Results 41 to 50 of about 3,172 (157)

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, Mostafa Pourhaji, Michael Sadeghi   +2 more
wiley   +1 more source

Exploring Interactions Between Young Chinese as Second Language Learners and Chinese‐Speaking Students in Hong Kong: Influence of Interlocutor and Patterns of Interaction

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Oral interaction plays a facilitative role in second language acquisition. While numerous studies have explored adult learners’ interactions, research that has examined young learners’ interactions, especially among Chinese as a second language learners (CSLs), is lacking. This study focused on CSLs and Chinese‐speaking students (CSSs) in Hong
Jing Yan
wiley   +1 more source

Examining the Effect of Task-Based Language Teaching on University Business Students in Bangkok

IJEE (Indonesian Journal of English Education), 2019
The purpose of this study was to introduce Task-Based Language Teaching in a bid to energise stagnant English language performances among second-year business students (N = 81), studying a private university in the peripheral areas of Bangkok.
Matthew Rudd
doaj   +1 more source

Individual Differences and Task Complexity in Second Language Writing: A Methodological Review

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This article provides a methodological review of empirical studies on second language (L2) writing and task complexity that have investigated the role of learner individual differences (IDs) in L2 writing processes and outcomes. Thirty journal articles published between 2005 and 2025 were coded for key theoretical, methodological (including ID
Janire Zalbidea, Bernard I. Issa
wiley   +1 more source

An Exploratory Practice on Task‐Based Pragmatics Instruction: Insights From an EFL Classroom

TESOL Journal, Volume 17, Issue 3, September 2026.
ABSTRACT Situated within the framework of Exploratory Practice (EP), this practitioner research explores the effectiveness of task‐based pragmatics instruction in an English as a Foreign Language (EFL) classroom in Türkiye. Task‐based pragmatics instruction, which integrates pedagogic tasks to enhance language learners' pragmatic competence, was a ...
Bircan Nur Kavrazlı, Tuğba Çalışır, Özgehan Uştuk   +2 more
wiley   +1 more source

Pre‐task Vocabulary Support Enhances Lexical Learning but Dampens Positive Emotions: Interactive Task Implementation in English‐as‐a‐Foreign‐Language Classroom

TESOL Quarterly, Volume 60, Issue 3, Page 1112-1142, September 2026.
Abstract This classroom study explored the effects of vocabulary support on collocation learning and affective responses in task‐based language teaching (TBLT) among English‐as‐a‐foreign‐language (EFL) learners at a Japanese university. For this purpose, 68 EFL learners completed two interactive information‐gap tasks under either vocabulary‐support or ...
Yuichi Suzuki, Sachiko Nakamura
wiley   +1 more source

Becoming a TESOL Practitioner: Disciplinary Languaging and the Socialization of International Students in UK Higher Education

TESOL Quarterly, Volume 60, Issue 3, Page 1447-1470, September 2026.
Abstract This article proposes the concept of disciplinary languaging to account for the regulated forms of communication that are characteristic of TESOL master's preparatory programs in the UK. It does so with a view to the effects on the socialization of international students who are attracted by the global promotion of such programs and the ...
Yunpeng Du, Miguel Pérez‐Milans
wiley   +1 more source

Task-Based Language Teaching in Developing Marine and Fisheries Students’ Speaking Skill (A Study in SUPM Negeri Ladong, Aceh)

ELT Worldwide: Journal of English Language Teaching, 2016
The objective of the research were (1) To obtain an empirical evidence for the lack of knowledge we have right now about how TBLT is used in developing Marine and Fisheries students’ English speaking proficiency.
Ikhwan Wahidin
doaj   +1 more source

A Bird's Eye View of English Grammar: Connecting the Dots in Two Dimensions

TESOL Quarterly, Volume 60, Issue 3, Page 1911-1924, September 2026.
Abstract Over the past few decades, discussions on grammar instruction have primarily focused on teaching methodologies, such as whether grammar should be taught explicitly or implicitly, and whether the focus should be on form or forms. This paper, however, shifts the focus to grammar itself, aiming to provide a “shape” for pedagogical grammar.
Akira Tajino, Yoshitaka Kato
wiley   +1 more source

Teaching German in the Age of Social Media: Integrating TikTok, Instagram, and YouTube Into the Foreign Language Curriculum

Die Unterrichtspraxis/Teaching German, Volume 59, Issue 2, Fall 2026.
ABSTRACT This article presents three lesson plans that demonstrate how TikTok, Instagram, and YouTube can be integrated into German language instruction through authentic, multimodal, and communicative classroom activities. It begins by reviewing the journal's archives to trace how these three platforms have been addressed in past issues.
Cassandra Winkelman
wiley   +1 more source