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Published on Mar 23, 2018in Language Teaching Research2.32
Elisabet Pladevall-Ballester3
Estimated H-index: 3
(Autonomous University of Barcelona)
Content and language integrated learning (CLIL) is often introduced in school settings in an attempt to increase exposure to the foreign language (FL) and promote motivation and positive language attitudes. The present study examines how language learning motivation develops over the course of two academic years in two types of instruction setting (CLIL and non-CLIL) with equal but low exposure to the FL and in two types of CLIL subject (science and arts and crafts). Data were collected from fou...
Published on Apr 2, 2018in Language Teaching Research2.32
Amanda Huensch4
Estimated H-index: 4
(USF: University of South Florida)
The goal of this work was to explore the training, classroom practices, and beliefs related to pronunciation of instructors of languages other than English. While several investigations of this type have been conducted in English as a second/foreign language contexts, very little is known about the beliefs and practices of teachers of languages other than English. It is unknown whether recent shifts to focusing on intelligibility, as advocated by some pronunciation scholars, are borne out in for...
Published on Apr 4, 2018in Language Teaching Research2.32
Ali H. Al-Hoorie4
Estimated H-index: 4
(Jubail Industrial College),
Joseph P. Vitta1
Estimated H-index: 1
('QUB': Queen's University Belfast)
This report presents a review of the statistical practices of 30 journals representative of the second language field. A review of 150 articles showed a number of prevalent statistical violations including incomplete reporting of reliability, validity, non-significant results, effect sizes, and assumption checks as well as making inferences from descriptive statistics and failing to correct for multiple comparisons. Scopus citation analysis metrics and whether a journal is SSCI-indexed were pred...
Published on Apr 25, 2018in Language Teaching Research2.32
Susan D. Benson2
Estimated H-index: 2
(UMD: University of Maryland, College Park),
Robert DeKeyser22
Estimated H-index: 22
(UMD: University of Maryland, College Park)
Most second language researchers agree that there is a role for corrective feedback in second language writing classes. However, many unanswered questions remain concerning the linguistic features to target and the type and amount of feedback to offer. This study examined essays by 151 learners of English as a second language (ESL), in order to investigate the effect of either direct or metalinguistic written feedback on errors with the simple past tense and the present perfect tense. This inqui...
Published on Apr 11, 2018in Language Teaching Research2.32
David P. Shea1
Estimated H-index: 1
The goal of dialogic teaching is to position students as active participants who engage in academically accountable talk, but research consistently suggests that a major stumbling block is the teacher’s own interactional style. To explore the issue from an emic perspective, I carried out an action research investigation of advanced proficiency classes for English as a foreign language (EFL) that I taught on the university level in Japan. Data included audiotaped recordings of teacher-fronted who...
Published on May 29, 2018in Language Teaching Research2.32
Kim McDonough10
Estimated H-index: 10
(Concordia University),
Jindarat De Vleeschauwer3
Estimated H-index: 3
(CMU: Chiang Mai University),
William J. Crawford4
Estimated H-index: 4
(NAU: Northern Arizona University)
Although second language (L2) collaborative writing research has demonstrated that texts composed collaboratively are more accurate than individually-written texts, few studies have explored whether collaborative prewriting yields similar benefits. This study investigated whether collaborative prewriting, i.e. interacting with peers during the prewriting phase followed by individual writing, led to higher accuracy, complexity, or analytic ratings than individual prewriting. It also explored the ...
Published on 2019in Language Teaching Research2.32
Chesla Ann Lenkaitis1
Estimated H-index: 1
(Binghamton University),
Barbara Loranc-Paszylk1
Estimated H-index: 1
(University of Bielsko-Biała)
Published on Sep 16, 2019in Language Teaching Research2.32
Mirosław Pawlak9
Estimated H-index: 9
(Adam Mickiewicz University in Poznań)
Major advances have been made in research on language learning strategies (LLS) since it was triggered by good language learner studies (e.g. Rubin, 1975). Numerous accounts of strategy use have be...
Published on Sep 13, 2019in Language Teaching Research2.32
Farahnaz Faez7
Estimated H-index: 7
(UWO: University of Western Ontario),
Michael Karas1
Estimated H-index: 1
(UWO: University of Western Ontario),
Takumi Uchihara (UWO: University of Western Ontario)
Most English language teachers around the world speak English as an additional language, and their level of English proficiency is often a matter of concern for them and their employers who associa...
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