This study investigates the impact of the Skills for Life Strategy (2001) on assessment practices in ESOL teaching in England, and whether these assessments resulted in any washback. In this qualitative study, the Henrichsen (1989) model of the diffusion of innovation acted as t…
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This study aims to explore the Task-Based Language Teaching (TBLT) training needs of female Arabic teachers within the Saudi Arabian higher educational context. The central focus is on teacher cognition in relation to TBLT implementation and professional development, with the pr…
The study investigates the most appropriate way to teach structural discourse markers (SDMs) and the effect of different treatments on their learning and acquisition. Discourse markers (DMs) play a vital role in spoken language (Carter & McCarthy, 2006). Schiffrin (1987) defined…
The present study examines and describes the use of vocabulary learning strategies (VLSs) used to learn L2 vocabulary, as reported by Najran University students in Saudi Arabia. It examines changes in learners' strategic behaviour when employing VLSs over time. It further invest…
The International English Language Testing System (IELTS) is the world’s leading high stakes test that assesses the English Language Proficiency of candidates who speak languages other than English and wish to gain entry into universities where English is the language of instruc…
In recent decades, a plethora of empirical work has indicated that collaborative writing (CW) affords more opportunities for collective scaffolding and language negotiation (Li & Kim, 2016; Li & Zhu, 2013; Storch, 2019) and promotes the development of second language (L2) writin…
Study abroad is often viewed as an ideal setting to improve target language proficiency due to opportunities for extensive contact with locals in the target language. However, research on study abroad demonstrates that this local contact and target language use can be quite limi…