This study examines the adaptation of an ESOL course for older Chinese migrant learners to Emergency Response Teaching mode as a result of the government-imposed restrictions to contain the spread of COVID-19. Through interviews and the analysis of learner diaries, we consider the experience of the school manager and teachers, and the strategies…

Learning a new language entails various challenges, one of these is grasping the vocabulary of the language. A significant way to tackle the problem is to motivate students to become independent learners during the progression of second language (L2) vocabulary learning. Thus, this study intended to explore the use of different vocabulary learning…

The road to second language competence is a long and arduous one, and much of its effort involves learning to recognize and use vocabulary. Fortunately, anytime-anywhere learning with smart phones and smart apps offer a means to lessen the burden and make vocabulary learning more efficient. Accordingly, this study investigated 134 students across…

Sharing the same theoretical basis of extensive reading, "extensive listening" refers to learner exposure to a great deal of comprehensible spoken input. While the effectiveness of extensive reading has been widely acknowledged in many countries, empirical support of extensive listening is limited. This small-scale study adopted a…

Language instructors play a decisive role in adult language learners' learning and retention of vocabulary through planning, selection, and teaching of vocabulary and strategies. However, some professional language schools lack extensive teacher-training programs that prepare instructors with the skills required to select and teach vocabulary,…

This book presents original, empirical data from quantitative and qualitative research studies in the field of language learning aptitude, ability, and individual differences. It does so from the perspectives of Second Language Acquisition, psychology, neuroscience and sociolinguistics. All studies included in the book use a similar and uniform…

Many authors have argued that word-learning constraints help guide a word-learner's hypotheses as to the meaning of a newly heard word. One such class of constraints derives from the observation that word-learners of all ages prefer to map novel labels to novel objects in situations of referential ambiguity. In this paper I use eye-tracking to…