EFL/ESL Teaching and Learning

Quasi-experimental study examining how structured teacher feedback improves spelling accuracy and grammatical competence in Grade VII English language learners over 68 weeks.

Study examining how Chinese EFL learners' perceived English proficiency influences task anxiety, enjoyment, boredom, and resulting speech fluency in oral tasks.

Study reveals how relationship closeness affects discomfort in peer feedback while maintaining consistent quality across relationship conditions in EFL peer review.

SRSD model significantly improves argumentative writing skills in international students learning Turkish, demonstrating structured strategy-based instruction enhances academic writing competence.

Examine how teachers' beliefs, institutional contexts, and student demographics shape writing feedback practices across three distinct L2 teaching environments in Canada.

Contrastive analysis of English and Arabic punctuation systems examining interference patterns in Libyan learners' English writing through mixed-methods error analysis and questionnaire assessment.

Study reveals how foreign language proficiency reduces identity conflict and enhances global academic integration among non-Anglophone educational researchers.

Study examining how initial teacher education develops student teachers' language assessment literacy through formative assessment task design in a Chinese ITE program, using qualitative case.