Focus on form
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Focus on form: A critical review Open
‘Focus on form’ (FonF) is a central construct in task-based language teaching. The term was first introduced by Michael Long to refer to an approach where learners’ attention is attracted to linguistic forms as they engage in the performan…
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Position paper: Moving task-based language teaching forward Open
The advocacy of task-based language teaching (TBLT) has met with resistance. The critiques of TBLT and the misconceptions that underlie them have already been addressed in Ellis (2009) and Long (2016). The purpose of this article is to mov…
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Towards a modular language curriculum for using tasks Open
Task-based language teaching (TBLT) and task-supported language teaching (TSLT) are often seen as incompatible as they draw on different theories of language learning and language teaching. The position adopted in this article, however, is…
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Child learners’ reflections about EFL grammar in a collaborative writing task: when form is not at odds with communication Open
[EN] Collaborative writing tasks have been claimed to offer language learning opportunities because they implicitly draw learners’ attention to form. Nevertheless, their efficacy has been claimed to be moderated by proficiency, as low prof…
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Learning Vocabulary Through Listening: The Role of Vocabulary Knowledge and Listening Proficiency Open
This study explored the impact of preexisting vocabulary knowledge (PVK) and listening proficiency on the vocabulary learning through listening of 137 Chinese learners of English, when provided with three types of oral vocabulary explanati…
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Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter? Open
This study takes a dynamic approach to investigating engagement, examining fluctuations in cognitive-affective variables at regular time intervals during online collaborative second language (L2) writing tasks. Using online conference soft…
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A Sociocultural Perspective on English-as-a-Foreign-Language (EFL) Teachers’ Cognitions About Form-Focused Instruction Open
There has been much research into teacher beliefs about teaching and learning as seen in the general teacher education literature. In the field of language teacher education, this line of research has been evolving, with the recent trend b…
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Focus on language versus content in the pre-task: Effects of guided peer-video model observations on task performance Open
The present experimental study examined whether a different focus during a pre-task planning observation task affects learners’ subsequent oral task performance. Forty-eight ninth-grade students learning German as a foreign language were r…
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Language-related episodes and learner proficiency during collaborative dialogue in CLIL Open
Research on form focused instruction has provided support for the use of collaborative tasks in which learners focus their attention on formal aspects of language and consciously reflect on their own language use (i.e. produce language-rel…
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Grammar instruction in the Hispanic area: The case of Spain with attention to empirical studies on metalinguistic activity Open
Grammar instruction is an unresolved issue in the Hispanic area, having long been approached from within the disjunction between rhetoric (teaching how to use language, especially writing) and grammar (teaching the grammar content). Over t…
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Child EFL grammar learning through a collaborative writing task Open
The present study analyzed the effects of completing a dictogloss task on the development of English grammar (3rd person singular -s and articles) in a foreign language primary school context. Fifty 11–12 year-old elementary EFL Spanish le…
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“Words are picked up along the way” – Swedish EFL teachers’ conceptualizations of vocabulary knowledge and learning Open
Vocabulary is a core feature of language proficiency, requiring explicit attention in the language classroom. As teachers’ conceptualizations influence their teaching, their understanding of vocabulary deserves closer attention. Yet, few t…
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Focus on form in task-based L2 oral computer-mediated communication Open
This study has a twofold goal: to investigate whether task type has an effect on the number, focus, and outcome of language-related episodes (LREs) and to determine whether that effect is the same for video SCMC (VidSCMC) and audio SCMC (A…
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Task-based language teaching for beginner-level young learners Open
The purpose of this article is to discuss how task-based language teaching (TBLT) can work with beginner-level learners by using input-based tasks. It begins by dismissing a common critique of TBLT, namely that learners need to be taught s…
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Understanding Novice and Experienced Teachers’ Cognitions and Practices for Sustainable Teacher Development: The Case of Form-Focused Instruction in English Language Teaching Open
Framed in Complexity Theory, this paper presents a multi-case study of Chinese university English teachers’ cognitions and practices about form-focused instruction in English language teaching. Four teachers, including two novice teachers …
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Grammatical meaning and the second language classroom: Introduction Open
This special issue assembles empirical work on second language teaching and learning from a generative linguistic perspective. The focus is on properties that constitute grammar–meaning interaction that differ in the native and target lang…
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Automated Error Detection for Developing Grammar Proficiency of ESL Learners Open
Thanks to natural language processing technologies, computer programs are actively being used not only for holistic scoring, but also for formative evaluation of writing. CyWrite is one such program that is under development. The program i…
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EFL Learners’ Problems in Using Tenses: An Insight for Grammar Teaching Open
The primary goal of learning a foreign language is to be able to communicate in the language, both in spoken and written form. This is also the case for Indonesian learners especially learners of English Language Education Program in ULM w…
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Interaction, noticing and second language acquisition : an examination of learners' noticing of recasts in task-based interaction Open
This dissertation concerns learners' perception and use of implicit feedback in the context of interaction. Recent studies have provided empirical evidence for the positive effects of interaction on second language development, however the…
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Challenges in the Implementation of CLIL in Higher Education: From ESP to CLIL in the Tourism Classroom Open
Content and Language Integrated Learning (CLIL) has often been touted as an effective means of enhancing the language proficiency gains among its learners due to its focus on content over form and higher cognitive demand. However, cautions…
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Perfective -le Use and Consciousness-Raising among Beginner-Level Chinese Learners Open
Within the framework of explicit learning and consciousness-raising, this study investigates patterns in the use of -le in authentic classroom tasks by beginner-level learners of Chinese as a foreign language (CFL). It also explores the ro…
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EFL LEARNERS' DIFFICULTIES IN THE STRUCTURE AND WRITTEN EXPRESSION SECTION OF TOEFL TEST IN AN INDONESIAN UNIVERSITY Open
This study examined the English for Foreign Language (EFL) learners' difficult topics in the structure and written expression section of the TOEFL Prediction Test, and reasons why they consider that these topics were difficult. The mixed-m…
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Form-Focused Instruction in the Heritage Language Classroom: Toward Research-Informed Heritage Language Pedagogy Open
In the context of adult second language teaching, heritage language speakers have been recognized as a special group of language learners, whose experience with their home language, as well as their motivations for (re)learning it, differ …
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Problematising Written Corrective Feedback: A Global Englishes Perspective Open
In English as an additional language writing, error correction or error feedback is most commonly referred to as ‘written corrective feedback (WCF)’. The emphasis on ‘correctness’ in ‘WCF’ suggests native-speakerist standards or norms, whi…
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Grammar exercises in Dutch, Finnish and global textbooks for teaching German as a foreign language Open
In foreign language (FL) teaching and learning, a substantial amount of content is provided in grammar exercises supplied by textbooks. The main focus of this study concerns the selection of grammar exercise types in FL textbook series. In…
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Learner spoken output and teacher response in second versus foreign language classrooms Open
It is commonly agreed that learner target language output and spoken interaction are essential to communicative language learning. This video-based classroom observation study of five lower secondary schools in Norway investigated how seco…
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Effect of Focus on Form on Vocabulary Acquisition in Computer-Assisted Learning Open
This study analyzes the impact of focus on form on task-based contextual word acquisition to inform EFL vocabulary learning in a computer-assisted learning environment, with the goal of gaining a better understanding of the cognitive proce…
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How to Teach Grammar to Adult ESP Learners at Technical University More Communicatively: Task-Based Approach Open
The article is devoted to comparison of the effectiveness of grammar acquisition by adult learners in two types of instruction – based on the traditional PPP (Presentation, Practice, Production) approach and TBL (Task-Based Learning) appro…
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The Effect of Dynamic Assessment on L2 Grammar Acquisition by Iranian EFL Learners Open
This study investigated the effect of dynamic Assessment (DA) on the acquisition of L2 grammar by EFL learners. The focus was on teaching Conditional Type II, or Unreal Conditional, which is a difficult structure for language learners to a…
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The effects of explicit pronunciation instruction on the comprehensibility and intelligibility of Tunisian EFL learners Open
Pronunciation instruction had often been neglected in English as a Foreign Language (EFL) classes because it was generally associated with the mechanical drills reminiscent of the Audiolingual method and because it was considered to be inc…