Results 101 to 110 of about 854 (169)
Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026.ABSTRACT Background The rapid advancement of artificial intelligence (AI) is reshaping language education, with AI‐assisted language learning (AILL) offering new opportunities for personalised support and interactive engagement. However, it remains underexplored how English as a Foreign Language (EFL) learners perceive and engage with AI tools in ...
Yonghua Wang +2 more
wiley +1 more source
Review of Education, Volume 14, Issue 2, August 2026.Abstract English Medium Instruction (EMI) has rapidly become an important part of higher education in many countries around the world. While the number of EMI programmes and institutions has increased, professional development programme (PDP) opportunities for EMI lecturers and their effectiveness are not yet well designed or closely aligned with local
Mehmet Birgün, Yasemin Kırkgöz
wiley +1 more source
Sign Languages and the CEFR for Languages [PDF]
, 2016 http://www.ecml.at/Portals/1/mtp4/pro-sign/documents/Common-Reference-Level-Descriptors-EN ...
openaire
CEFR LEVELS AND THEIR COMMUNICATIVE DESCRIPTORS
The Common European Framework of Reference for Languages (CEFR) is an internationally recognized system used to describe language proficiency. This article examines the six CEFR levels (A1–C2) and their communicative descriptors, focusing on learners’ ability to use language in real-life situations.
Abduraxmanova, Zilola +1 more
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International Journal of Applied Linguistics, Volume 36, Issue 3, Page 1975-1990, August 2026.ABSTRACT The study investigated how writing motivation and self‐regulated read‐to‐write (SRL‐R2W) strategy use was related to writing performance and how the relationship between motivation and SRL‐R2W strategy use varied among different writing performance groups.
Huixuan Zhou +3 more
wiley +1 more source
International Journal of Applied Linguistics, Volume 36, Issue 3, Page 2218-2229, August 2026.ABSTRACT Foreign languages are often learnt in formal and disembodied environments which may limit the emotional resonance of their vocabulary and their pragmatic usage in real‐life communication. In a context of English as a foreign language (EFL), this study examines whether elaborative processing as a teaching strategy leads to changes in the ...
María Jesús Sánchez +3 more
wiley +1 more source
Japanese Women's Attitudes Toward Learning Languages Other Than English in the Era of Global English
International Journal of Applied Linguistics, Volume 36, Issue 3, Page 2298-2308, August 2026.ABSTRACT This study on female Japanese learners of the Korean language is situated in the centuries‐long anti‐Korean sentiments in Japan, the global popularity of the Korean Wave, particularly among women, and the essentialized image of socially marginalized young Japanese women who study English with romantic desires for Western men.
Yoko Kobayashi
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International Journal of Applied Linguistics, Volume 36, Issue 3, Page 2565-2578, August 2026.ABSTRACT Regressive transfer has been a subject that has not been extensively researched in the field of third language acquisition. This study aims to examine the extent to which a highly advanced knowledge of a third language (L3) affects the first language (L1) and the second language (L2) of early bilinguals in light of the Differential Stability ...
Maddi Alkain Arizmendi +2 more
wiley +1 more source
International Journal of Applied Linguistics, Volume 36, Issue 3, Page 2660-2674, August 2026.ABSTRACT This study examined English vocabulary learning by using three types of flashcards: paper flashcards, non‐gamified mobile application (app) flashcards (i.e., digital flashcards), and gamified mobile app flashcards (i.e., gamified flashcards) in a privately owned language institute in Iran.
Ali Soyoof +3 more
wiley +1 more source
International Journal of Applied Linguistics, Volume 36, Issue 3, Page 2737-2748, August 2026.ABSTRACT Well‐being is increasingly recognized as a key psychological construct of success and persistence in second language (L2) learning, yet limited research has examined how individual psychological‐emotional resources interact to shape it. To bridge this gap, this study explores how L2 grit and self‐efficacy influence L2 learners’ well‐being ...
Şafak Uçmaz
wiley +1 more source