Results 111 to 120 of about 707,589 (329)

Informal Digital Learning of English (IDLE) as Form‐Focused and Meaning‐Focused Activities: Refining its Measurement and Examining its Predictive Role in L2 Achievement and Confidence

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Acknowledging the limitations of existing measurement instruments in adequately capturing the distinct cognitive processes (e.g., form‐focused vs. meaning‐focused) involved in informal digital learning of English (IDLE), this paper asserts a pressing need to develop and validate robust instruments that measure form‐focused and meaning‐focused ...
Minlin Zou, Mark Feng Teng, Ali Soyoof, Xueyun He   +3 more
wiley   +1 more source

Examining the Impact of Digital Linguistic Landscapes on Students’ motivation, and Self‐Perceived Achievement in Second Language Writing

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Given the importance of the linguistic landscape in language learning, the digital linguistic landscape (DLL) has emerged as an important multimodal input resource. However, few studies have been conducted to explore the antecedent and predictive effect of the DDL on L2 writing. To address this gap, the study attempted to conceptualize the DLL
Zi Yang, Lawrence Jun Zhang
wiley   +1 more source

Extensive reading in a second language : literature review and pedagogical implications [PDF]

, 2015
textThis Report explores the importance of including extensive reading (ER) program in English as a second language (ESL) or English as a foreign language (EFL) context.
Hong, Sunju
core  

Collaborative Writing and Learning of Reported Speech During Mixed‐Age Peer Interactions in English as a Foreign Language Classroom

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Peer collaboration is an essential part of learning in mixed‐age (M‐A) classrooms, and the same applies to writing and learning grammar in the secondary school curriculum. Although a growing body of research has shown language learning benefits of collaborative writing (CW), only very few have been conducted with secondary school students ...
Tomáš Kos, Friedrich Zoe Lara
wiley   +1 more source

Development and Validation of Iranian EFL Learners’ Preference for Anxiety Reducing Strategies Questionnaire

Journal of Modern Research in English Language Studies
Language learning anxiety has gained enormous attention as it has a detrimental role in foreign language learning and creating stress-free contexts for language learning has always been advised. This study intended to develop and validate a scale for
Alireza Bekhrad, Behdokht Mall-Amiri, Nacim Shangarffam   +2 more
doaj   +1 more source

Learners' Self-efficacy in Reading and its relation to Foreign Language Reading Anxiety and Reading Achievement [PDF]

Journal of English Language Teaching and Learning, 2010
It is well documented that language learning success or failure is influenced by the affective side of the learner. Self-efficacy and anxiety are among the affective factors influencing language learning.
Behzad Ghonsooly, Majid Elahi
doaj  

Learners’ Beliefs and Communities Around Them: The Social Pressure to Learn Language

SAGE Open, 2020
This study used a mixed-methods design to investigate the effects of language learners’ subjective norm (SN) beliefs on learning English as a foreign language (EFL). To examine the perceived social pressure to learn EFL, two experiments were conducted in
Munassir Alhamami
doaj   +1 more source

An Analysis of Reading Performances of Indonesian EFL Learners for Extensive Reading Practice [PDF]

, 2017
Learners\u27 reading performances are needed to be studied in order to clarify the appropriate context of studies about learners\u27 extensive reading experiences.
Delfi, S. (Syofia), Yamat, H. (Hamidah)
core   +1 more source

Transitioning From L1 Medium of Instruction to L2 English Medium Instruction: The Role of Translanguaging in Contributing to EFL Students’ Language Learning Motivation

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Research on English‐Medium‐Instruction (EMI) highlights inadequate support for students transitioning from L1‐medium‐instruction to EMI. To date, little research has focused on how L2 students’ adaptation to an EMI environment influences their L2 learning motivation (LLM).
Kevin W. H. Tai
wiley   +1 more source

From literacy to learning: The sequential mediation of attitudes and enjoyment in AI-assisted EFL education

Heliyon
Artificial intelligence (AI) has become increasingly prominent in English as a Foreign Language (EFL) education. However, research on the factors influencing learners' sustained engagement with AI-assisted learning is scarce.
Jiqun Fan, Qinqing Zhang
doaj   +1 more source