Results 141 to 150 of about 2,855 (215)
International Journal of Applied Linguistics, EarlyView.ABSTRACT Gamification has been increasingly implemented for language learning purposes across the globe. However, there remains unknown regarding how the change in gamification design might maximize students’ language learning outcomes and engagement.
Shen Qiao +2 more
wiley +1 more source
How L2 Learners Negotiate Meaning in GenAI‐Supported Creative Writing
International Journal of Applied Linguistics, EarlyView.ABSTRACT This qualitative study explores how second language (L2) learners negotiate meaning and co‐construct knowledge with generative AI (GenAI) in a 12‐week multimodal creative writing project. Chinese middle school students (N = 75) created English picture books using a conversational GenAI agent supporting textual and text‐to‐image generation.
Zhihui Zhang +3 more
wiley +1 more source
International Journal of Applied Linguistics, EarlyView.ABSTRACT This paper examines elementary Grade 5 and 6 students’ emic perspectives on their L1 French and L2 English teachers’ cross‐curricular efforts to build linguistic and conceptual bridges. Drawing on research on translanguaging pedagogies and recent motivation scholarship, we propose a multi‐competence view of motivation that aligns more closely ...
Sunny Man Chu Lau +1 more
wiley +1 more source
Poetry Writing in the EFL Classroom
Poetry Writing in the EFL ClassroomThis paper discusses the use of poetry writing in the EFL classroom as a low－stress and motivational tool in helping students to generate language．It offers a rationale for the use of poetry writing and nine types of exercises exercises that you can try out in your own classroom．
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Vocabulary Strategy Instruction in the Argentine EFL Context: Teachers’ Perspectives and Practices
International Journal of Applied Linguistics, EarlyView.ABSTRACT Despite extensive research on vocabulary strategy instruction (VSI), little has been known about teachers’ perspectives on how it is understood and implemented in practice. This study investigated Argentinian EFL teachers’ priorities in vocabulary instruction, their perceived knowledge of learner strategies for spoken vocabulary, and factors ...
Isobel Kai‐Hui Wang, Andrew D. Cohen
wiley +1 more source
Exploring Peer L2 Grit in Relation to Grit and Motivation
International Journal of Applied Linguistics, EarlyView.ABSTRACT Grit has attracted considerable attention because of its positive association with second language (L2) learning; however, its socio‐contextual dimensions remain underexplored. Specifically, little is known about how learners’ perceptions of their peers’ perseverance and sustained interest in L2 learning, conceptualized in this study as peer ...
Mitsuko Tanaka +2 more
wiley +1 more source
The Effects of Gen‐AI on Situated and Future‐Driven Academic Writing Motivation
International Journal of Applied Linguistics, EarlyView.ABSTRACT Despite the increasing use of Generative Artificial Intelligence (Gen‐AI) in education, there is still a significant gap in understanding its effects on the situated‐ and future‐driven motivation in academic writing. This longitudinal design‐based research sought to explore variations in academic writing motivation of 110 Chinese university ...
Xiao Hu +3 more
wiley +1 more source
Exploring English Language Learners’ Vocabulary Knowledge and Usage When Speaking
International Journal of Applied Linguistics, EarlyView.ABSTRACT Vocabulary forms a fundamental component of speaking ability, as it enables speakers to convey meaning accurately, fluently, and effectively. Although the relationship between vocabulary and speaking has been investigated to some extent, gaps remain in understanding the link between learners’ vocabulary knowledge and their speaking proficiency,
Junyan Guo, Martin East
wiley +1 more source
Linking EFL Students' Writing Anxiety to Writing Performance
, 2023 null Kurniasih +3 more
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International Journal of Applied Linguistics, EarlyView.ABSTRACT Second/foreign language (L2) learning is not solely a cognitive/linguistic acquisition process but includes mixed emotional experiences. Understanding how these emotional experiences relate to resilience could help our understanding of how learners navigate fluctuations in emotions when learning an L2.
Xinjie Chen +5 more
wiley +1 more source