Collaborative writing (CW) involves two or more students writing a single text together. Previous studies mainly focused on students' cognitive engagement in CW and investigated their attention to various language-related problems during task interaction. However, little CW research to date has considered that engagement in language-related…

Although research on boredom in second language (L2) learning contexts has garnered increasing attention, boredom as a negative emotion remains largely uncharted in EFL settings. Previous research has not thoroughly delved into specific categories of factors responsible for boredom in the English language classroom. Therefore, this study explores…

Task-based language teaching (TBLT) has occupied an important place in the field of language education; however, some of TBLT dimensions that pertain to the interaction between task design features, written corrective feedback (WCF), and learners' performance have not received adequate attention in past studies. To fill this gap, the current study…

This study aims to provide a comprehensive profile of collocational competence, a key component of one's overall linguistic competence. For the maximum of ecological validity, we elicited naturalistic oral/written production data from 84 Chinese intermediate EFL learners and performed a 2×2 fashion of analysis on their performance in each of the…

Engaging students in active learning environments like task-based presentations can be challenging, as several factors influence their motivation. The purpose of this study was to investigate the factors influencing motivation in task-based learning in the English for Presentation course. Thirty undergraduate students who enrolled in the English…

This study explored the relationship between task complexity, textual emotionality, and linguistic complexity in second language (L2) writing. Fifty-eight L2 English learners performed simple and complex versions of an argumentative writing task manipulated along with resource-­directing variables. The essays were first analysed for textual…

Although research shows that second language (L2) learners have major difficulties in developing their productive vocabulary skills, little research has been conducted on how to facilitate productive mastery of learned words. With this in mind, this study investigated the effects of task type and repetition frequency on improving receptive word…

While studies have shown that additional language (Lx) learners build on knowledge of previously acquired languages (Ringbom 2007), the natural interaction between languages is rarely exploited in Lx classrooms. This study explores the nature of metalinguistic reflections and crosslinguistic connections during plurilingual consciousness-raising…

In the field of second and foreign language education, conscious cognitive models of motivation dominate, while the role of unconscious motivation has not been studied systematically. Expanding the language motivation research to include implicit processes is likely to enrich the field of language learning and open up new contributions to current…

This study examined how Chinese native speakers (NSs) and second language (L2) learners process compound words. The findings showed that they used the hybrid model of coexistence for whole word and morphemes; and were influenced by word frequency, semantic transparency, and word structure. The results revealed that two groups of participants used…

Scheduling of practice to create a spacing effect has been observed to lead to superior retention of L2 vocabulary and grammar. Two of the various methods of scheduling L2 task practice discussed widely in recent times are interleaving and blocking. In a desirable difficulty framework, both of these methods have been recommended for task…

In order to verify our hypothesis that a certain trigger is necessary to facilitate L2 learners' communication strategy transfer to speak English, this study examined the effects of implicit and explicit cues on English utterances by Japanese speakers. Ten Japanese university students viewed a video of city-walking in New York or in Tokyo, and…

This study investigates the effects of Processing Instruction (PI) on the acquisition of grammatical gender and gender-marked pronouns in German. PI was compared to Traditional Instruction, i.e. a traditional, vocabulary-oriented approach using color cues (TI) and a Categorization and Memorization task (CM). The results of an immediate posttest…

This study examines four learner engagement dimensions (behavioural, cognitive, emotional and social) in pedagogical task performance and provides insights into the effects of two task types (information-seeking and direction-giving) and topic familiarity on learner engagement in a semester-long English course. A total of 28 foreign language…

The Imperfect/Preterite aspectual contrast is one of the most studied topics in Spanish as a second language research. However, there are few works focused on describing the acquisition of modal uses of the Imperfect by L2 speakers. This paper investigates the L1 Russian L2 Spanish speakers' mastery of politeness, evidential and nonfactual modal…