9 articles in this issue
Melody Joyce Maasin-Ceballos, Roel Famat Ceballos
The purpose of the study was to determine the effect of learner-centered approaches on the oral fluency of the second-year students in English 202-Communicative English. The study employed a quasi-experimental method, particularly the pre-test and post-te... see more
Johanna Ennser-Kananen
This qualitative case study of one German suburban high school classroom in the Midwestern United States examines how learners of German negotiate their linguistic legitimacy, which is defined as discursively constructed acceptance or validation for their... see more
Edgar Emmanuell Garcia-Ponce, Irasema Mora-Pablo
The past three decades have seen an increasing interest in negotiation for meaning as interactional processes which advance language acquisition. Motivated by this claim, a number of studies have set out to determine the tasks that best promote negotiatio... see more
Parima Fasih, Siros Izadpanah, Ali Shahnavaz
The present article is an investigation about the effects of mnemonic vocabulary teaching to improve content vocabulary learning in EFL classrooms. A major issue with the most of the past studies was that they paid little or no attention to the effects of... see more
Marina Kovalenko
Although IELTS is coordinated under a framework for test development and validation, there is some controversy about exam results’ correlation with students’ post-admission intellectual, academic and professional performance. The theoretical part of the r... see more
Mike Orr, Samer Annous
Since 1997, children in Lebanese state schools are taught most of the curriculum in English or French. The children’s first language, Arabic, may be used even less in private schools, which educate 70% of children. In many countries, mother tongue educati... see more
Pierre-Luc Paquet
This research investigates the influence of L1 properties and proficiency level on the acquisition of the Spanish gender agreement system. French and English-speaking learners of Spanish participated in the study. Subjects were divided into four different... see more
Renata Šamo, Alenka Mikulec
As the first half of the literacy equation (reading + writing = literacy), reading is primarily considered a dynamic meaning-focused interaction in which the reader is required to build comprehension of a text in a non-linear way. In other words, the read... see more
Elena Gabrielova
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