abstractthe interference of the native language in acquiring a foreign language is unavoidable. in an attempt to explore the phenomenon why this occurs, the study was conducted in english as a foreign language writing. the study also investigated how the native language interference occurred in the writing process. in fact, this qualitative study explored the reasons and the process of native l...

The present qualitative research, for the first time, aimed at comparing and contrasting the extent cultural components and subcomponents are represented in the elementary levels of A Course in General Persian and Top Notch Series as foreign language teaching textbooks. The adapted checklist of Lee's Big ‘C' and little ‘c' cultural components (2009) was used for the current study.  After conten...

This study aimed to explore the relationships between foreign language learners’ self-identity changes, motivation types, and Foreign Language proficiency associated with learning English in private language schools in Iranian context. Based on a stratified sampling, 204 English as a foreign language learners from three language schools in Tehran were selected to participate in the study. The i...

This paper seeks to demonstrate the importance of translation strategies as informed by Translation Studies in foreign language (FL) classroom. The current study aims map how translation, perceived Studies, can be beneficial for students’ writing skills FL It focuses on undergraduate students three French Composition classes: a control class fall 2014, second 2015, and an experimental spring 20...

This study examines students’ perceptions of the Guided Use Machine Translation (GUMT) model and their GUMT’s impact on foreign language (FL) writing. Adapted from O’Neill (2016, 2019b), GUMT activities were developed implemented in an upper-elementary Korean as a FL course at large southwestern U.S. university. At beginning semester, students received instructional session how to use machine t...

Kiswahili is a foreign language (FL) in Uganda. Formally, the teaching of begins lower secondary phase. In this phase, had been taught for many years without an authorised syllabus. Nonetheless, 2008, government Uganda launched existing grammatical syllabus (hereafter, 2008 syllabus). It should be noted that, while standard among aims postulated syllabus, information and topics regarding, examp...

Abstract: Motivation is a key factor in learning foreign language. This study investigated the instrumental, integrative and attitudinal motivation level of students Japanese as FL public university Malaysia. A survey questionnaire based on Gardner’s (1985) AMTB (Attitude/Motivation Test Battery) Dornyei’s (1994) Attitudinal was given to 171 undergraduates. Descriptive Inferential statistics we...

Language classrooms are occasionally anxiety-breeding situations. Foreign language classroom anxiety which negatively affects foreign language learning is typically associated with productive activities mainly speaking skill. To cope with the issue and overcome language learning difficulties, the present study was conducted to explore the impact of mobile-assisted language learning on enhancing...

Psychological variables remain a much under-investigated sub-category of individual differences (IDs) compared with cognitive ones. The present paper aims to gain better understanding the psychological effects bilingualism by investigating national identity (NI), socio-psychological construct, based on big data, that has rarely been examined. Drawing upon 2015 Chinese Social Survey (CSS), which...

Researchers have suggested that interactional feedback is associated with foreign/second language learning because it prompts learners to notice foreign/second language forms. Using Vygotsky’s zone of proximal development and Long’s interaction hypothesis as conceptual frameworks, this study explores the use of systematic explicit feedback to undergraduates (N = 1180) at three assessment points...