Results 81 to 90 of about 854 (169)

Analysis of the Arabic Language Skills Curriculum in Arabic Education Department in the Perspective of Common European Framework of Reference for Languages (CEFR)

Asalibuna
: The application of the CEFR in teaching Arabic, especially in non-Arab countries such as Indonesia, remains very limited. This study aims to analyze the compatibility of language proficiency descriptors in the Language Skills course curriculum of the
Muhammad Zaenuri, Sukirman, Umi Baroroh, Tulus Mustofa   +3 more
doaj   +1 more source

Assessing Digital Interactional Competence for Second‐Language and First‐Language Chinese Speakers: Effects of Proficiency, Mode, and Setting

Language Learning, EarlyView.
Abstract Measurement of interactional competence (IC) has attracted increasing interest in language assessment research. One key question is whether proficiency sufficiently accounts for IC, making separate IC assessment unnecessary. This study examines the IC–proficiency relationship using a test that assesses Chinese speakers’ ability to manage ...
David Wei Dai, Carsten Roever
wiley   +1 more source

Combining CEFR and 4C CLIL Frameworks for Principled Literature in Language Teaching

Nobel: Journal of Literature and Language Teaching
An abundance of research and scholarship highlighting why and how literature (i.e., novels, plays, poetry, short stories) can be used effectively in foreign language learning contexts exists.
Jeremy Redlich, Steven Pattison
doaj   +1 more source

Interactional Fluency and Turn‐Managing Gestures Across Second Language Proficiency Levels: A Multimodal Analysis

Language Learning, EarlyView.
Abstract Whereas L2 fluency research has focused on monologic speech, interactional fluency (IF), particularly during turn transitions, remains underexplored. This study investigates how turn‐managing gestures (TMGs) contribute to L2 IF, drawing on 60 dyadic interactions from Taiwanese learners in the International Corpus Network of Asian Learners of ...
Yen‐Liang (Eric) Lin, Shu‐Ting Huang, Renia Lopez‐Ozieblo   +2 more
wiley   +1 more source

Second Language Interactional Competence in Roleplay: Comparing Generative Artificial Intelligence and Human Interlocutors

Language Learning, EarlyView.
Abstract This study explores the potential of generative artificial intelligence (GenAI) as an alternative to human interlocutors for assessing interactional competence (IC) in a second language (L2). Thirty L2 English speakers completed a 6‐item roleplay task designed to elicit refusals of requests, invitations, and offers, interacting with both a ...
Yunwen Su, Xi Chen
wiley   +1 more source

Examining CEFR-related professional learning interventions for language teachers: A qualitative meta-synthesis

Canadian Journal for New Scholars in Education, 2023
Current language teaching and learning reflects an increasingly situated approach, paralleling the tenets of the Common European Framework of Reference for languages (CEFR).
Cameron W. Smith, Amanda Battistuzzi
doaj  

Lag Effects in L2 Phonetic Training: Longer Intersession Intervals Compensate for Auditory Individual Differences

The Modern Language Journal, EarlyView.
ABSTRACT In cognitive psychology, longer intersession intervals are thought to enhance long‐term retention (i.e., lag effects). Recently, scholars have begun to test the generalizability of the lag effect to L2 vocabulary and grammar acquisition. Following their step, the present study not only replicated the lag effect but also provided a more fine ...
Xiang Li, Kazuya Saito‐van Poeteren
wiley   +1 more source

Local Tests of English in Global Contexts: A Malaysian Case Study

World Englishes, EarlyView.
ABSTRACT Global tests of English are usually used globally and local tests locally. However, this global–local dichotomy has been challenged by test localisation, globalisation and glocalisation. An emerging critical question in this regard is whether local tests of English can be used locally and globally at the same time.
M. Obaidul Hamid, Mohd Faiz Mohd Yaakob
wiley   +1 more source

From Theory to Practice: Integrating Generative AI‐Powered Microlearning Into TESOL

TESOL Journal, Volume 17, Issue 3, September 2026.
ABSTRACT This article offers practical strategies for integrating microlearning and generative artificial intelligence (GenAI) into TESOL instruction. It positions GenAI‐powered microlearning as a promising theory‐informed approach to meet the evolving demands of language teaching and learning in diverse global contexts.
Lucas Kohnke
wiley   +1 more source

Unveiling the Fluid Impact of Self‐Concept and Self‐Efficacy Upon English Achievement: A Perspective of the Island Ridge Curve

European Journal of Education, Volume 61, Issue 3, September 2026.
ABSTRACT Self‐concept and self‐efficacy have received much attention from second/foreign language (L2) researchers. However, very few studies have empirically deciphered their similarities and distinctions. Even fewer have investigated how their contributions to L2 achievement vary across L2 proficiency levels.
Cai Yuyang, Xing Keke
wiley   +1 more source