We investigated the effectiveness of two different teaching methods based on two different theoretical views of how languages are learned in oral proficiency after three years of L2 French instruction. The first method is commonly used in the Netherlands and is in line with structure-based (SB) principles, viewing language as a set of grammar…

Oracy skills are considered as a problematic area for Thai students. Despite years of learning, students could not improve the skills at a satisfactory level due to internal and external hindrance such as cognitive load while communicating and insufficient practice time in class to achieve their communication (Flavell, 1979). In addition, to…

Answering calls to map college-level proficiency development (Modern Language Association, 2007) and longitudinally chart language learning (Barkaoui, 2014; Ortega & Byrnes, 2008), we mapped the oral proficiency growth of 1,922 lower-division college students of Chinese, French, Russian, and Spanish (in the second, third, or fourth semester of…

We advocate the in-depth integration of information technology and education in the digital age, and we also encourage teachers of all disciplines to actively carry out online and offline blended learning. This study attempts to use an empirical research to apply the Blended Learning to the oral English teaching in the first year of senior high…

The present experimental study examined whether a different focus during a pre-task planning observation task affects learners' subsequent oral task performance. Forty-eight ninth-grade students learning German as a foreign language were randomly assigned to two different planning conditions: video observations with a focus on language (FonL) and…

Little attention has been paid to the question about generality versus modularity of the learning potential (LP). The main research question of our study was: Is the students' LP established with the help of a dynamic assessment of their English as a foreign language (EFL) oral proficiency general enough to predict their subsequent EFL reading and…

The Simple View of Reading (SVR) model posits that reading is the product of word decoding and language comprehension and that oral language (listening) comprehension is the best predictor of reading comprehension once word-decoding skill has been established. The SVR model also proposes that there are good readers and three types of poor…

This study employed descriptive and inferential methods to determine, characterize and analyze the oral communication skills in English of Grade 11 HUMSS (Humanities and Social Sciences) students. The students' level of performance along the said skills is measured using two indicators, i.e. "listening skills" and "speaking…

This classroom-based study explored links among second language (L2) learners' interaction mindsets, interactional behaviors, and L2 development in the context of peer interaction. While peer interaction research has revealed that certain interactional behaviors (e.g., receiving corrective feedback and engaging in collaborative interaction) assist…

Because there has been little research on focus on form during the post-task phase in task-based language teaching, this experimental study investigates the effects of task repetition after having directed learners' attention to form during the main task. The study comprises two interventions, where each consisted of a task with a focus on a…

Implementing assessment reform can be challenging. Proposed new assessments must be seen by stakeholders to be fit for purpose, and sometimes the perceptions of key stakeholders, such as teachers and students, may differ from the assessment developers. This article considers the recent introduction of a new high-stakes assessment of spoken…

Communicative approaches to teaching language have emphasized the centrality of oral proficiency in the language acquisition process, but research investigating oral proficiency has been surprisingly limited, yielding an incomplete understanding of spoken language development. This study investigated the development of spoken language at the high…

Multiple studies conducted over the past decade have suggested the motivational and proficiency-related benefits of commencing language instruction at an early age. Limitations in many of these studies, however, have prevented their results from being applied to the teaching of foreign languages in the United States. In response to calls for…

This paper aimed to reexamine the current EFL communicative speaking skill in high school level in Thailand due to the coming of the entry to ASEAN at the end of the year 2015. Thai students need to be well prepared for workforce in the future since English is used as the working language in ASEAN. The purposes of this paper were to study the…

The purpose of the present cross-age study with South Korean students was to investigate the relationship of age and years of English-as-a-foreign-language (EFL) exposure with English-reading ability. The main research question was, "Do individuals' age and number of years of English exposure interact in relation to English-reading…