How Does Reading Aloud Improve Writing

Elbow, Peter. "12. How Does Reading Aloud Improve Writing." Emeritus Faculty Author Gallery, 2010, https://scholarworks.umass.edu/emeritus_sw/30

Peter Elbow explains how having students read their writing aloud during the revising and editing process engages multiple senses, which greatly increases the likelihood they will hear and thus "catch" their mistakes or content they want to change, resulting in more natural prose.

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Mobile Phones and/or Smartphones and Their Apps for Teaching English as a Foreign Language

Klímová, Blanka. "Mobile Phones and/or Smartphones and Their Apps for Teaching English as a Foreign Language." Education and Information Technologies, vol. 23, 1091–1099 (2018). https://doi.org/10.1007/s10639-017-9655-5

A meta-analysis of research on mobile technology for language learning confirms that students who use language apps learn English, especially vocabulary, faster.

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Remote Teaching During COVID-19: Implications from a National Survey of Language Educators

Moser, Kelly M., Tianlan Wei, and Devon Brenner. "Remote Teaching During COVID-19: Implications from a National Survey of Language Educators." System, vol. 97, 2021, https://doi.org/10.1016/j.system.2020.102431

Moser, Wei, and Brenner investigate perspectives of language instructors on the problems of teaching and learning during the pandemic. Suggested solutions are presented in the Discussion section.

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Educating English Learners During the Pandemic: Insights from Experts, Advocates, and Practitioners

Villegas, Leslie, and Amaya Garcia. "Educating English Learners During the Pandemic: Insights from Experts, Advocates, and Practitioners."

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Reimagining Service Learning in the Digital Age

Brooks, Laken. "Reimagining Service Learning in the Digital Age." Inside Higher Ed, 23 Sep. 2020, https://www.insidehighered.com/advice/2020/09/23/how-adapt-service-learning-hybrid-or-online-classes-opinion

After he cancelled his Intro to Lit service-learning project due to the Covid-19 pandemic, Laken Brooks was pleasantly surprised that his students took the initiative to search out alternative, remote service opportunities. By using their developing writing skills to address issues ranging "from personal protective equipment to Black Lives Matter," his and students around the world demonstrated that meaningful civic engagement is not limited to in-person service. See Brooks' brief article for links to even more information about the world of possibilities surrounding remote service-learning.

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Developing Students' Solidarity Disposition: A Case for Translation in Community-Based Service-Learning

Drewelow, Isabelle, and Xabier Granja Ibbareche. Developing Students' Solidarity Disposition: A Case for Translation in Community-Based Service-Learning. Foreign Language Annals, vol. 54, pp. 800-822, https://onlinelibrary.wiley.com/doi/10.1111/flan.12573

Current technologies allow for any type of translating project to be done online. Drewelow and Ibbareche explain how translating for the local community provides authentic language learning opportunities for students and creates a deeper understanding and connection between learners and local native speakers who live and breathe the language daily. (Access permission through your college or university is required to read this article.)

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Re-Imagining Community-Engaged Learning: Service-Learning in Communication Sciences and Disorders Courses During and after COVID-19

Veyvoda, Michelle A., and Thomas J. Van Cleave. "Re-Imagining Community-Engaged Learning: Service-Learning in Communication Sciences and Disorders Courses During and After COVID-19." ASHAWIRE, vol. 5, no. 6, Dec. 2020, https://pubs.asha.org/doi/10.1044/2020_PERSP-20-00146#bib42

Veyvoda and Van Clease review the creativity and resourcefulness of instructors of Communication Sciences and Disorders classes in order to continue offering their students community-engaged learning opportunities, including clinical experiences. The allowed for students and the beneficiaries of their service to reap the many benefits of service-learning while retaining social distance and thus remaining healthy. Veyvoda and Van Clease highlight examples of service projects that, although designed for future clinicians, can be modified to suit English learners' language learning needs.

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The Effect of a WebQuest-Based Program on Developing the EFL Listening and Speaking Skills of Secondary Stage Students

Salem, Ahmed Saad El-Sayed , Aly A. Qoura, and Mervat S. Alhadidy. "The Effect of a WebQuest-Based Program on Developing the EFL Listening and Speaking Skills of Secondary Stage Students." Journal of Research in Curriculum Instruction and Educational Technology, vol. 3, no. 4, Oct. 2017, pp. 69-100.

Salem, Qoura, and Alhadidy explore how WebQuests improve students' overall language learning experiences but specifically focus on improvement in listening and speaking.

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The Effect of Using Web-Quest strategy on Developing Reading Comprehension Performance for EFL Students, October 6 University

Sayed, Eman Sedik, " The Effect of Using Web-Quest strategy on Developing Reading Comprehension Performance for EFL Students, October 6 University." Journal of Research in Curriculum, Instruction and Educational Technology, vol. 6, no. 4, Oct 2020, pp. 45-76.

Sayed discusses the potential that well-designed and executed WebQuest activities have on helping college-level English learners to improve their reading comprehension skills.