Results 51 to 60 of about 10,312 (266)

Pre‐task Vocabulary Support Enhances Lexical Learning but Dampens Positive Emotions: Interactive Task Implementation in English‐as‐a‐Foreign‐Language Classroom

TESOL Quarterly, EarlyView.
Abstract This classroom study explored the effects of vocabulary support on collocation learning and affective responses in task‐based language teaching (TBLT) among English‐as‐a‐foreign‐language (EFL) learners at a Japanese university. For this purpose, 68 EFL learners completed two interactive information‐gap tasks under either vocabulary‐support or ...
Yuichi Suzuki, Sachiko Nakamura
wiley   +1 more source

A Bird's Eye View of English Grammar: Connecting the Dots in Two Dimensions

TESOL Quarterly, EarlyView.
Abstract Over the past few decades, discussions on grammar instruction have primarily focused on teaching methodologies, such as whether grammar should be taught explicitly or implicitly, and whether the focus should be on form or forms. This paper, however, shifts the focus to grammar itself, aiming to provide a “shape” for pedagogical grammar.
Akira Tajino, Yoshitaka Kato
wiley   +1 more source

The Role of Social Factors in EFL Writing with Year 6 Students

ELOPE
Well-developed writing performance in students’ first and additional languages is the key to their future professional success, but due to its complexity, it is difficult to achieve. In the period from 2021 to 2025, approximately half of Year 6 students,
Gabrijela Petra Nagode, Karmen Pižorn
doaj   +1 more source

Enhancing General and Academic L2 Writing Complexity Through Dialogue Journal Writing: The Role of Learners' Motivational Beliefs

TESOL Quarterly, EarlyView.
Abstract Writing is crucial in tertiary education, yet enhancing the complexity of academic writing presents significant challenges for second language (L2) learners. This study explores the potential of dialogue journal writing (DJW), an interactive and low‐stress classroom activity, to enhance writing complexity among novice L2 writers.
Barry Lee Reynolds, Xiaoke Bai, Brian V. Rusk   +2 more
wiley   +1 more source

Optimizing the Effectiveness of Captioned Viewing for Incidental Second Language Vocabulary Learning: The Effects of Repeated Viewing and Reading Fluency

TESOL Quarterly, EarlyView.
Abstract This study examined the effects of repeated viewing and reading fluency on incidental second language vocabulary acquisition through captioned video exposure. A total of 149 Japanese EFL learners watched a short animation with or without captions, varying in the number of repetitions (once, twice, or three times).
Satsuki Kurokawa, Takumi Uchihara
wiley   +1 more source

EFL Learning Styles and Strategies of University Students [PDF]

Šiuolaikinės visuomenės ugdymo veiksniai, 2019
Kiekvienas is mūsų turi savo pageidaujamą užsienio kalbos mokymosi būdą, kurį lemia mūsų kultūrinis pagrindas, issilavinimas bei mūsų asmenybė. Nėra aiskių įrodymų, kad vienas mokymosi stilius yra geresnis nei kitas. Mes negalime padaryti labai daug, kad pakeistume tai, kaip mes norėtume mokytis.
Gulbinskienė, Dalia, Valūnaitė-Oleškevičienė, Giedrė   +1 more
openaire   +2 more sources

Cumulative Testing for Learning Spoken Vocabulary

TESOL Quarterly, EarlyView.
Abstract Cumulative testing is known to improve vocabulary learning by integrating both new and previously introduced words in weekly quizzes. While evidence for its benefits is promising, prior research has primarily focused on the written mode of vocabulary, with target words studied, practiced, and tested in the visual mode only.
Ryo Maie, Takumi Uchihara
wiley   +1 more source

Speak More, Students! Harnessing Technology for Active Students' Engagement in EFL English-Speaking Classes

Okara: Jurnal Bahasa dan Sastra
One of the factors that causes EFL speaking challenges is students’ lack of engagement in their English-speaking classes. In that situation, technology might have the potential to help EFL teachers engage their students to speak more enthusiastically ...
Natalia Christy Emy Lokollo, Yustinus Calvin Gai Mali   +1 more
doaj   +1 more source

Teaching Enjoyment and Vitality as Mediators of Cognitive Flexibility and Reflective Teaching in EFL Teachers: A Mixed‐Methods Serial Mediation Analysis

TESOL Quarterly, EarlyView.
Abstract Reflective teaching (RT) is influenced by a range of cognitive, pedagogical, and psycho‐affective factors in second/foreign language (L2) education. However, empirical evidence on the influence of psycho‐affective variables on teachers' reflectivity remains limited.
Lili Qin, Hossein Nassaji, Ali Derakhshan   +2 more
wiley   +1 more source

Student misbehaviour in EFL classes: Teachers and students perspectives [PDF]

, 2020
Bu çalışmada İngilizce öğretmenlerinin ve diğer ders öğretmenlerinin 7. sınıflardaki istenmeyen davranışları algılamaları, nedenleri ile karşılaştıkları istenmeyen davranış türleri araştırılmıştır. Bununla birlikte, istenmeyen davranış gösteren öğrencilerin istenmeyen davranışları nasıl açıklayıp yorumladıkdarı, bu davranışların nedenleri ile ...
openaire   +1 more source