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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).

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.

Given the significance of willingness to communicate and its integral role in the field of foreign/second language acquisition (F/SLA), this quantitative study intends to examine the relationship between sensory emotioncy types and teacher immediacy with second language learners' willingness to communicate (WTC).

A total number of 280 students majoring in teaching English as a Foreign Language (TEFL), and English Language and Literature completed three scales of Sensory Emotioncy Type (SET), Willingness to Communicate and Teacher Immediacy (TI). For data analysis, Pearson correlation coefficient, multiple regression analysis and structural equation modeling (SEM) were employed.

The results of SEM showed that learners' WTC was significantly predicted by emotioncy and teacher immediacy. Further, reports from correlational and regression analyses revealed a significantly positive correlation, first, between teacher immediacy and learners' WTC, secondly, between emotioncy and learners' WTC.

The main limitation of this study was that the participants were selected from one context with relatively a small sample which might restrict the generalization. Nonetheless, the present study findings might extend ancillary horizons and provided worthwhile insights into the perception of teacher immediacy and emotioncy on students' willingness to communicate.

The significance of the current study lies in its theoretical contribution to the notion of WTC and its pedagogical implications and suggestions to the benefits of rejuvenating second language teaching and learning. Findings of this study help pre-service and in-service teachers in providing them more robust picture of learners' individual differences; and hence exert the most appropriate tasks which learners have the most degree of familiarity and better to say, emotioncy.

In the current study notable results were obtained which would be efficacious to the present literature on the EFL teacher immediacy, emotioncy and willingness to communicate. First and foremost, the findings added to a growing body of literature on emotioncy as a relatively novel concept in academic settings and teacher immediacy , and willingness to communicate which have gained scant attention in the field.

This chapter traces one student teacher's (Joan) experiences of learning to teach English as a second language in a cross-cultural context during a teaching practicum in Hong Kong. The school-based practicum is a core component of many initial teacher education programmes. During this induction period, usually an 8-week block, student teachers are placed in local schools to learn how to integrate theories into practice in real teaching situations. Specifically, I uncover how Joan grappled with the tensions and complexities of teaching young learners from a different cultural and linguistic background, in a small elementary school situated in the borderland between Hong Kong (an autonomous region of China) and Shenzhen (a province of Mainland China).

Critical incidents from Joan's practicum experiences were analysed to uncover how she dealt with the tensions and dilemmas in confronting difference and marginalising practices while learning to teach English as a second language (ESL) in the practicum school. Implications on how to develop initial teacher education programmes so that student teachers learning to teach across cultural contexts can be encouraged to explore, confront and ‘deal with the emotional terrain of understanding difference’ will be discussed (Boler & Zembylas, 2003, p. 123; Zembylas, 2010).

In this chapter, the authors provide an introspective account of how teachers in mainstream classrooms can use questioning to more effectively differentiate literacy instruction for English learners across subject areas. The authors offer a rationale for constructively responsive questioning and share tools and strategies for adapting levels of questioning to students’ English proficiency and grade levels with the goal of strengthening instruction and promoting student engagement in learning.

Academic language in social studies lessons is challenging for English Language Learners because of the language barrier. Social studies teachers need to make use of effective techniques that can help English Language Learners overcome the language barrier. Graphic organizers are promising tools for making content more comprehensible for English Language Learners. In this article it is suggested that Inspiration®, a software program that allows production of electronic concept maps in an easy process with minimum learning curve, can help social studies teachers teach English Language Learners more effectively, as well as enhance their language development. Inspiration® is presented as an instructional tool that can help social studies teachers understand the linguistic needs of English Language Learners (ELLs) and incorporate appropriate academic language of different types of language functions prevalent within the discourse structures of social studies textbooks with the help of Inspiration®, such as the language of describing the process of making laws, comparing and contrasting two branches of the American government, and sequencing of events in making of the American constitution.

With an increasing emphasis on the reading development of L2 learners of English and a growing body of literature on L2 reading, it is now time to examine what the current research on L2 reading says about L2 learners’ reading development and to discuss what would be a desirable future for L2 reading studies. Focusing on the L2 reading of upper elementary, middle and high school students in L1 settings, this study aims to carefully, but critically, explore the major research studies published in the past three decades. In particular, it uses sociocultural and critical frameworks that view language as a social phenomenon and literacy as a constellation of socially contextualized practices to explore the issue of L2 reading.

To identify key findings about L2 reading, a systematic literature review of studies examining L2 reading in L1 settings was conducted. A critical examination and analysis of 91 studies on L2 reading for upper elementary students (Grades 4-12) are presented here. Based on the literature review, the major issues addressed in the previous section are revisited, and the requirements of future research on L2 reading are discussed.

Three major changes have taken place in L2 reading studies: from monolingual/L1-based research to multilingual/L2-based research; developing the socially situated model of literacy (literacies); and adopting a sociocultural and critical lens: L2 reading and L2 reading assessment. Based on the critical review of the major research studies published in the past three decades, this paper identifies the research and approach required to advance the field of L2 reading: the continua of L1 and L2 reading, macro–micro analysis of L2 reading context and diversification of L2 reading research.

Based on a systematic literature review, it demonstrates the current trends in L2 reading research, to examine the key findings and implications, and to identify what additional research or paradigms are required to advance the field. The literature review presented in this paper helps language educators, policy-makers and school administers at all levels in both first-and second-language contexts to better understand the rapidly increasing number of L2 English learners in L1 classroom settings.

The purpose of this study is to examine the impact of computer-assisted language learning on cultural adaptation and language learning in non-traditional classroom settings.

The data of this study came from extended periods of observation, multiple rounds of semi-structured interviews and home visits. Using narrative inquiry, it analyzes an immigrant's journey of language learning and cultural adaptation within a virtual knowledge community.

The findings of this study reveal the profound impact of virtual knowledge communities on enhancing second language learning and facilitating cultural adaptation.

This study offers original insights by demonstrating the transformative power of virtual knowledge communities for the purpose of second language acquisition and cultural adaptation.

The purpose of this study is mainly to find out the EFL learners' attitude towards corrective feedback. This paper also investigates types of learners who prefer the online or offline corrective feedback, and how feedback should be tailored to the needs of the learners.

The study was conducted on sixty female participants who were students of levels 7 and 8 of the B. A. program (English) at King Khalid University, Saudi Arabia. They were administered a questionnaire comprising eight questions about corrective feedback from teachers individually and independently so that they could identify their own choices without any influence from other participants. The items in the questionnaire were closed items.

It was found that both types of feedbacks are essential to enhance learners' linguistic accuracy. Learners have shown their positive attitude towards teachers' corrective feedback because they consider it a motivating learning tool. Not only that the learners have expressed the view that corrective feedback is very useful in enhancing the learning process for EFL learners. On the other hand, some of the learners are not serious about going through corrective feedback given by teachers because sometimes they are unable to differentiate between what helps or hampers progress towards language learning. However, they preferred both online (immediate/automated) feedback and offline (delayed) feedback. In general, the results state that the learners have expressed the view that corrective feedback is very useful in enhancing the learning process for EFL learners.

This study has some limitations. The first one is the sample size. Only students from levels 7 and 8 (undergraduates) were taken into consideration. The second limitation is that the researchers focused on only one university in Saudi Arabia. The third limitation is that no male students participated in this study. The results might be different if the male students participated as well.

One vital point in employing CF in the language classrooms is timing. Considering the timing of corrective feedback, teachers face the problem of whether CF should be immediate (online) or delayed (offline).

This chapter explores an approach to instruction in pre-service classes called “goofiness pedagogy.” Embedded in teaching and learning theories, goofiness pedagogy is designed to model creative teaching to help emergent bilingual learners academically, linguistically, and socially. Currently in Arizona, highly restrictive language policies limit curricular and pedagogical choices for students acquiring English. As a result, pre-service teachers are often reluctant to work with them, and worried that their own creativity will be constrained. This chapter thus discusses a multi-year study of goofiness pedagogy – theatrical drama, play, and performance – that helps pre-service teachers develop an alternative vision of exceptional teaching for and with emergent bilingual learners. Data sources include student and author reflections on the practice of performed goofiness in Structured English Immersion classes at the University of Arizona, video-taped performances of students engaged in drama and improvisation, and analysis of student written artifacts. Findings indicate that while some pre-teachers hesitate to participate in “performed goofiness,” the majority believe that theatrical activities encourage them to try out innovative teaching strategies, take risks, make mistakes, and analyze those mistakes in a supportive community of practice. Equally important, pre-service teachers begin to understand that learning in general, and language learning in particular, are social pursuits and that teachers should create social spaces in their own classrooms to support the academic and language development of emergent bilingual students. Goofiness pedagogy also has transformed the author’s own teaching practices, and consequently represents a “pedagogy of hope” within a rigid state context.