This study investigates the relationship between learner perception, ideology, discourse, and identity in computer-mediated communication (CMC) interactions between an advanced L2 Japanese learner and native Japanese speakers. Study findings show that, despite an invested identity as a proficient user of Japanese, the learner struggled to enact…

For the past two decades, Chinese students have formed a substantial component of many business-related postgraduate degrees in UK Universities. However, there has been little research into what motivates Chinese students to choose one type of business degree over another. In this paper, we use student record data to analyze the choices made by…

This research aims at investigating the relationship between learner autonomy including technical, psychological, political, and sociocultural and language proficiency of Indonesian university EFL learners. Forty second-year undergraduate students majoring in English in a public university in Indonesia participated in this research. The data were…

Differentiated instruction (DI) has received extensive attention in general teacher education. Little research, however, has specifically focused on language teachers' understanding of DI, particularly the developmental trajectory of their understanding. The present study, framed within and informed by sociocultural theory, investigated EFL…

Language learning strategies (LLS) research began in the mid-1970s with the main idea of individual differences in learning a foreign language focusing primarily on the characteristics of a good language learner. In the literature review, the use of LLS has been reported to have a positive influence on proficiency. The goal of this research is to…

This mixed-methods study aimed to explore the expected qualifications of English teachers in the South of Thailand. The Delphi technique and exploratory sequential design were employed with three phrases of study: a qualitative and two quantitative phases. For the qualitative phase, 49 experts who were from professional organization, educators and…

This study investigates the links between the second-generation Chinese Australians' heritage language proficiency and perceptions of Chinese identity. Thirty 10--11-year-old children of Chinese immigrants took a Chinese proficiency test and participated in semi-structured interviews. The test revealed a wide range of performance levels in all the…

Willingness to communicate (WTC) in English is specifically important because L2 (foreign/second language) communication is considered to be a key factor in L2 learning. When the opportunity to speak English arises, there are generally two options: speaking or avoiding it. Several factors might exert influence on the choice of either option by…

Due to the internationalization of higher education and the widespread use of English as an academic lingua franca, universities are increasingly choosing to introduce English-medium instruction (EMI) programs. However, EMI programs are neither monolithic nor English-only in their implementation. Although research has acknowledged the variation…

This article examines the development, delivery, and outcomes of a year-long, collaborative, professional development (PD) program for 33 K-16 world language educators who taught in the State of Delaware. This work was prompted (in part) by Delaware's publication of its World-Readiness Standards for Learning Languages (Delaware Department of…

Multilingual research could offer a unique perspective on how the languages already acquired by a person affect the online processing of a new language. But it is currently difficult to assess this issue because theoretical accounts of multilingualism have focused on acquisition rather than processing and most empirical research to date has…

In second language writing assessment, rating scales and scores from human-mediated assessment have been criticized for a number of shortcomings including problems with adequacy, relevance, and reliability (Hamp-Lyons, 1990; McNamara, 1996; Weigle, 2002). In its testing practice, Euroexam International also detected that the rating scales for…

Determining the effectiveness of core mathematics curricula is foundational to evidence-based practice. Examining effectiveness heterogeneity is also crucial to better understanding mathematics achievement among English language learners (ELLs). In this study, we used a quasi-experimental design (difference-in-differences) to examine the impact of…

Conversation analysis (CA) has exerted influence both on second language (L2) classroom pedagogy (e.g., Barraja-Rohan A, Pritchard R, Beyond talk: a course in communication and conversation skills for intermediate adult learners of English. Western Metropolitan Institute of TAFE, Melbourne, 1997; Wong J, Waring HZ, Conversation analysis and second…

Long-term English learners (LTELs) are students who were identified as English learners (EL) when they entered U.S. schools and continue to be ELs for 5 or more years. Although many factors influence LTEL status, student performance on standardized language and achievement tests particularly shape their trajectory through school. Yet, little is…