Second language acquisition theory has traditionally focused on the cognitive and psycholinguistic processes involved in additional language (L2) learning. In addition, research on learner psychology has primarily centered on learners' cognitive abilities (e.g., aptitude and working memory) and internal traits or states (e.g., dispositions,…

Meta-analytic studies of second language (L2) learning typically employ a classic approach to meta-analysis. Although the classic approach can clarify findings, a multivariate, multilevel meta-analysis (3M) approach increases transparency by accounting for (a) dependencies in the evidence presented by primary studies, (b) methodological…

A number of academic disciplines, including philosophy, psychology, and neuroscience, are deeply interested in language acquisition. The process of acquiring a language is complicated and includes learning vocabulary, linguistic structures, and communication techniques. The most crucial factor in developing diverse cooperative networks for the…

A substantial amount of literature has shown that the input flooding and enhancement (Textual enhancement, TE) technique helps learners to perceive and acquire target features implicitly. Previous studies explored the efficacy of computer-assisted TE interventions in Second Language Acquisition with diverse techniques, but animation has not yet…

An important issue in second-language acquisition concerns the role of explicit information (EI) and how it is affected by individual differences. The present study explored this question through a partial replication and extension of Fernández (2008: Experiment 2), which investigated the effects of EI in processing instruction (PI) for the…

Guided by both the interactionist and sociocultural learning theories, this study investigates the interactive communications in text-based synchronous computer-mediated communication (SCMC) and face-to-face (FTF) oral communication environments and the impacts they bring to subsequent L2 Chinese speaking. Learners' perspectives on using…

This study compares learner perceptions in a synchronous online versus face-to-face (F2F) learning context about four principles of communicative language teaching (CLT): promoting collaborative learning, using comprehensible input, considering affective factors, and providing corrective feedback. Data were obtained via online surveys from…

The use of digital tools for second and foreign language lexical learning is increasingly popular and research in this area is constantly expanding. However, little has been written about specific criteria that could be used to identify tools with high-quality lexical input, as available checklists and frameworks for digital media tend to neglect…

Making adults learn from larger linguistic units can facilitate learning article-noun agreement. Here we ask whether initial exposure to larger units improves learning by increasing the predictive associations between the article and noun. Using an artificial language learning paradigm, we taught 106 Hebrew-speaking participants novel article-noun…

In light of mixed findings in existing input enhancement research, Issa and Morgan-Short in a 2019 article urged researchers to compare the relative effects of input enhancement that taps into learners' attention to the external format of second language (L2) target forms (e.g. through capitalizing or boldfacing the forms) and input enhancement…

Based on theories on vocabulary knowledge, grammar knowledge, and reading comprehension subcomponents, ten attributes/subskills were defined for 50 items from relevant subtests of TEM4 (Band Four of Test for English Majors in China). Cognitive diagnosis was conducted on the TEM4 data of the randomly sampled 2285 examinees (roughly at the B2 level)…

Heritage language (HL) learning is often facilitated by consistent exposure to the HL in family language policy (FLP). However, when children develop a preference for the majority language, family members may negotiate their use of both languages to establish a stronger emotional bond with their children while providing rich HL input. This article…

In this study, 96 world language teachers in the state of Georgia completed a survey regarding their delivery of instruction in the target language. While ACTFL (2010, 2021) recommends using the target language 90% or more of the time to deliver instruction, only 20% of the world language instructors who were surveyed reported doing so. According…

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…

Inaudible syntactic markers are especially difficult to spell. This paper examines how 455 fourth graders spell silent French plural markers in a dictation with real and pseudowords after one year of formal French instruction (L2). The Generalized Linear Mixed Model analysis shows first that noun plural spelling (real and pseudo) is a strong…