Auditory steady-state response (ASSR) has been studied as a potential biomarker for abnormal auditory sensory processing in autism spectrum disorder (ASD), with mixed results. Motivated by prior somatosensory findings of group differences in inter-trial coherence (ITC) between ASD and typically developing (TD) individuals at twice the steady-state…

In language classrooms, listening is considered a problematic skill for various reasons. The uncontrollable nature of speech's speed of delivery plays a major role in these issues. Tight teacher control over the audio input creates even more unfavorable conditions for listeners to sufficiently absorb input. This study explores the positive effects…

The use of self-assessing metacognitive strategies has been shown to enhance English as a foreign language (EFL) learners' achievement in face-to-face classes. However, its impact on EFL learners' achievement in online classes, which have become more prevalent due to the development of new technologies has remained largely unexplored. This study…

Diglossia in the Arabic language refers to the existence of two varieties of the same language: the Spoken Arabic (SA) and the Literary Arabic (LA). This study examined the development of listening comprehension (LC) among diglossic Arabic K1-K3. For this purpose, a large sample of typically developing (TD; N = 210) and developmental language…

This study investigates the impact of a high-level and a low-level process-based L2 comprehension training on L1 French students' listening performances. These students (N = 108) of English, Spanish, and German came from five different classes. After a L2 comprehension pretest, the participants were divided into two experimental groups. During the…

Text length is considered as one of the factors that cause listening task difficulty along with others such as speech rate, clarity of voice, accents, text genre and topic. Despite all these factors, teachers sometimes consider text length as the single reason for a listening activity's difficulty. Not many studies have focused on the length as a…

We investigated whether individual differences in overall receptive vocabulary knowledge measured at the beginning of the year moderated the effects of a kindergarten vocabulary intervention that supplemented classroom vocabulary instruction. We also examined whether moderation would offset the benefits of providing Tier-2 vocabulary intervention…

This study investigated the impact of meta-cognitive strategy instruction on the listening comprehension of level III student-teachers. Sixty-eight student participants were selected whose listening proficiency was at the average to below average level. The selected students were randomly assigned to experimental and control groups. The…

We evaluated the impact of a supplemental, small-group kindergarten vocabulary intervention designed to reinforce content taught in core classroom instruction implemented within a multitiered system of support (MTSS) framework. Kindergarten teachers implemented a published vocabulary program with all their students during whole-class instruction…

Atypical functional connectivity (FC) and an imbalance of excitation-to-inhibition (E/I) have been previously reported in cerebro-cerebellar circuits in autism spectrum disorder (ASD). The current investigation used resting state fMRI and proton magnetic resonance spectroscopy ([superscript 1]H-MRS) to examine the relationships between E/I…

Although surveys have shown that regional variation is rarely covered in more than a cursory way in language textbooks, research has suggested that exposure to and knowledge about dialectal variation can be beneficial for second language (L2) learners' development. However, little is known about the effects of explicit instruction and exposure on…

In this study, it was examined how interactive whiteboard applications supported by visual materials affected middle school students' listening comprehension and persistence of learning. The sample of the study consisted of the students in the 8/D (experimental group) and 8/H (control group) cohorts of the Osman Gazi Middle School located in…

Drawing on sociocultural theory, this study explored the impact of interactionist and interventionist approaches to group dynamic assessment (GDA) on Iranian intermediate English as a foreign language (EFL) learners' listening comprehension development. To this end, 90 intermediate EFL learners were divided into two experimental and a control…

In second (L2) or foreign language (FL) learning, learning strategies help learners perform tasks, solve specific problems, and compensate for learning deficits. Of the strategy types, metacognitive strategies manage and regulate the construction of L2 or FL knowledge. Although learning strategies are frequently taught via teacher demonstration,…

Cooperative learning is a strategic instructional system applied by many educators the world over. Researchers of cooperative learning have carried out the study in this field and proved that cooperative learning can create a more interesting and relaxed learning atmosphere. It is generally acknowledged that cooperative learning can reduce…