Abstracts Archive

This study reports on how the supplementation of online materials, informed by systemic functional linguistics (SFL), interacted with English-as-a-foreign-language (EFL) student writers' development of critical thinking skills. Through qualitative analyses of student-teacher interactions, interviews...

This study adopted multiple approaches to examining the diachronic development trajectories of L2 learners' strategic regulation behavior and its interactions with affective and social conditions in the course of self-regulation strategy instruction. A longitudinal case study was conducted with four...

In this contribution we will present a longitudinal study of discourses on French held by young people in vocational training for manual professions during peer interactions. Our data come from a project in applied linguistics whose aim is to test the use of corpora for teaching interaction competen...

Multilingual and multilevel foreign language classes are situations frequently found in university language centers. Faced with this complex context in our university language center, a hybrid course based on differentiated pedagogy, autonomous learning, and the project-based approach was designed t...

In multilingual contexts such as Nepal, language policy planning has been contested due to the co-existence of multiple contradictory discourses concerning teaching and learning of local, national, foreign, and international languages. Due to this, attempts, both in policy and practice, in creating ...

Previous studies on Chinese university students' attitudes towards English language and English learning reveal that standard English ideology (SEI) is prevalent and entrenched. Participants expressed their belief in the Anglo-American ownership of English and desirability to achieve native-like pro...

        Bilingual education programmes have become popular worldwide in part because they are believed to facilitate second/foreign/additional language (L2) learning, often with English as the target L2. In such programmes, students learn content and L2 simultaneously, but a comm...

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In this autoethnographic exploration, I drew upon my insider-outsider positionality (Dwyer and Buckle 2009) as a first-generation immigrant mother of a preschool-age Chinese American child, Zixuan, and also a researcher specialized in multilingualism to examine how our family language policy and lan...