The present study sets out to measure Turkish EFL learners' receptive affix knowledge and productive derivative vocabulary knowledge. More specifically, the extent to which Turkish EFL learners recognize written form of affixes, know the meaning of affixes and determine the part of speech of the derivatives produced by means of affixes and how…

Feedback is necessary for English language Teaching (ELT) students due to their difficulties while writing theses. Presently, limited research has been conducted on students' preferences and perspectives regarding feedback received on the thesis. Many undergraduates extend or discontinue their four-year studies due to thesis advisers'…

This study reexamines various foreign language anxiety (FLA) predictors that may be applicable to the Southeast Asian and Thai contexts beyond the dimensions initially validated by Horwitz et al. (1986) and Cheng (2004). This study explores two frameworks, namely, the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) that…

Many studies acknowledge that English proficiency contributes to academic performance, eventually affecting one's career. This study, therefore, aimed to investigate whether English proficiency (EPT) could predict students' academic performance at a state Islamic university in Indonesia. A quantitative approach was used, in which the data of…

Self-assessment is an alternative assessment that can assess one's language ability, and it has been widely used, especially in classroom contexts. However, recent research has suggested different results regarding the correlation between student self-assessment and language performance. The accuracy of student assessment depends on various…

The purpose of this study was to explore the development of students' engagement in oral interactions using conversation analysis (CA, hereafter) tools. A qualitative design of a CA approach was used to understand the role of conversation analysis. Here, CA was used both as a data gathering tool and an analysis technique. Oral tasks were provided…

This quasi-experimental research used a two-group pretest-posttest design to compare the grammar ability between one group of students taught with an inductive approach and another group taught with a deductive approach through a flipped classroom. The study participants were Thai university students majoring in English. After the implementation,…

This study aimed to (1) investigate students' mindsets before and after the growth mindset is instilled on them, (2) examine effects of growth mindset-based instruction on students' English learning behaviors, (3) explore effectiveness of growth mindset-based instruction on students' oral communication learning achievement, and (4) investigate…

This study investigated the effects of two types of classroom instructions on EFL learners' oral proficiency by implementing teachers' judgment. Two intact classes of EFL university students studied a compulsory subject of their department under two different types of classroom instruction. The first group of students was trained with explicit…

The objective of this study was to investigate the influence of the popular Duolingo App on learning English in Thailand. Parts of the Duolingo English course for Thai speakers were used in a classroom-based intervention with two sections of English for Professional Purposes courses at a Thai university (n = 128). The students were split into two…

Differential rater severity (DRS), one prevalent case of differential rater functioning (aka rater bias or rater interaction) effects, manifests itself when a rater assigns unusually severe or lenient ratings, threatening the validity and fairness of rater-mediated assessment. Building on a many-facets Rasch measurement (MFRM) approach, this study…

This study was motivated by Skehan's (1996, 1998) hypothesis about the potential of post-task anticipation to direct learners' attention towards form and previous online L2 collaborative writing research that found prioritization of meaning in this context. It investigated the effects of post-task anticipation on text length, accuracy and…

This article reports on a single case study investigating the adoption of reading portfolio and video-mediated reflection tasks so as to promote Indonesian university students' engagement in dialogic reading. Nested in a classroom ethnography design, data were collected through multiple interviews, teaching journals, and students'…

This quasi-experimental quantitative study investigated the effects of different formats of multimediaenhanced instruction on knowledge gain and retention of second language learners. The study focused specifically on assessing Mayer's redundancy principle. Second language learners were randomly assigned into two groups and were presented with two…

This study probed EFL learners' negotiation of meaning and negotiation strategy in two unfocused and two focused tasks using a counterbalanced design. Each of the focused/unfocused tasks included one opinion-exchange and decision-making task type, which resulted in four particular task conditions. To this end, 36 Iranian intermediate EFL learners…