This study investigated the relationship between second language (L2) listening and a range of task and listener characteristics. More specifically, for a group of 93 nonnative English speakers, the researchers examined the extent to which linguistic complexity of the listening task input and response, and speed and explicitness of the input, were…

The goal of this study was to determine whether learner beliefs regarding corrective feedback mediate what is noticed and learned in the language classroom. The participants were four groups of high-beginner college-level francophone English as a second language learners and their teachers. Each teacher was assigned to a treatment condition that…

Few studies have investigated the impact of English language programs on second language (L2) students studying in Canadian universities (Cheng & Fox, 2008; Fox, 2005, 2009). This article reports on questionnaire responses of 641 L2 students studying in 36 English language programs in 26 Canadian universities. The researchers identified…

This study examined test-takers' motivation, test anxiety, and test performance across a range of social and educational contexts in three high-stakes language tests: the Canadian Academic English Language (CAEL) Assessment in Canada, the College English Test (CET) in the People's Republic of China, and the General English Proficiency…

This study aims to investigate the effect of experience abroad and second language proficiency on foreign language classroom anxiety. Particularly, this study is an attempt to fill the gap in the literature about the affective outcomes after experiences abroad through the anxiety profiles of Korean learners of English as a foreign language (EFL)…

The importance of statistical knowledge in applied linguistics and second language acquisition (SLA) research has been emphasized in recent publications. However, the last investigation of the statistical literacy of applied linguists occurred more than 25 years ago (Lazaraton, Riggenbach, & Ediger, 1987). The current study undertook a partial…

Autonomous learning and effective self-regulatory strategies are increasingly important in foreign language learning; without these, students might not be able to exploit learning opportunities outside language classrooms. This study investigated the influence of motivational factors and self-regulatory strategies on autonomous learning behavior.…

Using research data on teacher codeswitching in South Korea, this article investigates the attitudes and perceptions among Korean learners of English as a foreign language towards English-only instruction as opposed to instruction which contains some switching to the learners' first language. The study was in part operationalized by exploring…

This mixed methods study adds to a growing international literature on the nature of language teachers' engagement with and in research by examining such engagement in the context of college English teaching in China. Questionnaire responses from 725 college English teachers and interviews with 20 of these teachers indicate that, although they…

Foreign language anxiety (FLA) has been found to exist in all of the cultures where it has been studied, yet the literature provides limited empirical evidence to indicate whether foreign language students and teachers, as the direct stakeholders in the phenomenon, are aware of it. This study investigated the extent to which foreign language…

This quasiexperimental study examined the effects of different focus-on-form techniques, and the durability of such effects, on adolescent beginners' acquisition of request supportive moves. Three treatments were implemented: (1) the incidental group was exposed to input and involved in meaningful output activities; (2) the implicit group was…

This study aims to investigate the effect of different types of glosses as well as no-gloss and glossed texts on L2 vocabulary learning. A total of 90 university students in Korea participated in this study. They were randomly divided into groups according to three different conditions: no gloss, L1 gloss, and L2 gloss. Students were first asked…

This study examined the teacher education of novice teachers of English to speakers of other languages (ESOL). A survey and follow-up interviews were employed to investigate novice teachers' perceptions about four aspects of their teacher preparation: (a) degree of preparedness to teach after graduating from a teaching English to speakers of other…

In this longitudinal study we investigated whether different distributions of instructional time would have differential effects on the acquisition of English by young (aged 11-12 years) French-speaking learners. Eleven classes of Grade 6 students (N = 230) in two versions of a similar intensive English as a second language program were followed…

This article reports on the causal relationships between three factors in second language (L2) group work settings: communication confidence (i.e., confidence in one's ability to communicate), beliefs about group work, and willingness to communicate (WTC). A questionnaire was administered to 729 first-year university students in Japan. A model…