The immersion of the flipped classroom teaching model in blended and online language learning is indispensable. purpose this study was to propose improvement critical thinking reading through EFL (English as a Foreign Language) learners higher education. A quasi-experimental design used improve skills based on framework for with paired t-test pre-test post-test. participants were 37 second-seme...

Foreign language professionals invest considerable time and effort in acquiring foreign language skills. Of key interest is how these skills change over time, and which sustainment, or language training activities, are efficacious in maintaining or improving proficiency. This paper discusses the results of mining more than 800 test/re-test records of foreign language professionals. Analyses inv...

This study examines language learning strategy (LLS) use in connexion with foreign language attitude, proficiency and general school achievement among lower secondary students in Years 5 and 8 (n = 868) in Hungary. An adapted version of the Strategies Inventory for Language Learning questionnaire was used for data collection. The results showed that Hungarian students mainly engage in metacogni...

the present study explored the intensity level of authorial voice in relation to the quality of argumentative writing. 42 undergraduate learners of english as a foreign language (36 girls and 6 boys) spent 45 minutes to individually complete in-class position-taking writing tasks for three weeks. their overall academic writing quality scores assigned based on portfolio assessment were studied i...

In this article, we assess to what extent decision making is affected by the language in which a given problem is presented (native vs. foreign). In particular, we aim to ask whether the impact of various heuristic biases in decision making is diminished when the problems are presented in a foreign language. To this end, we report four main studies in which more than 700 participants were teste...

Humanizing language learning materials helps language teachers to design activities that are linked to learn- ers’ lives and experiences. This can result in higher motivation and engagement in the process of foreign language learning. Self-determination theory-based instruction enhances learners’ engagement and motiva- tion through supporting the basic psychological needs for autonomy, competen...