A step toward autonomy in education: probing into the effects of practicing self-assessment, resilience, and creativity in task supported language learning.

Self-assessment (SA) can provide students with opportunities to self-evaluate, or make judgments about their learning process and products of learning. Regarding the importance of SA, this survey pursued to examine the effects of practicing SA on Saudi Arabian EFL learners' resilience, creativity, and autonomy in task supported language learning. To fulfill these objectives, 60 intermediate EFL learners were chosen and separated accidentally into two groups of control and experimental.

Impact of mind-mapping technique on EFL learners' vocabulary recall and retention, learning motivation, and willingness to communicate.

This study sought to investigate the effects of using the mind-mapping technique on Iranian English as a foreign language (EFL) learners' vocabulary recall and retention, learning motivation, and willingness to communicate (WTC). To accomplish this, 98 EFL learners were chosen and homogenized through the Oxford Quick Placement test (OQPT) and divided into a control group (CG) (n = 30) and an experimental group (EG) (n = 30). After that, the chosen students were pretested on vocabulary, learning motivation, and WTC.

Acquisition of L2 English spatial deixes by Arabic-speaking children.

Deictic words are considered the earliest words which children acquire at the stage of two-word-utterance. However, mastering them like adults may take more time. This paper investigates how L2 children comprehend and produce English spatial deixis '', '', '', and '' by observing and documenting their responses and reactions in hide-and-seek game.