Language Teaching Research

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Foreign language enjoyment and anxiety: The effect of teacher and learner variables
Language Teaching Research - Tập 22 Số 6 - Trang 676-697 - 2018
Jean‐Marc Dewaele, John Witney, Kazuya Saito, Livia Dewaele
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 edu...... hiện toàn bộ
A longitudinal study of foreign language anxiety and enjoyment
Language Teaching Research - Tập 27 Số 6 - Trang 1552-1575 - 2023
Chunmei Pan, Xian Zhang
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...... hiện toàn bộ
Task type and task processing conditions as influences on foreign language performance
Language Teaching Research - Tập 1 Số 3 - Trang 185-211 - 1997
Peter Skehan, Pauline Foster
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 pr...... hiện toàn bộ
Ten commandments for motivating language learners: results of an empirical study
Language Teaching Research - Tập 2 Số 3 - Trang 203-229 - 1998
Z. Dörnyei, K. Csizér
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
Chun Lai, Xuedan Qi, Chan Lü, Boning Lyu
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 significantl...... hiện toàn bộ
Using peer review with Chinese ESL student writers
Language Teaching Research - Tập 9 Số 3 - Trang 321-342 - 2005
Guangwei Hu
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 act...... hiện toàn bộ
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