In ASL spatial classifier expressions, the location of the hands in signing space depicts the relative position of described objects. When objects are physically present, the arrangement of the hands maps to the observed position of objects in the world (Shared Space). For non-present objects, interlocutors must perform a mental transformation to…

It has been conceived that being taught by native English-speaking teachers (NESTs) leads to more improvement in speaking proficiency given the fact that English is their mother tongue. This paper aims to examine whether or not being taught by NESTs ends up with more achievement in adult EFL learners' speaking skills. Experimental research design…

Conversation-for-learning (Kasper and Kim 2015) is a pedagogical arrangement set up with a view to maximizing the potential benefit of interaction for language learning. As participants for conversation-for-learning are recruited for their relative expertise in the target languages, the talk is often characterized by asymmetries in knowledge and…

Pronunciation presents a significant, persistent challenge to second language (L2) learners (Derwing & Munro, 2015; Piske, McKay, & Flege, 2001). Fortunately, pronunciation instruction works (Lee, Jang, & Plonsky, 2015). However, pronunciation receives relatively little attention in language classrooms. Further complicating the matter…

This study aims to identify whether the acquisition of the English copula by Arabic-speaking learners of English provides evidence for a performance or representational-based account of errors. The representational theory tested in this study is the Interpretability Hypothesis (Tsimpli & Mastropavlou, 2007) which proposes that language…

This study examines the role of language proficiency and other individual factors (attitudes, input) in the acquisition of language-specific [ð] and dialect-specific [Ø] allophones of Spanish intervocalic /d/ in the /ado/ context by L2 and heritage Spanish speakers during a short-term study abroad in Sevilla, Spain. Twenty L2-intermediate, 10…

In order to position the notion of identity as more central to theory and practice in TESOL, a survey is presented of how the notion of identity contributes to our understanding of the nature of the teacher self, second language learning and teacher learning in language teaching. Available theory and research is reviewed to illustrate the sources…

Writing, as a highly complex strategic literacy skill alongside reading, is an essential prerequisite for learning and determines a student's educational success. In diverse contexts, a student's linguistic repertoire may involve multiple languages, which may serve as mutual resources in his or her multilingual writing skill development. Drawing…

Objective: The purpose of this study is to better understand the lived experiences and familial culture that influence the college decisions and experiences of Mexican American students in a community college in Oregon. The research questions guiding this study are "What early schooling experiences affect the college experiences of Mexican…

This study aimed to examine the impacts of computerized dynamic assessment (C-DA) and rater-mediated assessment on the test anxiety, writing performance, and oral proficiency of Iranian EFL learners. Based on Preliminary English Test (PET) results, a sample of 64 intermediate participants was chosen from 93 students. Running a convenience sampling…

This large-scale study used a survey to collect data on K-12 world language classrooms in Massachusetts public schools, focusing on core instructional practices, curriculum, and assessment. The study resulted in 383 individual teacher completed responses, representing 188 districts, which was analyzed using descriptive statistics. Results indicate…

This study is an exploratory analysis of examinee behavior in a large-scale language proficiency test. Despite a number-right scoring system with no penalty for guessing, we found that 16% of examinees omitted at least one answer and that women were more likely than men to omit answers. Item-response theory analyses treating the omitted responses…

Research on the impact of feedback on students' writing has grown in the past 20 years, including studies comparing the nature of teacher and automated feedback. Differential success in learners' gaining from feedback has largely depended on their engagement with the feedback rather than the feedback itself. Studies examining the ways learners…

The current study investigates second language acquisition of Chinese object ellipsis to probe the development of features transferred from learners' native language without robust confirming or disconfirming evidence in the second language (L2) input. It is argued that Chinese allows object ellipsis licensed by a verb with a [VCase] feature but…

How online interactants advance their talk in written interactions has been extensively investigated in different areas, including language learning. Applying a conversation analysis technique, this study examined how second language (L2) learners managed topics in L2 task-based text-chat interactions and the effects of L2 proficiency on their…