This paper examines (1) teacher candidates' knowledge of recent migration trends and language accreditation policies, (2) their attitudes towards language testing for migration, and (3) changes in their perceptions after exposure to training and migrant testimonies. Conducted over two years (2021-2023), this mixed-methods study involved 395…

Multimodal input can significantly support second language (L2) vocabulary learning and comprehension. However, very little research has examined how L2 learners, especially young learners, allocate attention when exposed to such input and whether learning from multimodal input can be explained by attention allocation. This study therefore…

The present study aimed to validate a 70-item Korean bilingual version of the Vocabulary Size Test (VST) using Rasch modeling. The goal was to assess the applicability of this Korean version of the VST for Korean learners of English in an English as a foreign language (EFL) context by examining validity evidence based on Messick's framework.…

Evidence of sensitivity to graphotactic and morphological patterns in English spelling has been extensively examined in monolinguals. Comparatively few studies have examined bilinguals' sensitivity to spelling regularities. The present study compared late Chinese-English bilinguals and English monolinguals on their sensitivity to systematic…

This study explored the language assessment literacy (LAL) level and language testing and assessment (LTA) needs of 57 English teachers at senior high school level in Taiwan. An LAL test, three quantitative questionnaires and a qualitative survey were administered, conveying the overall LAL level and LTA needs of the participants. The qualitative…

This study investigates the effects of three word-focused exercise conditions on vocabulary learning. The exercises were developed based on the involvement load hypothesis. This study also explores how individual differences (e.g. second-language English proficiency level and working memory) affect vocabulary learning outcomes. A total of 180…

Purpose: Drawing on the perspectives of cultural capital theory, this study investigated the impact of international internships on the performance of Japanese undergraduates on the Test of English for International Communication (TOEIC) using a between-group pretest-posttest experimental design. Design/methodology/approach: Students participating…

Some listeners exhibit higher sensitivity to subphonemic acoustic differences (i.e., higher speech gradiency). Here, we asked whether higher gradiency in a listener's first language (L1) facilitates foreign language learning and explored the possible sources of individual differences in L1 gradiency. To address these questions, we tested 164…

This study investigates the role of emotional linguistic input in learning novel words with abstract and concrete denotations. It is widely accepted that concrete words are processed more easily than abstract ones. Several theories of vocabulary acquisition additionally propose a critical role of sensorimotor and emotional information during novel…

Purpose: This longitudinal study investigated the trajectory of Spanish article accuracy in Spanish-English dual language learners (DLLs) from preschool to first grade, addressing the need for longitudinal data on the variability of Spanish grammatical skills in DLLs in English immersion classrooms. Method: Language sample analysis was conducted…

Spanish-speaking students constitute the largest subgroup of emergent bilingual (EB) students in the United States. Using longitudinal data on a nationally representative sample of Spanish-English EBs, we explore profiles of English reading trajectories and how early individual differences (i.e., early Spanish reading and English oral proficiency)…

Research on the implementation of CLIL at the onset of primary school is limited and has largely overlooked the role of other sources of individual differences. This study investigated the effects of the CLIL approach to English learning, together with the effects of out-of-school exposure to the language through media and other sources of…

Millions engage in learning a Second Language (L2) using their mobile devices with a wide range of success. Concomitantly, there exists a growing interest in research on the effects of mobile-assisted language learning and predictors of learner outcomes (e.g., Loewen et al., 2020; Sudina & Plonsky, 2023). However, few of these apps and studies…

Second language (L2) writing has been determined to be influenced by what is read, with language learners tending to borrow words and short phrases from input texts while writing (e.g., Wang & Wang, 2015). This phenomenon is referred to as lexical alignment. Only one empirical study has investigated the influence that the linguistic complexity…