Results 131 to 140 of about 33,335 (315)
Cross-Cultural Study of EFL/ESL Learners’ Request Strategies [PDF]
Journal of Modern Research in English Language Studies, 2017 Differences in nonnative speakers’ pragmatic performance may lead to serious communication problems. Although previous research has investigated different types of request strategies employed by English as a foreign or second language (EFL/ESL) learners,
Mahmood Hashemian, Maryam Farhang-Ju
doaj
International Journal of Applied Linguistics, EarlyView.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
Learner‐Focused Strategy Instruction From the Teachers’ and the Learners’ Perspective
International Journal of Applied Linguistics, EarlyView.ABSTRACT Numerous large‐scale quantitative studies have been conducted to yield a macro‐level picture of the effectiveness of strategy instruction. However, little is understood about learners' actual processing of strategy instruction and interaction with the teachers delivering it.
Isobel Kai‐Hui Wang, Andrew D. Cohen
wiley +1 more source
EFL Learners‟ Motivation Revisited
Theory and Practice in Language Studies, 2011 This study sought to discern the difference between factors that are perceived demotivating by demotivated and motivated learners of English in Vietnam setting. Data gathered from a 27-item questionnaire survey of 147 EFL learners reveals seven factors perceived as demotivating by both groups: student-related factors (self-esteem, experience of L2 ...
openaire +1 more source
Making Requests by Chinese EFL Learners
Requests, a speech act people frequently use to perform everyday social interactions, have attracted particular attention in politeness theories, pragmatics, and second language acquisition.
Wang, Vincent X.
core
International Journal of Applied Linguistics, EarlyView.ABSTRACT Second or foreign language (L2) speaking is a key aspect of L2 competence. While GenAI shows potential to address challenges in L2 speaking development, its role remains insufficiently understood. Self‐Determination Theory (SDT) could explain student language learning engagement. Therefore, this systematic review examines how GenAI affordances
Yanyan Catherine Lin +3 more
wiley +1 more source
International Journal of Applied Linguistics, EarlyView.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, EarlyView.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
Learners' engagement with internet materials : an action research study into the use of internet materials with EFL learners in a Syrian context [PDF]
This thesis reports on two action research cycles conducted in the English Department of the Higher Language Institute at Tishreen University, Syria. With the problem of global coursebooks that are pre-determined for learners, the aim of this action ...
Shamsini, Iman
core
Grammar Searches for Wh‐Questions in Beginning‐Level Child Second Language Learners
International Journal of Applied Linguistics, EarlyView.ABSTRACT It is important for learners to be able to ask wh‐questions in interaction. However, making wh‐questions can be difficult for beginning‐level EFL leaners, particularly for those learners whose L1 and L2 differ in the way wh‐questions are formed.
Haerim Hwang
wiley +1 more source