Untitled

Abstract

much has changed for most of the world. With the advent of the COVID-19 worldwide pandemic, citizens of every country on earth have become witness to and victim of the same worldwide crisis. A complete transformation of what had been considered normal living has ensued. Jobs have changed, ways of communicating have been modified, lives have been altered, and countless prospects are adjusted to reflect an unsettling version of the "new normal." Numerous people who previously coped well, have become less capable of managing because of the manifold stressors generated by the pandemic. One matter that the pandemic has been unsuccessful in accomplishing is stifling the ongoing urgency for the language learning journey that exists globally. Multilingualism, second language acquisition, and second language learning continue to take place in every nation. Even with temporary pandemic-related travel bans, the movement of peoples from country to country has slowed very little. The number of second language learners throughout the world increases constantly, reminding educators, scholars, and researchers that investigating the complex processes of second language acquisition and language learning in addition to researching promising new methods, materials and trends is imperative to the improvement of second language teaching and learning. Motivations for learning another language notwithstanding, the persistent question concerns how to improve second language instruction in order to enhance and appropriately facilitate second language acquisition. Furthermore, discovering what signifies efficacious practice among those who teach child and adult language learners requires educators to look ahead for novel initiatives while simultaneously continuing to use strategies and methods that are research proven. Finally, it is important to explore the teacher behaviors that will enhance rather than inhibit language development. These precise topics are addressed in the variety of articles provided by the diverse group of authors who contribute their research and scholarship to this issue of the IAFOR Journal of Education: Language Learning in Education. The reader will gain knowledge of several issues affecting language learning in a wide assortment of nations and will find that similar discussions emerge in schools and EFL classrooms transnationally. Article 1In the first article, Thi Hoai Thu Tran, Rachel Burke, and John Mitchell O'Toole, authors of "Perceived Impact of EMI on Students' Language Proficiency in Vietnamese Tertiary EFL Contexts", look at how English as a medium of instruction (EMI), an increasingly popular educational model in non-English-speaking countries, has been implemented not only in English as a Foreign language (EFL) courses, but also in communication, business, and other content area courses to build English language proficiency at an international level. Through the research that is revealed, the authors delve into how lecturers and students perceive the effectiveness of such a model in accomplishing its ...

Enhancing English Conditional Sentences Among Efl Undergraduates Through Scaffolding Techniques

“…Also, the five-point Likert scale, ranging from "strongly agree" to "strongly disagree", was used to interpret the degrees of students' agreement. If the value was higher than 3.00, it can be implied that the students had positive attitudes towards scaffolding techniques (Alkurdi & Alghazo, 2021).…”