Abstract The role of EFL lecturers’ first language (L1) in the EFL courses has been an ongoing debate. A monolingual approach to EFL suggests that the use of the target language solely in foreign language (FL) classroom improves learning of the target language. Accordingly, the purpose of the present study was to investigate the attitude of Iranian lecturers and EFL learners towards using L1 as...

Timed single-draft essays as summative assessment tasks have been argued to be inadequate for both teaching and assessing writing in the context of process writing. This is because single draft assess product rather than process. To address this concern, authors developed, implemented, evaluated two FL (foreign language) English courses that integrate various formative activities The course-emb...

From the perspective of positive psychology, academic enjoyment, a achievement emotion, positively impacts school outcomes. However, studies have yet to explore mediating mechanism between enjoyment and achievement. This research investigated direct indirect effects on foreign language (FL) proficiency. Specifically, this study endeavored test role FL elaboration strategies whether strategies, ...

Since the dawn of Digital Technology (DT), educational technology has advanced considerably. Today, most classrooms use touchscreen technology, wireless laptops and smartphones replace textbooks, wikis, apps, instructional websites play an essential role in student learning. The DT classroom can promote engagement, assist teachers to improve their lesson plans allow for personalized It also ass...

Abstract The present study is among the first to investigate how three foreign language (FL) emotions, namely FL enjoyment (FLE), anxiety (FLCA), and boredom (FLB), are related each other. It consider emotions shaped by one learner-internal variable (attitude toward FL), two perceived teacher behaviors (frequency of use in class unpredictability), all these variables jointly affect leaners’ ach...

Abstract The present study investigates the effect of sociobiographical, emotional, attitudinal characteristics and teacher perceptions 275 Kazakh secondary school pupils 317 university students on their exam performance in Turkish as a foreign language (FL). Multiple regression analyses reveal that results are predicted by gender, participant’s age, attitude towards FL Classroom Anxiety. A ver...

For secondary school students, peer support is an essential component of social support, which might significantly influence their academic achievement. However, the mediating mechanism between and achievement needs to be further explored, especially in teaching English as a foreign language (EFL). The present study explored relationship (FL) self-concept, EFL based on data 499 Chinese learners...

A group of seventh- and eighth-grade Italian students with low achievement (LA) in learning English as a foreign language (FL) was selected and compared to a group with high achievement (HA) in FL learning. The two groups were matched for age and nonverbal intelligence. Two experiments were conducted to examine the participants' verbal and nonverbal learning skills, such as native language read...

The purpose of this study is to investigate the effect age on EFL learning in an Online English school based China for students Chinese nationality. importance early start larger especially when structure and origin their native language greatly different from foreign they aim learn. populations are primary middle teachers backgrounds nations. This found that factor has important learner’s acqu...