Journal Category: IAFOR Journal of Language Learning

T

Teacher Training and Teaching Practice: The Case of Niger’s English as a Foreign Language Teachers

Authors: Peter D. Wiens, University of Nevada, USA Elena Andrei, Cleveland State University, USA Annie Chou, University of Nevada, USA April Smith, Abdou Moumouni University, Niger Billa Anassour, American Cultural Center, Niger Email: peter.wiens@unlv.edu Published: April 27, 2019 https://doi.org/10.22492/ijll.4.1.05 Citation: Wiens, P. D., Andrei, E., Chou, A., Smith, A., & Anassour, B. (2018). Teacher Training

U

Using Multiple Intelligence Activities and Film to Stimulate the Communicative EFL Learner

Author: Christina Nicole Giannikas, Cyprus University of Technology, Cyprus Email: christinagian@hotmail.com Published: April 27, 2019 https://doi.org/10.22492/ijll.4.1.04 Citation: Giannikas, C. N. (2018). Using Multiple Intelligence Activities and Film to Stimulate the Communicative EFL Learner. IAFOR Journal of Language Learning, 4(1). https://doi.org/10.22492/ijll.4.1.04 Abstract The present Action Research (AR) study investigates the impact Multiple Intelligence (MI) activities and

I

Incorporating Brain Colour into the Multiple Intelligences to Create a Blended Learning Context: Homogeneous and Heterogeneous Groups

Author: Marine Milad, Arab Open University, Kuwait Email: marinemilad@yahoo.com Published: April 27, 2019 https://doi.org/10.22492/ijll.4.1.03 Citation: Milad, M. (2018). Incorporating Brain Colour into the Multiple Intelligences to Create a Blended Learning Context: Homogeneous and Heterogeneous Groups. IAFOR Journal of Language Learning, 4(1). https://doi.org/10.22492/ijll.4.1.03 Abstract This paper introduces a blended learning context that creates a community of

T

The Path Less Taken: Incorporating Service-learning in the English Language Curricula

Author: Hameda Suwaed, Sabratha University, Libya Email: hamedasuwaed@gmail.com Published: April 27, 2019 https://doi.org/10.22492/ijll.4.1.02 Citation: Suwaed, H.(2018). The Path Less Taken: Incorporating Service-learning in the English Language Curricula. IAFOR Journal of Language Learning, 4(1). https://doi.org/10.22492/ijll.4.1.02 Abstract Although service-learning, as a language teaching strategy, is considered important for developing the college students’ academic and soft skills, or

T

They Forget That I’m There: Migrant Students Traversing Language Barriers at School

Authors: Joanne Cassar and Michelle Attard Tonna, University of Malta, Malta Email: joanne.cassar@um.edu.mt Published: April 27, 2019 https://doi.org/10.22492/ijll.4.1.01 Citation: Cassar, J., & Attard Tonna, M. (2018). They Forget That I’m There: Migrant Students Traversing Language Barriers at School. IAFOR Journal of Language Learning, 4(1). https://doi.org/10.22492/ijll.4.1.01 Abstract The positioning of migrant students within schools of the

C

Can the EFL Classroom Be Considered a Community of Practice?

Author: Akiko Nagao, Ryukoku University, Japan Email: nagao@world.ryukoku.ac.jp Published: April 27, 2019 https://doi.org/10.22492/ijll.4.1.06 Citation: Nagao, A. (2018). Can the EFL Classroom Be Considered a Community of Practice? IAFOR Journal of Language Learning, 4(1). https://doi.org/10.22492/ijll.4.1.06 Abstract The concept of Communities of Practice (CoPs) has attracted interest for over two decades and has been actively re-examined from

I

IAFOR Journal of Language Learning: Volume 4 – Issue 1

IAFOR Journal of Language Learning: Volume 4 – Issue 1 Editor: Dr Melinda Cowart Published: April 27, 2019 ISSN: 2188-9554 https://doi.org/10.22492/ijll.4.1 Articles They Forget That I’m There: Migrant Students Traversing Language Barriers at School Joanne Cassar and Michelle Attard Tonna, University of Malta, Malta The Path Less Taken: Incorporating Service-learning in the English Language Curricula

I

Incorporating Intercultural Communication Activities in English Language Classes

Authors: Daniel Velasco, The Chicago School of Professional Psychology, USA / Rikkyo University, Tokyo, Japan Email: dvelasco@thechicagoschool.edu Published: January 19, 2018 https://doi.org/10.22492/ijll.3.2.07 Citation: Velasco, D. (2018). Incorporating Intercultural Communication Activities in English Language Classes. IAFOR Journal of Language Learning, 3(2). https://doi.org/10.22492/ijll.3.2.07 Abstract Intercultural Communication has become a relevant focal point within a variety of fields

C

Cognitive Learning Strategy of BIPA Students in Learning the Indonesian Language

Authors: Imam Suyitno, Gatut Susanto, Musthofa Kamal, and Ary Fawzi State University of Malang, Indonesia Email: imam.suyitno.fs@um.ac.id Published: January 19, 2018 https://doi.org/10.22492/ijll.3.2.08 Citation: Suyitno, I., Susanto, G., Musthofa, K., & Fawzi, A. (2018). Cognitive Learning Strategy of BIPA Students in Learning the Indonesian Language. IAFOR Journal of Language Learning, 3(2). https://doi.org/10.22492/ijll.3.2.08 Abstract The study outlined

B

Bringing the Brain to Bear on Context and Policy in Primary Languages Practice in England

Authors: Magdalen Phillips, Manchester Metropolitan University, United Kingdom Email: M.Phillips@mmu.ac.uk Published: January 19, 2018 https://doi.org/10.22492/ijll.3.2.10 Citation: Phillips, M. (2018). Bringing the Brain to Bear on Context and Policy in Primary Languages Practice in England. IAFOR Journal of Language Learning, 3(2). https://doi.org/10.22492/ijll.3.2.10 Abstract The learning of modern languages in primary school (PL) was recently promoted to

L

Linguistic Error Analysis on Students’ Thesis Proposals

Authors: Mary Ann Pescante-Malimas and Sonrisa C. Samson University of San Carlos, Philippines Email: mamalimas438@gmail.com Published: January 19, 2018 https://doi.org/10.22492/ijll.3.2.09 Citation: Pescante-Malimas, M. A., & Samson, S. C. (2018). Linguistic Error Analysis on Students’ Thesis Proposals. IAFOR Journal of Language Learning, 3(2). https://doi.org/10.22492/ijll.3.2.09 Abstract This study identified and analyzed the common linguistic errors encountered by

E

Exploring Challenges Encountered by EFL Libyan Learners in Research Teaching and Writing

Authors: Safia Mujtaba Alsied and Noura Winis Ibrahim, Sebha University, Libya Email: safa_rami@yahoo.com Published: January 19, 2018 https://doi.org/10.22492/ijll.3.2.06 Citation: Alsied, S. M., & Ibrahim, N. W. (2018). Exploring Challenges Encountered by EFL Libyan Learners in Research Teaching and Writing. IAFOR Journal of Language Learning, 3(2). https://doi.org/10.22492/ijll.3.2.06 Abstract Research is conducted all over the world to

H

How Effective is Interactive Learning? Investigating Japanese University Students’ Language Patterns in a Collaborative Writing Task

Authors: Mitsuyo Sakamoto, Sophia University, Japan Email: mitsuy-s@sophia.ac.jp Published: January 19, 2018 https://doi.org/10.22492/ijll.3.2.05 Citation: Sakamoto, M. (2018). How Effective is Interactive Learning? Investigating Japanese University Students’ Language Patterns in a Collaborative Writing Task. IAFOR Journal of Language Learning, 3(2). https://doi.org/10.22492/ijll.3.2.05 Abstract According to Swain, Kinnear, & Steinman (2011), we use a language with others as

I

Investigating the Effectiveness of Computer-Assisted Language Learning (CALL) Using Google Documents in Enhancing Writing – A study on Senior 1 Students in a Chinese Independent High School

Authors: Regina Maria Ambrose and Shanthini Palpanathan Hin Hua High School Klang, Malaysia Email: regina@hinhua.edu.my Published: January 19, 2018 https://doi.org/10.22492/ijll.3.2.04 Citation: Amrose, R. M., & Palpanathan, S. (2018). Investigating the Effectiveness of Computer-Assisted Language Learning (CALL) Using Google Documents in Enhancing Writing – A study on Senior 1 Students in a Chinese Independent High School.

T

The Importance of CoP in Transforming New Learning Communities into Experienced Ones in EFL Classrooms

Authors: Akiko Nagao, Ryukoku University, Japan Email: nagao@world.ryukoku.ac.jp Published: January 19, 2018 https://doi.org/10.22492/ijll.3.2.03 Citation: Nagao, A. (2018). The Importance of CoP in Transforming New Learning Communities into Experienced Ones in EFL Classrooms IAFOR Journal of Language Learning, 3(2). https://doi.org/10.22492/ijll.3.2.03 Abstract Since the Communities of Practice (CoP) concept has been adopted in various learning environments, visualizing

W

Written Corrective Feedback: Student Preferences and Teacher Feedback Practices

Authors: Bradley Irwin, Nihon University College of International Relations, Japan Email: irwin.bradley@nihon-u.ac.jp Published: January 19, 2018 https://doi.org/10.22492/ijll.3.2.02 Citation: Irwin, B. (2018). Written Corrective Feedback: Student Preferences and Teacher Feedback Practices IAFOR Journal of Language Learning, 3(2). https://doi.org/10.22492/ijll.3.2.02 Abstract This case study explores the intricate interaction between students’ preferences for written corrective feedback and actual teacher

M

Multilingualism in Action: A Conversation Analytic View on How Children are Re-Voicing a Story in a French Second Language Learning Lesson

Authors: Béatrice Arend and Patrick Sunnen, University of Luxembourg, Luxembourg Email: beatrice.arend@uni.lu Published: January 19, 2018 https://doi.org/10.22492/ijll.3.2.01 Citation: Arend, B., & Sunnen, P. (2018). Multilingualism in Action: A Conversation Analytic View on How Children are Re-Voicing a Story in a French Second Language Learning Lesson. IAFOR Journal of Language Learning, 3(2). https://doi.org/10.22492/ijll.3.2.01 Abstract Our paper

I

IAFOR Journal of Language Learning: Volume 3 – Issue 2

IAFOR Journal of Language Learning: Volume 3 – Issue 2 Editor: Dr Bernard Montoneri Published: January 19, 2018 ISSN: 2188-9554 https://doi.org/10.22492/ijll.3.2 Articles Multilingualism in Action: A Conversation Analytic View on How Children are Re-Voicing a Story in a French Second Language Learning Lesson Béatrice Arend and Patrick Sunnen, University of Luxembourg, Luxembourg Written Corrective Feedback:

U

Using Learners’ First Language in EFL Classrooms

Author: Eman Alshehri, King Abdulaziz University, Saudi Arabia Email: ealshehri@kau.edu.sa Published: April 28, 2017 https://doi.org/10.22492/ijll.3.1.02 Citation: Alsheri, E. (2017). Using Learners’ First Language in EFL Classrooms. IAFOR Journal of Language Learning, 3(1). https://doi.org/10.22492/ijll.3.1.02 Abstract This study explores the attitudes of EFL teachers towards using learners’ first language (L1) in their classes. It also considers the

B

Breadth of Productive Vocabulary Knowledge of Pre-Service Teachers: Basis for the Proposed Intervention Strategies in Vocabulary Enhancement

Authors: Cecilia L. Calub & Francelle L. Calub, Tarlac State University, Philippines Email: calubcecilia@yahoo.com Published: April 28, 2017 https://doi.org/10.22492/ijll.3.1.03 Citation: Calub, C. L., & Calub, F. L. (2017). A Case Study of Japanese Language Teaching in a Multicultural Learning Environment. IAFOR Journal of Language Learning, 3(1). https://doi.org/10.22492/ijll.3.1.03 Abstract This research sought to determine the level

E

English Learning Strategies among EFL Learners: A Narrative Approach

Authors: Hoang Nguyen, University of Tasmania, Australia Daniel R. Terry, University of Melbourne, Australia Email: hoang.nguyen@utas.edu.au Published: April 28, 2017 https://doi.org/10.22492/ijll.3.1.01 Citation: Nguyen, H., & Terry, D. R. (2017). English Learning Strategies among EFL Learners: A Narrative Approach. IAFOR Journal of Language Learning, 3(1). https://doi.org/10.22492/ijll.3.1.01 Abstract Language learning strategies (LLSs) are believed to be influenced

I

IAFOR Journal of Language Learning: Volume 3 – Issue 1

IAFOR Journal of Language Learning: Volume 3 – Issue 1 Editor: Dr Ebru Melek Koç Published: April 28, 2017 ISSN: 2188-9554 https://doi.org/10.22492/ijll.3.1 Articles English Learning Strategies among EFL Learners: A Narrative Approach Hoang Nguyen, University of Tasmania, Australia Daniel R. Terry, University of Melbourne, Australia Using Learners’ First Language in EFL Classrooms Eman Alshehri, King

T

The Development of an Instructional Design Model on Facebook Based Collaborative Learning to Enhance EFL Students’ Writing Skills

Authors: Nguyen Duy Linh & Suksan Suppasetseree, Suranaree University of Technology, Thailand Email: nguyenduylinhag@gmail.com Published: January 2016 https://doi.org/10.22492/ijll.2.1.04 Citation: Linh, N. D., & Suppasetseree, S. (2016). The Development of an Instructional Design Model on Facebook Based Collaborative Learning to Enhance EFL Students’ Writing Skills. IAFOR Journal of Language Learning, 2(1). https://doi.org/10.22492/ijll.2.1.04 Abstract Writing is one

M

Minimising Same Error Repetition and Maximising Progress in SLA: An Integrated Method

Author: Anna Gadd, University of Western Australia, Australia Email: anna.gadd@uwa.edu.au Published: January 2016 https://doi.org/10.22492/ijll.2.1.03 Citation: Gadd, A. (2016). Minimising Same Error Repetition and Maximising Progress in SLA: An Integrated Method. IAFOR Journal of Language Learning, 2(1). https://doi.org/10.22492/ijll.2.1.03 Abstract Alderson teaches us that, “progress should be the aim of all learning”. With the purpose of ensuring

S

Studying Language Learning Opportunities Afforded by a Collaborative CALL Task

Author: Christine Leahy, Nottingham Trent University, United Kingdom Email: christine.leahy@ntu.ac.uk Published: January 2016 https://doi.org/10.22492/ijll.2.1.02 Citation: Leahy, C. (2016). Studying Language Learning Opportunities Afforded by a Collaborative CALL Task. IAFOR Journal of Language Learning, 2(1). https://doi.org/10.22492/ijll.2.1.02 Abstract This research study explores the learning potential of a computer-assisted language learning (CALL) activity. Research suggests that the dual

A

A Case Study of Japanese Language Teaching in a Multicultural Learning Environment

Author: Junko Winch, Imperial College London, United Kingdom Email: dr.junko.winch@gmail.com Published: January 2016 https://doi.org/10.22492/ijll.2.1.01 Citation: Winch, J. (2016). A Case Study of Japanese Language Teaching in a Multicultural Learning Environment. IAFOR Journal of Language Learning, 2(1). https://doi.org/10.22492/ijll.2.1.01 Abstract An increasing number of international students, whose teaching and learning practices are very different from that of

S

Strategies and Problems Encountered by Teachers in Implementing Mother Tongue-Based Instruction in a Multilingual Classroom

Authors: Jane K. Lartec, Anastacia M. Belisario, Jamaica P. Bendanillo, Hanni K. Binas-o, Novefirst O. Bucang & Jan Lorie W. Cammagay, Saint Louis University, Philippines Email: enaj2911@yahoo.com Published: October 2014 https://doi.org/10.22492/ijll.1.1.04 Citation: Lartec, J. K., Belisario A. M., Bendanillo, J. P., Binas-o, H. K., Bucang, N. O., & Cammagay, J. L. W. (2014). Strategies and

G

Game-Based Tasks for Foreign Language Instruction: Perspectives on Young Learners’ Vocabulary Acquisition

Author: Masoumeh Mehregan, University of Isfahan, Iran Email: mehregan56@yahoo.com Published: October 2014 https://doi.org/10.22492/ijll.1.1.03 Citation: Mehregan, M. (2014). Game-Based Tasks for Foreign Language Instruction: Perspectives on Young Learners’ Vocabulary Acquisition. IAFOR Journal of Language Learning, 1(1). https://doi.org/10.22492/ijll.1.1.03 Abstract The present study attempted to investigate the impact of language games on the vocabulary achievement of Iranian learners.

M

Memory Retention in Second Language Acquisition and Instruction: Insights from Literature and Research

Author: Elvira Sanatullova-Allison, Oklahoma State University, United States of America Email: elvira.allison@okstate.edu Published: October 2014 https://doi.org/10.22492/ijll.1.1.02 Citation: Sanatullova-Allison, E. (2014). Memory Retention in Second Language Acquisition and Instruction: Insights from Literature and Research. IAFOR Journal of Language Learning, 1(1). https://doi.org/10.22492/ijll.1.1.02 Abstract This article reviews some essential theoretical and empirical research literature that discusses the role

E

Evaluating the Effects of Input-based Approaches to the Teaching of Pragmalinguistics and Sociopragmatics in Second Language Pragmatics: A Case of English Request Hedges

Author: Masahiro Takimoto, Aoyama Gakuin University, Japan Published: October 2014 https://doi.org/10.22492/ijll.1.1.01 Citation: Takimoto, M. (2014). Evaluating the Effects of Input-based Approaches to the Teaching of Pragmalinguistics and Sociopragmatics in Second Language Pragmatics: A Case of English Request Hedges. IAFOR Journal of Language Learning, 1(1). https://doi.org/10.22492/ijll.1.1.01 Abstract The present study examined the effects of two types