Functional preference of the left inferior parietal lobule to second language reading by Jia Zhang, Hehui Li, Manli Zhang, Zhengke Wang, Xiya Ao, Jie Jian, Na Wei, Haiyi Liu, Guosheng Ding, Xiangzhi Meng

“…To address this issue, our study investigated Chinese children learning English as a second language by combining cross-sectional and longitudinal Functional Magnetic Resonance Imaging (fMRI) studies. …”
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Identifying factors that contribute to tertiary level students' speaking anxiety in ESL classroom / Nur Umira Mustapha by Mustapha, Nur Umira

“…Learning English as a Second Language is mainly focused on four major skills which are writing,reading,listening and speaking. …”
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Association among vocabulary size, academic achievement, English language proficiency, and language dominance by Rahman, Arifur

“…Vocabulary is acknowledged as a key to Second Language (L2) proficiency (Coady, 1997) and previous studies suggest that learners of English as a Second Language (ESL) need a vocabulary size of 9000-word families to comprehend academic texts at tertiary level (Nation, 2007). …”
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Acquisition of the English passive by L1 Malay ESL adult learners by Mahdun, Mahanum

“…In addition, the findings would have pedagogical implications for the English as a second language (ESL) classroom.…”
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El relato digital como estrategia didáctica en la enseñanza del inglés como lengua extranjera en Educación Superior by Teresa Cuevas Martínez, Jorge Armando Manzano Martínez, Erika González Farfán

“…Among the communication challenges is learning English as a second language, which continues to represent a challenge in Latin America and in Mexico. …”
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The effectiveness of cooperative learning in promoting students' grammar in English / Faridah Hanum Ghazali by Ghazali, Faridah Hanum

“…There has been a concern in the decline of the standard of English as a second language in Malaysia. In view of this, a study was undertaken to determine the effectiveness of cooperative learning (CL) in promoting students' English, especially grammar. …”
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The development of L2 emergent literacy in Hong Kong Kindergarten children by Chan, L

“…This thesis explores the development of emergent literacy in Hong Kong Kindergarten children who are learning English as a Second Language (L2). Two interrelated empirical studies have been conducted, and both aim to examine the contribution of code-related and oral language skills to predicting early L2 reading ability, controlling for home influences. …”

L1 and L2 reading skills in Dutch adolescents with a familial risk of dyslexia by Ellie R.H. van Setten, Wim Tops, Britt E. Hakvoort, Aryan van der Leij, Natasha M. Maurits, Ben A.M. Maassen

“…Background The present study investigated differences in reading and spelling outcomes in Dutch and English as a second language (ESL) in adolescents with a high familial risk of dyslexia, of whom some have developed dyslexia (HRDys) while others have not (HRnonDys), in comparison to a low familial risk control group without dyslexia (LRnonDys). …”
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Impact of self-correction on extrovert and introvert students in the EFL writing progress by Hajimohammadi, Reza

“…The previous approaches of English as a Second Language (ESL) writing involves teachers mainly underlining students’ errors. …”
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Portfolio as an assessment tool in selected Malaysian English as a Second Langauge secondary classrooms by Swaran Singh, Charanjit Kaur

“…This study investigated the implementation of portfolio as an assessment tool for learning in selected Malaysian ESL (English as a Second Language) secondary classrooms. It was also conducted with the intention of constructing a model of portfolio assessment for ESL teachers to integrate assessment with teaching. …”
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Screening for poverty and related social determinants to improve knowledge of and links to resources (SPARK): development and cognitive testing of a tool for primary care by Itunuoluwa Adekoya, Alannah Delahunty-Pike, Dana Howse, Leanne Kosowan, Zita Seshie, Eunice Abaga, Jane Cooney, Marjeiry Robinson, Dorothy Senior, Alexander Zsager, Kris Aubrey-Bassler, Mandi Irwin, Lois Jackson, Alan Katz, Emily Marshall, Nazeem Muhajarine, Cory Neudorf, Andrew D. Pinto

“…For example, more response options were added to the question of sexual orientation and the “making ends meet” question was completely reworded in light of challenges to understand the informal phrasing cited by English as a Second Language (ESL) users of the tool. Conclusion In this work we have refined an initial set of 16 sociodemographic and social needs questions into a simple yet comprehensive 18-question tool. …”
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Health Literacy & ESL Curriculum by Francisco Soto Mas, Brenda O. Fuentes, Erika Mein, Patricia Arnal, Josefina Tinajero

“…The curriculum was first presented to a small group of ESL (English as a second language) teachers and students who provided feedback on content and format. …”
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Serious Underlying Medical Conditions and COVID-19 Vaccine Hesitancy: A Large Cross-Sectional Analysis from Australia by Daphne Day, Lisa Grech, Mike Nguyen, Nathan Bain, Alastair Kwok, Sam Harris, Hieu Chau, Bryan Chan, Richard Blennerhassett, Louise Nott, Nada Hamad, Annette Tognela, David Hoffman, Amelia McCartney, Kate Webber, Jennifer Wong, Craig Underhill, Brett Sillars, Antony Winkel, Mark Savage, Bao Sheng Loe, Daniel Freeman, Eva Segelov, on behalf of the CANVACCS, DIABVACCS and MSVACCS Investigators

“…Unvaccinated status was associated with younger age, female sex, lower education and income, English as a second language, and residence in regional areas. …”
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A study of English language teachers' professional learning at a time of curriculum reform in Hong Kong by Lim, J

“…<p>In the context of a Hong Kong education reform implemented at the new senior secondary level (NSS) in 2009, this research investigates teachers of English as a Second Language (‘English language teachers’) working on subject-specific curriculum renewal. …”

The present perfect in the english used by L1 Chinese and L1 Malay language learners by Kwan, Lee Yin

“…Due to the complex nature by which the English present perfect functions, teachers of English as a second language in Malaysia have observed that the English present perfect is often an area of serious difficulty for their students in English grammar. …”
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An exploratory study of the teaching and learning of secondary science through English in Hong Kong: classroom interactions and perceptions of teachers and students by Pun, JKH

“…This lack of language awareness, in turn, suggests that there are limited opportunities for students to learn English as a second language in the science classroom. This study extends the research on EMI classroom interactions in Hong Kong (Lo and Macaro, 2012) to the previously unexamined context of senior secondary science classrooms. …”

Effects of infusing Socratic questions in Mind maps on the development of ESL students' writing skills by Amar Singh, Jasvir Kaur K.

“…Current research in Malaysia acknowledges the fact that the teaching of writing has evolved over the years but the Malaysian English as a Second Language (ESL) classroom has yet to completely adopt the process approach as the product approach is still the preferred approach. …”
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Peer Interaction And Meaning Construction Among Esl Learners In Comprehending Texts In Second Language Context by Abu Hassan Shaari, Zaira

“…This study investigates patterns of peer interaction in the context of an English-As-A-Second Language (ESL) Secondary School Classroom, where learners work in groups and pairs on seven different reading tasks. …”
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Language discordance as a marker of disparities in cerebrovascular risk and stroke outcomes: A multi-center Canadian study by Ryan T. Muir, Arunima Kapoor, Megan L. Cayley, Michelle N Sicard, Karen Lien, Alisia Southwell, Dar Dowlatshahi, Demetrios J. Sahlas, Gustavo Saposnik, Jennifer Mandzia, Leanne K. Casaubon, Ayman Hassan, Yael Perez, Daniel Selchen, Brian J. Murray, Krista Lanctot, Moira K. Kapral, Nathan Herrmann, Stephen Strother, Amy．Y．X Yu, Peter C. Austin, Susan E. Bronskill, Richard H. Swartz

“…Participants were language concordant (LC) if they spoke English as their native language, ESL if they used English as a second language, or language discordant (LD) if non-English speaking and requiring translation. …”
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On the nature of morphological awareness and vocabulary knowledge in school-age English-Japanese bilingual and monolingual children by Hayashi, Y

“…Two vocabulary tests were administered to three groups of children per language: two bilingual groups (24 Japanese learners of English as a Second Language (ESL) and 21 learners of Japanese as a Heritage Language (JHL)) and a group of 25 English Language Monolinguals (ELMs) (English); and ESLs, JHLs and a group of 27 Japanese language Monolinguals (JLMs) (Japanese). …”