In traditional English as a foreign language (EFL) speaking classes, students have insufficient time and opportunities to practice (Zhan et al., 2015). In addition, they lack cultural and communicative contexts (Ko et al., 2021) to improve their speaking skills. Furthermore, a large number of students, especially in Asian countries, have low…

The recent world pandemic has highlighted the need for effective procedures to teach language in Computer Assisted Language Learning (CALL) environments. Fully online and asynchronous classrooms are especially challenged when addressing learning to speak a foreign language toward greater communicative competence. Current CALL research is…

This book provides strategies, tools, and best practices for incorporating microlearning in English language teaching. It aims to help teachers create and deliver microlearning mechanisms that are optimized for mobile learning. This book also draws on relevant literature and the author's first-hand experience designing microlearning activities for…

Many research studies show that the use of technology inside and outside classrooms makes teaching and learning more engaging and motivating. Technology can provide learners with endless opportunities and can improve the learning experience, simplify access to educational resources, enhance autonomous learning, meet individual learning needs, and…

"Psychoeducational Assessment of Preschool Children," Fifth Edition, provides academics and school-based practitioners such as psychologists, speech-language pathologists, and social workers with an up-to-date guide to the assessment of young children. Long recognized as the standard text and reference in its field, this comprehensive,…

This edited book documents practices of learning-oriented language assessment through practitioner research and research syntheses. Learning-oriented language assessment refers to language assessment strategies that capitalise on learner differences and their relationships with the learning environments. In other words, learners are placed at the…

This brief examines the research on learner interaction and summarizes the positive effects of classroom interaction on language learning. The brief also describes areas of focus for teachers who want to promote successful language learning interactions, provides examples of activities that can be used to structure and enhance classroom…

This study compared respiratory function during quiet breathing and monologue, in six adult dystonic subjects and a control group of four neurologically intact adults. Dystonic subjects showed a faster breathing rate, less rhythmic breathing pattern, decreased lung volume, and apnea-like periods. Decreased speech intelligibility was related to…

Comparison of 10 stuttering and 10 nonstuttering young adult subjects on self-paced rhythmic tasks at various rates found that the stutterers performed more slowly than the nonstutterers and were less variable than nonstutterers suggesting less flexible systems more susceptible to breakdown. (Author/DB)

The study investigated the reaction times in the fluent speech utterances of 20 adult stutterers and 20 nonstutterers. Results indicated that reaction times for longer utterances and for utterances requiring minimal preparation were longer for stutterers than for nonstutterers, suggesting stutterers may have difficulty in motor programing of…

To evaluate the theory that central auditory processing deficits exist in the normally disfluent population, 40 adults were administered the Synthetic Sentence Identification-Ipsilateral Competing Message Measure. Results revealed a significant difference between the performance of fluent and disfluent normal speakers but not between ear…

The study compared five adult stutterers' and five adult nonstutterers' fluent speech patterns produced during one nonshadowed reading and two speech-shadowing conditions (immediate repetition of a heard message). Among results were that stutterers produced fewer speech production errors than nonstutterers during shadowing conditions. (Author/DB)

This study examined the accuracy and stability of oral motor control in 20 adults and 20 children. Although the children were less accurate and less stable, adults and children exhibited similar variability in their generalized motor program. Results are discussed within the framework of a schema model of motor control, especially the strategic…

Forty-five normally developing children, ages five, six, and seven, participated in a metaphonologic study examining the knowledge of auditory/articulatory correspondences. With development, there were significant increases in correct responses on the nonverbal task and in verbal explanation types. No significant relationship between performance…

The study examined the use of primary sentence stress by seven preschool autistic children with mean length of utterance (MLU) scores between 1.9 and 4.1 morphemes with normal and aphasic subjects serving as controls. Differences were seen in the number of correct responses and in the pattern of stress misassignment. (Author/DB)