This study examined the structure of oral language and reading and their relation to comprehension from a latent variable modeling perspective in Kindergarten, Grade 1, and Grade 2. Participants were students in Kindergarten (n = 218), Grade 1 (n = 372), and Grade 2 (n = 273), attending Title 1 schools. Students were administered phonological…

Food science researchers have pronounced the Institute of Food Technologists Success Skills to be the most important competency mastered by graduates entering the work force. Much of the content and outcomes of the Success Skills pertains to oral communication skills of public speaking and interpersonal and group communication. This qualitative…

Oral presentation skills are considered one of the most important proficiencies needed for higher education and future careers. Thus, the present study is interested in eliciting English as a Foreign Language (EFL) college students' perceptions of the difficulties they face in oral presentation as a form of assessment. Participants were 500 female…

Taking a dynamic usage-based perspective, this longitudinal case study compares the development of sentence complexity in speaking versus writing in two beginner Taiwanese learners of English (identical twins) in an extensive corpus consisting of 100 oral and 100 written texts of approximately 200 words produced by each twin over 8 months. Three…

Oral language is a critical component to the development of reading acquisition. Much of the research concerning the relationship between oral language and reading ability is focused on children, while there is a paucity of research focusing on this relationship for adults who struggle with their reading. Oral language as defined in this paper…

This study aims to show the effectiveness of a business communication course offered in a business school in India. All students who enrolled for the Master of Business Administration program in the school were considered for the study. The study adapted a pretest and posttest approach to find the effectiveness of the course. It also describes the…

Children with specific language impairments (SLI) have difficulties in producing written text. It was hypothesised that the constraints on writing in children with SLI were similar to typically developing younger children with the same level of vocabulary knowledge. Twenty-three children with SLI (aged 10:5) were matched with 23 children for…

A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and…

Listening is a very crucial skill to be learnt in second language classroom because it is essential for the development of spoken language proficiency (Hamouda, 2013). The aim of this study is to investigate the significant differences in terms of students' performance when using traditional (audio-only) method and video media method. The data of…

Since Gardner introduced the importance of motivation on Language 2 learning, the concept has been accompanied with three more relevant concepts; amotivation, demotivation and remotivation. This paper mainly focused on high school students' de-motivation and remotivation in English. De-motivation is a set of factors which decreases the motivation…

This study explores ways in which university science courses can be infused with opportunities for pre-service teachers to design student student interactions that promote language development and content mastery. Participants included bilingual pre-service teachers enrolled in an elementary science approaches course and its school-based fieldwork…

Sixty-seven Japanese English as a Second Language undergraduate learners completed one smartphone video production per week for 12 weeks, based on a teacher-selected theme. Designed as a case study for this specific context, data from students' oral performances was analyzed on a weekly basis for their use of the Academic Word List (AWL). A…

This article explores the identities of a group of elementary teachers who participated in a professional development (PD) project on multilingual language learners. We study how the participating teachers drew on different aspects of their identities to respond to encouragement to increase their attention to students' diverse multilingual…

We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills…

Adjectives, like nouns and verbs, are one of the three major classes of lexical words. But, unlike nouns and verbs, they emerge late in acquisition. In Catalan, as in many other languages, their use is closely linked to the literate lexicon learned at school-age. Thus, the use of adjectives can be a good indicator of later language development.…