Results 131 to 140 of about 315,935 (296)

More Than Words: The Multimodal Practice of Repetition in English as a Lingua Franca Interactions

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This study investigates the use of repetition as an interactional resource in video‐recorded English as a Lingua Franca (ELF) interactions, focusing on partial repeats produced in responses to wh‐questions. By adopting a multimodal conversation analytic approach, the analysis demonstrates that repetition in this context may either index the ...
Yujong Park
wiley   +1 more source

Acceptance and Engagement in Artificial Intelligence–Supported Reading Among Primary School Learners of English as a Foreign Language

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Artificial intelligence (AI) is increasingly used to support language learning, yet little is known about how younger learners accept and engage with AI‐assisted reading. This study investigates primary school students’ acceptance of and engagement with an AI‐supported adaptive reading application for English as a Foreign Language (EFL ...
Mi Tang, Kunjie Jia, Huimin He, Chenghao Wang, Bin Zou, Yiran Du   +5 more
wiley   +1 more source

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, Xinjie Chen, Timothy Teo, Ziwei Xiao, Nandini Agarwal   +4 more
wiley   +1 more source

Debate in EFL Classroom

ELOPE: English Language Overseas Perspectives and Enquiries, 2017
Relying primarily on the Common European Framework of Reference for Languages (CEFR) and The National EFL Syllabus, this paper focuses on the highest ranking goals within formal foreign language (L2) education: the development of communicative competence (which the communicative paradigm regards as the most important goal of contemporary language ...
openaire   +3 more sources

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, Mostafa Pourhaji, Michael Sadeghi   +2 more
wiley   +1 more source

Comparing the Effects of Collaborative and Independent Writing on EFL Learners’ Individual Writing Performance: An Intervention Study

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

L2 Learners' Perceptions of Using L1 in EFL Classrooms

, 2019
Most foreign or second (L2) language teaching happens in classrooms where teachers and learners share the same first language (L1), and there has been a long-standing controversy over using L1 in language teaching classrooms.
Karaazmak, Fulda, ÖZ, HÜSEYİN
core  

Technology enhanced learning in EFL classrooms

, 2017
  As a result of the many changes and innovations in technology, new changes and methods are used in educations and especially in language teaching.
Lumturie Bajrami, Vjosa Vela
core   +1 more source

Changed Minds and L2 Motivation: Reflections of Japanese EFL Students Living, Laboring and Learning in Vietnam

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