Results 281 to 290 of about 3,835,793 (348)
TESOL Quarterly, EarlyView.Abstract Recent research on learner factors in task‐based language teaching (TBLT) has demonstrated positive effects for treatments that draw on learners' personal experiences. However, the specific processes responsible for these effects are not well understood.
Taghreed Qahl, Craig Lambert
wiley +1 more source
ERP Effects of Word Exposure and Orthographic Knowledge on Lexical Decisions in Spanish
, 2015 Andrés A. González‐Garrido +4 more
openalex +2 more sources
TESOL Quarterly, EarlyView.Abstract This study examined if gaze‐contingent textual enhancement could be used as an interactive focus‐on‐form device to promote learning of second language (L2) collocations from computer‐mediated reading tasks. Seventy‐five Chinese ESL users read three English texts that contained twelve target collocations, presented under one of three conditions:
Jookyoung Jung +5 more
wiley +1 more source
TESOL Quarterly, EarlyView.Abstract This classroom‐based exploratory study examined the relationships between affective, social, and cognitive aspects of second language (L2) learners' task‐based performance. In responding to practical challenges when TBLT is implemented in the real‐world context, we collected observational data from multiple sources.
Masatoshi Sato +3 more
wiley +1 more source
From Task Motivation to L2 Learning: Understanding Links through Learners' Task Engagement
TESOL Quarterly, EarlyView.Abstract This study investigated whether learners' task motivation predicts their task engagement, and whether their task engagement is associated with subsequent L2 learning. Task motivation was operationalized through situated expectancy‐value theory (SEVT; Eccles & Wigfield, 2020), a model of the proximal (i.e., task‐specific) social‐cognitive ...
Phil Hiver, Phung Dao
wiley +1 more source
The Entangled Object of Language Ideology: Socio‐Material Stories of Becoming Content Teachers
TESOL Quarterly, EarlyView.Abstract As countries around the world experience a surge of individuals who come from culturally and linguistically diverse (CLD) backgrounds, teacher education programs are reimagining ways to train content teachers with the necessary linguistic awareness, pedagogical tools, and skills to support CLD students while also incorporating teachers ...
Curtis A. Green‐Eneix
wiley +1 more source
Semantic Richness Effects in Spoken Word Recognition: A Lexical Decision and Semantic Categorization Megastudy. [PDF]
Front Psychol, 2016 Goh WD, Yap MJ, Lau MC, Ng MM, Tan LC.
europepmc +1 more source
TESOL Quarterly, EarlyView.Abstract This article reports on the findings of a research study which has approached language learning motivation (LLM) following Ushioda's (2009) person‐in‐context relational view of L2 motivation, Consoli's life capital (2021, 2022), Dweck's mindset (2017) and Dörnyei's vision system (2009).
Bianca Manuela Sandu +2 more
wiley +1 more source
Exploring the Potential of Conversational AI for Assessing Second Language Oral Proficiency
TESOL Quarterly, EarlyView.Abstract Interactional Competence (IC) is an important subcomponent of oral proficiency, but many computer‐mediated oral English assessments fall short in assessing this construct mainly due to technological limitations. Spoken Dialogue Systems (SDSs) have shown promise in assessing L2 oral communication, yet further investigation is needed on their ...
Yasin Karatay, Jing Xu
wiley +1 more source
TESOL Quarterly, EarlyView.Abstract Global Englishes language teaching (GELT) promotes, among other things, positive attitudes and maximized understanding to communicate with speakers with a variety of accents. However, research on GELT‐informed listening training is rare, and none has addressed both attitudes and understanding of diverse accents.
Hyeseung Jeong +3 more
wiley +1 more source