The current study investigated the contribution of two linguistic intervention programs, phonological and morphological to the development of word spelling among skilled and poor native Arabic readers, in three grades: second, fourth and sixth. The participants were assigned to three experimental groups: morphological intervention, phonological…

This study is an attempt to identify the impact of exploration and thinking loudly strategies on analytical reading and linguistic intelligence among second middle grade female students in Najran, Saudi Arabia. Semi-Experimental method was adopted to achieve study objectives. The sample consisted of (60) female students divided into three groups,…

This study examined the effects of task types on English as a foreign language (EFL) learners' receptive and productive vocabulary knowledge. To this end, 130 (70 female and 60 male) EFL learners were randomly assigned to one of six tasks of learning 30 target words. The design of the tasks was based on the involvement load hypothesis (ILH)…

Robinson's (2001) Cognition Hypothesis claims that more complex tasks promote interaction and language development. This study examined the effect of task complexity in the learning of request-making expressions. Task complexity was operationalized as [+/- reasoning] following Robinson's framework. The study employed a pretest-posttest research…

This experimental study examined how the reading and writing development of sixth-grade L2 students was affected by syntactic enhancement. Visual-syntactic text formatting (VSTF) technology, which visualizes syntactic structures, was used to convert a textbook to the one with syntactic enhancement. The sample (n = 282), which was drawn from a…