Publication Date
In 2024 | 0 |
Since 2023 | 8 |
Since 2020 (last 5 years) | 35 |
Since 2015 (last 10 years) | 55 |
Since 2005 (last 20 years) | 78 |
Descriptor
Source
TESL-EJ | 84 |
Author
Publication Type
Journal Articles | 84 |
Reports - Research | 77 |
Tests/Questionnaires | 29 |
Reports - Evaluative | 6 |
Information Analyses | 2 |
Reports - Descriptive | 1 |
Education Level
Higher Education | 41 |
Postsecondary Education | 35 |
Secondary Education | 11 |
Elementary Education | 6 |
Adult Education | 4 |
High Schools | 3 |
Junior High Schools | 3 |
Middle Schools | 3 |
Elementary Secondary Education | 1 |
Grade 8 | 1 |
Audience
Location
Japan | 13 |
Iran | 10 |
Taiwan | 4 |
Turkey | 4 |
Australia | 2 |
Canada | 2 |
China | 2 |
China (Beijing) | 2 |
Europe | 2 |
Indonesia | 2 |
Spain | 2 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
Test of English as a Foreign… | 4 |
Michigan Test of English… | 3 |
Test of English for… | 2 |
English Proficiency Test | 1 |
Foreign Language Classroom… | 1 |
International English… | 1 |
SAT (College Admission Test) | 1 |
What Works Clearinghouse Rating
Pouresmaeil, Amin; Gholami, Javad – TESL-EJ, 2023
Previous studies on lexical focus on form (FonF) have mostly centred on FonF in reading with a few pre-selected lexical items. This study investigated the contribution of oral incidental FonF to developing learners' lexical knowledge in a free discussion EFL class. Incidental FonF was provided to 15 upper-intermediate learners who participated in…
Descriptors: Grammar, Vocabulary Development, English (Second Language), Second Language Learning
Casinto, Carlo Domingo – TESL-EJ, 2023
Although studies on peer feedback have identified several advantages for second language writing classes, the benefits of peer feedback to low-proficiency students have not been thoroughly investigated. This current study aims to determine how low-proficiency second-language students of English can improve their writing by giving and receiving…
Descriptors: Scaffolding (Teaching Technique), Peer Evaluation, Feedback (Response), Second Language Learning
Kazemian-Sana'ati, Mohammad; Khodareza, Mohammad Reza; Khonamri, Fatemeh; Rahimy, Ramin – TESL-EJ, 2023
Intercultural Competence Assessment (ICA) has recently become a central issue in applied linguistics in general, and language testing and assessment in particular. The present paper aims to investigate the difference between native and non-native assessment experts' beliefs about incorporating ICA in the Language Proficiency Assessment (LPA).…
Descriptors: English (Second Language), Cultural Awareness, Language Proficiency, Language Tests
Machata, Marianna – TESL-EJ, 2023
The paper investigates a Hungarian-English bilingual child's Sarah's second language acquisition (SLA) with a special focus on how she integrated English (L2) into her speech to convey the intended meaning and negotiate the multiple identities she developed in her bilingualism in various social contexts. An ethnographic single-case study research…
Descriptors: Case Studies, Hungarian, Ethnography, Bilingualism
Estaji, Masoomeh; Banitalebi, Zahra – TESL-EJ, 2023
Despite a large number of studies on teachers' assessment literacy (AL) and the increasing interest in digital assessment, there is a paucity of research on teachers' AL in digital environments (TALiDE). To bridge this gap, the current study explored the effects of the COVID-19 pandemic on TALiDE, the roles, and competencies underlying TALiDE, and…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
Li, Li – TESL-EJ, 2023
Teacher cognition has been an important agenda of language teacher education in recent decades, and it has advanced the field's understanding of L2 teachers' work. Thus far, language teacher cognition has been understood from different epistemological perspectives and researched with different methodological approaches. Given that teacher…
Descriptors: Schemata (Cognition), Language Teachers, Second Language Learning, Second Language Instruction
Rintaro Sato – TESL-EJ, 2023
Maximizing English as a foreign language (EFL) students' use of their second language (L2), minimizing native language (L1) can help them to develop L2 proficiency. In the monolingual approach, the exclusion of L1 is preferred. However, students' use of their first language (L1) in code-switching or translanguaging can be advantageous. This study…
Descriptors: Foreign Countries, Code Switching (Language), English (Second Language), Second Language Learning
Kadidja Koné – TESL-EJ, 2023
While reading circles have been utilized to promote extensive reading in many educational settings, studies on higher levels of reading engagement in under-researched, English-as-a-foreign-language contexts are still in their infancy. Therefore, the current study examines the factors that increase learners' levels of engagement in extensive…
Descriptors: Reading Instruction, English (Second Language), Second Language Learning, Second Language Instruction
Delicado-Puerto, Gemma; Alonso-Díaz, Laura; Fielden Burns, Laura V. – TESL-EJ, 2022
How to better prepare future bilingual teachers for foreign language learning classrooms and their challenges is a key consideration in education, a concern echoed across the world as such programmes, where curricular content is taught in a foreign language, grow in popularity. This article presents student profiles and satisfaction for the first…
Descriptors: Bilingual Teachers, Teacher Education Programs, Student Attitudes, Preservice Teachers
Lie, Anita; Tamah, Siti Mina; Gozali, Imelda – TESL-EJ, 2022
In 2018 the Indonesian Ministry of Education established a teacher certification program via a blended learning platform in partnership with teacher colleges. The program engages teacher-participants in online learning, face-to-face workshops on a designated campus, classroom action research and teaching practices. This study aims at exploring the…
Descriptors: Foreign Countries, English (Second Language), Language Proficiency, Language of Instruction
Nagao, Akiko – TESL-EJ, 2022
This mixed-methods study explored the effects of employing a genre-based approach (GBA) to descriptive report writing on the understanding of text structure and ideational, interpersonal and textual meanings among Japanese university students of English as a Foreign Language (EFL) over a 15-week course divided into three units. Applied within a…
Descriptors: Writing Instruction, Literary Genres, English (Second Language), Second Language Learning
Asquith, Steven – TESL-EJ, 2022
Although an accurate measure of vocabulary size is integral to understanding the proficiency of language learners, the validity of multiple-choice (M/C) vocabulary tests to determine this has been questioned due to users guessing correct answers which inflates scores. In this paper the nature of guessing and partial knowledge used when taking the…
Descriptors: Guessing (Tests), English (Second Language), Second Language Learning, Language Tests
Savski, Kristof; Prabjandee, Denchai – TESL-EJ, 2022
Since it was first published by the Council of Europe in 2001, the Common European Framework of Reference for Languages (CEFR) has become one of the most widely referenced documents in language education, particularly in English language teaching and assessment (Savski, in press). The recently released CEFR Companion Volume (2020), with its new…
Descriptors: Guidelines, Language Variation, English (Second Language), Second Language Learning
Bal, Nur Gedik – TESL-EJ, 2022
The ability to adapt and thrive in an unfamiliar cultural context is incrementally becoming vital. Therefore, universities aim to create an environment to enhance students' cultural intelligence (CQ). This study aimed to detect English as a foreign language (EFL) learners' CQ in a state university in Turkey and discern their strengths and…
Descriptors: Cultural Awareness, English Language Learners, Intercultural Communication, Student Attitudes
Couper, Graeme – TESL-EJ, 2022
Research has demonstrated that pronunciation teaching can be effective, but there have been very few classroom-based studies that have focused on the perception aspect of pronunciation. This article explains the theory and practical application of a conceptual approach and reports on its impact on perception of English word stress. The…
Descriptors: Teaching Methods, Pronunciation, Pronunciation Instruction, Phonology