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Beatriz González-Fernández – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2025
Second language acquisition (SLA) researchers have long searched for patterning in the development of linguistic elements (e.g., grammar and morphology). However, little attention has been given to the examination of systematicity in vocabulary acquisition, limiting our understanding about how overall vocabulary is learnt. The current study…
Descriptors: Vocabulary Development, Language Acquisition, Sequential Learning, Written Language
Examining the Developmental Trade-Off between Phonology and Morphology in Hebrew Reading Acquisition
Rotem Yinon; Shelley Shaul – Reading and Writing: An Interdisciplinary Journal, 2025
The relative importance of phonological versus morphological processes in reading varies depending on the writing system's orthographic consistency and morphological complexity. This study investigated the interplay between phonology and morphology in Hebrew reading acquisition, a language offering a unique opportunity for such examination with…
Descriptors: Hebrew, Morphology (Languages), Phonology, Language Processing
Hailay Tesfay Gebremariam – SAGE Open, 2024
Although, written corrective feedback (hereafter referred to as CF) is applauded in many writing courses for fostering students' quality writing, its impact on grammatical accuracy in L2 students' writing remains a debated topic. Thus, this study looked into the effect of CF types on L2 students' grammatical accuracy in writing. To achieve this…
Descriptors: Outcomes of Education, Written Language, Feedback (Response), Error Correction
Chaoyang Jin; Jing Yan – Language Learning Journal, 2025
This systematic review aims to explore how task complexity and task sequencing affect the complexity, accuracy, and fluency (CAF) of second language performance. Through an analysis of studies conducted between 2012 and 2021, this review investigates the characteristics of the studies, operationalisation of task complexity, measurements of CAF,…
Descriptors: Second Language Learning, Difficulty Level, Language Fluency, Accuracy
Attila M. Wind – Journal of Response to Writing, 2024
The positive effects of dynamic written corrective feedback (DWCF) on linguistic accuracy are well-documented (Evans et al., 2010). However, studies on DWCF without exception have adopted a pretest--posttest research design; therefore, they were unable to explore the dynamics of development (Larsen-Freeman, 2006). In addition, all previous DWCF…
Descriptors: Feedback (Response), Written Language, Undergraduate Students, Essays
Elodie Sabatier; Jacqueline Leybaert; Fabienne Chetail – Journal of Speech, Language, and Hearing Research, 2024
Purpose: Children are assumed to acquire orthographic representations during autonomous reading by decoding new written words. The present study investigates how deaf and hard of hearing (DHH) children build new orthographic representations compared to typically hearing (TH) children. Method: Twenty-nine DHH children, from 7.8 to 13.5 years old,…
Descriptors: French, Deafness, Hearing Impairments, Orthographic Symbols
Jinglei Ren; Min Wang – Reading and Writing: An Interdisciplinary Journal, 2024
Derivational suffixes are known to play a crucial role in assigning stress to multi-syllabic words among native English speakers. However, it is unclear whether second language (L2) learners of English can effectively use derivational suffixes as stress cues in written words. To address this gap, we studied if native Chinese-speaking adults…
Descriptors: Morphemes, Second Language Learning, Second Language Instruction, English (Second Language)
Erin West; Shani Dettman – Language, Speech, and Hearing Services in Schools, 2024
Purpose: There are well-established guidelines for the recording, transcription, and analysis of spontaneous oral language samples by researchers, educators, and speech pathologists. In contrast, there is presently no consensus regarding methods for the written documentation of sign language samples. The Handshape Analysis Recording Tool (HART) is…
Descriptors: Documentation, Sign Language, Bilingual Education, Biculturalism
Mariëtte van Loon; Claudia M. Roebers – Metacognition and Learning, 2024
This study aims to understand individual differences between children in metacognitive monitoring and control processes and the developmental trajectories of metacognition over one year. Three indicators of procedural metacognition were used: monitoring accuracy (discrimination of confidence judgments between correct and incorrect test responses),…
Descriptors: Elementary School Students, Metacognition, Task Analysis, Individual Differences
Karina Cerda-Oñate; Trinidad Cisterna; Fernanda Norambuena – Eurasian Journal of Applied Linguistics, 2025
This study examines the impact of explicit and implicit pronunciation instruction on the segmental pronunciation accuracy of phonemes /s/ and /z/ in an EFL classroom of 11th-grade Spanish-speaking students. The research focuses on transparent and non-transparent words containing the grapheme <s> and the phonemes /s/ and /z/ and was conducted…
Descriptors: Teaching Methods, Accuracy, Second Language Learning, Second Language Instruction
Yanjiao Zhu; Peggy Mok – International Journal of Multilingualism, 2024
This study examines the production of third language (L3) German consonant clusters by 26 L1 Cantonese-L2 English bilinguals, with the aim of uncovering the possible cross-linguistic influences on L3 pronunciation. Learners' production of 17 onset and 21 coda German consonant clusters were auditorily analysed with respect to accuracy and error…
Descriptors: Phonemes, Pronunciation, Sino Tibetan Languages, English (Second Language)
David Allen – Language Teaching Research, 2025
When inferring the meaning of unknown words in a second language, learners make use of a variety of cues including the cross-linguistic formal similarities of loanwords and cognates. However, because learners do not always recognize these cross-linguistic relationships, cognate strategy training has been recommended. The present study investigated…
Descriptors: Accuracy, English (Second Language), Second Language Learning, Second Language Instruction
María Martínez-Adrián; Francisco Gallardo-del-Puerto – Language Teaching Research, 2024
Task modality (oral vs. writing) has been found to affect the production, nature and resolution of the language-related episodes (LREs) produced by adult learners in collaborative interaction, a finding also attested in very recent and still limited research with young learners, a population that deserves greater attention in the literature.…
Descriptors: Accuracy, Editing, Task Analysis, Oral Language
Alissa Wolters; Young-Suk Kim – Grantee Submission, 2024
Purpose: There is limited research on the writing of young Spanish-English bilinguals and their writing in both languages. In the current study, we addressed whether written syntax features differed by language (English and Spanish) and varied as a function of grade level, English learner status, and instructional program (dual or English…
Descriptors: Written Language, Spanish, English (Second Language), Second Language Learning
Alissa Patricia Wolters; Young-Suk Grace Kim – Journal of Speech, Language, and Hearing Research, 2024
Purpose: There is limited research on the writing of young Spanish-English bilinguals and their writing in both languages. In the current study, we addressed whether written syntax features differed by language (English and Spanish) and varied as a function of grade level, English learner status, and instructional program (dual or English…
Descriptors: Achievement Tests, Written Language, Spanish, English (Second Language)