Results 81 to 90 of about 16,848 (299)
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
Feedback to EFL learners’ writing
Linguistics and Culture Review, 2021 Teachers’ feedback is the backbone of students’ learning experience and one that helps them stem their errors early. At the same time, the perceptions of teachers and learners to the role of feedback in second language skills is central to developing healthy classroom practices.
openaire +1 more source
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
The Effectiveness of a Differentiated Instruction-based Program for Developing English Writing Fluency among Preparatory Schoolers [PDF]
Maǧallaẗ Kulliyyaẗ Al-Tarbiyyaẗ Bil ʿarīšThe present study aimed at investigating the effectiveness of a differentiated instruction-based program (DIBP) for developing English writing fluency among preparatory schoolers.
Wafaa Mostafa Ebeid Badawy
doaj +1 more source
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 +2 more
wiley +1 more source
Qualitative Research in EducationWriting anxiety has been identified as a significant obstacle for English as a Foreign Language (EFL) learners in China, with previous studies indicating that it can negatively affect writing performance.
Jing Sun, Saeid Motevalli, Nee Nee Chan
doaj +1 more source
Emotional Dynamics and Regulation Strategies in EFL Writing Classrooms
Recent research in second language acquisition has shown that learners’ emotional dynamics such as anxiety, enjoyment, and frustration, and their use of emotion regulation strategies significantly influence engagement and performance in EFL writing ...
Ariyanti, Ariyanti +2 more
core +1 more source
TESOL Quarterly, EarlyView.Abstract Previous research demonstrated that communication anxiety reduces L2 learners' willingness to communicate and communication frequency, but left unexplored its impact on performance. The current mixed‐methods study investigated factors impacting L2 communication skills.
Debra M. Hardison
wiley +1 more source
TESOL Quarterly, EarlyView.Abstract Current trends encouraging a move away from monolingual teaching have sparked a renewed interest in the role of translation in language instruction. Yet, there are few theoretically and empirically grounded proposals regarding specific uses of translation in the language classroom.
Monika Bader +2 more
wiley +1 more source
Using chatbots to scaffold EFL students’ argumentative writing
, 2022 Research suggests that English as a foreign language (EFL) students' argumentative writing benefits from interactions with peers. However, finding an ideal partner to interact with can be difficult in practice, and chatbots have been suggested as a ...
Wang, J, Chu, SKW, Guo, K
core +1 more source