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Liu, Kristin K.; Thurlow, Martha L.; Peterson, Darrell H. – Journal of Special Education Leadership, 2022
This article addresses the inclusion of English learners with disabilities, including those with significant cognitive disabilities, in state and district assessments. The authors provide background information on who these students are and the relationship between academic English language development, content learning, and assessment. The…
Descriptors: Students with Disabilities, English Language Learners, Student Evaluation, Educational Assessment
Phetsut, Piyaporn; Waemusa, Zainee – International Journal of Technology in Education, 2022
With the rapid growth of digital technology, mobile phones are widely used for EFL teaching and learning. However, little is known about the effectiveness of integrating a mobile application into EFL classrooms to improve oral accuracy in Thai school contexts. An instructional intervention grounded with Mobile Assisted Language Learning (MALL) and…
Descriptors: Telecommunications, Handheld Devices, Computer Assisted Instruction, Pretests Posttests
Mailybayeva, Zhazira S.; Kurmanbayev, Miras R.; Yermentayeva, Ardakh R. – Cypriot Journal of Educational Sciences, 2022
The purpose of this research is to get the opinions of future experts and primary schoolteacher candidates on the use of group psychological and pedagogical technologies for the development of narrative skills. This research was created by using the qualitative research method. The participant group of the research consisted of 80 teacher…
Descriptors: Elementary School Teachers, Preservice Teachers, Student Attitudes, Skill Development
Heller, Mia C.; Grøver, Vibeke – International Journal of Early Years Education, 2022
Despite huge investments in interventions designed to support oral language skills in early childhood and beyond, many of the interventions fail to identify impacts on children's language learning. Programmes may have limited impact because they do not sufficiently succeed in supporting teachers' instructional talk, and thus, more efficiently…
Descriptors: Intervention, Teacher Student Relationship, Second Language Learning, Second Language Instruction
Ariamanesh, Ali A.; Barati, Hossein; Youhanaee, Manijeh – International TESOL Journal, 2022
The present study investigated the speaking module of TOEFL iBT with an emphasis on the dichotomy of independent and integrated tasks. The potential differences between the two speaking conditions were intended to be explored based on the oral performance elicited from a group of Iranian test takers. To collect the required data, a simulated…
Descriptors: Second Language Learning, English (Second Language), Language Tests, Computer Assisted Testing
Halenko, Nicola; Economidou-Kogetsidis, Maria – Language Learning Journal, 2022
Studies that have measured pragmatic fluency in the form of planning time and speech rate, as indicators of processing ability, have confirmed that learners' processing ability and pragmatic knowledge are independent from each other. The present study is a longitudinal, developmental investigation which investigates whether the study abroad stay…
Descriptors: Japanese, Pragmatics, Language Fluency, Study Abroad
Kodama-Dodge, Denise – ProQuest LLC, 2022
Purpose: The purpose of this quantitative, causal-comparative study was to determine whether English learners who participated in transitional kindergarten perform equally or better than English learners who did not participate in transitional kindergarten in the areas of oral language, written language, and overall language as measured by the…
Descriptors: Grade 1, Kindergarten, Language Proficiency, Oral Language
Explicit Instruction through Task Repetition: Effects on Explicit and Implicit Knowledge Development
Khezrlou, Sima – Language Awareness, 2021
The present study explored the effect of task repetition with and without explicit instruction on EFL learners' (n = 26) explicit and implicit English regular past tense structure development. One group (REP) repeated the same task (n = 12) while another group (EI + REP) received explicit instruction between performances of the same task (n = 14).…
Descriptors: Teaching Methods, Second Language Learning, Second Language Instruction, Oral Language
Bergman Deitcher, Deborah; Aram, Dorit; Goldberg, Adva – Journal of Early Childhood Literacy, 2021
This study examined the nature of parents' shared reading with their preschoolers between and across two different alphabet trade books. The "busy" book contains more sentences and words per page, more complex illustrations per page, and the target letter takes up less of the page and appears in the same colour as the text. The…
Descriptors: Books, Preschool Children, Parent Child Relationship, Alphabets
Mendoza, Manuel; Beltran-Navarro, Beatriz; Matute, Esmeralda; Rosselli, Monica – Journal of Speech, Language, and Hearing Research, 2021
Purpose: The aim of the present cross-sectional study was to determine the effects of age, sex, and maternal education of monolingual Spanish-speaking preschoolers on both macrostructural (oral narrative quality) and microstructural measures (number of different words, communication units, mean length of utterance in both words and morphemes, and…
Descriptors: Age Differences, Gender Differences, Parent Background, Mothers
Ghasemi, Ali Asghar; Mozaheb, Mohammad Amin – MEXTESOL Journal, 2021
This research explores the role of concept mapping and speech repetition in developing EFL learners' oral fluency. Eighty language learners, after passing an in-house placement test, were randomly assigned into two equal experimental groups. The data analyses demonstrated that both groups' oral fluency significantly improved when they were trained…
Descriptors: Teaching Methods, Oral Language, Language Fluency, Student Placement
Quaid, Ethan; Barrett, Alex – Language Education & Assessment, 2021
Research examining test taker fluency in simulated and face-to-face oral proficiency interview performances has primarily focused on quantitative spoken utterance fluency data alone, with further qualitative investigation of test taker processing fluency's effect being neglected. This study compared four test takers' spoken utterance and…
Descriptors: Speech Communication, Oral Language, Language Proficiency, Comparative Analysis
Cribb, V. Michael; Wang, Xuemei – Language Learning Journal, 2021
When students of English deliver oral presentations at university on academic topics, there is often a dilemma as to whether to incorporate academic vocabulary into their monologues or not. Academic vocabulary can help students to present their ideas concisely and be a 'badge of identity' to the academic community. However, acquiring a productive…
Descriptors: Oral Language, Academic Language, Second Language Learning, Second Language Instruction
Jiang, Michael Yi-Chao; Jong, Morris Siu-Yung; Lau, Wilfred Wing-Fat; Chai, Ching-Sing; Wu, Na – Australasian Journal of Educational Technology, 2021
The present study examined the effects of using automatic speech recognition (ASR) technology on oral complexity in a flipped English as a Foreign Language (EFL) course. A total of 160 undergraduates were enrolled in a 14-week quasi-experiment. The experimental group (EG) and the control group (CG) were taught with a flipped approach, but the EG…
Descriptors: Speech Communication, Flipped Classroom, Teaching Methods, Oral Language
Hazar, Esin – African Educational Research Journal, 2021
Despite the ongoing attempts in Turkey to teach the English language to Turkish citizens so that they can communicate effectively in global contexts, the results reached are much lower than desired. To determine where the mistakes originate, different policies have been followed, course hours and instructional strategies have undergone constant…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Educational Policy