Results 141 to 150 of about 14,818 (283)

The Role of Language Dominance in Congruency Effects on Multi‐Word Unit Processing: Evidence From Early Bilinguals

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This study investigates how the learner‐related factors of language dominance, encompassing language history, proficiency, use, and attitude, modulate congruency effects in multi‐word unit (MWU) processing among early bilinguals. Seventy Cantonese–Putonghua bilinguals completed lexical decision tasks measuring reaction time and accuracy for ...
Mingjia Cai, Yuan Liang
wiley   +1 more source

Simulating the "cultural other": the impact of GenAI interlocutors on EFL learners' intercultural communicative competence, speaking anxiety, and learning engagement. [PDF]

Front Psychol
Qu Z, Chen L.
europepmc   +1 more source

Editorial: Language, corpora, and technology in applied linguistics. [PDF]

Front Psychol, 2023
Naqvi SB, Afzaal M, Qiang G.
europepmc   +1 more source

Perceptions and Acceptance of Generative Artificial Intelligence Influencing Chinese EFL Learners’ Engagement in Informal Digital Learning of English: Mediating Roles of Self‐Efficacy and Motivation

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Generative artificial intelligence (GenAI) has emerged as a powerful tool in the Informal Digital Learning of English (IDLE) environment, offering personalized, interactive, and innovative language learning experiences that may enhance learning engagement.
Jin Liu, Meilu Liu, Yuan Yao, Dechao Li
wiley   +1 more source

Editorial: Discourse, conversation and argumentation: Theoretical perspectives and innovative empirical studies, volume II. [PDF]

Front Psychol, 2023
Bova A, Galimberti C, Arcidiacono F, Haddouk L.   +3 more
europepmc   +1 more source

Synthesizing Empirical Research on Learner Metacognition in Second Language Writing

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Despite considerable research interest in learner metacognition in second language (L2) writing, there is not yet a review that synthesizes the existing empirical findings and discusses their implications. To fill the void, this systematic review synthesized 39 empirical studies on learner metacognition in L2 writing and examined their salient
Chen Li, Icy Lee, Zhicheng Mao
wiley   +1 more source

Variable co-adaptation: exploring the emergence of teacher-student interaction patterns in award-winning EFL classes through the CDST lens. [PDF]

Front Psychol
Chen B, Zhang W, Xie Y.
europepmc   +1 more source

A Longitudinal Case Study of L2 Interactional Competence Development in the ELT Classroom: Teachability and Learnability of L2 Interactional Practices

International Journal of Applied Linguistics
ABSTRACT {en} This study presents insights into L2 interactional competence (IC) development in an English language teaching (ELT) classroom. The study context is an Oral Communication Skills course restructured to deliver L2 IC instruction through (i) lectures on conversation analysis (CA) findings on L2 IC; (ii) video‐recorded ...
openaire   +1 more source

Reconceptualising Motivation as Material‐Semiotic Entanglements: Translanguaging in Graduate TESOL Education

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Multilingual students in Anglophone universities often operate in survival mode. While translanguaging supports learning, critical gaps remain in understanding how translanguaging pedagogies transform and sustain motivation in English‐dominant contexts.
Melissa Jufenna Slamet, Julie Choi
wiley   +1 more source

Robot speech: how variability matters for child-robot interactions. [PDF]

Front Robot AI
Hanulíková A, Tolksdorf NF, Kapp S.
europepmc   +1 more source