This article is the product of an Action Research study that aimed at demonstrating the effects of videogames on vocabulary acquisition in a group of 15 students from 8th semester of the program of B.A. in English of the University of Tolima. The analysis of results, gathered by vocabulary tests and students and teachers' journals, showed that the…

Canadian post-secondary classrooms are linguistically diverse. This diversity comes from immigration, more access to higher education for marginalized and minority groups, and international student recruitment. An institute's language prerequisites serve as tools to help admissions decide who is linguistically prepared for study in English.…

This article examines the test-taking strategies of high- and low-scoring Chinese-speaking participants when they answer English multiple-choice reading comprehension questions. Thirty-two participants took a TOEIC reading test, provided think-aloud protocols, and joined a post-task interview. The data come primarily from qualitative analysis and…

This study provides an overview and exploration of 23 national and international reflective teaching research reports. The purpose of this study is to determine the extent that reflective teaching can become a strategy for language teaching professional development. Based on content analysis four main topics emerged: (a) reflective teaching as an…

This project explored the effects of purposeful play after shared storybook readings on kindergarten children's reading comprehension, creativity, and language abilities. The participants were 42 (26 boys, 16 girls) culturally diverse kindergarten students attending an urban, public school in the northeastern United States. Some children (13) were…

Through Many-Facet Rasch analysis, this study explores the rating differences between 1 computer automatic rater and 5 expert teacher raters on scoring 119 students in a computerized English listening-speaking test. Results indicate that both automatic and the teacher raters demonstrate good inter-rater reliability, though the automatic rater…

Background: The CEFR, ever since its inception, has had profound impact on language teaching, learning, and assessment not only in Europe but also in other parts of the world. This study focuses on the adaptability of CEFR writing descriptors in the context of Test for English Majors (TEM). Methods: First, we constructed a questionnaire based on…

As validity pertains to test use rather than the test itself, using a test for unintended purposes requires a new validation program using additional evidence from relevant sources. This small-scale study contributes to the validation of the use of originally academic language tests--the International English Language Testing System and the Test…

This study investigated students' perceptions of collaborative writing in a teacher-centred class and their change in beliefs about English writing through collaborative writing experiences. The analysis of multiple data sources (i.e., video recordings of collaborative writing activities, two in-depth, semi-structured interviews, one stimulated…

The current study was conducted to investigate whether test scores of Iranian English as Foreign Language (EFL) learners were equivalent across CBT and PBT modes, with 58 intermediate learners studying at a private language academy located in Behshahr city in northern Iran. Moreover, test takers' computer familiarity, attitudes, aversion, and…

Deaf students often differ from their hearing peers in written language development. Providing developmentally appropriate instruction is ideal, yet current methods of writing assessment do not provide teachers with sufficient information regarding the written language (i.e., syntactic) development of deaf students. In this research, we use a…

The purpose of the study was to identify factors related to reading comprehension, and to compare similarities and differences in the reading processes of deaf and hearing adults. The sample included four groups, each consisting of 15 adults. The groups were identified as (a) deaf high-achieving readers, (b) deaf low-achieving readers, (c) hearing…

The study investigates to what extent English as a second language (ESL) learners develop explicit and automatised explicit knowledge of two target-forms (third person singular 's' and future conditional if-clause) after input and output based instruction and whether learning effects differ depending on the target forms. The study follows a…

Prosody communicates pragmatic meaning far beyond that which is evident at the surface level of an utterance and can pose challenges to learners' pragmatic comprehension. The current study investigated how second language (L2) English learners made decisions about speaker intent when communicated through prosody. Seventeen English L2 learners took…

This paper examines the differences correlation between instructor- and peer-based participation scores and oral proficiency in an EFL course focusing on oral communication. It finds that there is very little correlation between instructor-based and peer-based participation scores (r = 0.187, p = 0.053) and that the former is more associated with…