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Showing 1 to 15 of 47 results Save | Export
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Gass, Susan; Juffs, Alan; Starfield, Sue; Hyland, Ken – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2018
The focus in this article is on research in language centers. Four center directors provide examples of the place of research in language centers and focus on how teachers and researchers work together to facilitate large action research projects. The first section describes a survey of instructors in U.S.-based intensive English programs (IEPs).…
Descriptors: Intensive Language Courses, English (Second Language), Second Language Learning, Second Language Instruction
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Ahern, Jeri; Litt, Eve Nora – CATESOL Journal, 2018
The Test of English as a Foreign Language (TOEFL) is the standard in the college admissions process, leading to the inclusion of preparation classes in Intensive English Program (IEP) curricula. But does preparing for the TOEFL in isolation yield optimal results for IEP college hopefuls? In this article, we will share information about the…
Descriptors: Language Tests, English (Second Language), Second Language Learning, Intensive Language Courses
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Shin, Sun-Young; Lidster, Ryan – Language Testing, 2017
In language programs, it is crucial to place incoming students into appropriate levels to ensure that course curriculum and materials are well targeted to their learning needs. Deciding how and where to set cutscores on placement tests is thus of central importance to programs, but previous studies in educational measurement disagree as to which…
Descriptors: Language Tests, English (Second Language), Standard Setting (Scoring), Student Placement
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Freyn, Amy L. – Journal of Education and Practice, 2017
This article illustrates one professor's experiment with using Snapchat in a university EFL classroom. Snapchat has become impossible to ignore and this study proves that it can be beneficial to students. This study shows how the use of Snapchat can engage students and encourage them to practice English outside the classroom.
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Telecommunications
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Karakoç, Dilek; Köse, Gül Durmusoglu – Journal of Language and Linguistic Studies, 2017
This study is an attempt to clarify the incremental and multidimensional nature of foreign language vocabulary development and its relation to the participants' reading and writing performances and general language ability of English as a foreign language (EFL). With this principle aim, the current study investigated the relationship between…
Descriptors: Vocabulary, English (Second Language), Second Language Learning, Language Proficiency
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Matsumoto, Yumi; Dobs, Abby Mueller – Language Learning, 2017
This study investigated the functions of gesture in teaching and learning grammar in the context of second language (L2) classroom interactions. The data consisted of video-recorded interactions from a beginner- and an advanced-level grammar classroom in an intensive English program at a U.S. university. The sequences of talk-in-interaction…
Descriptors: English Language Learners, Second Language Instruction, Grammar, Nonverbal Communication
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Kamiya, Nobuhiro – TESOL Journal, 2016
This study focuses on four teachers teaching a speaking and listening class at an intensive English program in the United States who read three academic articles on oral corrective feedback (CF). The researcher investigated their stated beliefs and classroom practices of CF as well as their responses to the readings through three classroom…
Descriptors: Academic Discourse, Oral Language, English (Second Language), Second Language Learning
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Wang, Weiqing; Loewen, Shawn – Language Teaching Research, 2016
Nonverbal behavior is an area of recent interest in second language acquisition (SLA). Some researchers have found that teachers' nonverbal behavior plays a role in second language (L2) learners' learning. Furthermore, corrective feedback during L2 interaction can also be facilitative of L2 development; however, little is known about how nonverbal…
Descriptors: Nonverbal Communication, English (Second Language), Second Language Learning, Feedback (Response)
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Ernst, Beth Kozbial; Wonder, Kelly; Adler, Julie – TESOL Journal, 2016
Integrating English language learners into the academic mainstream is a critically important goal. For students who are learning content in their second or third language as well as negotiating the university's social context, integrating into the mainstream academic environment can be challenging. Instructors at a public university intensive…
Descriptors: English (Second Language), Second Language Learning, Intensive Language Courses, College Freshmen
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Miano, Alice A.; Bernhardt, Elizabeth B.; Brates, Vivian – Foreign Language Annals, 2016
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…
Descriptors: Postsecondary Education, Immersion Programs, Spanish, Service Learning
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Ibrahim, Engku Haliza Engku; Sarudin, Isarji; Muhamad, Ainon Jariah – English Language Teaching, 2016
There are many factors that contribute to one's ability to read effectively. Vocabulary size is one important factor that enhances reading comprehension. The purpose of the study is to examine the relationship between students' reading comprehension skills and their vocabulary size. A total of 129 pre-university students undergoing an intensive…
Descriptors: Correlation, Reading Comprehension, Vocabulary Development, Scores
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Edwards, Emily; Burns, Anne – Innovation in Language Learning and Teaching, 2016
Language teachers constantly create, adapt and evaluate classroom materials to develop new curricula and meet their learners' needs. It has long been argued (e.g. by Stenhouse, L. [1975]. "An Introduction to Curriculum Research and Development." London: Heinemann) that teachers themselves, as opposed to managers or course book writers,…
Descriptors: Action Research, Material Development, Foreign Countries, Language Teachers
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Khan, Muhammad Saleem – English Language Teaching, 2016
This paper strives to explore the impact of Native Language use on Foreign Language vocabulary learning on the basis of empirical and available data. The study is carried out with special reference to the English Language Programme students in Buraydah Community College, Qassim University, Saudi Arabia. The Native Language of these students is…
Descriptors: Native Language, Language Usage, English (Second Language), Second Language Learning
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Shin, Sun-Young; Lidster, Ryan; Sabraw, Stacy; Yeager, Rebecca – Language Teaching Research, 2016
Collaborative text reconstruction tasks such as dictogloss have been suggested as effective second language (L2) learning tasks that promote meaningful interaction between learners and their awareness of L2 target grammatical structures. However, it should be noted that the effect of pair interaction on the final product may differ depending on…
Descriptors: Language Proficiency, Second Language Learning, Task Analysis, Teaching Methods
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Benson, Susan D. – Language Teaching Research, 2016
Since the 1980s, task-based language teaching (TBLT) has enjoyed considerable interest from researchers of second language acquisition (SLA), resulting in a growing body of empirical evidence to support how and to what extent this approach can promote language learning. Although transferability and generalizability are critical assumptions for…
Descriptors: Task Analysis, Second Language Learning, Second Language Instruction, Multivariate Analysis
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