The study examined the relationship between children's explicit knowledge and awareness of diglossia (EKAD) and learning Arabic in school. Additionally, this study addresses the interrelationships between EKAD and oral comprehension, lexical, phonological, and morphosyntactic awareness upon the transition to reading to learn. Thirty typicaly…

Integrated writing is increasingly used in language assessment programmes. As a hybrid task, it requires students to coordinate different language skills, i.e. listening, reading and writing, to retrieve information from multiple sources, and compose an essay for a specific purpose. Tapping into the varied skills that contribute to successful…

This study investigates how different form-focused instruction (FFI) timing impacts English as a foreign language (EFL) learners' grammar development. A total of 169 Chinese middle school learners were assigned to four conditions randomly: control, before-isolated FFI, integrated FFI, and after-isolated FFI. The three experimental groups received…

The study identified the pragmatic competence level of the second language (L2) learners through Written Discourse Completion Test (WDCT) administered to purposively selected 40 first-year education students. A modified questionnaire based on Survey for Academic English Language Exposure (SAELE) was used to determine the effectiveness of academic…

This article reports on an experimental study that set out to investigate and compare the effectiveness of a direct and an indirect approach to data-driven learning (DDL) in facilitating Chinese learners' mastery of a challenging type of lexico-grammatical resource (i.e. hedges) in an undergraduate English-as-a-foreign-language (EFL) writing…

In this study, I investigate whether three A2 Key for Schools practice tests from Cambridge Assessment English for 6th-graders (11-12 years old) in Argentina measure growth and produce scores that are meaningful. Drawing data from three consecutive years, I analyze the scores of 80 children over a school year and consider whether the tests are…

In this study, we used Conceptual Metaphor Theory (henceforth CMT) for the benefit of English for Academic Purposes' teaching and learning. CMT underpins how in metaphorical expressions, one concept is understood in terms of another. We argue that CMT can help students understand and master argumentation skills and essay structure, although there…

This study investigated the effectiveness of using a social learning programme facilitated by Facebook to develop some creative writing skills and motivation to learn English among secondary-one school students. Seventy students in secondary-one grade in Al-Shahid Hussein A. Abdul-Raouf Mixed Secondary School in Al-Maabda in the second semester of…

English learners (ELs) in Florida face numerous challenges including low test scores, and high dropout rates, and are typically several years behind their peers when compared to other states. The purpose of this quantitative quasi-experimental ex-post-facto study was to compare the differences between ACCESS 2.0 scores of high school ELs in…

One of the most interesting studies on the role of L1 and contrastive analysis in vocabulary teaching is by Laufer and Girsai (2008). However, due to some methodological issues, their research findings are open to criticism and controversy. The current study aimed to replicate the research with a more rigorous design to re-investigate the…

Despite growing interest in the studies on Zone of Proximal Development (ZPD), its operation in the forms of individualized and group-wide has been controversial. To cast some empirical light on the issue, this study was designed to study the applicability of the two scenarios of ZPD-based instructions to the writing accuracy of two levels of…

This quasi-experimental study, using a pretest-treatment-posttest-delayed posttest design, investigated the effects of two comprehensive corrective feedback strategies: direct corrective feedback (DCF), and metalinguistic explanation (ME) on L2 learners' written syntactic accuracy. The participants were 90 Turkish EFL learners. After ensuring…

The instruction of metadiscourse markers to L2 writers has been recommended by some scholars to assist them in employing a certain tone in persuading readers. Nonetheless, there is a dearth of research investigating the effect of process-based instruction on hedging and boosting devices to L2 learners. To fill this gap, the present study aimed at…

This research study aims at replacing monoglossic approaches with a stego-translanguaging pedagogy (i.e., the indirect use of the mother tongue to enhance the target language perception and acquisition). To solve the problematic constant decline in the learners' reading and writing IELTS scores in Port Said Language Center and to check the…

This study investigated the effects of strategic planning and task structure (personal, narrative, and decision-making tasks) on L2 writing outcomes. One hundred and twenty intermediate English as a foreign language learners were randomly divided into strategic-planning and no-planning-time groups. The strategic-planning group performed the three…