The present study continues research that takes non-serious language more seriously (Cekaite and Aronsson 2005) by focusing on a central second language (L2) Metaphoric Competence factor, Metaphor Language Play (MLP). For willing learners, MLP offers a diversity of benefits (Bushnell 2009; Bell 2012a) despite being one of the most challenging…

EL1 learners' receptive morphological words (root, inflected, and derived words) develop on different scales, but whether they develop similarly in EFL learners' language production is still unknown and deserves an examination. The answer may provide a clue to theoretical controversy about whether language learners' morphologically defined words…

This study examines the effects of the continuation task and the model-as-feedback writing task (MAFW) on English as a foreign language (EFL) vocabulary learning. Three classes of intermediate-level Chinese EFL learners were randomly assigned to a continuation group, a MAFW group, and a control group. Three aspects of vocabulary knowledge --…

Although research shows that second language (L2) learners have major difficulties in developing their productive vocabulary skills, little research has been conducted on how to facilitate productive mastery of learned words. With this in mind, this study investigated the effects of task type and repetition frequency on improving receptive word…

This study aims to compare the effects of "questioning with minimal evaluation" (PE) and "prompt-evaluate-expand-repeat" (PEER) used in dialogic reading (DR) on children's language development. This study included 119 typically developing (TD) and 107 Chinese children with autism spectrum disorder (ASD) by using a pre- and…

This paper examined to what extent causal explanation speaking tasks (CESTs) are cognitively appropriate for assessing young language learners' (YLLs) L2 speaking. Ninety-six YLLs (48 from Grade 4 and 6 each) in China performed two CESTs in both L1 (Chinese) and L2 (English). They also completed receptive and productive L2 vocabulary size tests.…

This article aims to uncover how alignment affects second language (L2) vocabulary acquisition by Chinese-speaking learners of English as they interact with various interaction loads (i.e. input text, peers and video). It also explores how tasks with varying interactional intensity in relation to the interaction loads influence the alignment…

Research on young English language learners has been gaining popularity in recent years, but to this day remains underdeveloped. The present study aimed to add to this body of research by exploring the effects of visual arts activities implemented via comprehension and compared to more commonly used flashcard activities implemented via…

Although digital game-based vocabulary learning (DGBVL) has received increasing attention in the past two decades, the impacts of DGBVL on the depth of word knowledge are still not well understood, especially in regard to productive vocabulary learning and DGBVL's long-term efficacy. This study leverages a quasiexperimental research design to…

This study investigated the role of generative artificial intelligence (AI) tools in facilitating informal digital English learning activities among second language (L2) learners in a Chinese context. It explored how factors like learners' ideal L2 self-imagination, international posture, and perceptions of information quality influence their…

Based on 312 samples, this study investigated the relationship between two dimensions of L2 vocabulary knowledge (VK) and listening comprehension (LC) by comparing written and oral vocabulary measurements and further examined the mediating effect of L2 vocabulary fluency (VF) by using Bootstrapping and Monte Carlo Method. Results show that: (1)…

This study examined the effects of involvement load-based tasks on vocabulary learning in a foreign language, as well as the extent to which task effects are predicted by learners' metacognition (i.e. metacognitive knowledge and regulation). A total of 120 Chinese university students of English as a foreign language (EFL) were randomly assigned to…

Background: Dialogic reading (DR) is an effective shared reading technique based on the prompts-evaluate-expand-repeat (PEER) sequence, which fosters children's language development. This study examines the effects of its elements by comparing shared reading with prompts with minimal feedback (PMF) and PEER. Methods: This study included 364…

Objective: This study was designed to produce a new parent-report measure, the Diagnostic Receptive Expressive Assessment of Mandarin-Infant Toddler Assessment of Communication and Language (DREAM-IT) in order to provide norms for the developmental skills of children aged 0-36 months in four areas: expressive language, receptive language,…

How does linguistic structure affect children's developing cardinal number knowledge? The bootstrapping theory proposes that children might use syntactic information provided by known words such as quantifiers to bootstrap the meanings of unfamiliar words such as number words. Prior studies of numeral and quantifier development have indicated that…