Results 161 to 170 of about 130,019 (288)
The Impact of AI‐Assisted L2 Learning on Learners’ Emotions: A Meta‐Analysis
International Journal of Applied Linguistics, EarlyView.ABSTRACT The scope of research on AI‐assisted second/foreign language (L2/FL) learning has expanded beyond learning outcomes to focus on learners’ emotional experiences. Despite their proliferation, existing empirical findings are inconsistent, and few studies have systematically synthesized the impacts of AI‐assisted L2 learning on learners’ emotional
Jiaqi Jing +4 more
wiley +1 more source
The significance of pauses in EFL listening comprehension tests [PDF]
, 2007 Many EFL (English as a Foreign Language) listening comprehension tests use multiple-choice formats. How well such tests are devised is a crucial issue in EFL assessment and instruction.
Zare-ee, Abbas
core
Pre‐Task Explicit Instruction, Input Modality, and Working Memory in L2 Oral Self‐Repair
International Journal of Applied Linguistics, EarlyView.ABSTRACT Despite the central role of tasks in language education and ensuing research documenting how task‐related variables might affect language performance and learning, it remains unclear whether pre‐task explicit instruction, input modality, and working memory (WM) influence how learners monitor and repair grammatical structures in real‐time ...
Reza Yadollahpour +2 more
wiley +1 more source
Patterns of Teaching-Learning Interaction in the EFL Classroom [PDF]
, 2018 The successfullness of teaching-learning process is highly influenced by the patterns of interactions appeared in the classroom activities. Through this case study, the purpose of this paper is to explore the patterns of interaction during teaching and ...
Sari, F. M. (Fatimah)
core
International Journal of Applied Linguistics, EarlyView.ABSTRACT Collaborative writing has attracted increasing attention in English as a Foreign Language (EFL) instruction due to its potential to enhance learners’ writing competence. However, few studies have examined the comparative effects of collaborative versus independent writing on EFL learners’ individual performance, especially in higher‐order ...
Ting Huang, Chenze Wu, Wenkang Zhang
wiley +1 more source
Measuring Interactional Competence in a Japanese University EFL Speaking Context
International Journal of Applied Linguistics, EarlyView.ABSTRACT The ability to interact is an integral aspect of speaking proficiency. Therefore, methods of assessing interaction need to be incorporated into second language (L2) speaking tests. The main purpose of this exploratory study is to attempt to quantify interactional competence (IC) in a Japanese university EFL (English as a foreign language ...
Paul Garside
wiley +1 more source
International Journal of Applied Linguistics, EarlyView.ABSTRACT English as a lingua franca (ELF) is increasingly used for communication in many EFL contexts, including Vietnam. Although Japan and Vietnam have a long history of economic cooperation, for practical reasons, English typically functions as the medium of communication between the two groups. This study examines Japanese expats who had studied or
Mark R. Freiermuth, Satomi Kanaya
wiley +1 more source
International Journal of Applied Linguistics, EarlyView.ABSTRACT On the heels of the multilingual turn, more attention has been paid to the strengths of multilingual students, including translanguaging strategies. While existing empirical research examines student attitudes or intrinsic value, Situated Expectancy‐Value Theory indicates that for a strategy to be sustained and effective, students must also ...
Timothy James Elliot Neufeld +1 more
wiley +1 more source
Language Learning, EarlyView.Abstract This replication study examines feedback timing in vocational language learners and verifies the hypothesis that the advantage of immediate over delayed feedback found in the original study (Li, Zhu, & Ellis, 2016) is due to practice opportunities in immediate feedback.
Shaofeng Li, Jie Li, Jiancheng Qian
wiley +1 more source