Two groups of English as a second language students engaged in a fourteen-week repeated reading (RR) treatment: (1) a 3x group (n = 16), which engaged in three readings per session, and (2) a 5x group (n = 15), which engaged in five readings per session. Reading rate and background knowledge were measured at five points to assess the effect of…

The aim of this study was to investigate the interaction between student engagement and achievement. The study sample was composed of 296 at Ufuk University in Ankara, Turkey. The participants were enrolled in the intensive English language program of the foreign language Preparatory School of the institution. Data collection was carried out with…

Noticing is the necessary attention that learners give to language in order to learn (Schmidt, 2001). Self-correction is evidence of noticing and a tool for language learning. Previous research has suggested that speakers focus on meaning during speech production, and language learners likely need an opportunity post-production to correct…

This study attempts to determine whether the students who receive explicit instruction make more gains in their abilities to use topic-induced phrases in their writing than those who do not. Additionally, through interviews with a selected group of students from the treatment group, the study attempts to glean insights into the approaches learners…

This study investigated the relationship between language proficiency and negative pragmatic transfer from a first language (L1), focusing on the speech act of refusal as realised by American learners of Arabic as a Foreign Language (AFL) in Egyptian Arabic. Twenty American AFL learners (10 intermediate and 10 advanced) and 2 baseline groups (10…

This case study investigates educational entrepreneurship in an intensive English as a foreign language (EFL) program at a major Thai university. Using a qualitative case study approach, the study draws on data collected in interviews, a focus group, and curriculum documents to investigate educational entrepreneurship in this context. The major…

Few studies have examined willingness to communicate (WtC) changes resulting from short-term intensive immersion programmes. This study investigated the antecedents to and changes in WtC during one such programme held at a Macau university. The programme required students to reside on campus and participate in extensive task-based communicative…

Intensive English programs (IEPs) have traditionally been central actors in promoting teacher professional development, curricular innovations, and applied linguistics and second language acquisition research. Yet at the same time, the programs are also central actors in neoliberal linguistic commodification. This article demonstrates how…

The purpose of this study was to investigate university students' perspectives of effective teaching that helped them learn English better. Adopting an interpretative approach to the research, the data was collected in three phases. In Phase One an interview was used and 17 university students studying English in Intensive English programs were…

Mastery of foreign languages is one of the important demands at all levels of education today. This has been demonstrated by government regulations that make English subjects a compulsory subject for students to learn from elementary school to higher education, especially after the application of the KKNI curriculum, English courses have become…

This study examines the effects of a 2-week intensive English program based on the college students' perceptions of core competencies: English Communication Competency, Self-Directed Competency, Community Competency, and Knowledge and Information Literacy Competency. The program was non-credit and was held in January 2019 for first-year students…

High-stakes tasks may prevent language learners from performing successfully due to factors of "communicative stress" (Skehan, 1996, p. 52). Little research, however, has directly examined phonological patterns in learners' performances on low-stakes, medium-stakes, and high-stakes classroom tasks. The current study investigated the oral…

The Houston Independent School District offers two different English as a Second Language (ESL) programs for students whose native language is not English and who need to develop and enhance their English language skills (English Language Learners, or ELLs). The Content-Based ESL model (CB-ESL) consists of an intensive program of English…

This article probes the extent to which postsecondary Spanish learners can substantively increase their knowledge of Spanish over a two-week period within a context of language and content instruction for four hours per day. The article considers the relationship of an immersion experience to upper-level literature and culture classes. Insights…

This paper presents a study that looked into the structuring of tasks that may foster oral fluency in an intensive eight-week course with 25 young adult and adult learners of English as a foreign language in a format of tutoring sessions for conversation. The action research involved two teachers and a research advisor, coauthors of this paper.…