Reading Time: 5 minutesOkamoto (2015) looks at the question of how well intuition matches corpus frequency and whether intuition is a good measure when selecting vocabulary to teach.
Reading Time: 4 minutesA meta-analysis by Spada and Tomita (2010) shows that explicit grammar instruction may be more effective than implicit grammar instruction.
Reading Time: 5 minutesKirschner and colleagues look at the evidence against minimally guided instruction (e.g. discovery learning, inquiry-based learning) and in favor of direct instruction. In particular, they look at how minimally guided instruction does not consider what we know about the cognitive elements of learning.
Reading Time: 4 minutesGrabe and Zhang discuss the research on integrating reading and writing and related practical implications. Several ideas are given for integrating reading and writing at various levels.
Reading Time: 6 minutesThis article discusses research related to three types of interventions that could help English speakers build more successful international communications.
Reading Time: 5 minutesThis research looks at the differences between faculty and student perceptions of academic life, pointing to a number of linguistic, cultural, and academic factors that make the international student experience both a challenge and worthwhile.
Reading Time: 3 minutesRassaei looks at the effectiveness of summarization, question-and-answer, and prediction writing activities on vocabulary acquisition.