Although the distinction between explicit and implicit (automatized) knowledge of second or foreign language (L2) is of crucial importance to second language acquisition (SLA) theory and research, it has thus far not been directly applied to L2 pronunciation. The paper attempts to fill this gap by making an initial attempt to illustrate the…

This article presents a critical, descriptive analysis of the convergences and divergences between grammar instruction in English as a second/foreign language (ESL/EFL) classrooms and in research-based recommendations found in instructed second language acquisition (ISLA) research. Using coursebooks as the representation of classroom grammar…

This study examined the impact of positive classroom management techniques on language learners' academic buoyancy, engagement, psychological well-being and language achievement. Grounded in the theoretical framework of positive psychology, the research adopted a concurrent mixed-methods design, combining qualitative interviews with quantitative…

This study explores the effects of mindfulness, resilience, and self-efficacy on foreign language anxiety among Chinese college students and identifies the most significant predictor of foreign language anxiety. Employing a quantitative approach, data were collected from 323 English as a foreign language students using validated scales measuring…

Arabic grammar textbooks often contain complex and detailed explanations that can make them challenging for students to master and understand. The utilization of technology can now help resolve this issue through web-based infographic innovations. Infographics are a method of presenting information that is easy and quick to comprehend, which suits…

It has been largely argued that intrinsic motivation is the best and most effective in sustaining language learning. Deci and Flaste (1996) posit that motivation must come from within. While this might be possible and effective in contexts where learners have a personal interest in learning a language, it is not always the case for those learning…

This study aimed to explore 1) Thai learners' selections of single-word and multi-word units in English language production, and 2) the reasons for their selections of single-word and multi-word units. The participants in this study comprised 202 undergraduate students. Three research instruments were used in this study: a comprehension test, a…

This mixed-methods case study investigates learner engagement during pair work, focusing on four key aspects--behavioral, cognitive, emotional, and social engagement--and how these relate to task performance. The study included 60 university students (34 females, 26 males) learning English as a second language, who collaborated in pairs on a…

Despite the importance of spatiality in language learning and teaching environments, empirical research in this line is still lacking. Here, we adopt a spatial ontology perspective to examine how seven English for Specific Purposes (ESP) learners and three teachers perceived and experienced three language learning environments. Set in a higher…

Audiovisual translation has recently received a considerable attention, particularly by FL teaching and learning theorists. While learners try to focus on the linguistic input, culture overrides other considerations. Audiovisual Text-based language learning, particularly if MT-rendered, serves as a source of cultural and ideological manipulation…

This study was directed toward ascertaining students' perceived usefulness of integrating TED Talks for the cognitive and affective aspects of learning English as a foreign language. Employing a quantitative research design with a survey questionnaire, data were collected using the framework of the Technology Acceptance Model (TAM) which measured…

The present study is a partial replication of the most widely cited study of lexical coverage and reading comprehension by Hu and Nation (2000). Ninety-four advanced L2 learners read a short story at one of 90%, 95%, 98%, and 100% lexical coverage and then completed a 14-item reading comprehension test. The results showed that although…

Online learning programs provide real time feedback and offer some degree of access to "real" oral communication, yet these platforms, for the most part, involve using the software in isolation. Though Rosetta Stone is designed for independent learning, the present study experiments with a model for implementing it as a collaborative…

This study investigates the effectiveness of teacher, AI-generated, and hybrid teacher-AI feedback on university students' English writing performance in Hong Kong. Using a mixed-methods approach, the research examines the impact of different feedback types on student motivation, feedback quality, and essay revisions. A total of 1,267 students…

Recent developments in Generative Artificial Intelligence (GenAI) technologies have had significant implications for English language education worldwide, opening up new opportunities and challenges. Both researchers and practitioners are increasingly exploring the necessary capabilities that English language learners should possess in relation to…