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


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: Student Preferences and Teacher Feedback Practices
Bradley Irwin, Nihon University College of International Relations, Japan

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

Akiko Nagao, Ryukoku University, Japan

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
Regina Maria Ambrose and Shanthini Palpanathan, Hin Hua High School Klang, Malaysia

How Effective is Interactive Learning? Investigating Japanese University Students’ Language Patterns in a Collaborative Writing Task
Mitsuyo Sakamoto, Sophia University, Japan

Exploring Challenges Encountered by EFL Libyan Learners in Research Teaching and Writing
Safia Mujtaba Alsied and Noura Winis Ibrahim, Sebha University, Libya

Incorporating Intercultural Communication Activities in English Language Classes
Daniel Velasco, The Chicago School of Professional Psychology, USA / Rikkyo University, Tokyo, Japan

Cognitive Learning Strategy of BIPA Students in Learning the Indonesian Language
Imam Suyitno, Gatut Susanto, Musthofa Kamal, and Ary Fawzi
State University of Malang, Indonesia

Linguistic Error Analysis on Students’ Thesis Proposals
Mary Ann Pescante-Malimas and Sonrisa C. Samson, University of San Carlos, Philippines

Bringing the Brain to Bear on Context and Policy in Primary Languages Practice in England
Magdalen Phillips, Manchester Metropolitan University, United Kingdom