One experimental phenomenon that can cause a threat to the internal validity of L2 teaching research is test-practice effects: the extent to which L2 learners improve by taking the same or similar tests for multiple occasions (e.g., at a pretest and posttests). This article reports a pilot meta-analysis within a larger study that investigated…[Read more]

Cultivation metaphors that compare teachers and students to gardeners and plants, respectively, have a long presence in the field of education. While such metaphors can be used to represent learner-centered pedagogies in which a teacher fosters the growth of their students, there is a darker side to cultivation metaphors. For instance, Zipory…[Read more]

With the growth of the Japanese economy in the 1970s and 1980s and the following rapid business globalization, many Japanese companies started to seek more business opportunities overseas (Kanno, 2003; Tamiya et al., 2014; Yoshida et al., 2009). This tendency was prominent, especially among Japanese major automotive companies, such as Nissan,…[Read more]

Due to growing access to audiovisual material (e.g., online videos, movies, and television series) through websites such as YouTube and Netflix, audiovisual material has received notable interest recently within the field of second language acquisition (SLA). This interest is particularly due to the multiple affordances this content provides,…[Read more]

This research proposal of a quasi-experimental study aims at exploring the effects of a textreconstruction output task called Story-Retelling (SR) on Japanese English as a foreign language (EFL) learners’ implicit knowledge development on three types of English relative clauses (RCs). Thirty university students are randomly assigned to two e…[Read more]

The purpose of this study is to analyze eye movements of second language learners of Mandarin Chinese during online reading to determine patterns of attention. I intend to replicate and expand part of Stickler and Shi’s (2014) original eye tracking experiments on Chinese second language learners completing an online reading activity with Chinese…[Read more]

Real Reading 1 is a beginner-level reading textbook for an adult English language classroom and is the first in a series of four textbooks designed to teach intensive reading skills and develop vocabulary. Each of its twelve units contain two thematically related chapters and target a specific reading skill, vocabulary skill, and vocabulary…[Read more]

Global migration has emerged over the last decade such that countries that have seen relatively few immigration issues have started struggling (as France, the United States, Great Britain, and Australia have) with various and diverse concerns related to immigration. For language teachers, the new reality of global migration is a challenge,…[Read more]

In a first or second language (L2), it is thought that in order to accurately produce a sound, one must be able to accurately distinguish that same sound in reception. This intuitive connection, called the perception-production link, also enjoys theoretical support from Flege’s (1995) Speech Learning Model and empirical support from a c…[Read more]

Definiteness is visibly expressed by definite articles in English, but some languages such as Korean lack this morphological exponent. However, speakers of such languages still mark definiteness in different ways. In this proposal, we lay out a study that examines the (re)assembly required by L1-English L2-Korean learners where the formal feature…[Read more]

This study investigates the impact of three types of focus-on-form instruction (FFI) on learners’ reading comprehension and their development of the English past unreal conditional. The study also investigates whether the learners’ grammar development is implicit or explicit in nature. Fifty-one intermediate-level ESL learners were distributed int…[Read more]

As the number of Chinese international students at higher education institutions continues to grow, relevant research on this topic is increasingly vital. A number of studies expose academic and social challenges impeding this population’s adjustment to university landscapes in Canada and the United Kingdom, yet few shed light on positive s…[Read more]

As recent years have brought with them a post-method pedagogy in language teaching where educators are recognizing the need to create a more holistic and context-driven approach to teaching a language in a given environment, so too has the need for a more communicative language teaching approach arisen where learners acquire productivity in the…[Read more]

Dr. Folse is Professor in Modern Languages and Literatures at University of Central Florida. He earned his M.A. in TESOL at University of Southern Mississippi and his Ph.D. in TESOL, Second Language Acquisition & Instructional Technology from University of South Florida. His research interests include ESL grammar, second language vocabulary…[Read more]

Dana Ferris is a Professor of and the Associate Director for Second Language Writing at University of California, Davis. Her research over the last twenty years has focused on response to student writing and on written corrective feedback in second language writing. Her work has been published in a range of journals including Across the…[Read more]

Patricia (Patsy) Duff is a Professor and Distinguished University Scholar at the Department of Language & Literacy Education at the University of British Columbia. Her main research interests are related to language socialization across bilingual and multilingual settings; qualitative research methods in applied linguistics (especially case study…[Read more]

Joe Barcroft (Ph.D. University of Illinois at Urbana-Champaign) is Professor of Spanish and Second Language Acquisition in the Department of Romance Languages and Literatures at Washington University in St. Louis. He is Language Program Supervisor: Spanish 101-308; Director of Teaching Assistant Training; and Co-Director of the Graduate…[Read more]

Over the past 15 years, the percentage of children in the United States who speak a language other than English at home has been increasing. As of 2013, this was almost one in four children (KIDS COUNT Data Center, 2014). With the passage of No Child Left Behind in 2001, schools have felt added pressure to ensure that children learn academic…[Read more]

Research on written corrective feedback (WCF) in the field of second language acquisition (SLA) has been giving its feedback on this practice for more than 30 years now. The topic has been extensively researched and there is a better understanding of the issue than before; however, it continues to be debated (see Evans et al., 2010; Ferris, 2006;…[Read more]

This research study investigated the learning and use of English by Nepali immigrant women from two theoretical perspectives: investment and translingualism. The research questions addressed what sort of investment the participants were making to learn English and to see how they used different translingual practices to co-construct their identity…[Read more]