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This study investigated learner perceptions of correction in L2 (second language) pronunciation. Research indicates that L2 learners have a strong preference toward corrective feedback provided by the teacher and also favor peer feedback (Kaivanpanah et al., 2012). In addition, external feedback is shown to contribute to the development of internal feedback, or self-correction (Huang & Jia, 2016). Learners were also found to carry positive opinions towards explicit error correction, with culture and proficiency level influencing those opinions (Yang, 2016). The current study used a qualitative approach to investigate learner perceptions toward correction in L2 pronunciation and examine real-life correction instances through the learner lens. The study used secondary data consisting of video recordings of focus-group interviews and classroom interactions. The focus-group interactions were analyzed thematically, and Lyster and Ranta's (1997) framework was used to analyze classroom interactions. The analyses of both data sets and researcher field notes were further crossed to respond to the research question of how learners perceive correction in L2 pronunciation. It is hoped that this multidimensional look at corrective feedback in L2 pronunciation will not only educate teachers regarding the impact correction has in ESOL (English for Speakers of Other Languages) classrooms but also raise awareness in L2 learners as to the role such feedback can have on their pronunciation learning.

The present study examined dual language (DL) teachers' beliefs and practices regarding effective second language instruction. DL teachers are expected to integrate language teaching and content instruction. However, balancing the two areas of instruction has been proved challenging. It has also been reported that bilingual educators lack pedagogical skills and hold incorrect beliefs about second language acquisition. Five DL educators participated in the study. Data about the teacher's beliefs were collected using semi-structured interviews, and data about their classroom practices were gathered from their teaching journals. Second semi-structured interviews were conducted to reveal the factors influencing the enactment of stated beliefs. The data were analyzed qualitatively using the template analysis with pre-determined themes. Findings showed that the participants' articulated beliefs about effective second language instruction were generally in alignment with current thinking in the field of second language pedagogy and suggested approaches to language instruction in the DL classrooms. The participants' reported practices were generally congruent with their beliefs, except for some specific strategies. School and classroom factors appeared to be the most significant supports and hindrances to the enactment of the teachers' beliefs. These results have the potential significance for teachers to encourage self-reflection. They also offer schools some insights into understanding the challenges DL teachers face and the types of supports they need for effective second language teaching. Based on the findings, teacher preparation programs could consider an approach to professional development that attends to the pedagogical beliefs of individual teachers.

With the importance of oral communication skills and digital literacy skills for 21st-century learners (Partnership for 21st Century Skills, 2006), there is an increasing tendency to incorporate technology in language learning and teaching. In this trend, PechaKucha Presentation (PKP), a unique, fast-paced format of giving presentations, has recently been advocated for its benefits in developing learners' oral communication skill in various contexts (Angelina, 2019; Coskun, 2017; Mabuan, 2017). This paper presented a study that explored seven international students' speaking and listening experiences with PKP activities while completing the English for Academic Purposes (EAP) program prior to their undergraduate programs in a US university. The study adopted a phenomenological design with semi-structured interviews, artifacts, and observations. Colaizzi's (1978) data analysis framework was employed to provide a comprehensive description of the participants' speaking and listening experiences with PKP. Findings revealed that (1) participants experienced a connection between emotions regarding PK presentations and their English speaking skills; (2) participants described cognitive and metacognitive skill use and awareness due to PK presentations experiences; (3) participants perceived audience as an important factor in presentation decisions; (4) these EAP international students were aware of and critical of their English- speaking skills; (5) they preferred more time for pronunciation and to convey information; (6) EAP peers' pronunciation hindered meaning making; (7), PK meaning- making processes included listening, reading, viewing, and critiquing their peers' presentation performance. The study also offered several recommendations regarding the most practical teaching strategies that emerged from the findings of this research. Further implications that may inform EAP educators and EAP curriculum designers of oral communication skills for international students were also discussed.

To be human is to seek to understand the known and unknown world. The Covid-19 pandemic offers researchers the opportunity to examine online meaning-making on a more ubiquitous magnitude than ever experienced in history, without positioning the digital world as less authentic, or distinct, from the physical. Using mixed-methods grounded theory, this study posed the research question: (RQ) How do high school parents use an online community to (re)conceptualize aspects of contemporary society? The NRC Emotion Intensity lexicon (Mohammed, 2018) was used to score online forum posts from 2018-2021 using eight emotions to quantitatively represent changes over time. The qualitative data focused on core issues in education and observations during the Covid-19 pandemic using constructivist thematic coding - initial, focused, and theoretical – to identify prevailing themes. The convergence mixed-methods model was used to combine QUAN+QUAL data and identify the prevailing theory that can be concluded from the research. With relation to the research question, the findings establish that reconceptualization occurs in an online community through various agents engaged in dialogic conversation, and further reveals that (A) extreme coping mechanisms are used to adapt to new and reoccurring threats and Covid-19 is a catalyst for this behavior, (B) parents are extremely dissatisfied with contemporary education independently of the pandemic and in reaction to poor adaptability during it, and (C) variation in emotion may occur relative to context each year, but the priority categories of concern produce greater variation.

This study was designed to investigate the relationship between arithmetic and reading comprehension, as measured by the Grades 6 and 7 Florida Standards Assessment (FSA), and student success in algebra, as measured by the Florida Algebra I End-of-Course Assessment (EOCA). The intent of the study was to bridge the gap in the literature regarding student performance on the Grades 6 and 7 FSA English Language Arts and Mathematics and subsequent performance on the Algebra I EOCA. Furthermore, this study sought to identify specific skills related to arithmetic and reading comprehension that contribute to student performance in Algebra I. Sequential multiple regression was used to determine the relationship between the overall scale scores and curricular strand sub-scores for the Grades 6 and 7 FSA English Language Arts and Mathematics and the scale scores for the Algebra I EOCA, while controlling for student demographic variables. Additionally, multivariate analyses of variance were used to determine the differences between the Algebra EOCA performance levels in the sub-scores of each middle school assessment. Each of the final models for the scale scores and the sub-scores for all four FSAs were found to be statistically significant and meaningful predictors of student performance on the Algebra I EOCA in at least one regression model. Sub-scores from the FSA Mathematics in Grades 6 and 7 were the most commonly significant and meaningful predictors, particularly knowledge of the number system, ratios and proportions, and expressions and equations. Finally, it was found that there were statistically significant differences in the FSA sub-scores between student groups identified by their performance on the Algebra I EOCA. This study has numerous implications in the areas of data analysis, curriculum design and implementation, mathematics content area reading instruction, and the overall approach to mathematics education for Students with Disabilities, English Learners, and students with low socioeconomic status.

The purpose of this study was to explore how a teacher educator (myself) and preservice teachers engaged in joint reflection-for-action, reflection-in-action, and reflection-on-action during an approximation of practice in a TeachLivETM setting using sentence frames to support English Language Learners' (ELLs') writing. Four elementary education preservice teachers participated in this study based on set inclusion criteria. This action research study included video-recorded approximations of practice, the sentence frames preservice teachers submitted in the skill seven module, reflective journaling, and analytic memoing. Instructional sequence analysis through transcription, holistic coding, message units, action units, interaction units, instructional sequences, and phase units were used to analyze the data and create instructional maps of the interactions. Findings showed improvements to my practice of using joint reflection with preservice teachers at each cycle. These improvements included decreasing the interruptions to the preservice teachers, supporting the preservice teachers in identifying the problem and multiple solutions, incorporating further reflection within reflection-on-action, holding the reflective conversation, and supporting judgment by identifying the pros and cons of each solution. Additionally, through the creation of instructional maps, I identified the reflective phase units, instructional sequences, and interactions made to engage in joint reflection with the preservice teachers. Looking more closely, using questioning as a reflective move facilitated reflection while informing provided the preservice teacher with content knowledge on using sentence frames with ELLs. These findings contribute to the field by demonstrating one way teacher educators can (a) incorporate reflection within their courses to develop preservice teachers' pedagogical skills and (b) the reflective moves that support joint reflection on pedagogical decisions between teacher educators and preservice teachers.

The purpose of this study was to contribute to the literature and to policy and practice in the educational field on how individual student diagnostic scores was affected in the area of reading. This study specifically examined full or partial fidelity of implementation of the iReady reading instructional and computerized program was applied in seven middle schools in a school district in Central Florida for all students in intensive reading courses. Additionally, this study contributed to how individual student diagnostic scores was affected in the area of reading for students on free or reduced lunch. Data were analyzed from the second and third diagnostic assessments from i-Ready. The second diagnostic assessment was administered in January of 2021 after students returned from Winter Break and 1,774 students completed that assessment. The third diagnostic assessment was administered in March of 2021 after students returned from Spring Break and 1,687 students completed that assessment. Overall, 3,461 students completed the assessments. Analyses showed that students in schools who used the i-Ready reading program to full fidelity had slightly higher scores than students in schools that used the i-Ready reading program only to partial fidelity, yet the data was not statistically significant. Further analyses found that students who were on free or reduced lunch performed far worse than students who were not considered on free or reduced lunch, there was a statistically significant difference, and that implementing the i-Ready reading program to complete fidelity actually had a significant negative effect for students on free or reduced lunch.

When the Covid-19 pandemic first hit the world in March 2020, all aspects of life were drastically disrupted, and the education sector underwent radical changes. An almost overnight shift from traditional classrooms to delivering instruction online became an enforced necessity rather than an option to continue education during the pandemic, which required teachers around the world to adapt to the new reality on very short notice. Because little research has been undertaken to understand language teaching practices globally during the pandemic from the teachers' perspectives, shedding light on how English as a foreign language (EFL) teachers responded to the emergency remote teaching (ERT) is important. Examining those experiences showed what impact this mode of instruction had on English language teaching in general and what plans there are for more successful teaching practices of similar possible scenarios in the future. This case study approach examined five Palestinian EFL instructors' perceptions and practices shifting to ERT during the Covid-19 outbreak. Through Zoom semi-structured interviews, the respondents reported changes to their pedagogical practices to adjusting to ERT, including changes to their communication, pedagogical, and classroom management strategies. While participants faced pedagogical challenges, as well as issues related to technology, communication, assessment, classroom management, lesson planning, and course delivery, distinct benefits emerged as a result of the switch to online teaching. Furthermore, participants reported their beliefs that online teaching and learning will persist in the post-pandemic era.

Stance and engagement are important rhetorical resources for writers to construct interaction with readers and ideas by marking epistemic evaluation and bringing readers into the texts. Building on previous research that suggests notable differences in the use of stance and engagement in academic discourse, this comparative study investigates the use of stance and engagement in scientific research articles. By comparing two corpora that contain 144 research articles in total across 16 scientific disciplines, this study examines if the numbers of stance and engagement differ between manuscripts (unpublished research papers) that are produced by nonnative writers and those that are published in leading scholarly journals. Further analyses are also conducted to examine four types of stance (hedges, boosters, attitude markers, and self-mentioning) and five types of engagement (reader pronouns, questions, directives, appeals to shared knowledge, and personal asides) between two corpora. Quantitative analyses indicated that manuscripts written by nonnative writers featured markedly more hedges and attitude markers than those published in leading journals; published research articles used self-mentioning and directives significantly more frequently than those unpublished manuscripts. Moreover, results revealed that unpublished and published research articles shared similar patterns with regard to the numbers of using hedges, boosters, attitude markers, and directives. In this study, research articles published in leading journals are treated as the "norm" in terms of using stance and engagement. Results are discussed by comparing patterning of using stance and engagement and presenting examples extracted from published research articles. Study limitations, pedagogical implication, and future research directions are suggested.