The role of individual differences in second language (L2) learning is widely acknowledged; however, how teachers can accommodate individual differences in L2 classrooms receives relatively less attention. Focusing specifically on motivation, this study explores the effectiveness of communicative tasks on Korean L2 speakers' complexity, accuracy,…

Purpose: This study presents the emergence of my dynamic bilingualism-induced critical bilingual identity by drawing upon Garcia and Wei's translanguaging perspectives. Design/Methodology/Approach: I adopted an autoethnographic approach focusing on teacher development through research and practice, supported by research on fostering dynamic…

This article reports on a classroom-based study that examined perceptual mismatches in the interpretation of task-based ELT materials in the Chinese university context. The study looked particularly into the micro-evaluation of the task-based English lesson. Based mainly on qualitative analysis, findings showed that there was a general agreement…

Drawing upon Vygotsky's Sociocultural Theory (SCT), this study aimed at investigating the effect of two writing modes, namely, peer-mediated/collaborative vs. individual writing on measures of fluency, accuracy, and complexity of female EFL learners' writing. Based on an in-house placement test and the First Certificate in English writing paper, a…

This article reports on an empirical study which attempted to explore the influence of repeating two different types of narrative tasks on complexity, accuracy, and fluency (CAF) in the oral production of learners of English as a foreign language (EFL). For this purpose, the effects of four conditions (i.e. no task repetition with a loosely…