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…

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…

Early vocabulary development benefits from diverse lexical exposures within children's language environment. However, the influence of lexical diversity on children as they enter middle childhood and are exposed to multimodal language inputs remains unclear. This study evaluates global and local aspects of lexical diversity in three…

This study explored the effects of listening-based lexical focus-on-form (lexical FonF) on the acquisition and retention of morphologically complex words. One hundred eighty-two adult English learners with two levels of English proficiency (higher and lower proficiency) from a public university in mainland China were assigned to three different…

This study investigates the use of formulaic sequences (FS) in academic writings of Chinese learners of English as a foreign language across different levels of studies at a public university in China. Frequency-based formulas were retrieved from a corpus of student academic texts written at five time points between Year 1 and Year 3. The…

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…

This study investigates the effectiveness of Conceptual Metaphor Theory (CMT)-based instruction in enhancing vocabulary acquisition and learner interest among Chinese university students learning English as a Foreign Language (EFL). Using a quasi-experimental design, 73 undergraduates were divided into an experimental group (n = 37) receiving…

This study aimed to examine incidental learning of multiword expressions (MWEs) from bilingual captioned videos among language minority students. The participants consisted of 403 language minority university students enrolled in the Preparatory Year Programme (PYP) in the Southern part of China. The study evaluated participants' vocabulary…

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…

In Australia, international students who do not meet university set English language requirements can alternatively attend intensive courses in English for Academic Purposes (EAP). Such courses are steeped in the traditions of communicative language teaching, often holding 'English only' classroom policies. This article draws on data from a larger…

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…

Growing up in the digital era, young children are exposed to numerous educational applications and programs, some with well-designed curricula and others focused more on entertainment or game-like qualities. With the increasing popularity of mobile language-learning applications among young children, this dissertation raises a crucial question: do…