Cohesive devices perform a fundamental role in structuring discourse, linking ideas, and ensuring textual coherence. Research indicates that certain categories of cohesive devices consistently pose challenges for learners. Considering typical patterns in Brazilian ESL (English as a Second Language) students’ writing, a recurrent difficulty in the use of cohesive devices is

Assessment in English as a Foreign Language (EFL) encompasses principles and practices that guide educators’ evaluation of students’ language competencies and provide critical insights into the conceptualization of teaching and learning. In light of this, educators can promote authenticity in assessment by

Question must be answered based on the following excerpt.

Still floating on her back, Alex opened her eyes, disoriented by the quick hit of sun. She righted herself with a glance at the shore: she was farther out than she’d imagined. Much farther. How had that happened? She tried to head back in, toward the beach, but she wasn’t seeming to get anywhere, her strokes eaten up by the water.

Source: Cline, Emma.The Guest. Penguin Books, 2024.

According to Halliday’s Introduction to Functional Grammar (IFG) (1985), the highlighted words above are considered

Bakhtin’s concept of discourse genres is intrinsically related to the field of English as a Second Language (ESL), as it offers frameworks through which learners engage with and internalize the target language. By mediating authentic communicative practices, discourse genres enable learners

In an increasingly globalized society and given the rapid advancement of Artificial Intelligence (AI), the role of interdisciplinarity in fostering competences within the field of ELS has become particularly urgent. From this perspective, it is essential

The contributions of active methodologies in the process of renewal and transformation that education has undergone during the COVID-19 pandemic have been particularly significant, as they promoted adaptable, student-centered approaches suited to remote and hybrid learning contexts. Despite their implementation representing significant progress, certain limitations became evident because

The second panel illustrates several people seated on the church benches. The sunlight poured through the stained-glass window from the church. Above the baby’s head, we can read: “He gets really big!”

The concept of the instructional sequence in EFL (English as a Foreign Language) has been investigated recently in some Brazilian schools as a theoretical and methodological procedure for language teaching and learning, focusing on oral and written texts in a genre-based perspective. Thus, an instructional sequence, when applied from an interdisciplinary perspective, helps EFL students develop competencies across different subjects

Question must be answered based on the following statement.

Educators need to help students become more aware of the ways of working across multiple modes of communication.

Source: BOWEN, Tracey; WHITHAUS, Carl. What else is possible: multimodal composing and genre in the teaching of writing. In: BOWEN, Tracey; WHITHAUS, Carl (org.). Multimodal literacies and emerging genres. Pittsburgh: University of Pittsburgh Press, 2013. p. 1-14.

Thus, based on the statement above, one approach to engaging students both in the creation of multimodal compositions and in developing their understanding of how these compositions function within social contexts is

In Brazilian high schools, the current teaching and learning practices of English as a Foreign Language (EFL) often rely heavily on traditional assessments, such as written tests, grammar exercises, and vocabulary quizzes, to evaluate students. While these methods can measure knowledge of language rules, they frequently fail to capture students’ communicative competence, critical thinking, and ability to use English in real-life contexts. This is due to the fact that