An increasing number of studies have confirmed that written corrective feedback (hereafter WCF) is vital for improving learners’ L2 writing. However, many scholars could not agree whether this improvement was due to direct, indirect, or both forms WCF. Thus, study first investigated the role WCF students’ writing achievement; it then if there a statistically significant difference in achievemen...

Self-regulation of learning has been extensively investigated in second language (L2) learning. Many studies have focused on the strategies that language learners employ to regulate their own learning processes. However, motivational self-regulation is considerably less explored. The aim of this study was to investigate the relationship between motivational self-regulatory strategies (MSRSs) an...

This study examines casual interactions between first language (L1) and second language (L2) speakers of Japanese, paying special attention to the coordination of vocal and non-vocal resources that are brought to bear on the achievement of intersubjectivity. More specifically, this study investigates a practice of ‘embodied completion’ (Olsher 2004), namely the practice of deploying a partial t...

This study investigated the motivation of a heterogeneous group of students studying English as a foreign language at the International School in Tripoli area. The aim of the study was to find out the extent to which various factors affect students’ motivation and achievement in second/foreign language learning particularly as they enter the senior high school. The research also looked into the...

Malta has currently attracted numerous non-natives who consider the island conducive for business, investment and work. To enhance their working living experience in Malta, several foreigners are learning Maltese as a second language (ML2), which could be challenging to learn, especially its grammar, if (L2) learners do not know Arabic. Furthermore, ML2 is new subject with lack of research peda...

The current paper aims to introduce the ‘Reading to Learn, Learning to Write” (R2L) pedagogy [11] and its application in teaching Chinese narrative writing to non-Chinese speaking (NCS) students in Hong Kong. Based on the needs of the NCS students in Chinese language learning for education and employment in Hong Kong, R2L pedagogy functions as an effective toolkit for L1 Chinese teachers to tea...