Results 121 to 130 of about 2,421 (267)
International Journal of Applied Linguistics, EarlyView.ABSTRACT In English medium instruction (EMI), students face cognitive and emotional demands in second language (L2) communication, which may hamper their motivation and willingness to communicate (WTC). Adopting a mixed‐methods design, this study explores how growth mindsets affected student motivation (e.g., ideal L2 self and ideal disciplinary self ...
Pengzhan Yang +2 more
wiley +1 more source
EVALUATING THE IMPACT OF PEER FEEDBACK ON WRITING SKILLS IN HIGHER EDUCATION STUDENTS
Jurnal SmartWriting is a challenging skill for EFL students, particularly in organizing ideas and applying appropriate language conventions. This study aimed to investigate the effect of peer feedback on students’ writing skills.
Fitri Wulandari +2 more
doaj +1 more source
International Journal of Applied Linguistics, EarlyView.ABSTRACT Studies on classroom interactions suggest that displaying affiliation through linguistic and multimodal resources could promote positive emotions like enjoyment, thereby enhancing engagement and enthusiasm in second/foreign language learning.
Karen C. K. Choi, Kevin W. H. Tai
wiley +1 more source
More Than Words: The Multimodal Practice of Repetition in English as a Lingua Franca Interactions
International Journal of Applied Linguistics, EarlyView.ABSTRACT This study investigates the use of repetition as an interactional resource in video‐recorded English as a Lingua Franca (ELF) interactions, focusing on partial repeats produced in responses to wh‐questions. By adopting a multimodal conversation analytic approach, the analysis demonstrates that repetition in this context may either index the ...
Yujong Park
wiley +1 more source
International Journal of Applied Linguistics, EarlyView.ABSTRACT Artificial intelligence (AI) is increasingly used to support language learning, yet little is known about how younger learners accept and engage with AI‐assisted reading. This study investigates primary school students’ acceptance of and engagement with an AI‐supported adaptive reading application for English as a Foreign Language (EFL ...
Mi Tang +5 more
wiley +1 more source
The Impact of AI‐Assisted L2 Learning on Learners’ Emotions: A Meta‐Analysis
International Journal of Applied Linguistics, EarlyView.ABSTRACT The scope of research on AI‐assisted second/foreign language (L2/FL) learning has expanded beyond learning outcomes to focus on learners’ emotional experiences. Despite their proliferation, existing empirical findings are inconsistent, and few studies have systematically synthesized the impacts of AI‐assisted L2 learning on learners’ emotional
Jiaqi Jing +4 more
wiley +1 more source
EFL Students’ Needs for Improving Their Writing Skills
Scholars International Journal of Linguistics and Literature, 2021 openaire +1 more source
Pre‐Task Explicit Instruction, Input Modality, and Working Memory in L2 Oral Self‐Repair
International Journal of Applied Linguistics, EarlyView.ABSTRACT Despite the central role of tasks in language education and ensuing research documenting how task‐related variables might affect language performance and learning, it remains unclear whether pre‐task explicit instruction, input modality, and working memory (WM) influence how learners monitor and repair grammatical structures in real‐time ...
Reza Yadollahpour +2 more
wiley +1 more source
International Journal of Applied Linguistics, EarlyView.ABSTRACT Collaborative writing has attracted increasing attention in English as a Foreign Language (EFL) instruction due to its potential to enhance learners’ writing competence. However, few studies have examined the comparative effects of collaborative versus independent writing on EFL learners’ individual performance, especially in higher‐order ...
Ting Huang, Chenze Wu, Wenkang Zhang
wiley +1 more source