In multilingual instructional spaces, language use can reinforce or ­disrupt gender disparities. This self-study, situated in the context of a university developmental English writing course, examines how an instructor sought to raise L2 learners' critical language awareness, operationalized as consciousness of ways that gender disparity is…

Learning with digital games has gained considerable popularity. While digital game-based learning has the potential to improve learners' language learning achievement, engagement and motivation, there still exists a gap when it comes to providing effective feedback to learners within these games. Conventional digital games generally provide…

This study investigated the extent to which second language (L2) learners benefited from proactive form-focused instruction (FFI) targeting French grammatical gender attribution and the degree to which L2 learners' attention control and working memory predicted their learning gains. A total of 102 L2 learners received either proactive FFI…

This study examines the knowledge representation of Japanese university students assessed using grammaticality judgement tests (GJTs) and a metalinguistic knowledge test (MKT). The study also investigates the role of automatised and non-automatised explicit knowledge in general L2 language proficiency. Participants were 87 late learners of English…

L3 acquisition is influenced by L1-L3 typology, learners' proficiency in those languages, and metalinguistic knowledge. However, the precise patterns of cross-linguistic influence (CLI) in L3 acquisition are still unclear. This study aimed to examine how the abovementioned factors affect learners' sensitivity to subject placement in L3 Italian. We…

This paper describes an investigation of the relationship between students' writing knowledge and second language writing performance. Metacognitive and metalinguistic knowledge contribute significantly to writing performance. As a foreign language, 78 undergraduate students took a writing knowledge class and a writing proficiency test. The…

Research has indicated that L2 learners frequently encounter challenges when using automatic speech recognition (ASR) in ELT. Therefore, this study explored how critical inquiries into the current ASR technology that is oriented towards native speech might elicit Global Englishes (GE) awareness among Korean pre-service teachers. Qualitative data…

Introductory sociolinguistics courses at university can be challenging, especially for students at the very beginning of their tertiary studies. Difficulties may arise due to students not having any prior exposure to the discipline's content or methodologies, which is likely to be a result of these aspects not generally being taught in high…

Teacher education programs are predominantly White spaces with their faculty, teacher candidates, curriculum, and practices. In these spaces, the experiences of teacher candidates from minoritized backgrounds can be alienating and their voices can be overlooked or silenced. In three interrelated but distinct studies, this research aims to…

The dissonance between teachers' substantial effort to provide feedback and students' under-engagement with feedback has been consistently reported in higher education. A contributing factor to this disparity students' lack of feedback literacy, however, has been under-researched. This case study of two Chinese undergraduate students therefore…

This article is an initial imagining of what an anti-racist pronunciation pedagogy (APP) might look like in ELT contexts such as immigrant employment training and international students studying in North American higher-education institutions. Three possible foci of an APP are briefly explored. First, this pedagogy helps students refuse the idea…

The present study investigated how Cantonese speakers learning English as a second language (L2) would comprehend English irony and whether their L2 proficiency and use would moderate their irony processing. Thirty Cantonese speakers with differing English proficiency (intermediate vs advanced) were asked to complete an irony comprehension task in…

This study examined the effects of bottom-up instruction (BI) on a high-stakes listening test for second language (L2) listeners and compared these effects with those of strategy instruction (SI) in relation to their proficiency levels. Two intact classes (48 L2 listeners) of different L2 listening proficiency levels received five weeks of BI and…

This paper reports on research conducted within the frame of an international online cooperation between Germany and Israel (CoGI). Diverse, multilingual student groups co-construct multilingual websites on educational initiatives. The aim is to raise prospective teachers' language awareness (LA) and cultural awareness (CA) for cooperation in…

The role of culture instruction in modern language classrooms has varied through the years, most recently presenting the option to learn virtually as opposed to on campus or abroad. The current study compares various learning environments of 49 participants (in-person, abroad, Zoom) to test the efficacy of targeted culture instruction through the…