“Context” has been increasingly featured and acknowledged in second language (L2) research because L2 teaching is recognised to be shaped by the environments which it situated. Numerous theoretical perspectives were introduced that aim capture contextual forces at work learning, including but not limited Activity Theory, Complexity Sociocultural Theory. Theory holds a learner's motives (human n...

The controversy over the use of first language (L1) in second (L2) classroom has been discussed extensively by numerous scholars which they either advocate or reject utilisation L1 target (TL) classroom. Although proponents monolingual approach argued that there are many disadvantages utilising L1, have yet to present empirical findings demonstrate could ultimately hinder L2 learning. In most c...

The opinions of second language learning (L2) theorists and researchers are divided over whether to use authentic or simplified reading texts as the means of input for beginningand intermediate-level L2 learners. Advocates of both approaches cite the use of linguistic features, syntax, and discourse structures as important elements in support of their arguments, but there has been no conclusive...

Recent research has shown that academic writing is not ‘author-evacuated’ but, rather, carries a representation of the writers’ identity. One way through which writers project their identity in academic writing is stance-taking toward propositions advanced in the text. Appropriate stance-taking has proved to be challenging for novice writers of Research Articles (RAs), especially those writing ...