Recognizing the importance of students' attitudes in enhancing their academic achievements, this qualitative study aimed to examine the role of second language (L2) willingness to communicate (WTC) in students' English language achievements. The data were collected through semi-structured face-to-face interviews with 11 Afghan English as a Foreign…

This systematic literature review (SLR) aimed to explore the theoretical frameworks used to comprehend parental involvement in ESL children's learning. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the review analysed relevant articles published within the last five years (2019-2023) by…

This cross-sectional study addresses for the first time the non/linear association between individual learner differences of social, proficiency-related, and socioaffective nature (length of residence [LoR], varietal proficiency, exposure, and socioaffect) and differential outcomes in L2 sociolinguistic repertoires against the backdrop of the…

As a contribution to the ongoing studies on English as a medium of instruction (EMI) policy in non-native English-speaking countries, we explored the implementation of EMI in public upper secondary schools in the region of Rabat-Salé-Kénitra in Morocco as a case study. In particular, we examined EMI public upper secondary school teachers'…

This research examined the effect of English language proficiency on the academic success, and cultural and social adjustments of Chinese international students pursuing higher education degrees at an HBCU in the mid-Atlantic region of the United States. The researcher used a qualitative research design for this study to acquire information…

As part of a larger project that investigates the issue of identities in Hong Kong, this study anchored on the sociocognitive paradigm in second language acquisition (SLA) explores the potential relationship between one's identity and perceived language accentedness. Our study set in Hong Kong (HK) aims to extend Gatbonton and colleagues' works…

This article examines Swedish civics teachers' perspectives on difficulties and opportunities that their second-language (L2) students encounter when reading textbook texts in civics. The study is based on individual semi-structured interviews with teachers in Grade 9. Civics teachers report uncertainty about identifying the source of difficulties…

This study investigates the acquisition and maintenance of periphrastic and se-passives in second language (L2), heritage (HS), and (Spanish-dominant) native Spanish speakers (NS) by addressing: (i) How accessible are Spanish periphrastic passives (which also exist in English) and se-passives (unique to Spanish) for L2ers and HSs in production?…

Across the nation, states and school districts face a persistent shortage of educators with expertise in promoting both the English proficiency and academic achievement of English learner (EL) students. To help improve educators' qualifications and classroom instruction for ELs, the National Professional Development (NPD) program has awarded…

The recent advancement in technology has attracted learners' attention worldwide to Generative Artificial Intelligence (GenAI) for educational purposes. While GenAI has shown promising results for general language purposes (Godwin-Jones, 2023; Xiao & Zhi, 2023), the potential of GenAI for language learning has not been fully explored. This…

Many English-medium universities employ a compensatory model to establish cutscores on English language proficiency tests for student admissions. In this model, students can have different scores on different sections of the test provided their overall score meets the admission cutscore. This practice raises questions regarding potential variation…

Despite scholars' advocacy of intelligibility over nativelikeness in the EFL education context, many learners still seem to favour standard British and American accents. However, comparisons across studies have shown some changes in learners' perceptions, suggesting a move away from standard accent orientation. This article reports part of a…

To avoid plagiarism, students have to learn the appropriate and effective ways of source text use, such as paraphrasing, summarizing, and citation. However, few studies have investigated how learners of English as a foreign language (EFL) employ copy and paraphrase as source text use strategies in completing writing tasks involving reading…

Language negotiations facilitate second language acquisition (SLA) in both face-to-face (FTF) and computer-mediated interactions. Research shows that dyadic type can impact the quantity and quality of negotiations. Although both learner (L)-learner and native speaker (NS)-L dyadic type interactions have shown to be beneficial to SLA, it is still…

We investigated the time it takes 54,146 English learners (ELs) to attain English proficiency as they progressed from age 5 to 11 on average (Kindergarten through fifth grade in the United States). We also examine to what extent the time-to-proficiency estimate is affected by child-internal and child-external factors, including primary disability…