In a replication of Daly and K. Dounavi (2020), the researchers evaluated the effect of foreign tact and bidirectional intraverbal teaching on the emergence of untaught relations. Three university students learned three stimulus sets through three types of teaching: native-foreign intraverbal teaching (vocalizing Spanish words that refer to a…

There has been little research investigating the effects of notetaking on foreign language (FL) learning, and no studies have examined how it affects vocabulary learning. The present study investigated the vocabulary written in notes of 86 students after they had listened to a teacher in an English as a foreign language (EFL) class. The results…

The current study reported an empirical investigation that tested the collective and individual effects of morphological awareness and cognate awareness on Japanese word learning among Chinese learners of Japanese. 131 Chinese learners of Japanese participated in this study. They completed morphological awareness measurements (morpheme…

Very few studies have investigated second language (L2) knowledge of word parts. The present study was set to measure L2 recognition of 35 English prefixes and the factors that might predict scores. The form and meaning sections of Sasao and Webb's Word Part Levels Test were administered to 152 Arabic learners of English as a foreign language…

Vocabulary learning is vital for second language development, and the use of technology has greatly changed how second language vocabulary can be acquired. Some adventure video games were found to be beneficial for vocabulary learning. These games offer engaging plots, rich input, and immersive learning context. Despite these advantages, many…

With the growing interest in integrating information and communication technology in the EFL classroom, the present study investigated the impact of electronic first language (L1) translations and second language (L2) definition glosses on incidental vocabulary learning and retention among Moroccan EFL learners. In total, 172 first-year university…

In a recent study, English-speaking L2 learners of German who received explicit instruction made significantly greater improvements in pronunciation and vocabulary than learners who received implicit instruction. Against the backdrop of this work, the present study reports learner preferences and perceptions about implicit and explicit language…

The current study examined the extent to which first language (L1) utterance fluency measures can predict second language (L2) fluency and how L2 proficiency moderates the relationship between L1 and L2 fluency. A total of 104 Japanese-speaking learners of English completed different argumentative speech tasks in their L1 and L2. Their speaking…

Three experiments explored how retrieval practice and corrective feedback affect a third language (L3) vocabulary learning. In the first two experiments, Chinese-English bilinguals without prior French language experience studied English (Second Language, L2)--French (L3) word pairs in repeated studying or retrieval practice without (Experiment…

Learning new words is fundamental in both first and second-language reading. There are, however, divided opinions on the best instructional approaches. Two widely used approaches across languages are whole-word focus and word-constituent focus. The appropriateness of each approach has varied historically, even within a single language (e.g., the…

This study investigated the relative contributions of English morphological and vocabulary knowledge to second language (L2) reading comprehension among 100 adult Japanese English as a foreign language (EFL) learners. The study also investigated the extent to which the roles of morphological and vocabulary knowledge in L2 reading comprehension…

Communication strategies interlocutors use to avoid or resolve potential problems in face-to-face (FTF) and computer-mediated interactions can facilitate English learners' second language acquisition (SLA) (Smith, 2003). Such strategies are beneficial because they encourage English learners to practice the second language (L2), learn vocabulary,…

The objective of this study was to validate a bilingual Spanish-English version of the Vocabulary Size Test (VST) considering its potential use as a discriminator between learners in terms of language competence. This version was designed based on the two forms available on one of the creators' websites as well as considering practices recommended…

Vocabulary research provides valuable information on the construct of word knowledge (WK), and suggests ways to develop language learners' lexicon, arguably, the backbone of communication. The present study explores EFL students' vocabulary learning behavior; more specifically, the aspects of WK components they intentionally focus on when learning…

This brief report presents the results of a re-analysis of data by Yi, Man, and Maie (2023), who investigated L1 and L2 intuitive knowledge of phrasal frequency and collocation strength in multiword sequences. We utilized an individual-differences approach and examined which participant variables (age of onset, length of residence, language use,…