This study investigated the views of teachers and learners regarding the timing of grammatical instruction, conceptualized as a distinction between isolated and integrated form-focused instruction (FFI) proposed by Spada and Lightbown (2008). Both types of FFI are described as taking place in primarily meaning-based communicative classrooms. They…

This study aimed at investigating the effect of keyword method, as one of the mnemonic strategies, on vocabulary retention of Iranian senior high school EFL learners. Following a quasi-experimental design, the study used thirty eight (n = 38) female senior high school students in grade four from two intact classes at a public high school. The…

This paper considers the impact of geopolitical factors, and in particular the collapse of Communism and EU accession, on language education policy and practice in Central and Eastern Europe (CEE). CEE is understood here as referring to the former soviet-controlled, eastern bloc counties of Bulgaria, the Czech Republic, East Germany, Hungary,…

Only a few characteristics of picture-based narrative prompts have been studied to determine what features affect task performance. Thus, it is not easy to identify equivalent narrative prompts or identify features that are impactful. Tavakoli and Foster (2008) and Tavakoli (2009) examined the impact of prompt on the language produced by English…

Regarding the fundamental role of speaking in language skills, this study intended to investigate the effects of speaking portfolio as an alternative form of assessment for assessing Iranian EFL learners' speaking ability at the intermediate and advanced proficiency levels and also its impact on their attitudes. Accordingly, from the population of…

The present study was conducted in the context of learning English as a Foreign Language (EFL) with the purpose of assessing the roles of breadth and depth of vocabulary knowledge in academic listening comprehension. The Vocabulary Size Test (VST, Nation & Beglar, 2007) and the Word Associates Test (WAT, Read, 2004) were administered to…

Developing English for communicative purposes is a key objective of language classes in many parts of the world. As a logical prerequisite to communication practice, learners need to have Willingness to Communicate (WTC) before they will engage in L2 interaction (Macintyre et al., 1998). Teachers can play an important role in helping learners to…

Recruiting certified bilingual teachers have been difficult since 2010 as new testing policies and exams are implemented. Advanced high levels of writing and speaking language proficiency are required from the bilingual education candidate to perform his or her job. This essay examines the impact of Texas language policy for bilingual education…

In language learning contexts, writing tasks that involve reading of source texts are often used to elicit more authentic integrative language use. Thus, interests in researching these read-to-write tasks in general and as assessment tasks keep growing. This study examined and modeled the process of summary writing as a read-to-write integrated…

The present study examined the use of prosody in semantic and syntactic disambiguation by means of comparison between Japanese and Chinese speakers' production of English sentences. In Chinese and Japanese, lexical prosody is more prominent than sentence prosody, and the sentential meaning contrast is usually realized through particles or a change…

The present study aimed at investigating the effect of the flipped classroom model on Egyptian EFL students' listening comprehension. A one-group pre-posttest design was adopted. Thirty-four 3rd-year EFL students at the Faculty of Education, Suez University, were pretested on listening comprehension before the experiment and then posttested after…

This case study explores and investigates the perceptions and experiences of foreign language anxiety (FLA) among students of English as a Foreign Language in a Higher Education Institution in the United Arab Emirates. The first phase explored the scope and severity of language anxiety among all Foundation level male students at a college in the…

Previous studies have suggested that word processing in English as a second language (L2) is affected by first language (L1) orthographic features. However, little is known about what affects L2 Chinese character processing in adult Chinese learners with different L1 orthographies such as Japanese, Korean, and English. With a picture-character…

Emotions play a significant role in learning in general, and foreign language learning in particular. Although with the rise of humanistic approaches, enough attention has been given to the affective domain in language learning, the emotions English as a foreign language (EFL) learners experience regarding English language skills in listening,…

This study examines the impact of L2 literacy on the development of writing proficiency in the L3, as related to age of onset (AO) of instruction, as well as the effects of AO on ultimate L3 attainment at the end of the period of normal schooling. Using longitudinal data for the same student cohort (200 Swiss learners of English) at the beginning…