Language Teaching Research
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The effectiveness of guided inductive instruction and deductive instruction on semantic radical development in Chinese character processing
Language Teaching Research - Tập 24 Số 4 - Trang 496-518 - 2020
This study compared the effectiveness of deductive instruction and guided
inductive instruction for developing semantic radical knowledge of Chinese
characters. The evaluation was conducted through a quasi-experimental 3-week
intervention involving 46 intermediate learners of Chinese as a foreign language
(CFL). The results indicated that guided inductive instruction generated
significantly greate...
Foreign language enjoyment and anxiety: The effect of teacher and learner variables
Language Teaching Research - Tập 22 Số 6 - Trang 676-697 - 2018
Positive psychology has boosted interest in the positive as well as the negative
emotions that Foreign Language learners experience. The present study examines
whether – and to what extent – foreign language enjoyment (FLE) and foreign
language (FL) classroom anxiety (FLCA) are linked to a range of learner internal
variables and teacher/classroom-specific variables within one specific
educational ...
A longitudinal study of foreign language anxiety and enjoyment
Language Teaching Research - Tập 27 Số 6 - Trang 1552-1575 - 2023
The present longitudinal study investigated the changes of FLE (foreign language
enjoyment) and FLA (foreign language anxiety) over time in the foreign language
classroom and their relationship with foreign language learning motivation and
learners’ personality traits. Fifty-five college students completed an FLE/FLA
questionnaire after English classes over 14 weeks. They also completed a
motivati...
Effect of L2 exposure, length of study, and L2 proficiency on EFL learners’ receptive knowledge of form–meaning connection and collocations of high-frequency words
Language Teaching Research -
High-frequency words are single-words at the first three 1,000-word frequency
levels. No studies have explored the impact of current second language (L2)
exposure, length of study, and L2 proficiency on the receptive knowledge of
high-frequency words of learners of English as a foreign language (EFL) from
non-cognate first language (L1) background. To address this gap, this study used
the Updated ...
Measuring depth of academic vocabulary knowledge
Language Teaching Research - Tập 29 Số 5 - Trang 1967-1993 - 2025
In second language (L2) vocabulary studies there is continuing interest in tests
of depth of vocabulary knowledge, measuring various aspects of word knowledge
other than just the form–meaning link that is the focus of breadth (or size)
tests. This study aimed to explore new formats that could be used as diagnostic
tools for assessing depth of academic vocabulary knowledge. The participants
were 22...
Task type and task processing conditions as influences on foreign language performance
Language Teaching Research - Tập 1 Số 3 - Trang 185-211 - 1997
This paper examines the effects of planning and post-task activity on task-based
performance. It is motivated by the need, given recent claims that task-based
instruction has desirable pedagogic qualities, to investigate the effects of
choosing different types of tasks, as well as different task implementation
conditions, on the fluency, accuracy and complexity of the language which is
produced wh...
Ten commandments for motivating language learners: results of an empirical study
Language Teaching Research - Tập 2 Số 3 - Trang 203-229 - 1998
Using peer review with Chinese ESL student writers
Language Teaching Research - Tập 9 Số 3 - Trang 321-342 - 2005
Peer review has a prominent place in process-oriented writing instruction. In
this paper, I share my developing use of peer review in an academic writing
course for Chinese ESL learners. After reviewing the relevant literature, I
describe the context in which I implemented peer review and conducted
practitioner research into its productive use. Next, I present and discuss the
training activities a...
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