Given that meaningful interaction is, in many respects, the backbone of L2 acquisition, language programs have often promoted language exchanges, which connect L2 learners outside the classroom. The present paper discusses two such programs, the "Sprachmentoren" Program (SMP) and "Tandemprojekt" (TP), which were introduced to…

This study aimed to assess the effectiveness of metacognitive methods in college general English classes to improve students' communication skills and metacognitive awareness. The approach involved structuring learning activities where students adapted movie dialogues, practiced roles, collaborated with peers, and received feedback on…

Interactions with classroom friends may be an important contributor to first and second language development, but to date this hypothesis has not been tested. Using a longitudinal design, the current study investigated the relationship between classroom friendships and oral language development in children. In 8 classrooms, we assessed the…

Although most children learn to communicate in their first language (L1), there is normal and expected variation in their rate of acquisition across all components of the language system. Until recently, most second language acquisition and second language (L2) researchers have assumed that individual differences (IDs) in L1 acquisition are small…

The development of emergent literacy skills at an early age sets learners on a positive trajectory for later literacy skills and overall academic success. Although the development of emergent literacy skills is a major focus of preschool programmes internationally, English language learners (ELLs) often display difficulties with emergent literacy…

Multilingual children represent a rapidly growing population of students in U.S. schools. However, identification of language and learning disabilities for students from different linguistic backgrounds is complex, leading to frequent misidentification of multilingual learners for special education. This article provides guidance on how special…

Written feedback plays a key role in the acquisition of academic writing skills. Ideally, this feedback should include feed up, feed back and feed forward. However, written feedback alone is not enough to improve writing skills; students often struggle to interpret the feedback received and enhance their writing skills accordingly. Several studies…

This study aims to analyze the representation of global competence in English textbooks for higher vocational education in China. A two-dimensional textbook theoretical framework based on global competence was developed, including four indicators of global competence (vertical) and 3 dimensions of textbook content (horizontal). Through a…

Task-based language teaching and interaction are facilitative contexts for instructed second language acquisition and include abundant opportunities for learners to receive authentic input, engage in negotiation for meaning and pushed output, and to receive feedback and direct attention to linguistic features (Goo, 2019, p. 247). Individual…

Purpose: This study investigated the effects of an AR application (Civilisations AR) on EFL learners' oral proficiency in the dimensions of content, fluency, vocabulary, pronunciation, and grammar, as well as their attitudes and perceptions toward AR technology. Design: Utilizing a quasi-experiment, twenty-four EFL learners engaged in a…

Purpose: This longitudinal study investigated the impact of different academic programs of primary language instruction (Spanish or English) on the dual language development of Spanish--English bilingual children. Types of academic settings offered to bilingual students as well as differing views and outcomes based on language of instruction are…

This book brings together research on second language pragmatics in the underexplored context of EFL primary classrooms. Presenting studies from Croatia, Cyprus, Germany, Norway, Spain and the Netherlands, the book offers a rich exploration of different topics, such as learners' pragmatic performance, awareness and development, learners' and…

This study explored the impact of a personalized learning plan (PLP) within a language massive open online course (LMOOC) on the oral presentation skills of English as a Foreign Language (EFL) students in Thailand. It also investigated students' attitudes to the LMOOC. The research was conducted with a sample of 178 university students enrolled in…

Many visually impaired students in rural Indonesia struggle to learn English due to a lack of accessible resources and traditional, visually focused teaching methods. This study explores how community-driven audio narratives can create a more inclusive learning environment. Using Vygotsky's social learning theory and Freire's liberatory pedagogy…

Educators are increasingly aware of the role of classroom talk in cultivating students' language knowledge, which in turn supports their skilled reading comprehension. The result has been greater attention to teacher talk moves that transform class discussions into opportunities for language learning. However, less focus has been placed on the…