This is an Erasmus Plus grant project, in which we investigate how the large-scale, standardized assessments included in the TOEFL® Young Student Series can drive and promote high-quality English language instruction for every student.
We are conducting a research study with preschools across the Northeastern United States to get a better understanding of what is happening in the early education classrooms (3-5 year old learners) relative to multilingualism, world language learning, social emotional learning, and the use of technology.
Using the Delphi technique, we are exploring the construct of “a task” in the primary school second/foreign language classroom. The goal of the study is to obtain a better understanding of the characteristics that constitute a task (i.e., What are the criteria that classify an activity in the YL classroom as a task?).
In this project, we are investigating the role and potential of speech technology for practicing interaction skills in an additional language. We are mainly focusing on pragmatic phenomena in interaction, including speech acts (e.g., requests) and social language (e.g., small talk).
In this project, we are exploring pragmatics learning in the English as a foreign language (EFL) classrooms in primary schools. We are analyzing teaching and learning materials, video-recordings of lessons, and teacher interviews to investigate which pragmatics phenomena play a role for 7-10 year old learners.