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Despite the importance of the interaction between consumers and service personnel for how consumers perceive quality, service research assumes that both customers and service provider are perfectly able to interact with each other. This might not be the case on bilingual markets. This paper aims to examine customers ' behavioral reactions to being served in their first versus second language. Specifically, the paper tests whether bilinguals who are served in their second language are less likely to tip the service provider. Moreover, it seeks to examine the mediating role of speech accommodation, and the moderating roles of bilinguals ' perceived second language proficiency and political considerations.

Study 1 tests the main hypothesis using a scenario-based experiment with adult consumers in two bilingual countries (Belgium, Finland). Study 2 further elaborates on these findings using a retrospective survey of actual customer experiences in Belgium.

Driven by perceptions of speech accommodation, the results consistently show that consumers are more likely to tip if served in their native language compared to when served in their second language. Moreover, this relationship is not dependent on consumers ' perceived second language proficiency, but rather upon their political considerations.

This is the first study of bilingual customers ' behavioral reactions to being served in their second language, among bilingual customers from different countries. Given that more than half the countries in the world are multilingual, service providers need to take customers ' native language into account when serving bilingual customers.

The service management literature emphasizes the importance of communication, but language difficulties can make communicating in business settings more difficult. The purpose of this paper is to address consumer willingness to communicate in a second language to identity the antecedents that drive consumer language preferences.

The paper presents the findings from two empirical studies in two multilingual countries with a total of 361 adult respondents.

The findings show perceived control to be the strongest antecedent of consumer willingness to communicate in a second language, and identifies second language skills as an antecedent in countries with little political tensions related to language, while political considerations is a strong antecedent in countries where language use is political.

The studies are limited to countries with more than one official language. While multilingual countries make up around two-third of the world's population, future research could test whether the same antecedents are applicable in monolingual societies.

The findings help managers to understand in which situations consumers may be willing to switch language, and in which situations it is important to serve consumers in more than one language.

The paper is the first to draw upon both the service management literature and the sociolinguistic literature to develop and test a model to explain consumer language preferences. This model may help managers to develop strategies for customer service in multilingual markets.

This paper aims to highlight a research on integrating technology into teaching and learning of second/foreign language writing.

In total, 18 empirical studies, involving a total of 1,281 second and foreign language learners, have been reviewed. These studies are selected from the following two databases: Web of Science and Google Scholar. The meta-analysis investigates how effect sizes vary depending on these moderators as follows: stage of writing, language context, learners’ educational level and language proficiency level.

The findings of this meta-analysis have indicated that technology has a large effect on second/foreign language writing (d = 1.7217). These findings have also revealed that the two stages of writing, drafting and editing, have received most of the researchers’ concern. In addition, high school and university learners have achieved a larger effect size of using technology in writing learning; beginner learners have achieved the smallest effect size.

To sum, the previous meta-analyses and reviews tried to explore the effect of computer on writing skills. However, some of them were limited to special groups (Williams and Beam, 2019) and some others analyzed very few studies (Little et al., 2018). Therefore, a comprehensive analysis of the effect of implementing technology in writing skills is needed. The purpose of this study is to perform a meta-analysis of the primary studies about the integration of technology into writing skills. The primary goals of this meta-analysis were to: examine the overall effects of implementing technology in writing; synthesize the relationship between technology and a number of moderators such as stages of writing, language context, learners’ target language proficiency and learners’ educational level (school and university).

The field of teaching English as a second or foreign language has become increasingly important at colleges and universities. Academic libraries must provide TESL students and professionals with an adequate selection of journals in the field. This annotated bibliography and summary chart of TESL‐related journals will aid collection development librarians in evaluating and building their collection, provide TESL students with an overview of available professional journals, and help TESL faculty and professionals identify journals in which to publish articles.

Drawing on diverse findings in Second Language Acquisition (SLA) and Language Teaching research, but centering on the unique needs and contexts of international students in post-secondary education, this paper aims to develop a working theory of international students’ continued language development.

As a critical review, the paper focuses on the most relevant concepts that have important bearings on the research topic, such as attitude, motivation and willingness to communicate; the age and biological factor, namely, the critical period for SLA; the learning environment and methodological factors, such as the input hypothesis; and finally, the larger sociocultural factor, i.e. Bronfenbrenner’s Ecological Systems Theory of student development.

This paper has developed a comprehensive theory of second language development for international students by synthesizing all relevant research findings in SLA and language teaching research.

Linguistic factors, i.e. how students’ different first languages impact their pace and difficulty in learning a second language, though important, are not included in this paper.

The paper can better inform international students, faculty members, support staff and even members of the larger community about the attributions, the processes and the possible outcomes of second language development for international students.

Second language development is an immensely important part of international students’ international education journey. But currently, there is no comprehensive and coherent understanding of this issue among stakeholders of international student success.

In spite of the growing interest in using corpora in language teaching and learning, applying computers and software (especially corpora software) is still new in second language teaching and learning. In addition, employing a learner corpus-based perspective in teaching metadiscourse features in International English Language Testing System (IELTS) writing tasks is not reported to the best knowledge of the researchers. Understanding and spotting this gap, the purpose of this paper is to utilize a learner corpus-based approach in teaching metadiscourse features and investigate its possible impacts on IELTS writing performance of the Iranian second language learners. Therefore, this study addressed the following research questions and hypotheses.

The current research utilized a quasi-experimental research design. In addition, this research used a learner corpus-based methodology. The corpus-based methodology was exploited to enable the researchers to have access to a large body of authentic language materials. In other words, a corpus-based methodology was used due to the fact that it made it possible for the researchers to elicit the metadiscourse features from a large number of authentic writing materials and to employ them during the treatment process with authentic examples.

The findings showed that there was a positive correlation between teaching metadiscourse features and writing performance of IELTS learners; in that, teaching metadiscourse features could soar the writing performance of the subjects. In addition, interactional metadiscourse features had more impact than interactive metadiscourse features on writing performance.

The results of this research can have useful implications for second language teachers and learners as well as researchers in learner corpus as they can learn the creation and application of learner corpora in second language teaching and learning.

This paper is value in that it uses corpus software and methodology in teaching metadiscourse features in writing section of IELTS test.

The purpose of this study is to explore how service employee choice and use of language to initiate and maintain conversation with second generation immigrant customers (SGIC) influence customer evaluation of the service encounter, and whether such employee acts may lead customers to employee switching, branch switching (i.e. switching from one to another location within the same brand) and/or brand switching (switching to another brand altogether).

A scenario-based between-subjects experiment of 4 (employee: match, adapt, bilingual, no adapt) × 2 (fast food, post office) × 2 (English, Spanish) was used to examine the SGIC response to service encounters in different contexts arising from employee choice and use of language. These scenarios were complemented with a series of measurement scales. The instruments, which were identical except in scenario sections, were administered on 788 second-generation Mexican American customers, resulting in 271 (fast food) and 265 (post office) effective responses.

In both service contexts, when employees initiated conversation that matched (English or Spanish) the customer expectations, the SGIC perceptions of interaction quality was higher as compared to other scenarios, leading to subsequent satisfaction and lower switching intentions (employee and branch). Similarly, interaction quality was higher for adapt scenarios as compared to bilingual or no adapt scenarios. Bilingual customers perceived higher interaction quality in bilingual/no-adapt scenarios when compared to monolingual customers. In both contexts, service quality and satisfaction were associated with employee switching and branch switching, but not with brand switching.

By utilizing interaction adaptation theory to conceptualize the effects of employee choice and use of language, the study grounds the model and the hypotheses in theoretical bases and provides empirical corroboration of the theory. The study also contributes toward understanding the service encounters from the perspective of an overlooked group of vulnerable customers: second-generation immigrants.

Service research cautions service providers that a key factor in attracting and retaining customers is having detailed communication guidelines and empowering employees to follow those guidelines. The findings go a step further and underscore the critical role of communication from a managerial standpoint. It is in the interest of service organizations to develop guidelines that will govern employee choice and use of language during service encounters. So doing is commercially justified because unguided employee choice and use of language can result in customer switching and attrition.

The juxtaposition between assigned versus asserted identities is an important one not only in social sciences but also within service research. As service encounters grow increasingly multicultural, the need to educate employees on multiculturally appropriate communication etiquette rises in importance. The findings should encourage service firms and local governments to develop formal communication guidelines that begin with multiculturalism as a central tenet permeating all aspects of employee–employee, employee–customer and customer–customer communications. Service providers ought to take precautionary measures to ensure customers will be empowered to assert their identities in their own terms, if they wish so.

The study demonstrates how employee choice and use of language during service encounters may thwart SGIC, who might view such employee behaviors as acts of identity assignment and, consequently, feel stigmatized, marginalized and offended; and links such customer experiences to switching behavior through mediatory mechanisms.

This chapter explores the concept of annotated lesson plans. Teacher candidates annotated why modifications were made to their lesson plans to support emergent bilinguals. They included the research and theory to support such modifications. This research demonstrates the impact of annotated lesson plans on candidates in connecting their understanding of learning and language acquisition theories to actual classroom practices. Two questions guided the research: (1) Would annotated lesson plans assist teacher candidates in connecting language and learning theories to the modifications made in their lesson plans? (2) What was the impact of creating the annotated lesson plan on the teacher candidates, as expressed through their self-reflection of the process? Founded on the base of naturalistic inquiry (Lincoln & Guba, 1985), the data collected was contextualized within the frame of a teacher candidate course. Annotated lesson plans and accompanying reflection papers were gathered as data. These items were analyzed based on the guidelines established by Lincoln and Guba (1985) and Spradley (1980). Teacher candidates connected theories to their planned lessons. They demonstrated and expressed better understanding of related theories and methods. While a minority of the candidates expressed concerns with their overall preparation to educate emergent bilingual students, the majority of the candidates felt the lesson plans provided them with greater confidence in meeting the needs of such students. The implications of the study are that annotated lesson plans can better prepare preservice teachers for teaching emergent bilinguals.

This chapter describes the situation of the two ‘official’ linguistic communities within the province of Quebec, Canada, whose primary language is either English or French and who attend post-secondary pre-university colleges. It examines the point of view of young Anglophones learning French as a Second Language (FSL), for whom French instruction is mandatory. A random probability sample of 974 students was selected in 11 colleges. The authors conducted 22 individual interviews and met with 48 students during four focus group sessions. The interviews and the quantitative data show that students at all levels have low levels of motivation for FSL and negative attitudes towards the Francophone community. How students perceive FSL education has a statistically significant impact on motivation: the more positive their perceptions, the higher their motivation. Moreover, the reported number of Francophone friends and the number of hours students reported speaking in French with these friends, has a significant impact on their perceptions. Based on the importance of this friendship dynamic, the authors propose that Second Language Acquisition should not focus primarily on language code proficiency and communication skills, but rather encourage students from different linguistic groups to meet and develop productive relationships, which is scarce in language instruction settings.