Journal articles on the topic 'Chinese ESL students'
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1
Hu, Min. "Toward the understanding of Chinese ESL writing." English Today 30, no. 1 (February 5, 2014): 55–59. http://dx.doi.org/10.1017/s0266078413000576.
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It is worth noting that an increasing number of international students, especially Chinese students, have been flooding into English-speaking countries such as the United Kingdom, the United States or Australia in pursuit of advanced knowledge and better academic environments. As ESL students are enrolling in writing courses in colleges and universities, teachers are confronted with problems that non-native speakers bring to the class when it comes to their academic writing. The problems are more serious than they appear to be. For one thing, according to Reid (1993: 774), there is a dramatic difference between native students and ESL students in ‘the needs, backgrounds, learning styles, and writing strategies’. For another, the situation becomes worse due to ‘considerable diversity even among ESL students in terms of language and cultural backgrounds, prior education, gender, age, and ESL language proficiency’ (Reid, 1993: 774). Although there is not a single solution which is effective in solving complex ESL issues, teachers would be in a better position to understand their ESL students' writing problems if they were to learn about the distinct nature of L2 writing shaped by linguistic and cultural differences. In this article, the author, who was once a Chinese ESL student in the USA and is now an EFL teacher in China, explores how English writing differs from Chinese writing and how these differences lead to Chinese ESL students' difficulty with English writing. This article is expected to increase ESL practitioners' awareness of the urgency for them to recognize and deal with these differences in order to teach L2 writers effectively, to treat them fairly and thus provide them with equal opportunities to achieve academic and professional success.
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Lin, Haiming. "Exploring the Relationship Between Constructivist Learning Environments and Chinese University Students’ English Productive Abilities." International Journal of English Linguistics 12, no. 4 (June 5, 2022): 35. http://dx.doi.org/10.5539/ijel.v12n4p35.
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Productive abilities play an important role in English-as-a-second/foreign-language (ESL/EFL) learning. Yet, the relationship between the productive abilities of ESL/EFL learners and learning environments is still under-researched. The principal objective of this research was to explore the predictive effect of learning environments on university EFL students’ productive abilities. A total of 1,499 students from a national key comprehensive university in China were recruited. Perceived learning environments were assessed from a constructivist perspective using the Inventory for Student’s Perceived Learning Environments (ISPLE), while productive abilities were measured based on the English Productive Abilities Scale (EPAS). Findings indicated that two environmental dimensions (i.e., student-student cooperation and student autonomy) had significant effects on students’ English productive abilities. The pedagogical implications for university English teaching are discussed.
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Wang, Wei. "Intertextual practices in academic writing by Chinese ESL students." Applied Linguistics Review 7, no. 1 (March 1, 2016): 53–72. http://dx.doi.org/10.1515/applirev-2016-0003.
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AbstractIn light of the increase of international graduate students, the dynamics of higher education in English speaking countries have changed dramatically coupled with an obvious gap between native English speaking (NES) and English as second language (ESL) graduate students in terms of their academic literacy. As a key component of academic literacy, academic writing consists of noticeable differences between these two cohorts of students. Against the backdrop of ongoing attention to the process and practice of academic writing, this study examines Chinese ESL graduate students’ intertextual practices in composing their academic writing, especially, when the students newly arrived in an English speaking world. Intertextual practice in this study is concerned about not only the transgressive intertextual practice or plagiarism behaviours, but how Chinese ESL students draw on external sources in developing their own writing. This study shows that the most salient feature in the intertextual practice of the participants is the use of indirect quotes rather than syntheses in their own words, and most of the external sources are used to introduce new beliefs, ideas, or issues to their writing. In addition, this study explores possible factors that mediate these practices in consideration of the linguistic and sociocultural backgrounds of the Chinese ESL students.
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Zhu, Pinfan. "Cultural Influence on ESL Students’ Writing." International Journal of Linguistics, Literature and Translation 5, no. 12 (December 31, 2022): 168–75. http://dx.doi.org/10.32996/ijllt.2022.5.12.21.
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Culture and language are closely related. Language is the carrier of culture. The words we write and the ways we communicate often mirror our cultural values, assumptions, beliefs, conventions, and perceptions. So, these elements form the code system by which we encode and decode messages that communicate our ideas. However, when people use their code system to communicate with people from different cultural backgrounds with a different code system, problems are likely to occur. This essay aims at exploring the potential and possible problems that may occur in the use of words and ways of communication when ESL students write in English. It takes ESL learners of Chinese as an example to illustrate the problems. The method is a corpus-based study that focuses on language problems resulting from weak cultural awareness. Major findings include errors in aspects of diction, sentence patterns and discourse patterns, using Chinese students’ writings as examples. The significance of the research lies in that it will enable ESL learners to be on the alert against the cultural influence on their writing in English and quickly realize these different ways so that they can write idiomatic English, not only grammatically correct English. It will also help ESL instructors quickly identify the problematic areas they need to work more with their students. In this sense, the article contributes to both ESL teaching and learning.
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Life, James. "Motivation and Chinese National ESL Students in Korea." International Journal of Foreign Studies 3, no. 1 (December 31, 2010): 271. http://dx.doi.org/10.18327/ijfs.2010.12.3.271.
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Barnhart, Christopher R., Luna Li, and Jerry Thompson. "Learning whiplash: Chinese College EFL learners’ perceptions of sudden online learning." E-Learning and Digital Media 19, no. 3 (March 3, 2022): 240–57. http://dx.doi.org/10.1177/20427530211022922.
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As coronavirus disease 2019 swept through mainland China, students were forced to quickly switch to learning online. This study aimed to capture college Chinese English as a Second/Foreign Language (ESL/EFL) learners’ perceptions of rapidly switching to online learning at two colleges in China’s southern Guangdong Province. A bilingual (Chinese/English) online survey was used to collect data. The participants ( n = 504) responded to a survey about their feelings and perceptions of sudden online learning, a term the authors call “learning whiplash.” We asked students about how much they liked online at the beginning of learning online, how long students have been taking online courses, and how many online courses the students were currently taking. We also asked about the students’ perceptions of the quality of online learning when compared to physical learning. Finally, we asked students about getting drowsy and/or falling asleep during their online classes. We found that students were taking on average five to seven online courses and that they did not like learning online early in the epidemic. Our study confirmed that students preferred a hybrid learning environment. Seventy-nine percent of students admitted to getting drowsy and/or falling asleep during their online classes. Specific suggestions are given for teachers to keep students active and engaged in online learning. Practical guidance and strategies for creating vibrant online learning environments are provided. This research informs both the communities on online and e-learning as well as ESL/EFL teaching.
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Miao, Ruiqin, and Xiuyun Lei. "Discourse Features of Argumentative Essays Written by Chinese EFL Students." ITL - International Journal of Applied Linguistics 156 (2008): 179–200. http://dx.doi.org/10.2143/itl.156.0.2034431.
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Abstract Studies on both second language discourse in general and Chinese EFL/ESL discourse in particular have reported mixed findings about the relationship between L1 and L2 writing. This study investigates the rhetorical features of argumentative essays written by Chinese college EFL students by analyzing paragraph and overall textual organization and development in 69 sample essays. The results show that the majority of the participants compose in a deductive pattern similar to what is typically employed by native English speaking writers. However, the way in which the Chinese EFL students develop their L2 written discourse lacks effectiveness and adequacy, in terms of the following features: the quality of the topic sentence (of paragraphs) and the introduction paragraph (of essays), the adequacy of supporting details, transitions between sentences and paragraphs, and the effectiveness of the ending (of essays). Furthermore, we explore the factors that may underlie the observed patterns. We conclude the paper by discussing the pedagogical implications of the findings and suggesting directions for future research.
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Miao, Ruiqin, and Xiuyun Lei. "Discourse Features of Argumentative Essays Written by Chinese EFL Students." ITL - International Journal of Applied Linguistics 156 (2008): 179–200. http://dx.doi.org/10.1075/itl.156.16mia.
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Studies on both second language discourse in general and Chinese EFL/ESL discourse in particular have reported mixed findings about the relationship between L1 and L2 writing. This study investigates the rhetorical features of argumentative essays written by Chinese college EFL students by analyzing paragraph and overall textual organization and development in 69 sample essays. The results show that the majority of the participants compose in a deductive pattern similar to what is typically employed by native English speaking writers. However, the way in which the Chinese EFL students develop their L2 written discourse lacks effectiveness and adequacy, in terms of the following features: the quality of the topic sentence (of paragraphs) and the introduction paragraph (of essays), the adequacy of supporting details, transitions between sentences and paragraphs, and the effectiveness of the ending (of essays). Furthermore, we explore the factors that may underlie the observed patterns. We conclude the paper by discussing the pedagogical implications of the findings and suggesting directions for future research.
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Tang, Gloria M. "Pocket Electronic Dictionaries for Second Language Learning: Help of Hindrance." TESL Canada Journal 15, no. 1 (October 26, 1997): 39. http://dx.doi.org/10.18806/tesl.v15i1.691.
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This article reports on a study that addresses the concerns of ESL teachers about their students' use of pocket bilingual electronic dictionaries (EDs). The purpose is to communicate to content and language teachers: (a) the features of the ED, (b) the uses secondary level ESL students make of the pocket ED as a tool for learning English, (c) the effectiveness of the ED in helping ESL students' comprehension and production of English, (d) students' perception of the usefulness of the ED, and (e) the strengths and weaknesses of the ED as perceived by ESL teachers. The findings indicate that not only do a large number of Chinese ESL students own EDs, but they also make consistent use of them during reading comprehension and writing classes. Examples are given of the students' successful and unsuccessful attempts using the ED, and recommendations are made for ESL teachers to teach dictionary skills.
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Hu, Guangwei. "Developing an EAP Writing Course for Chinese ESL Students." RELC Journal 38, no. 1 (April 2007): 67–86. http://dx.doi.org/10.1177/0033688206076160.
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Carson, Joan G., and Gayle L. Nelson. "Chinese students' perceptions of ESL peer response group interaction." Journal of Second Language Writing 5, no. 1 (January 1996): 1–19. http://dx.doi.org/10.1016/s1060-3743(96)90012-0.
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Yeh, Yi-Fen, R. M. Joshi, and Xuejun Ryan Ji. "The development of morphological awareness in Chinese ESL students." Contemporary Educational Psychology 43 (October 2015): 51–60. http://dx.doi.org/10.1016/j.cedpsych.2015.10.002.
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Wang, Sue, and Gulbahar H. Beckett. "“My Excellent College Entrance Examination Achievement” — Noun Phrase Use of Chinese EFL Students’ Writing." Journal of Language Teaching and Research 8, no. 2 (March 1, 2017): 271. http://dx.doi.org/10.17507/jltr.0802.07.
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Previous studies have shown that phrasal structure, particularly complex noun phrases with phrasal modifiers, is a feature of advanced academic writing. Therefore, it would be important for those who plan to pursue further studies to learn to write in the way that is appropriate for academic writing. Using the manual annotation function of UAM corpus tool, this study compared the noun phrase use of Chinese EFL students’ writing with that of proficient language users. This study also discussed the significant differences found between these two groups in terms of noun phrase use and their implications for EFL/ ESL writing instruction.
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An, Xuehua, and Mingying Xu. "Conjunctive Adverbials in Chinese ESL Postgraduates’ Expository Writing." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1243. http://dx.doi.org/10.17507/jltr.0906.13.
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Conjunctive adverbials perform important cohesive and connective functions in discourse. Logically linking sentences into paragraphs and paragraphs into an essay might impose great challenge for ESL learners. This paper investigated the use of conjunctive adverbials in the expository writings of Chinese postgraduate students. Learner corpus of 365 pieces of writings was compiled for analysis. The findings indicated that the participants tended to use additive and sequential types of linking adverbials than adversative and causal types. The results also showed that the students relied more heavily on a limited set of conjunctive adverbials and were not aware of the writing registers.
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Diao, Wenhao. "Between Ethnic and English Names: Name Choice for Transnational Chinese Students in a US Academic Community." Journal of International Students 4, no. 3 (July 1, 2014): 205–22. http://dx.doi.org/10.32674/jis.v4i3.461.
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This article explores how transnational Chinese students negotiate identity options through name choice while studying in the US. Name choice can discursively index membership in various communities. Drawing on theories of heteroglossia (Bakhtin, 1981) and community of practices (Lave and Wenger, 1991), this study examines how name choice becomes a site of identity negotiation for transnational Chinese students who received their English names from ESL classes in China. Using a qualitative approach, the analysis illustrates divergent patterns in name choice among a group of transnational Chinese students within one academic community, and demonstrates how membership in the community intersects with notions of cosmopolitanism to affect their name choice. The findings shed light on the pedagogical practice of assigning English names in ESL classrooms. They also call for future research to study the complex links between Chinese students’ histories of engagement in such practices and their identity negotiation processes when overseas.
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Cai, Yufei, and Xiaoguang Yao. "Teaching Complex Sentences in ESL Reading: Structural Analysis." International Journal of English Linguistics 12, no. 5 (July 29, 2022): 59. http://dx.doi.org/10.5539/ijel.v12n5p59.
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Informed by the reading ability of English complex sentences, as well as the syntactic acquisition and cognition, this empirical study, based on a structural analysis approach, investigated 32 Chinese high school students in their ESL (English as Second Language) reading course. The results indicated that: (1) the differences between students’ pre- and post-test are significant; (2) structural analysis approach was found to have independent positive predictive effects on Chinese high school students’ syntactic proficiency. The findings can generate implications for TESL (Teaching English as Second Language) and provide insights to theoretical conceptualization of L2 (Second Language) reading.
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Kamaruddin, Siti Faridah, Ting Hie Ling, and Aisyah Nazamud-Din. "Language Learning Motivation: A Comparative Study between English and Mandarin Language Learners." International Journal of Modern Languages And Applied Linguistics 4, no. 3 (August 1, 2020): 27. http://dx.doi.org/10.24191/ijmal.v4i3.9499.
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English as a Second Language (ESL) is a term which is broadly used in Malaysia’s educational system. Mandarin, on the other hand, is only used among Chinese community and not many non-Chinese know and use Mandarin language as their communication tools among themselves. However, due to the rapid development of economy in China, the interest in Mandarin language learning is becoming prominent. In Malaysia, a country which has developed a tight diplomatic and economic relationship with China since 1976, the interest in learning Mandarin as a Foreign Language (MFL) among the non-Chinese learners is also growing where there is a quantum leap of Mandarin learners at tertiary level (Teow, Ismail, Foo & Ho, 2016). Students in Universiti Teknologi MARA (UiTM) are offered with both English as a Second Language (ESL) and Mandarin as a Foreign Language (MFL) courses. It means that students must learn English and Mandarin simultaneously especially for Diploma students and Degree students. Understanding how the motivation to learn each language might vary within a certain socio-political context is worth exploring, as it may help lecturers working within that context to motivate their students to learn the language more effectively. Moreover, it is reasonable to assume that the different languages learned might trigger different emotional responses from learners (Humphreys & Spratt. 2008). In relation to this, it is important to examine the differences of students’ ESL and MFL learning motivation. This study employed a quantitative research design which emphasized on data collection from students who studied ESL and MFL.
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Park, Eunjeong. "Corpus-Aided Language Learning for Chinese EFL Learners." International Journal of TESOL & Education 2, no. 3 (August 23, 2022): 332–45. http://dx.doi.org/10.54855/ijte.222323.
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Effective language instruction is essential for ESL/EFL students’ language development and improvement. Language researchers, educators, and professionals have investigated the preliminary impact of input that has been purposefully maneuvered to implement language instruction. It seems that effective language instruction has been explored from teachers' perspectives. However, learners’ perceptions of language learning seem to be under-researched. For this reason, this study aims at exploring EFL learners’ perceptions of corpus-aided instruction through qualitative research. Thirty-seven Chinese EFL college students at a Midwestern university in the United States participated in this study. Writing conferences and interviews were collected and analyzed through thematic analysis. Findings showed that the Chinese EFL learners felt corpus-aided instruction was helpful in terms of two things: (1) clarifying logic and (2) organizing the structure in academic writing. However, they also reported some challenges in corpus-aided instruction. This study offers new insight into the usefulness of corpus-aided instruction by drawing much-needed attention to EFL learners' L2 writing development and improvement. Based on the preliminary findings, suggestions and implications are discussed.
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HAI, TENG, NIU QIANG, and MARTIN WOLFF. "China's ESL goals: are they being met?" English Today 20, no. 3 (July 2004): 37–44. http://dx.doi.org/10.1017/s0266078404003074.
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Lin, Haiming. "Effects of Teaching Styles on Chinese University Students’ English Language Abilities." Theory and Practice in Language Studies 12, no. 6 (June 1, 2022): 1225–31. http://dx.doi.org/10.17507/tpls.1206.24.
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Teaching styles play critical roles in students’ English-as-a-second/foreign-language (ESL/EFL) learning. Yet, the relationship between teaching styles and students’ English language abilities is still under-explored. The present study endeavored to explore the predictive power of teaching styles on Chinese university students’ English language abilities. A total of 1,318 English learners from a university in China were recruited. Perceived teaching styles of English teachers were assessed using the Students’ Perceived Teaching Styles Inventory (SPTSI), while English language abilities were measured based on the English Language Ability Self-Assessment Scale (ELASS). Findings indicated that teaching styles positively predicted English language abilities, and the predictive powers of Type I teaching styles on English language abilities were basically greater than that of Type II teaching styles. Pedagogical implications for university English teaching are discussed.
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Yang, Yilong. "Teaching Chinese College ESL Writing: A Genre-based Approach." English Language Teaching 9, no. 9 (July 14, 2016): 36. http://dx.doi.org/10.5539/elt.v9n9p36.
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<p>College students’ English writing plays a vital role in their language learning and further education. However, the current college English teaching falls far behind to resolve this issue, which includes insufficient writing ability compared with that of listening and speaking, inadequate teacher instruction and students exercise, negative transfer of cultural differences, and defect teaching materials and methods. To solve these problems, this paper attempts to introduce Sydney school’s genre-based pedagogy to be used in some areas, such as guiding textbook organization, classroom teaching, and teaching concepts. The study shows that genre-based approach has many advantages, such as integrating language learning and cultural knowledge, taking writing both as the process and as results, emphasizing learning interaction, and leading to a mutual promotion between reading and writing.</p>
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Tan, Dongyao, Mike Yough, and Cong Wang. "International students in higher education." Journal of Applied Research in Higher Education 10, no. 4 (October 8, 2018): 430–42. http://dx.doi.org/10.1108/jarhe-01-2018-0008.
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Purpose The purpose of this paper is to investigate international students’ willingness to communicate (WTC) in US university classrooms, focusing on the role of classroom environment. International students in higher education have great economic and academic impacts, studying their WTC in classrooms facilitates their learning and speaking of English and helps them better participate in class activities and acclimatize to schooling in their adopted cultures. Design/methodology/approach Survey data were collected from 50 Chinese undergraduate students who took English as a second language (ESL) class at a large Midwestern university. Four students participated in follow-up interviews. Findings Results revealed that in ESL classrooms, confidence and motivation had a direct impact on WTC, classroom environment had an indirect effect on WTC through the mediation of motivation and confidence. Qualitative analysis also showed that classroom environment greatly impacted WTC in both ESL and general classrooms, and teacher factors were most important. Practical implications These results have direct pedagogical implications for teachers serving international students in higher education. Originality/value This study facilitates the understanding of the previously under-studied influence of classroom environments on WTC, which has direct pedagogical implications. WTC research focuses predominantly on language learning classrooms, this study initiates an extended exploration of WTC in language learning as well as general classrooms.
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Fu, Tingfeng, and Hossein Nassaji. "Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom." Studies in Second Language Learning and Teaching 6, no. 1 (March 31, 2016): 159–81. http://dx.doi.org/10.14746/ssllt.2016.6.1.8.
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The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997) coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.
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Hong, Yee Chee, and Malini Ganapathy. "To Investigate ESL Students’ Instrumental and Integrative Motivation towards English Language Learning in a Chinese School in Penang: Case Study." English Language Teaching 10, no. 9 (August 1, 2017): 17. http://dx.doi.org/10.5539/elt.v10n9p17.
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Malaysians have long realised the importance of being competent in English as one of the success factors in attaining their future goals. However, English is taught as a second language in Malaysia, and it is not easy to teach under such a foreign context, because authentic input may not exist beyond the classroom, especially in Chinese private schools. In this scenario, English is learnt as a subject with 10 sessions per week, which is considered insufficient for students to master the language effectively. Past research highlights the significance of motivation in English language acquisition. Motivated students tend to put in more effort in their academic endeavours by showing more persistence in their learning process. The purpose of the study was to identify and analyse whether instrumental or integrative motivation plays a more important role in promoting Form Four ESL students’ English language learning. Furthermore, examine the areas of problems that affect ESL students’ motivation towards English language learning. This study was a qualitative case study that used focus group interviews to elicit data from 12 students in a secondary school in Penang. The findings of this research indicate that students are more instrumentally motivated than integratively motivated in ESL learning. Instrumental motivation is found to have a greater impact on students’ English language learning. This research also highlights that vocabulary and grammar are the biggest areas of problems that are encountered by students during their ESL learning process, which further influence their speaking and writing skills.
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Elliott, Robert W., and Di Zhang. "Cognitive perceptions of second language acquisition in Chinese undergraduate ESL/EFL students: A mixed methods approach." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (September 1, 2019): 510. http://dx.doi.org/10.11591/ijere.v8i3.20246.
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<span>With the continued demand for teachers of English as a Second Language (ESL/EFL) in China, colleges and universities in China continue to struggle with teaching oral English to high volumes of undergraduate students using faculty-centered strategies. This concurrent mixed-methods, single-level, case study intends to examine Chinese undergraduate students’ cognitive perceptions of their oral English ability as a segue to a more effective second language acquisition environment in a 21st Century global education. The data analysis revealed three main themes intersected by the findings of the quantitative and qualitative analyses. The findings from this and future studies are intended to guide leaders, administrators, scholars, and students to affect national and provincial policy, school and classroom-based practices, and personal strategies to enhance students’ ability to acquire their oral English skills.</span>
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Raymond, Patricia M., and Margaret Des Brisay. "An EAP Course for Chinese MBA Students." TESL Canada Journal 17, no. 2 (June 30, 2000): 29. http://dx.doi.org/10.18806/tesl.v17i2.891.
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This article describes an English for Academic Purposes (EAP) course for Chinese Master of Business Administration (MBA) students. Unequal English language learning opportunities overseas means that many otherwise excellent candidates are denied access to graduate programs at Canadian universities. Consequently, the Second Language Institute at the University of Ottawa decided to make ESL training estimates based on scores from the Canadian Test of English for Scholars and Trainees (CanTEST) for a group of Chinese applicants to the University of Ottawa's MBA program. Thirty-four candidates participated in an innovative EAP course that combined teaching language, study, and acculturation skills, whereas some candidates were also required to complete 240 to 480 hours of Intensive Four Skills English before undertaking the EAP course. Successful completion of the EAP course constituted fulfilling the requirements for admission into the MBA program. Teaching staff from both the Faculty of Administration and the Second Language Institute provided input into the EAP course.
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Chen, Xuemei, Jean-Marc Dewaele, and Tiefu Zhang. "Sustainable Development of EFL/ESL Learners’ Willingness to Communicate: The Effects of Teachers and Teaching Styles." Sustainability 14, no. 1 (December 30, 2021): 396. http://dx.doi.org/10.3390/su14010396.
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Willingness to communicate in a second or foreign language (L2 WTC) is an important individual difference variable that influences the target language learning process. To cultivate students’ communicative competence for sustainable development and help them become active citizens of the global world, language teachers and educators need to understand L2 WTC and find ways to promote it. The present study explores the effects of teachers and teaching styles (TTS) on L2 WTC of Chinese learners of English, through a comparison of a group of 148 students in mainland China and 73 Chinese students abroad. Respondents filled out online questionnaires concerning their attitudes and perceptions of TTS and self-reported L2 WTC inside and outside classrooms. Eight of them also participated in interviews. Results revealed significant differences in TTS between the two groups and a generally low WTC among them. TTS were linked more strongly to L2 WTC in the group in mainland China. The differences are attributed to the discrepancy in social expectations, culture of learning and the opportunity to use English outside the classroom while abroad. This study may provide insights into English language teaching pedagogy from the perspective of English as a pluricentric language.
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Fan, Jie. "Chinese ESL Learners’ Perceptions of English Language Teaching and Learning in Australia." English Language Teaching 12, no. 7 (June 20, 2019): 139. http://dx.doi.org/10.5539/elt.v12n7p139.
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In recent decades, with the rapid economic development of China, there has been a large influx of Chinese students into Western countries to pursue their studies. Empirical research reveal that some students encounter linguistic and academic challenges, and find it difficult to adapt to the Western learning environment. Adopting a qualitative approach, this research examines how Chinese ESL learners perceive English language teaching in Australia and the learning difficulties they face. By doing so, it seeks to help instructors make informed pedagogical decisions and assist learners in addressing these difficulties. Ten Chinese students who were or have been enrolled in a university English language program participated in interviews. The findings reveal that the participants show highly positive attitudes toward the communicative approach, and mostly favor grammar instruction within communicative practice. The learning difficulties they experience are mostly influenced by their prior exposure to Chinese teaching and learning styles. The study suggests that teachers should be aware of learners’ needs and prior learning experiences, so that they could engage in more effective interventions, and assist learners in developing their own learning strategies in the academic adaptation.
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Li, Qi. "Changes in the Motivation of Chinese ESL Learners: A Qualitative Investigation." English Language Teaching 10, no. 1 (December 25, 2016): 112. http://dx.doi.org/10.5539/elt.v10n1p112.
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This article reports on a case study that investigated changes in the motivation of Chinese ESL learners over a three month period of residence in an English-speaking environment. The participants consisted of 11 Chinese ESL learners, who were tertiary students and taking general or academic English courses in New Zealand. They took part in the present research shortly after their arrival in New Zealand. Data were collected over a period of three months using qualitative data collection instruments such as learner diaries and individual interviews. The results revealed some dynamic changes in the motivation of Chinese ESL learners over a three month period of residence in an English-speaking country. According to the similarities and differences in their motivation, they were categorized into five learner types. In general, the learners belonging to the first three types were able to maintain or increase their overall motivation. The learners in the last two types were not able to maintain their overall motivation: Their motivation decreased over the three months.
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Rohayati, Desi, and Erlyna Abidasari. "ERRORS IN QQ ONLINE CHATTING: A STUDY ON CHINESE ESL LEARNERS IN INDONESIAN UNIVERSITY." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 6, no. 1 (June 28, 2019): 14–20. http://dx.doi.org/10.22219/celtic.v6i1.8749.
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This study intends to investigate errors found in an online written platform used by Chinese students in English Language Education Department. The online platform observed in this study was QQ chatting, where students freely and without pressure utilize the application for everyday English communication. Most Chinese students have performed unorganized sentence patterns, resulting in meaning breakdown. This study employed qualitative case study design with five Chinese respondents. The researchers were actively involved in the QQ chatting as the participants; the discussion topics revolved around everyday communication topics, namely academic life, friendship, social interaction, and culture challenges. The data then were recorded weekly for one semester and analyzed through manuscript analysis from the recorded captures of the conversations. The findings suggest that there were various types of errors performed by Chinese students: omission, misformation, addition, misordering, and mixed-types. The most prominent one was omission with the total of twenty-eight times occurrence. The omission errors were divided into omission of nouns as in ‘today have sunshine’, omission of verbs as in ‘I don’t know here will so cold’, omission of auxiliary verbs as in ‘I eaten dinner’ and omission of verb inflections as in ‘Where are you go?’.The most commonly found omissions errors were due to the influence of Chinese first language where the speakers have totally different tenses and sentence organization with English.
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Rohayati, Desi, and Erlyna Abidasari. "ERRORS IN QQ ONLINE CHATTING: A STUDY ON CHINESE ESL LEARNERS IN INDONESIAN UNIVERSITY." A Journal of Culture English Language Teaching Literature & Linguistics 6, no. 1 (June 28, 2019): 14. http://dx.doi.org/10.22219/celticumm.vol6.no1.14-20.
Full textAbstract:
This study intends to investigate errors found in an online written platform used by Chinese students in English Language Education Department. The online platform observed in this study was QQ chatting, where students freely and without pressure utilize the application for everyday English communication. Most Chinese students have performed unorganized sentence patterns, resulting in meaning breakdown. This study employed qualitative case study design with five Chinese respondents. The researchers were actively involved in the QQ chatting as the participants; the discussion topics revolved around everyday communication topics, namely academic life, friendship, social interaction, and culture challenges. The data then were recorded weekly for one semester and analyzed through manuscript analysis from the recorded captures of the conversations. The findings suggest that there were various types of errors performed by Chinese students: omission, misformation, addition, misordering, and mixed-types. The most prominent one was omission with the total of twenty-eight times occurrence. The omission errors were divided into omission of nouns as in ‘today have sunshine’, omission of verbs as in ‘I don’t know here will so cold’, omission of auxiliary verbs as in ‘I eaten dinner’ and omission of verb inflections as in ‘Where are you go?’.The most commonly found omissions errors were due to the influence of Chinese first language where the speakers have totally different tenses and sentence organization with English.
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Lu, Genghan. "Length of Residence and Chinese ESL Students’ English Speaking Comprehensibility and Intelligibility." Journal of Language Teaching and Research 6, no. 5 (September 4, 2015): 943. http://dx.doi.org/10.17507/jltr.0605.05.
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Girardelli, Davide, and Vijay K. Patel. "The Theory of Planned Behavior and Chinese ESL Students’ In-class Participation." Journal of Language Teaching and Research 7, no. 1 (December 31, 2015): 31. http://dx.doi.org/10.17507/jltr.0701.04.
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Yochim, Lorin G., and Laura A. Servage. "“I’m not an ESL teacher and I’m not trained to do it”." International Journal of Chinese Education 6, no. 2 (April 2, 2017): 259–87. http://dx.doi.org/10.1163/22125868-12340083.
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Abstract This article discusses how teaching faculty in a western Canadian university respond to the growing number of Chinese international students in their classrooms. Interviews (n=21) and survey data (n=60) reveal that professors struggle to communicate academic expectations across language and cultural barriers; develop cross-cultural content; engage students in active learning in the classroom; and provide effective feedback on written work. This in-depth account shows how faculty negotiate demands to both adapt to and create an “internationalized classroom” in the absence of institutional supports. Unsurprisingly, we confirm that adaptation is a struggle. Faculty rely on a combination of personal experience, disciplinary grounding, and stereotyping to inform their efforts. We conclude with a discussion of the limited utility of “Confucian Heritage Culture” (chc) as a path to meaningful change. Though frequently invoked to describe the preferences and behaviors of Chinese students, the homogenizing and misleading assumptions of the chc framework prevent faculty from recognizing the contemporary reality of these students’ country of origin and leads them to neglect individual student learning styles and needs.
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Xiao, Lin, and Jiali Chen. "Chinese College EFL Learners’ Cognition and Behavior in Relation to the Use and Acquisition of English Punctuation Marks." International Journal of English Linguistics 12, no. 4 (July 5, 2022): 79. http://dx.doi.org/10.5539/ijel.v12n4p79.
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Correct use of punctuation marks could help deliver expressive messages and improve logical clarity and discourse coherence. Hence it is also one of the important indicators to measure writing performance. Theoretical and empirical research on ESL/EFL writing has been fruitful, but fewer have focused on the use and acquisition of punctuation by English learners. The present research investigates Chinese EFL learners’ use and acquisition of English punctuation marks. To investigate college students’ self-reported perception, attitude, and behavior in relation to English punctuation marks, the researchers mainly used questionnaires and interviews as research tools, combined with classroom observation and students’ writing samples. It’s found that most Chinese English learners have recognized the importance of English punctuation and have expressed a strong willingness to learn, which is in stark contrast to their lack of learning and the poor self-evaluation of use. Based on the research results, we put forward constructive advice on the learning/acquisition of English punctuation marks.
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Larson, Cassie. "Addressing Cultural Challenges of Teaching English to Chinese Students for Beginning ESL Instructors." Issues in Language Instruction 8 (September 17, 2019): 38–46. http://dx.doi.org/10.17161/ili.v8i0.11836.
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Teaching English to students from an Asian cultural background presents unique challenges. This article uses the author’s experience of studying and teaching in China and working with Asian students in a multicultural context in the USA to identify persistent challenges, share the reasons that she believes are behind these challenges and offer practical solutions that instructors can use in their classroom today. Although the focus is primarily on Chinese students, the information might also be useful for ESL teachers working with other Asian learners. This article brings to attention cultural aspects rather than linguistic aspects.
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Guan, Jin. "A Contrastive Study on Lexical Bundles in Argumentative Writing by L1-Chinese and L1-English Undergraduates." English Language Teaching 15, no. 12 (November 22, 2022): 43. http://dx.doi.org/10.5539/elt.v15n12p43.
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This study compares the use of lexical bundles in argumentative essays written by L1-Chinese students and L1-English students through a corpus-based approach. The data consist of two corpora: a L1-Chinese corpus with 506 English argumentative essays produced by Chinese undergraduates in disciplines related to science and engineering and a L1-English corpus with 207 argumentative essays written by L1-English undergraduates. The identified lexical bundles were analyzed both structurally and functionally. The findings suggest that L1-Chinese students used significantly more types and tokens of lexical bundle structures than L1-English students, and also employed all the three functional categories of bundles more frequently than L1-English students. In addition, L1-Chinese students’ writing was marked by a higher preference for clause-based bundles, which features the academic writing of lower-proficiency writers, and a wide use of conversational bundles (e.g. a lot of people), which implies their lack of awareness of academic register. The pedagogical implications are then provided regarding lexical bundles for ESL teachers.
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Gatcho, Al Ryanne Gabonada, and Bonjovi Hassan Hajan. "Augmenting Senior Secondary ESL Learners’ Reading Skills Through Explicit Instruction of Metacognitive Strategies." JEELS (Journal of English Education and Linguistics Studies) 6, no. 1 (May 19, 2022): 1–24. http://dx.doi.org/10.30762/jeels.v6i1.83.
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Reading and comprehending a text or selection in a language that is different from one’s native tongue can be a daunting task to many English as a Second Language (ESL) learners due to several reasons. Hence, teachers’ instructional strategies play a pivotal role in developing students’ reading skills. This study used a quasi-experimental design to discover the effects of using explicit or direct teaching of metacognitive strategies on the reading skills of students—comprehension skills and vocabulary. Forty grade 11 ESL students from a Chinese–Filipino school in Manila were selected through convenience sampling to be participants of the study. The performance of the two groups in comprehension and vocabulary was compared through pre-test and post-test. Using two-tailed t-test of dependent means, the significant difference between students’ performance in the reading comprehension test and the vocabulary test after the intervention was determined. Based on the results, there is no question that one’s comprehension and vocabulary size could be improved using explicit teaching of metacognitive strategies. The study has practical implications to the teaching of reading among ESL learners. Recommendations for future research are also provided in this paper.
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Gatcho, Al Ryanne Gabonada, and Bonjovi Hassan Hajan. "AUGMENTING SENIOR SECONDARY ESL LEARNERS’ READING SKILLS THROUGH EXPLICIT INSTRUCTION OF METACOGNITIVE STRATEGIES." JEELS (Journal of English Education and Linguistics Studies) 6, no. 1 (May 21, 2019): 1–24. http://dx.doi.org/10.30762/jeels.v6i1.1202.
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Reading and comprehending a text or selection in a language that is different from one’s native tongue can be a daunting task to many English as a Second Language (ESL) learners due to several reasons. Hence, teachers’ instructional strategies play a pivotal role in developing students’ reading skills. This study used a quasi-experimental design to discover the effects of using explicit or direct teaching of metacognitive strategies on the reading skills of students—comprehension skills and vocabulary. Forty grade 11 ESL students from a Chinese–Filipino school in Manila were selected through convenience sampling to be participants of the study. The performance of the two groups in comprehension and vocabulary was compared through pre-test and post-test. Using two-tailed t-test of dependent means, the significant difference between students’ performance in the reading comprehension test and the vocabulary test after the intervention was determined. Based on the results, there is no question that one’s comprehension and vocabulary size could be improved using explicit teaching of metacognitive strategies. The study has practical implications to the teaching of reading among ESL learners. Recommendations for future research are also provided in this paper.
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Wang, Xinran. "A Comparison of Experiences and Preferences Regarding Classroom and Tutoring Feedback among Chinese and Saudi Learners of English." Studies in English Language Teaching 5, no. 2 (May 10, 2017): 245. http://dx.doi.org/10.22158/selt.v5n2p245.
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<p><em>This report studies ESL tutoring feedback to Chinese and Saudi students. The objective is to research the reasons of feedback differences and similarities, which include previous and current English learning styles, habits, purposes for receiving tutoring, and evaluations of tutors. Faced with L2 learners who come from different cultural backgrounds, it is helpful for instructors and tutors to know L2 students’ previous English learning experiences in their home countries so that instructors and tutors can adjust teaching or tutoring for each student. In addition, students who speak the same L1 have common problems of English learning due to their L1. In this way, ESL tutors not only tutor English skills, but also promote cultural awareness. Meanwhile, knowing students’ cultural background is necessary to give tutoring for each L2 learner. The present study aims to explore L2 learners’ feedback from previous and current English learning experiences and will help L2 instructors and tutors to know some basic knowledge about two different language groups.</em></p>
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Pudin, Chelster Sherralyn Jeoffrey, Nik Zaitun Nik Mohamed, Wardatul Akmam Din, and Eugenia Ida Edward. "INVESTIGATING THE USE OF READING STRATEGIES AND ITS IMPACT ON READING COMPREHENSION AMONG INTERNATIONAL STUDENTS IN A MALAYSIAN PUBLIC UNIVERSITY." International Journal of Education, Psychology and Counseling 7, no. 48 (December 15, 2022): 165–74. http://dx.doi.org/10.35631/ijepc.748012.
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The aim of this study is to determine the extent to which reading strategies and English language proficiency influence reading comprehension among Chinese undergraduates studying abroad. In addition, the study also aims to determine the reading difficulties encountered by these students and to identify the effective reading strategies they employed to improve their reading comprehension. The quantitative information gathered via a questionnaire and a reading test. The SPSS (descriptive analysis) results indicate that reading strategies and language proficiency jointly account for the variance in the students' test scores. In addition to informing scholarly practises of academic reading, this research contributes to the development and teaching of ESL curricula by highlighting the essential components of an effective ESL academic reading module.
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Po Lan Sham, Dr Diana. "The Significance of Neuroscience for Teaching English as Second Language (TESL) in the Digital Era." English Literature and Language Review, no. 59 (September 15, 2019): 158–63. http://dx.doi.org/10.32861/ellr.59.158.163.
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In formal TESL courses, Phonetics, Linguistics, Grammar as well as Psychology are taught. However, Neuroscience, the study of the brain, is necessary for ESL teachers for future professional development to meet the rapidly changing needs of the students at all levels in the digital era. Designing educational practices without knowledge of the brain is like “an automobile designer without a full understanding of engines” (Hart, 1999). Based on the neurological evidence of processing of English and Chinese words in the bilinguals’ brain, Sham (2002) found a new Dual Coding (Paivio, 1986) model for designing CSL teaching materials that best fits young learners’ limited capacity of the brain by reducing their cognitive load (Sweller et al., 1998). Although little research linking neuroscience and learning, Guy and Byrn (2013) emphasis on the understanding of neuroscience of working memory has positive effects on motivating students learning. Direct implication of neuroscience by language teachers has been found difficult, but interdisciplinary study of neuroscience, psychology and education is fruitful (Coch et al., 2007) and there has a great impact of neuroscience on teaching and learning including its implication for ESL college classroom (Sousa, 2010). This paper reviews current research of neuroscience, psychology integrating with ESL teaching and learning, and provides the adult students’ feedback of learning IELTS through the design related to neuropsychological findings in order to demonstrate how significant neuroscience is on TESL. In other words, understanding of neuroscience facilitates ESL teaching and benefits ESL teachers’ professional development in future (247 words).
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Hill, Aryn C. "The Effectiveness of Mnemonic Devices for ESL Vocabulary Retention." English Language Teaching 15, no. 4 (March 16, 2022): 6. http://dx.doi.org/10.5539/elt.v15n4p6.
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The overall purpose of this study is to explore and understand how students acquire and apply new information (in particular, vocabulary) and how we as instructors can aid in this process. Communicative Language Teaching (CLT) as a whole tends to prioritize implicit learning but it is my belief that certain content can be understood more profoundly when presented in an explicit manner. This research seeks to determine the role of various mnemonic devices in the learning process and how effective they are for helping university students retain information in the English as a Foreign Language (EFL) classroom. Results collected from this experiment conclude that mnemonic devices can indeed improve a student’s vocabulary retention and that Chinese EFL students prefer mnemonic techniques which bridge the linguistic gap between their native language and target language. In application, EFL instructors can utilize the findings of this research to raise a student’s awareness of language learning techniques via explicit instruction and increase the volume of their vocabulary retention.
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Wu, Junyu, and Heli Tissari. "Intensifier-Verb Collocations in Academic English by Chinese Learners Compared to Native-Speaker Students." Chinese Journal of Applied Linguistics 44, no. 4 (December 1, 2021): 470–87. http://dx.doi.org/10.1515/cjal-2021-0030.
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Abstract It is difficult for L2 English learners in general, and especially Chinese learners of English, to form idiomatic collocations. This article presents a comparison of the use of intensifier-verb collocations in English by native speaker students and Chinese ESL learners, paying particular attention to verbs which collocate with intensifiers. The data consisted of written production from three corpora: two of these are native English corpora: the British Academic Written English (BAWE) Corpus and Michigan Corpus of Upper-Level Student Papers (MICUSP). The third one is a recently created Chinese Learner English corpus, Ten-thousand English Compositions of Chinese Learners (TECCL). Findings suggest that Chinese learners of English produce significantly more intensifier-verb collocations than native speaker students, but that their English attests a smaller variety of intensifier-verb collocations compared with the native speakers. Moreover, Chinese learners of English use the intensifier-verb collocation types just-verb, only-verb and really-verb very frequently compared with native speaker students. As regards verb collocates, the intensifiers hardly, clearly, well, strongly and deeply collocate with semantically different verbs in native and Chinese learner English. Compared with the patterns in Chinese learner English, the intensifiers in native speaker English collocate with a more stable and restricted set of verb collocates.
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Kerr, Emily L. "Shadow ESL Education from North American Tutors’ Perspective." International Journal of Literacy, Culture, and Language Education 3 (October 6, 2022): 57–70. http://dx.doi.org/10.14434/ijlcle.v3i.31861.
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For-profit, private tutoring services, often referred to as shadow education, are tutoring students for pay and are made use of as a concurrent supplement to their standard academic courses or programs. These tutoring sessions are often online and given by tutors who work for companies that are for-profit businesses in the education services industry. Tutors are often subject matter “experts” working as independent contractors, many of whom have little or no formal training as teachers. This is a qualitative case pilot study consisting of semistructured interviews with two such tutors working at a company that offers online tutoring in content areas and ESL to Chinese international undergraduate students studying abroad in Canada, the US, Australia, and the UK. Data reveal that these tutors have concerns with their sense of professional identity as teachers. These results elicit questions of who has the privilege of being called a “teacher” and the status of online for-profit tutors as compared to classroom teachers. Findings also include that tutors’ perceptions of working for a for-profit shadow education company impacts their teaching practices.
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Huang, Shiying. "Struggle Between the Real and the Fictive: The Development of Chinese EFL Learners’ Voice Construction in Short Story Writing." English Language Teaching 12, no. 9 (August 7, 2019): 22. http://dx.doi.org/10.5539/elt.v12n9p22.
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The issue of voice has received considerable critical attention in second language writing (SLW) in the past decades. This study intends to enrich the research of voice in the Chinese context, which may mirror some issues in EFL environments. The short story writing process of an English-major undergraduate was particularly analyzed in this study, based on Canagarajah’s (2014) analytical framework for voice analysis. After tracking the writing process for five weeks, it could be found that the student could deliver a rather satisfactory voice effect through her text, although she went through some struggle in the dialogic process. The narrative voice, the plot structure and the character were major features that the student focused on to convey her ideas. The study also provides some insights to EFL/ESL teachers about assisting students to express themselves in English writing.
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YAO, Don. "Do Male Students Use More Language Learning Strategies than Female Students? A Case Study of ESL Students in Macau." Asia-Pacific Journal of Humanities and Social Sciences 01, no. 04 (January 31, 2022): 140–57. http://dx.doi.org/10.53789/j.1653-0465.2021.0104.018.
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Language Learning Strategies as a pluralistic strategic system always attach great importance to second language learning, and it has attracted broad scholarly research since the 1970s. Given that students differ from person to person in their adoption of learning strategies, gender differentiation has arisen in the LLSs. However, a review of previous studies has revealed insufficient research on gender differences in China. This paper then investigated the use of LLSs by a group of Chinese ESL learners (M=92; F=96). Results showed that female students more frequently used strategies than male students, and they both used metacognitive strategies the most and memory strategies the least. In terms of gender and frequency of LLSs use, metacognitive strategies showed the strongest correlation, and memory strategies presented the weakest. To sum up, students may learn English more efficiently and effectively with proper learning strategies. Students with gender differentiation will use more valuable strategies when learning a foreign language; teachers may teach students with their actual needs with the help of learning strategies. In this vein, second language learning could be achieved and sustained reasonably.
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Leo, Krista. "Investigating Cohesion and Coherence Discourse Strategies of Chinese Students with Varied Lengths of Residence in Canada." TESL Canada Journal 29 (October 3, 2012): 157. http://dx.doi.org/10.18806/tesl.v29i0.1115.
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This study examines how three age-on-arrival (AOA) groups of Chinese-background ESL students use two types of cohesive devices on a standardized essay exam. A discourse analysis of 90 first-year students’ expository writing samples was conducted to ascertain how factors such as first language (L1) and length of residence (LOR) in Canada influence a student’s ability to create cohesive and coherent writing. The study uses both quantitative and qualitative methods to explore how Canadian-born Chinese (CBC) students use lexical and referential discourse markers. Twelve essay features of this group of Generation 1.5 students are compared with those of two other cohorts of Chinese students with a shorter LOR. Key writing variables that measure academic writing proficiency were quantitatively analyzed to compare the expository writings of the CBC cohort with those of the later AOAs. Results indicate that synonymy and content words distinguish the writings of the CBC students from those of their later-arriving peers. A qualitative analysis of one CBC essay reveals that a more flexible and contextualized approach to evaluating writing by longterm Generation 1.5 students is required to acknowledge fully the productive lexical and discoursal strengths of these students.
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De Costa, Peter I., Magda Tigchelaar, and Yaqiong Cui. "Reflexivity and transnational habitus." AILA Review 29 (December 31, 2016): 173–98. http://dx.doi.org/10.1075/aila.29.07dec.
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Following Sayer’s (2010) examination of reflexivity and habitus, we focus on thetransnational habitus(Darvin & Norton 2015) of Aaron, a Chinese international student at a U.S. university. Specifically, we examine how he wrestled with being identified as an ESL learner despite having attended a U.S. high school. Also exploring the relationship between reflexivity and emotions (Flam 2010), we draw on his written work, interviews, and his WeChat conversations. Our findings revealed that as a result of positioning himself as being better than the other Chinese students on campus (because of his English proficiency) and distancing himself from domestic U.S. students, Aaron did not capitalize on his Chinese-English bilingualism to extend his local social networks, which exacerbated his growing isolation at his home university. In tracing his emotional trajectory and strategies to cope with his predicament, we problematize the grand narrative of theglobal elite(Vandrick 2011) that overlooks the challenges encountered by affluent international students.
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Blattner, Geraldine, and Amanda Dalola. "I Tweet, You Tweet, (S)He Tweets." International Journal of Computer-Assisted Language Learning and Teaching 8, no. 2 (April 2018): 1–19. http://dx.doi.org/10.4018/ijcallt.2018040101.
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This study seeks to further the research on online language learning by examining the level at which intermediate ESL students understand and process sociopragmatic information in their second language (L2) in globally networked environments like Twitter. In this semester-long study, L2 English learners from a variety of first languages (Chinese, Spanish, Arabic) analyzed authentic English-language tweets produced by well-known native speakers, with a focus on abbreviations, hashtags and tweeter mood. Results revealed that high intermediate ESL students relied most heavily on word choice when making sense of English tweets, demonstrating that a majority were able to extract significant meaning from common abbreviations, prosified hashtags, indices of tweeter mood and the tweet's larger context. This investigation highlights Twitter's status as an authentic and dynamic L2 setting that facilitates the cultural enrichment of learners and enhances their socio-pragmatic awareness, while developing their multiliteracy skills in an L2.