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Acceptance and Engagement Patterns of Mobile-Assisted Language Learning among Non-Conventional Adult L2 Learners: A Survival Analysis
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Hyun-Bin Hwang; Matthew D. Coss; Shawn Loewen; Kaitlyn M. Tagarelli – Studies in Second Language Acquisition, 2024
Research on mobile-assisted language learning (MALL) has revealed that high rates of attrition among users can undermine the potential benefits of this learning method. To explore this issue, we surveyed 3,670 adult MALL users based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and also conducted an in-depth analysis of their…
Descriptors: Learner Engagement, Handheld Devices, Nontraditional Students, Adults
Do Reading Times Predict Word Learning? An Eye-Tracking Study with Novel Words
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Irina Elgort; Elisabeth Beyersmann – Studies in Second Language Acquisition, 2024
Theories of learning and attention predict a positive relationship between reading times on unfamiliar words and their learning; however, empirical findings of contextual learning studies range from a strong positive relationship to no relationship. To test the conjecture that longer reading times may reflect different cognitive and metacognitive…
Descriptors: Adults, English Learners, Native Speakers, Non English Speaking
Does Repeated Practice Make Perfect? The Effects of Within-Session Repeated Retrieval on Second Language Vocabulary Learning
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Nakata, Tatsuya – Studies in Second Language Acquisition, 2017
Although research shows that repetition increases second language vocabulary learning, only several studies have examined the long-term effects of increasing retrieval frequency in one learning session. With this in mind, the present study examined the effects of within-session repeated retrieval on vocabulary learning. The study is original in…
Descriptors: Repetition, Second Language Learning, Vocabulary Development, English
Exposure Frequency in L2 Reading: An Eye-Movement Perspective of Incidental Vocabulary Learning
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Mohamed, Ayman A. – Studies in Second Language Acquisition, 2018
The present study brings together methods of extensive reading studies and eye-movement research to track the cognitive effects of exposure frequency on vocabulary processing and learning. Forty-two advanced second language learners of English read a stage 1 graded reader, "Goodbye Mr. Hollywood," on a computer screen while their eye…
Descriptors: Eye Movements, Second Language Learning, Reading Processes, Recall (Psychology)
The Impact of Cognitive Complexity on Feedback Efficacy during Online Versus Face-to-Face Interactive Tasks
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Baralt, Melissa – Studies in Second Language Acquisition, 2013
Informed by the cognition hypothesis (Robinson, 2011), recent studies indicate that more cognitively complex tasks can result in better incorporation of feedback during interaction and, as a consequence, more learning. It is not known, however, how task complexity and feedback work together in computerized environments. The present study addressed…
Descriptors: Task Analysis, Spanish, Computer Mediated Communication, Feedback (Response)
Task Type and Reactivity of Verbal Reports in SLA: A First Look at a L2 Task Other than Reading
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Bowles, Melissa A. – Studies in Second Language Acquisition, 2008
Despite the frequency with which verbal reports are used in SLA to gather data on learners' cognitive processes (e.g., Bowles, 2003, 2004; Mackey, Gass, & McDonough, 2000; Rosa & Leow, 2004a, 2004b), only two studies (Bowles & Leow, 2005; Leow & Morgan-Short, 2004) have investigated verbal reports' reactivity (i.e., whether they alter cognitive…
Descriptors: Metalinguistics, Time on Task, Cognitive Processes, Second Language Learning