't. Following a mixed-method research approach, online surveys were distributed to the…

During the COVID-19 pandemic, the sudden shift from face-to-face to virtual learning classrooms impacted students' performance in the classroom, including English as a Foreign Language instruction in Saudi Arabia. Since students' learning depends upon their participation in physical classroom activities and discussions, the present study focuses…

Anti-oppressive global citizenship education (GCE), a specific strand of critical GCE, is a new field, especially concerning empirical studies within English classrooms. Based on an anti-oppressive GCE framework and the research question, "what does anti-oppressive theory look like in practice in English classrooms and how can this be woven…

This study investigated willingness to communicate (WTC) and learning anxiety while immersing students in video dubbing (VDUB) activities using a peer instruction learning strategy. A total of 63 students participated in the study. The control group (CG) of 33 students used a teacher-led VDUB learning method, while the experimental group (EG) of…

This study examines how teacher leaders across the Central Valley support the implementation of the English Language Roadmap Policy (ELRP) utilizing a qualitative, multi-case study approach. Relying on semi-structured interviews and a series of project presentations, this study examines teacher leaders' perceptions and identifies the attributes of…

For some time, arguments have been made that for the increased successful use of corpus linguistics (CL), in the form of Data-Driven Learning (DDL; Johns, 1991) in the second language classroom, teacher education programs must play a central role by providing the necessary instruction and triggers. Three means of integrating corpora into teacher…

Over the past 30 years, state funding for public higher education has decreased dramatically in the United States ("The Chronicle of Higher Education," 2014; National Education Association (NEA), 2022). As a result, many public universities have purposefully increased international student enrollment to help replace these vanishing state…

This paper is a revised version of a plenary prompted by the upsurge of interest in the role of pragmatics in teaching, learning, and assessment, and has as its purpose to take a fresh look at recent developments in the assessment of target-language (TL) pragmatics in spoken language. The first issue considered is the question of whether to…

In L2 assessment research, assessments have traditionally been associated with large-scale testing or formal proficiency tests, primarily to record student achievement (Turner & Purpura, 2016). Classroom-based assessments (CBAs), then, are seen as offshoots of large-scale tests, thus, designed similarly (Turner, 2012). However, CBAs serve a…

Common European Framework of Reference (CEFR) is an international standard to measure learners' language abilities on a six-point scale, A1 for beginners up to C2 for those who have mastered a language. this study attempted to examine the implementation of the CEFR policy in learning Arabic in Indonesia at al levels, beginning form curriculum…

This contribution reports on the findings of a project whose aim was to explore the construct of the language-teaching methodology interface (LTMI) in lecturing through English. Evidence of its existence will be provided and implications for teacher training will be considered. On the assumption that the LTMI can be characterised by the…