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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

<p style="text-align:justify;">This classroom-based study investigates the relative effectiveness of content and language integrated learning in Biology for students with limited knowledge of English. The sample comprised 252 German-speaking learners of English taking intermediate English courses (3rd year of English learning) at a special secondary school (German “Mittelschule), who were randomly assigned to one of three groups: lesson being conducted in English, the lesson being conducted in German, and a control group. A teaching unit about the topic “breathing” served as intervention. To determine the effects of the two instructional methods, the participants’ prior knowledge about the topic and their motivation based on general interest in the subject, specific interest in the topic and the level of self-efficacy experienced was measured beforehand with pre-tests. An immediate post-test about content knowledge and motivation was taken right after the lesson, a post-test after one month should show long term consolidation or change in motivation. Even though most other studies show negative effects of bilingual teaching for students with a low level of language skills, the results here indicate that neither knowledge nor motivation in classes with relatively little knowledge of English was significantly different in both groups, students with multilingual background seemed to even benefit from the bilingual instruction provided that specially prepared lessons were used serving the learning needs of the students.</p>

Effects of Bilingual Biology Teaching at Middle Schools

Original Research 

ltrq.2021.23.04.xml

Guest-editors: 
Ana Bocanegra-Valle, PhD, University of Cadiz, Spain
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: Future Perspectives and Challenges of ESP/EAP. In Honor of Helen Basturkmen’s Contribution to ESP/EAP Research

<p style="text-align:justify;">Explicit vocabulary&nbsp;learning is a burden for most of the students. But vocabulary is the basis of&nbsp;each language, and not all words can be acquired incidentally through context or reading. Especially for content and language integrated learning in L2 it is&nbsp;important to offer lots of support for learning a large number of terms in&nbsp;order to avoid frustration and negative impact on motivation for the subject. This&nbsp;classroom study investigated the effects of odor on L2 vocabulary learning. The&nbsp;olfactory sense is connected with the limbic system and therefore associated&nbsp;with emotions and motivation. Young EFL Learners (n=158) were randomized to 7&nbsp;different groups to compare the effects on retention of vocabulary, on&nbsp;motivation and concentration. A mix of essential oils that is proven to enhance&nbsp;concentration and vigilance was given as support. Major finding found as a result of the testing was the positive correlation with the time during a&nbsp;school day the odor was offered as support.</p>

The Effects of Odor on Vocabulary Learning

ltrq.2020.18.02.xml