C-Test is a gap-filling test designed to measure first and second language proficiency. Over the past four decades, researchers have shown the fit of C-Test data to parametric item response theory (IRT) models, but no study so far has shown the fit of C-Tests to nonparametric IRT models. The purpose of this study is to contribute to the ongoing…

The present study performs a three-level meta-analysis to investigate the overall effectiveness of automated writing evaluation (AWE) on EFL/ESL student writing performance. 24 primary studies representing 85 between-group effect sizes and 34 studies representing 178 within-group effect sizes found from 1993 to 2021 were separately meta-analyzed.…

Background: There are an increasing number of English Learners (EL) served in schools, including children with Autism Spectrum Disorder (ASD). However, little is known about students who receive school-based services as EL and under autism eligibility. Purpose & Methods: The present study aimed to examine the sociodemographic characteristics,…

There is a prevailing belief that second language (L2) textbooks should strive for authenticity, aiming to accurately and reliably represent natural language use. However, assessing the authenticity of language textbooks is not a straightforward task, as it requires both a comparison between instructional texts and real-world language use and a…

The goal of this study is to contribute to the field of Japanese pedagogy by examining how Japanese native speakers and learners of Japanese as a foreign language with American cultural backgrounds take stances in discussions in Japanese. As stancetaking is a fundamental human behavior (Du Bois & Karkkainen, 2012; Iwasaki, 2015; Kiesling,…

This research aimed to study a direct positive effect of English self-efficacy on English language proficiency, a positive effect of metacognitive learning strategies on English self-efficacy, and an indirect effect of metacognitive learning strategies on English language proficiency with English self-efficacy as a mediator among 160 EFL…

This study aimed to (a) explore the perceived levels of English language self-efficacy, enjoyment, and anxiety among EFL learners and (b) test a hypothesized model investigating their interrelations and potential predictive effects on English Language Achievement (ELA). Using a quantitative, non-experimental correlational design, data were…

This study investigates the developmental trajectory of progressive construction among Chinese and Japanese EFL learners through a usage-based approach. A total of 600 written essays, produced by EFL learners from China and Japan with proficiency levels ranging from elementary to upper-intermediate, were analyzed. The findings reveal that advanced…

With its constant advancements, technology has altered teaching and learning in certain ways in the modern era. One of the most widely used technology-based teaching strategies that has been overly popular in recent years is the use of digital media in English language training. Yet, anxiety is one of many emotional states that are significantly…

This study explores the integration of advanced AI technologies, including emotion detection and adaptive learning systems, to enhance second language acquisition among 274 English as a Foreign Language (EFL) learners. Utilizing a pretest-posttest randomized control trial, the research evaluates the effects of AI-enhanced interventions on…

This study investigates the relationship between identification with the local territory, language attitudes and language proficiency in young immigrants in Catalonia, a region in Spain. The aims of the study are to examine how identification with the local territory affects attitudes and proficiency in languages, and whether language attitudes…

A handful of second language (L2) studies have explored "bidirectional pragmatic transfer": "forward pragmatic transfer"--the influence of learners' first language (L1) on their L2--and "reverse pragmatic transfer"--the impact of learners' L2 on their L1. This explanatory sequential mixed-methods study investigated…

Erasmus+ supports inter-European exchanges for many students each year. The participants were asked to take a pre- and posttest with online language support (OLS). The study measured students' English development via OLS pre- and posttest scores from 2015-2021. Mixed methods with an explanatory-sequential design were utilized in this research.…

The semi-direct speaking test format has limitations, particularly due to its lack of situational authenticity and contextualized input. To address this issue, virtual reality (VR) can be integrated into speaking proficiency tests to enhance authenticity. In this study, a newly designed VR speaking test was administered, and test-takers'…

English is especially challenging for English second language (ESL) learners because of its significant cultural and societal implications. For example, idioms--multiworded expressions with multiple meanings--are problematic for ESL learners because of ambiguity in literal translation and reliance on the societal context. This quantitative…