Results 81 to 90 of about 2,421 (267)
TESOL Quarterly, EarlyView.Abstract This study examined how task design, task motivation, and learner engagement influenced L2 vocabulary learning by comparing learner‐generated content (LGC) and teacher‐generated content (TGC) in a classroom setting. One hundred sixty‐three Japanese high school students from five intact classes were assigned to LGC, TGC, or a test‐only control ...
Gaia Oikawa, Takumi Uchihara
wiley +1 more source
Generative Artificial Intelligence in the EFL Writing Context: Students' Literacy in Perspective
Qubahan Academic JournalThe birth of generative artificial intelligence (AI) has the potential of developing language learners' English as a foreign language (EFL) writing skills; however, there is a substantial need to ensure that these learners are literate of generative AI ...
Ali Abbas Falah Alzubi
doaj +1 more source
HOW TO ENHANCE WRITING SKILLS OF EFL STUDENTS
Developing strong writing skills is essential for students to succeed academically and professionally. This article explores a comprehensive approach to enhancing the writing abilities of students, covering strategies to improve language proficiency, organization and structure, creativity and critical thinking, effective feedback, and the integration ...
Narimanova Jamola, Irkinova Iroda
openaire +2 more sources
Madrasa Ideologies of English in Bangladesh: Questioning ELT‐Aid and Post‐9/11 De‐Islamization
TESOL Quarterly, EarlyView.Abstract External donors increasingly promote English as a notionally value‐neutral language of socioeconomic advancements in the Muslim South, overlooking local ideological diversities. Furthermore, national and Western forces deploy English as a tool to de‐Islamize madrasas (Islamic educational institutes) in the post‐9/11 world for global peace ...
Qumrul Hasan Chowdhury
wiley +1 more source
Leveraging GenAI for Automated Feedback on Source‐Based Writing: A Three‐Stage Model
TESOL Quarterly, EarlyView.Abstract Writing from multiple sources is a critical skill that requires both reading and writing abilities. It involves comprehending and evaluating source texts while synthesizing information across them. Due to these demands, feedback on such writing typically relies on teachers, who must consider the source texts during evaluation.
Danling Li, Kai Guo
wiley +1 more source
TESOL Quarterly, EarlyView.Abstract Grounded in the L2 motivational self system theory, this quasi‐experimental study investigated the impact of three motivational interventions on two outcome measures: L2 learning effort and L2 achievement. A total of 391 Chinese junior secondary students were assigned to four conditions: a control group receiving no motivational instruction ...
Xuejun Ye, Guangwei Hu
wiley +1 more source
TESOL Quarterly, EarlyView.In this collaborative autoethnography, we, as three university‐based language teacher educators in Türkiye, explore how our community of practice (CoP) acted as a catalyst in navigating our identity tensions, boosting our wellbeing and contributing to our agency.
Yasemin Tezgiden‐Cakcak +2 more
wiley +1 more source
The Effectiveness of using Padlet Application in Developing Specific Education students' EFI writing skills [PDF]
مجلة القراءة والمعرفةThis study aimed at investigating the effectiveness of using Padlet application in developing writing skills of 60 third year instruction technology students at the Faculty of Specific Education, Zagazig University, who were equally divided into an ...
Aya Saber Mohamed Abdelaal Rashwan
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TESOL Quarterly, EarlyView.Abstract Vocabulary knowledge plays a crucial role in L2 proficiency, significantly impacting learners' reading comprehension. Although extensive research has explored whether knowledge of base words extends to recognition of derivational forms, results are inconsistent, especially among learners from non‐Indo‐European linguistic backgrounds.
Mastoor Al‐Kaboody +5 more
wiley +1 more source
Exploring Attitudes of Teachers of Academic Writing Toward Incorporating Creative Writing in Algerian ELT Curriculum [PDF]
Ziglôbitha: The present study investigated the teachers’ attitudes toward the impact of integrating creative writing activities to improve academic writing among EFL classes of Biskra University (East of Algeria).
SAIHI Hanane
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