Working memory (WM) is essential to vocabulary learning. However, limited attention has been paid to young beginner learners' vocabulary development under various task conditions from the perspective of WM. This study investigates how two types of WM--complex WM and phonological short-term memory--may influence two instructional approaches (i.e.,…

Academic lectures are potential sources of vocabulary learning for second language learners studying at universities where English is the medium of instruction, as well as those in English for Academic Purposes (EAP) programs. Topic-related vocabulary is likely to occur frequently in academic texts, and academic speech consists of a reasonable…

Vocabulary is an essential component of language learning. Despite the fact that form-focused instruction (hereinafter FFI) has been demonstrated to be effective in language learning, it remains unclear when and how FFI can contribute to vocabulary learning. To address this question, this study takes the timing of FFI into consideration and…

This study explored the strategy use of 12 high-school learners of English within a vocabulary teaching intervention which exposed three groups of learners to one of three types of oral vocabulary explanations: L2 explanations; codeswitched explanations (CS); and contrastive focus-on-form explanations (CFoF) giving cross-linguistic information.…

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…

Personalized learning has become an important and powerful paradigm catering for various needs, styles, preferences, and modes of learning. Several methods including task recommendations and path planning have recently emerged to effectively implement personalized learning using e-learning systems. The literature shows that the use of task…

The past several years have been witnessing the fast development of information and communication technology, with which an increasing number of serious games are being designed and developed. Randomly selected participants were divided into the treatment and control cohorts. Two experiments, as well as a semi-structured interview, were…

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…

As an effective teaching approach that allows teachers and students to interact collaboratively and actively build on each other's ideas, dialogic teaching can enhance classroom engagement and learning outcomes. This study addresses the use of dialogic teaching for improving English language learning among Chinese children with varied levels of…

Hands-off data-driven learning is a data-based, student-oriented learning model characterized by inquiry and discovery. English context vocabulary teaching is the key to English teaching in colleges and an important indicator to evaluate the quality and level of college English teaching, which is a language teaching paradigm focusing on the…

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 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…

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…

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…

Open access academic lectures are potential sources for incidental vocabulary learning. These lectures are available in various formats (transcripts, audios, videos, and video with captions), but no studies have compared the learning of vocabulary in these lectures through different input modes. This study adopted a pretest-posttest design to…