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Kodai Kamino; Daniel Hooper – rEFLections, 2024
Secondary English education in Japan, despite widespread policy reform, has been identified as a context in which problems with learner motivation are commonplace and persistent. Numerous quantitative studies have highlighted student dissatisfaction with a range of pedagogical factors including a disproportionate focus on rote memorization for…
Descriptors: Foreign Countries, Psychological Needs, English (Second Language), Second Language Learning
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Marina Ivanova – The EUROCALL Review, 2024
Word stress is frequently afforded secondary importance in English teaching as stress placement rules are complex and because stress can be learnt along with each new word. However, training learners to pay more attention to word stress cues can support them in predicting the stress patterns of new vocabulary. Also, for speakers of fixed stress…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Pronunciation Instruction
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Olga Esteve – Language Teaching Research Quarterly, 2024
A balanced interrelation between theory and practice is still often missing out in many (language) teacher education programs (Esteve, 2018; Lantolf & Esteve, 2019). Hence the need to critically analyze teacher educators' professional practice and rethink it. This paper presents a deep reflection upon the difficulties and the possibilities of…
Descriptors: Teacher Educators, Teacher Education Programs, Transformative Learning, Theory Practice Relationship
Yakovleva, Anastasia Nikolaevna; Savvina, Irina Lvovna; Popova, Sakhaya Afanasievna; Sleptsova, Galina Nikolaevna – Journal of Educational Psychology - Propositos y Representaciones, 2020
The article is devoted to the problem of self-directed learning of students of Language University. Self-organization is an integral characteristic of personality development. The authors studied the components of self-organization: self-assessment, some personal qualities, etc. Some peculiarities of self-organization of Language University…
Descriptors: College Students, Independent Study, Cognitive Processes, Personal Autonomy
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Rueckert, Daniel; Pico, Karina; Kim, Daesang; Calero Sánchez, Ximena – Foreign Language Annals, 2020
New instructional models for learning are emerging as alternatives to traditional education. Gamified instruction is touted as a motivational alternative for learning that increases learner autonomy, but research is lacking into its educational merit beyond those claims. This study measured the extent to which a gamified English as a foreign…
Descriptors: Game Based Learning, Second Language Learning, Teaching Methods, English (Second Language)
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Kim, YouJin; Kang, Sanghee; Yun, Hyunae; Kim, Binna; Choi, Bumyong – Foreign Language Annals, 2020
Task repetition is being increasingly examined in the fields of second language acquisition and task-based language teaching, and the findings have revealed insightful theoretical and pedagogical implications for foreign language instruction. However, previous research has mainly focused on speaking tasks, and the role of different types of task…
Descriptors: Second Language Learning, Korean, Task Analysis, Repetition
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Chen, Tianxu; Koda, Keiko; Wiener, Seth – Reading and Writing: An Interdisciplinary Journal, 2020
Recent second language (L2) reading studies have examined how characteristics of an individual learner and word-specific linguistic properties jointly predict successful L2 word-meaning inference, i.e., a learner's ability to guess the meaning of an unknown word. Semantic transparency is one such word-specific property. Each constituent morpheme…
Descriptors: Foreign Countries, Semantics, Second Language Learning, Chinese
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Sippel, Lieselotte – Unterrichtspraxis/Teaching German, 2020
The present study investigated learners' beliefs about peer interaction (PI) and peer corrective feedback (PCF) in the language classroom. A group of third-semester German learners (the--PCF group) participated in peer interaction activities, specifically conversations and discussions with other learners. Another group of third-semester German…
Descriptors: German, Second Language Learning, Peer Relationship, Peer Evaluation
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Zhang, Pengchong; Graham, Suzanne – Language Learning, 2020
This study explored the impact of preexisting vocabulary knowledge (PVK) and listening proficiency on the vocabulary learning through listening of 137 Chinese learners of English, when provided with three types of oral vocabulary explanations--second language (L2), codeswitching (CS), and contrastive focus-on-form (CFoF)--and when no explanations…
Descriptors: Vocabulary Development, Listening Comprehension, Knowledge Level, English (Second Language)
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Saltik, Olcay; Zenci, Sevgi Çalisir; Pilanci, Hülya – African Educational Research Journal, 2020
About 2 million Syrians of approximately 3.6 million who were forced to immigrate to Turkey due to unfavorable conditions in Syria are composed of adults. In order to maintain Syrians' socio-cultural adaptation and minimize adaptation problems that they experience, their learning Turkish has become a need. As is known, the time that adults can…
Descriptors: Teacher Attitudes, Blended Learning, Second Language Learning, Turkish
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Fouz-González, Jonás; Mompean, Jose A. – Studies in Second Language Acquisition, 2020
This study investigated the potential of phonetic symbols and keywords as response labels for perceptual training of L2 sounds. Seventy-one Spanish learners of English were assigned to three groups: symbols, keywords, and control. Students in the symbols and keywords groups followed a 4-week High Variability Phonetic Training (HVPT) program based…
Descriptors: Second Language Learning, English (Second Language), Phonetics, Alphabets
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Simanungkalit, Ate Gueen; Rondonuwu, Joppi Jacobus – Acuity: Journal of English Language Pedagogy, Literature and Culture, 2020
The study intended to examine student mentoring, self-description, and academic achievement in a selected private university in Jakarta, Indonesia. There were 150 respondents in the study. The 2 instruments used for collecting data were adopted from Cohen (1995) for identifying the mentoring style of the mentors of the students, and from Marsh…
Descriptors: Mentors, Academic Achievement, English (Second Language), Second Language Learning
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Liu, Shuyuan; Hsieh, Chen-Yu C. – Foreign Language Annals, 2020
Due to the importance of metaphorical capacity for L2 learners, metaphor instruction is increasingly considered a crucial part of language education. To contribute to the still growing literature, the current study reports a project of teaching Chinese animal metaphors to learners of Mandarin as a foreign language, following the framework of…
Descriptors: Figurative Language, Mandarin Chinese, Second Language Learning, Second Language Instruction
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Tomlinson, Brian – Language Teaching Research Quarterly, 2020
In our L1 the person we talk to more than anybody else each day is ourself. We talk to ourselves all the time using our inner voice, both during our waking hours and in our dreams. We do so in order to make sense of the world, to understand what we see, read and hear, to comment and evaluate, to make decisions, to support ourselves, to entertain…
Descriptors: Inner Speech (Subvocal), Native Language, Second Language Learning, Second Language Instruction
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Aravind, B. R.; Rajasekaran, V. – English Language Teaching Educational Journal, 2020
The present research was carried out to study the cognitive and metacognitive vocabulary learning strategies of 36 ESL learners'. Schmitt's Vocabulary Learning Strategies questionnaire was used to conduct the study. The study revealed the subsequent array of cognitive and metacognitive strategies employed by ESL learners. Additionally,…
Descriptors: Second Language Learning, English (Second Language), Vocabulary Development, Learning Strategies
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