This contribution presents the preliminary findings from the TEPS study ("Teaching English in Primary Schools"). The study is situated in Germany where primary foreign language (FL) education has been compulsory since 2004, with pupils beginning FL education -- mostly English as a FL (EFL) -- in either year 1 or 3. Generally, this…

Many language learners have difficulty practicing listening skills using authentic materials, and thus use captions to map text with speech, and they benefit from reading along while listening to comprehend content. However, many learners over-rely on reading the text and many have difficulty in dividing their attention to the multimodal input. We…

Language-related Study Abroad (SA) experiences can be catalysts for learner transformation in the areas of cognition, socialization, and/or affect by virtue of the location and experience. An Open Architecture Curriculum Design (OACD) framework can support, promote, and enhance such transformation, as evidenced in eight programs for young adults,…

Drawing upon tenets of Critical Multilingual Language Awareness (CMLA), we analyzed multimodal compositions created by preservice teachers (PSTs) from two institutions to investigate their meaning-making at the nexus of language, identity, and power. Through analysis of PSTs' multimodal compositions, reflective writing about their coursework, and…

Information literacy is an essential proficiency for success in academic studies, yet many first-year students find it hard to use information sources efficiently and to develop academic information literacy. This study reports findings from first-year students' self-estimation of their information skills according to two information literacy…

The main purpose of this article was to examine students' experiences, opinions, perceptions, attitudes, and preferences with regard to math classes where content and language integrated learning (CLIL) approach was applied. A total of 125 students from the Kazakh National University participanted in the present study. Their mean age was M = 18.12…

In L2 pedagogy, collaborative writing has been employed as a task for facilitating language learning, and language proficiency is often taken as a primary yardstick for pairing learners. Yet studies about the effect of proficiency pairing on language learning in pair writing have obtained mixed findings, and few studies have examined how…

One challenge teachers have when teaching mixed-ability classrooms is ensuring that each student is appropriately supported and challenged based on their current ability. Tiering is an instructional strategy proposed in the Differentiated Instruction approach to address this issue. This article explores how an English reading course that tiered…

Codeswitching is reported to be a common feature of group work in EFL classes, particularly those with learners sharing the same native language. On the other hand, there is little research on codeswitching in group work in EFL contexts. This study aims to investigate the reasons why codeswitching is employed in EFL group work interactions among…

The use of group-based, task-oriented, peer interaction formats in classroom and public L2 speaking tests has grown in recent years. However, these assessments have received comparatively little attention when compared to other formats such as the oral proficiency interview (OPI). In order to better understand the local exigencies of this…

Colombia, as other Latin American countries, has not been indifferent to the power of English as the language of business, international communication and academia. Since the end of the 20th century, there has been a great push in the country to promote the teaching of English: language policies have been formulated, ideal levels of proficiency…

This study aims to explore how the speech act of requesting is performed in Catalan (L1), English (L1) and EFL classrooms by pre-primary teachers. The study examines transcripts of 40-minute video-recorded lessons (six in Catalan/L1, six in English/FL, and three in English/L1) collected in several pre-primary schools in Catalonia, Spain. Recall…

This study applied a Systemic Functional Linguistics (SFL) model to explore how 27 first-year university students in two different English proficiency groups improved their lexicogrammatical choices and metafunctions for writing analytical exposition essays during a 15-week course. To explore how "the teaching learning cycle" influences…

The objective of this research is to investigate the effect of scaffolding teaching in an academic writing class where students were non-proficient writers. This was a challenging context in which identical content and assessment criteria were applied to students with various levels of proficiency. Scaffolding has long been considered an effective…

The current paper explores the silent behavior of students within EFL classrooms. It investigates reasons behind students' in-class silence, or lack of verbal participation, and then puts forwards several suggested solutions for more effective in-class conversation. The population for this study consists of 85 English-major students at a…