Formulaic sequences, particularly idioms and collocations, have received increasing attention in English language learning settings to bridge the gap between daily and academic life. Thus, it is expected to increase students' motivation in English classes when they see reflections of formulaic sequences in their daily lives. Although the number of…

The purpose of this study is to analyze the grammatical complexity features of international teaching assistants' (ITAs) mock-teaching presentations and to compare the distributions of these features to those found in the Oral English Proficiency Test (a local ITA assessment), university classroom teaching, conversation, and academic writing. The…

This study examines the effects of monologic and dialogic task sequences on incidental vocabulary learning among 115 students in four intact classes of a Chinese vocational high school. Twenty vocabulary items including words, phrases and fixed expressions ranging from high to low frequency levels were targeted. Students were required to complete…

This study investigates the immediate and sustained effects of a pre-departure study abroad training on the oral production of L2 Chinese formulaic language across a range of social and transactional interactions. Eighteen upper-intermediate learners of Chinese were assigned to either an instructed or non-instructed group to determine the efficacy…

In an exploration of the effects of task-repetition practice on fluency development, English-as-a-foreign language learners performed three oral narrative tasks involving six-frame cartoons for 3 consecutive days. They engaged in task-repetition practice under either a blocked (Day 1: A-A-A; Day 2: B-B-B; Day 3: C-C-C) or an interleaved (Day 1:…

Aim/Purpose: This study examines the effects of the mobile-assisted task-based language teaching (M-TBLT) approach on EFL learners' oral production. It evaluates three key second language acquisition measures: complexity (syntactic and lexical), accuracy (error-free clauses and correct verb forms), and fluency (unpruned and pruned speech rates).…

The present study examined the effects of using automatic speech recognition (ASR) technology on oral complexity in a flipped English as a Foreign Language (EFL) course. A total of 160 undergraduates were enrolled in a 14-week quasi-experiment. The experimental group (EG) and the control group (CG) were taught with a flipped approach, but the EG…

This study analyzed and observed the oral discourse of Local Community College students. A descriptive analysis was conducted to find out the communicative competence level among the one hundred fifty randomly chosen respondents. A triangulation method was initiated to ensure the legitimacy of the gathered data. "Focus Group Discussion,"…

While the role of task repetition has received much attention in task-based research, few studies have examined how exact task repetition affects the performance of child second language learners. Also, little is known about the impact of exact task repetition on trade-off effects between linguistic performance areas among child learners. To help…

The present study aims to explore the effects of corpus-based teaching on English language learners' pragmatic comprehension and production of 19 formulaic sequences (FS), categorized under agreements, disagreements, self-clarifications and other-clarifications. The study had a quasi-experimental research design with a pre-test, immediate…

This article introduces a classroom innovation, which was developed based on the principles of multiliteracies and scaffolding to enhance the mastery of multimodal skills of oral presentations among tertiary English as Second Language (ESL) students. The innovation, named the Responsive Multimodal Oral Presentation Pedagogy (RMO2P), was designed…

While recent research has shown that multimodal feedback and use of formulaic sequences (FS) are effective in improving student performance on writing tasks, there is a dearth of studies on the impact of these aspects on computer-based academic speaking assessments. This dissertation seeks to fill this gap by examining the impact of both…

This study examined the relationship between oral fluency and use of multiword sequences (MWSs) across four proficiency levels (Low B1 to C1 of the Common European Framework of Reference). Data came from 56 learners taking the speaking test of the Test of English for Educational Purposes, and our analysis obtained different measures of fluency…

This early-stage feasibility study investigated the effects of a multitiered oral narrative language intervention on oral language, reading comprehension, and writing. Twenty-eight second-grade students participated in this quasi-experimental control group study with assignment at the classroom level. The independent variable was large- and…

Researchers have observed that in spoken German, the conjunctions "weil" and "obwohl" commonly occur with verb-second (V2) instead of verb-final (V[subscript f]) word order (Gaumann, 1983; Gänthner, 1993, 1996; Uhmann, 1998). Current findings document that this syntactic variant of "weil/obwohl-structures" has an…