Task-Based Language Teaching (TBLT) has been widely promoted as a communicative methodology, yet its implementation in Japanese EFL classrooms has often proven problematic due to exam-oriented curricula, limited input, and entrenched teacher-centered practices. This paper critically examines these challenges and shows how they conflict with the realities of Japanese EFL (Sato, 2009, 2010, 2011, 2024). Drawing on previous critiques and debates, it argues that while tasks can enhance motivation and fluency, they cannot serve as the sole framework for instruction. As a pragmatic alternative, the Revised Presentation–Practice–Production (R-PPP) approach is proposed (Sato, 2009, 2010; Sato et al., 2022). R-PPP retains the structural clarity and explicit focus on form characteristic of PPP while incorporating scaffolded opportunities for meaningful communication. By balancing accuracy and fluency, structure and flexibility, R-PPP offers a context-responsive pathway for Japanese EFL classrooms and other exam-driven EFL environments, providing a practical model for fostering communicative competence without disregarding classroom realities.

Despite its potential, data-driven learning (DDL) remains underutilized in pre-tertiary education, partly due to the lack of tools that provide ample and level-appropriate example sentences. This classroom-based case study investigates whether generative artificial intelligence (GenAI) can generate suitable example sentences to help elementary-level learners distinguish between the synonyms “gather” and “collect”, and whether the learners can discern their differences through hands-off DDL with the AI-generated example sentences using a pre- and post-test design. Analyses based on the English Vocabulary Profile (EVP) and Coh-Metrix revealed that GenAI can generate sentences that align with the CEFR levels specified in the prompt (i.e., A1-A2). Furthermore, a Bayesian Wilcoxon signed-rank test yielded a Bayes factor (BF₁₀) of 31.564 and an effect size (δ) of -0.68, indicating that the hypothesis that post-test scores are higher than pre-test scores is approximately 32 times more plausible, representing a medium effect size. Although this is a small-scale, classroom-based case study, the findings suggest that GenAI can function as a user-friendly concordancer, offering accessible tools for younger learners and potentially addressing some of the key barriers to implementing DDL in schools.

Effective business writing skills are essential for workplace success in today's globalized economy, yet academic training often inadequately prepares students for real-world professional communication demands. This study designed and implemented an integrated pedagogical framework that sequentially combined tasksupported and apprenticeship learning models in a Business English course. Thirty undergraduate English majors at a university in Taiwan participated in an 18-week program featuring a two-phase structure: Phase 1 involved task-supported learning to develop foundational competencies in business writing genres, language use, and formats; Phase 2 featured apprenticeship learning where students applied these skills to authentic workplace projects under industry professional mentorship. A mixedmethods design was employed to collect data from course evaluation surveys, academic performance records, TOEIC scores, reflective journals, and semi-structured interviews with six students. The findings demonstrated that the integrated approach bridged the gap between academic writing instruction and the requirements of professional business communication. Advanced students readily embraced openended writing and valued real-world feedback, while lower-proficiency students participated actively but relied more on templates and required additional support. Both groups rated expert feedback positively, indicating that mentorship was valuable for all proficiency levels. The study discusses pedagogical implications for English for Specific Purposes curriculum design and offers suggestions for future research.

Recent product-oriented studies have suggested that integrated writing tasks are beneficial for language development. Nevertheless, research examining the manner in which learners process linguistic form during writing remains limited. The present study sought to compare the processing of form during integrated and independent writing tasks. Japanese EFL university students were required to complete both an integrated writing task, which involved summary writing, and an independent writing task, which involved essay writing. The processing of form during writing was analyzed using stimulated recall and eye tracking. In both tasks, the participants were found to primarily process lexis. Additionally, the independent writing task yielded increased grammatical processing. A detailed analysis indicated that integrated writing tasks facilitated the processing of lexis at the elaboration level. The eye-tracking analysis indicated that the participants consulted the reading passage when focusing on lexis in the integrated writing task. Conversely, when confronted with a grammatical issue, they applied their expertise to solve the issue. The analysis of the writing quality revealed only minor differences in lexical variety and pause location frequency. The implications of integrated writing tasks in classroom instruction and the contribution of this study to the field of L2 writing research are discussed in detail.

The study examines the perceptions of Indian and Iranian students, toward blended language learning (BL), using both quantitative and qualitative data. A total of 213 responses were obtained through convenience sampling, comprising 52.6% Indian and 47.4% Iranian undergraduate students, all of whom had prior experience with blended learning, utilizing a 24-item questionnaire. The data collected were analyzed using IBM SPSS v26. Descriptive statistics, exploratory factor analysis (EFA), reliability tests, and t-tests were conducted. The quantitative analysis indicated a generally positive response toward blended learning. The results indicated a significant difference in the general perception of blended learning suggesting that Iranian students may have a more favorable perception of BL compared to their Indian counterparts. However, no significant differences were found in other constructs, including BL Usage, Preferred Learning Environment, Learner Experience, and Personal Factors. The qualitative analysis highlighted the multifaceted nature of BL, revealing both its strengths in fostering an inclusive, cooperative learning environment and the challenges it poses for language teaching and learning. The qualitative insights revealed cultural differences, particularly concerns about maintaining cultural and linguistic heritage among Iranian students and the potential for disengagement due to the lack of face-to-face interaction. Based on the findings, it can be safely concluded that there exist potential differences in how students engage and perceive BL indicating the need for culturally tailored approaches for enhancing the effectiveness of blended learning.

This study examined the effect of two EFL instructional approaches, Task-Based Language Teaching (TBLT) and Presentation, Practice, Production (PPP), on Japanese EFL university students' Willingness to Communicate (WTC) and Conversational Involvement in L2 English. To this end, 64 Japanese university students, enrolled in an English Listening and Speaking course, participated in the study. The 64 participants comprised two separate classes of 32 students, each receiving a different instructional approach: one group was taught using TBLT, while the other followed the PPP model. Assessments of each participant's WTC and involvement in conversations were conducted at the course's beginning and end (after 15 weeks, which consisted of approximately 45 hours of instruction). Each of these assessments involved participating in a dyadic conversation with a classmate (which was transcribed verbatim and analyzed for the number of words uttered and questions posed) and completing a WTC questionnaire. Overall, the results demonstrated that TBLT was significantly more effective than the PPP approach across all measures of conversational involvement, including students' willingness to communicate (WTC) in L2 English, the number of words spoken, and the number of questions posed.

Task planning has received substantial attention from researchers within task-based language teaching. However, there is some uncertainty regarding the impacts of different classroom organizations in pre-task planning on task performance. Accordingly, this research examines how various planning conditions affect students' L2 oral performance in task-based activities in terms of complexity, accuracy, and fluency. Sixty intermediate EFL students were divided randomly into three experimental groups and one control group. While the control group performed without planning, experimental groups completed a decision-making task under different planning conditions: individual, pair work, or guided (with content and language guidelines). Findings showed that individual and pair work planning significantly improved fluency compared to guided planning, but not accuracy or complexity. Individual planners achieved the highest complexity levels, followed by pair work and guided planners, whereas guided planning produced better accuracy than both individual and group-based conditions. The findings suggest that variation in classroom structure in pre-task planning is beneficial to different areas of language performance.

This duoethnographic study explores the Global Englishes (GEs) instructional practices and adjustments of two university-level English teachers in Taiwan and Japan. Despite individual journeys towards GEs awareness, shaped by personal language learning experiences and professional trajectories, both encountered similar challenges in integrating GEs perspectives into their instructional practices due to entrenched preference for native English speakers as ideal language models among students and colleagues, and rigid curricular and institutional constraints. These connected challenges, reflecting broader patterns in ELT contexts, shape the article's analytical focus. Through reflective dialogue and analysis, the study highlights how each teacher faced resistance to GEs-informed instructional efforts and how they responded both explicitly through learning content and implicitly through teaching behaviours. While both reported resistance from students, colleagues, and curricula, subtle behavioural adaptations in teaching were practical in classroom settings and occasionally helped students feel more confident using English. The duoethnographic approach allowed for a dialogic reflection on practice and mutual understanding between the researchers. This work offers insight into how contextual and professional factors can shape what is possible in GEs instructional practice.

Despite the widespread availability of commercially produced supplementary materials, many teachers choose to supplement textbooks with their own materials. These teacher-generated materials currently represent an under-researched area within the larger field of materials development. This study explores the motivations of English teachers in the Japanese junior high school context to create and use teacher-generated materials. A review of the literature relevant to materials development and teacher-generated materials is presented, followed by an examination of the methods used for data gathering and analysis. Employing an approach based upon the grounded theory methodology, this study reveals four primary motivations for the choice of teachers to develop teacher-generated materials as a supplement to mandated textbooks. The data analysis and discussion reveals four primary reasons for teachers in this context to create their own materials. These motivations represent both an empirical confirmation of previous theoretical proposals and new findings and contribute towards establishing teacher-generated materials as an area of materials research with significant potential.

This paper outlines a research study conducted in Indian schools, focusing on the motivation of students to learn English and the teachers' predictions regarding their students' motivation. The study applied the self-determination theory to the Indian context. A total of 36 teachers and 379 students participated in this mixed-method study by completing questionnaires--including both closed-ended and one open-ended item--exploring intrinsic motivation, identified regulation, external regulation, and amotivation. The findings revealed that the teachers were able to accurately predict students' responses regarding intrinsic motivation and identified regulation. In terms of what was enjoyable for students in their English language classes (i.e., intrinsic motivation), both the teachers and students identified discussion/interaction, fiction/stories, and vocabulary learning as the top three items. Reasons for the findings and pedagogical implications will be discussed.

To be useful, placement tests need to be both reliable and practical. Placement tests must be reliable in order to have confidence in the results. They must be practical in terms of expense, in the time required to administer and mark the test, and in the ease with which the results are interpreted (Nation & Macalister, 2010, p. 120). This article reports on the use of a freely available test, the Bilin- gual Vocabulary Size Test for Vietnamese Learners (BVSTV), and its use and modification as a reliable and practical placement test. The study involved 147 Vietnamese university graduates of various academic backgrounds. The partici- pants sat the BVSTV as part of placement testing prior to participating in an intensive four-week, 100-hour English program. The results of the study indicate that a shortened version of the BVSTV containing the words from the first eight frequency levels could be used for vocabulary assessment in placement testing. It is reliable and the first eight levels are sufficient for use of partial knowledge at high-frequency word levels while avoiding random guessing at low-frequency word levels.

This study investigates anxiety, metacognitive strategies and multiple intelli- gences in the context of Vietnamese English language classroom. It is a quan- titative project that adopts a descriptive-correlational design. This investigation seeks to describe Hanoi secondary school English language readers and to characterise the relationships among such variables as gender, length of English language learning or experience in reading in the native language. The sample consisted of 379 participants, both male and female, who were recruited using simple random sampling. Three online quantitative instruments were employed to collect the data. These were modified versions of the EFL Reading Anxiety Inventory (Zoghi, 2012), the Survey of Reading Strategies (Mokhtari & Sheorey, 2002) and the Multiple Intelligences Inventory (McKenzie, 1999). Various correlations between the three constructs listed above were sought. The data allows interesting observations to be made, especially with regard to Viet- namese 11th graders’ levels of reading anxiety and their use of metacognitive strategies while reading in target language. The study also produced a profile of the multiple intelligences of the participants. However, explicit links between the three constructs under study were not observed, which begs for more research. After the findings have been described, implications for reading instruction are offered.

The purpose of this study is two-fold: firstly, to validate a questionnaire of self- regulated vocabulary learning strategies (VLS), based on a strategic self-regula- tion (S2R) model of language learning (Oxford, 2011), and secondly, to investi- gate the relationships between self-regulated VLS and vocabulary size. An explanatory factor analysis on the data of 216 Japanese EFL students yielded the following seven factors, which could reflect constructs hypothesized from the S2R model to a reasonable extent: (a) planning for goal achievement, (b) obtaining and using preferred resources, (c) conceptualizing by linking/ combining related vocabulary, (d) planning for positive affective strategies, (e) using auditory sense to understand and remember, (f) generating and main- taining extrinsic motivation, and (g) increasing instrumental motivation. Among the seven strategic vocabulary learning constructs, (b), (c) and (g) were moder- ately correlated to vocabulary size. Furthermore, these strategies were strongly correlated with self-regulatory and planning strategies. The results suggest an integral role for these variables in vocabulary learning.

In response to the recent surge of interest in incidental vocabulary learning, this article synthesizes ideas about such learning in practice. I specifically derive seven critical issues from studies on the topic. I also examine vocabulary learning through incidental means based on various input sources while considering frequency, context, motivation, and strategies and tasks to foster deeper mental processing and better retention. Findings can inform pedagogically sound guidelines for effective vocabulary instruction. Actionable suggestions are provided to enhance incidental vocabulary learning, given an understanding of relevant issues.

This study investigates the productive vocabulary knowledge of post-secondary associate degree students in Hong Kong and mainland China. Participants' productive vocabulary proficiency and lexical richness were analyzed using AntWordProfiler. The texts were compared to two-word lists: the New General Service List (NGSL) and the Academic Word List (AWL). The research also aims to explore the correlation between productive vocabulary proficiency and English language policy in the respective contexts of teaching English as a second language (ESL) in Hong Kong and teaching English as a foreign language (EFL) in mainland China. The findings challenge the assumption that years of ESL experience predict productive vocabulary competency, as extensive ESL learning histories did not result in higher lexical variation. This calls into question the input-proficiency assumption underlying many ESL pedagogical models. To address these issues, the study recommends an eclectic approach that integrates a Focus on Form (FonF) vocabulary training within an incidental approach, known as the incidental FonF approach. This approach combines incidental vocabulary learning with targeted exercises that employ diverse vocabulary learning strategies, aiming to enhance cognitive effort and engage- ment for effective vocabulary acquisition. The study contributes to the under- standing of productive vocabulary proficiency and provides insights for vocabu- lary teaching and learning in ESL and EFL contexts.

Though gamification and videos are commonly applied in education, limited research studies university learners' attitudes towards the combination of gamifi- cation and videos within the new context of content and language integrated learning (CLIL) in China. To address this research gap, the present study employs the technology acceptance model (TAM) as a theoretical framework to investigate the perceptions of ten Chinese undergraduate students. Using a mixed-methods study approach, data were collected through questionnaires and follow-up semi-structured individual interviews after participants completed a gamified, video-based CLIL lesson (GVBCLILL) on Moodle. Results revealed that participants generally held positive attitudes toward using GVBCLILL for autonomous learning of content and language. However, concerns were raised about the efficiency of learning subject-specific content through this approach. Additionally, students were reluctant to practice their productive writing using the GVBCLILL. Based on these insights, several improvements that could be made for the GVBCLILL were suggested: shortening the lesson time, diversi- fying learning tasks to enhance student engagement, offering more choices in learning content, and providing sufficient scaffolding and instant feedback on both content and language. In light of these findings, the improved GVBCLILL may be considered as an option for self-regulated learning among learners in similar educational contexts.

The acquisition of English as a second/foreign language is an additional burden for non-native speakers (NNSs) who must master English as well as developing expertise in their own profession. This corpus-based study aims to improve the English learning of music students by determining how many and what types of words music majors need to acquire in order to understand the most important texts in their discipline. We compiled a music corpus (MC) which we analyzed using the frequency count function of the Adelaide Text Analysis Tool (AdTAT). Then the word list was compared with the New General Service List (NGSL) and the New Academic Word List (NAWL). The findings provide English for Special Purposes (ESP) instructors with a clear picture of high-frequency words in the music discipline, so that they can support the English learning of music students and develop more appropriate materials for them. The findings also have meth- odological implications for the teaching of other Arts majors.

This paper reports a study of the awareness and use of reading strategies among undergraduates at United Arab Emirates University (UAEU). Three research questions were addressed: (1) What is the frequency of individual and overall reading strategy use among UAEU students when required to read academic materials in English? (2) Do UAEU students display any trends or preferences in their choice of academic reading strategies? (3) Are there any differences in the reported use of academic reading strategies among UAEU students studying in different colleges? The participants were students majoring in the three largest colleges in UAEU: the College of Business and Economics, the College of Engineering and the College of Humanities and Social Sciences. The study was conducted using the Survey of Reading Strategies (Mokhtari & Sheorey, 2002). Collected data was subjected to statistical analysis using SPSS software, with the aim of identifying trends and patterns of statistical signifi- cance. Results of the analysis indicate that students in all three colleges have a high level of awareness of reading strategies, with a general preference for using problem-solving strategies rather than global strategies or support strate- gies. The pedagogical implications of these findings are briefly discussed.

This study aimed at ascertaining the level of L2 self-confidence of Indonesian undergraduate engineering students in the context of English for Academic Purposes (EAP) speaking, and relevant influences. A questionnaire and inter- views were employed to elicit information on students’ self-rating of their L2 self-confidence in speaking in English and what they thought might have influ- enced this. The results showed that students’ self-evaluated level of L2 self- confidence was 6,5 on the scale of 1-10. Furthermore, students’ self-assurance (the affective component of L2 self-confidence) was rated higher than their self-evaluation of their competence (the cognitive component) in speaking in English, indicating that they felt more confident than competent in using English orally. Negative influences largely stemmed from their self-perceived low oral skills concerning vocabulary, fluency, and grammatical accuracy. Other influences included situation-specific anxiety in public speaking settings and when required to communicate with native speakers of English. Positive influences included determination to improve current L2 abilities, reflected from students’ out-of-class autonomous language learning, and risk-taking attitude. Based on these findings, implications for pedagogy are discussed.

The main aim of this study was to determine whether different purposes for reading can result in more or less incidental vocabulary acquisition from reading. Three intact classes of Grade 7 junior high school students from Mainland China were recruited and oriented to read for different purposes: interest (n = 42), exam (n = 45), and baseline (n = 45). After reading, the three groups completed an unexpected receptive form and productive meaning test, followed by an unexpected receptive meaning test as an immediate posttest. Two weeks later, the participants were given the same assessments as the delayed posttest. The posttest results for all types of vocabulary knowledge showed that the interest group outperformed the exam group, which outperformed the baseline group. However, on the delayed posttests, the same pattern of results as for the posttest was shown only for receptive form knowledge. The productive meaning and receptive meaning assessment outcomes showed that the exam and interest groups had similar performance and outperformed the baseline group. The implication is that teachers should clearly orient learners prior to giving them any task that intends to promote vocabulary learning, especially those that involve reading.

This article explores the underresearched area of single words and collocations in English textbooks for Chinese tertiary students. The present study is based on a corpus of English tertiary textbooks consisting of texts from the three most widely used materials in Chinese universities covering two years of English learning. By examining a range of indexes of single words and collocations, this study reveals interesting findings for EFL learners. Our results show that text- books might not provide enough opportunities for students’ incidental learning of vocabulary. In this case, students’ current level of vocabulary size would have to be enough to achieve acceptable comprehension of the texts. Our analyses showed that the majority of single words and collocations appeared only once in the textbook series. In addition, the results showed that the overlap between the single words and the required vocabulary list issued by the Ministry of Educa- tion in China is relatively modest. Relevant implications are discussed based on the findings.

Vocabulary knowledge is essential for language learning. This is particularly so for English as a second language (L2) and foreign language (EFL) learners, whose affordances of input and output opportunities may be limited. A rich contextual learning environment is instrumental for these language learners because it enables incidental learning to take place. However, little research has investigated the role of vocabulary knowledge in developing EFL learners’ writing proficiency. The current study, drawing upon two vocabulary tests, one writing test, three focus group interviews, and two case studies, addresses this gap from multifaceted perspectives. The findings of the study provided empirical evidence of the critical role of vocabulary knowledge in EFL learners’ writing proficiency. The results also revealed the centrality of a contextual learning envi- ronment in developing EFL learners’ writing skills. The paucity of such an envi- ronment limited the learners’ writing experience, hampered their confidence, and caused their misconceptions of what counts as good writing. This study contrib- utes to research on the relationships between learners’ vocabulary knowledge and writing proficiency. It has significant implications for intentional and inci- dental vocabulary learning and profound implications for EFL teaching pedagogy.

Reading is an important source of input for incidental vocabulary learning, and vocabulary learning strategies may affect incidental vocabulary learning outcomes from reading. This paper investigates incidental vocabulary learning through word-focused exercises among students learning English as a foreign language (EFL). The extent to which vocabulary learning strategies predict these impacts is also considered. Specifically, this study involved 486 Chinese university EFL students who were randomly and equally assigned to three word-focused exercise conditions: reading with marginal glosses plus comprehension questions; reading with a digital dictionary; and reading and filling in the blanks with a digital dictionary. All learners completed a survey on vocabulary learning strategies. The Vocabulary Knowledge Scale was adapted to measure vocabulary knowledge gains. Results showed that learners who read and filled in blanks with the use of a digital dictionary demonstrated significantly better vocabulary learning outcomes than the other groups. No significant differences were detected between the groups that read with marginal glosses plus comprehension questions or read with a digital dictionary. Multiple linear regression analysis revealed the roles of different vocabulary learning strategies on vocabulary learning outcomes in each group. Relevant implications are provided based on these findings.

The 8th Hong Kong Association for Applied Linguistics (HKAAL) conference, hosted at The Hang Seng University of Hong Kong, was a highly successful and well-attended event. With more than 130 presenters and participants from diverse academic backgrounds, the conference fostered vibrant discussions and mean- ingful exchanges on a wide range of topics in applied linguistics and language education. From the wealth of research presented, we carefully selected five empir- ical studies that exemplify the innovative methodologies and significant findings showcased at the conference for this issue. These selected works not only reflect the high academic standards of the event but also contribute valuable insights to the ongoing development of the field.

A fundamental belief underlying traditional Chinese approaches to second language (L2) instruction is that explicitly represented knowledge about the target language can become increasingly available for spontaneous use through practice. The present study addresses this belief by investigating whether instructed Chinese learners’ metalinguistic knowledge about English is mobilized in their production and what psychological factors may impinge on access to such knowledge. Drawing on previous work on knowledge representation, information processing, and human categorization, it was hypothesized that real-time access to metalinguistic knowledge in L2 production would be affected by the amount of attention allocated to formal accuracy, the level of automaticity reached in processing such knowledge, and the linguistic prototypicality of the target use concerned. These hypotheses are supported by the results of a quasi-experiment on 60 instructed Chinese learners of English.

This article reports the results of a questionnaire study conducted on 118 ESL learners from China to identify comprehension and learning strategies used for listening. The study also examined the interaction between gender and strategy use. The variables in the questionnaire were based on the strategies and their respective tactics identified from a qualitative study conducted with a similar group of learners. A strategy framework that comprised metacognitive, cognitive, social/affective categories was adopted. A distinction was made between comprehension and learning strategies. Whereas comprehension strategies refer to those used for facilitating understanding during listening, learning strategies are for improving listening ability in general. Out of 15 comprehension strategies, respondents reported using 5 strategies frequently. Of the 4 learning strategies, only one was used frequently. Some studies on strategy use have reported differences between male and female learners. The present study, however, showed differences to be small and none came close to any statistical significance. In fact, there were remarkable similarities between the two gender groups. Both groups reported a high level of use for 12 tactics and a low level of use for four tactics. These similarities suggest that factors other than gender might have had an influence on strategy choice. On the whole, the learners reported a moderate level of strategy use.