This study attempts to replicate Pawlak's (2018) Grammar Learning Strategy Inventory (GLSI). It explores the use of GLSI by Saudi students of English as a Foreign Language (EFL) in their college preparation year. The re-emergence of GLSI after a long period of neglect is a significant development in Language Learning Strategies. Consequently, due…

The present qualitative case study investigated the beliefs and practices of six English language teachers in secondary schools in Oman about grammar instruction. To improve EFL education in Omani schools, the study sought to determine whether teachers' beliefs and their grammar teaching practices were congruent. The study collected the data…

Over past decades, there has been a paradigm shift in WL instruction, moving away from traditional, grammar-based programs and toward instruction that promotes student proficiency in the target language. Despite this growing attention to proficiency-based instruction, few studies have investigated the relationship between proficiency-based…

This study determined the effectiveness of the innovations, interventions and strategies through Flexy Supplementary PGF Teaching and Learning Development Sheets in times of pandemic along with pronunciation, grammar and fluency. The subjects were 30 STEM students experimentally studied using validated written-administered language proficiency…

The recent results of the Education First English Proficiency Index (EF EPI) showed that the country placed seven spots lower compared to the past ranking. The purpose of this study is to determine the level of competence of students in grammar and academic writing and to find out if a significant relationship existed between the variables. This…

It is increasingly recognised that language teachers' self-efficacy (LTSE) beliefs, i.e. their beliefs in their abilities to fulfil specific language teaching-related tasks that support learning, play a crucial role in filtering the way that their knowledge is transformed into action. Nevertheless, despite their importance, these beliefs remain…

Today, the Common European Framework of Reference (2009), and with it the action-based approach, underlies English Language Teaching (ELT) curricula throughout Europe. However, actual teaching practices are likely to vary according to factors such as the educational level and supra-national differences, including legal guidelines and the level of…

The main purpose of this study was to examine the effect of Peer Scaffolding on students' grammar proficiency development. The recently developed model under study--Peer scaffolding--is based on Vygotsky's and Leentevo's Scaffolding instruction. To put the model into practice an intervention program was designed and implemented. The program had…

The present exploratory study investigated the efficacy of secondary face-to-face classroom-based English as a Foreign Language (EFL) instruction digitally supported by the FeedBook, an interactive computer assisted language learning web-based suite of exercises providing item-level scaffolded feedback. Seventy-seven native (L1) German…

The effects of Content and Language Integrated Learning (CLIL) on students' foreign language skill development have been overestimated by previous studies, as most studies needed to have considered selection and preparation effects appropriately. We used complete survey data from a 1996-2003 cohort to investigate English skill development of N =…

The present study investigates the effects of extensive reading on developing the language knowledge and reading abilities of high school learners of English as a foreign language (EFL) over the course of one school year. Participants were divided into control (n = 205) and experimental groups (n = 200), with the former receiving regular grammar…

High school students' beliefs toward their abilities could be fixed or malleable, and mindset may differ between boys and girls. The aim of this article is three-fold: to examine the beliefs of students as to whether their abilities are fixed or malleable in the context of English language learning, to know if mindsets of boys and girls are…

Written Corrective Feedback (WCF) is used extensively in second-language (L2) writing classrooms despite controversy over its effectiveness. This study examines indirect WCF, an instructional procedure that flags L2 students' errors with editing symbols that guide their corrections. WCF practitioners assume that this guidance will lead to…

In response to the recent sharp increase of L2 students in Reykjavik schools, allocation criteria for special L2 services were adopted that were based on length of residence and on whether children's home language was tonal or not tonal. This study set out to evaluate the appropriateness of these criteria, and to replicate previous findings of a…

Speaking proficiency has special value anywhere in the world. It needs to be possessed by every individual to bring change to society. This clenches the amplified direction of the current study, where its primary objective is to assess the speaking skills of the SHS-HUMMS students of the DNHS. This study envisioned identifying the speaking factors…