Research has shown that learning a known-and-unknown word combination leads to greater learning than learning an unknown word alone (Kasahara, 2010, 2011). These studies found that attaching a known adjective to an unknown noun can help learners remember the unknown noun. Kasahara (2015) found that a known verb can serve as an effective cue to…

The present study investigates the use of generative strategies and their effect on second language (L2) vocabulary retention and learner confidence in vocabulary knowledge over time. Generative strategies (or generation) are one in a group of learning methods known as desirable difficulties -- strategies that improve long-term learning by adding…

This design case presents a gamified dictionary learning intervention for away-from-school learning. Intended to be mobile, the game features AI speech recognition for practicing English words and phrases. We also introduce a second feature--an integrated teacher dashboard that addresses issues in traditional homework--a lack of immediate feedback…

This study explores the effectiveness of Data-Driven Learning (DDL) approach to second-language (L2) English vocabulary learning in on-demand online distance learning at a private university in Tokyo, Japan. The participants were 49 Japanese undergraduates, intermediate L2 English learners at the B1 level in the Common European Framework of…

A growing body of vocabulary learning strategies (VLSs) studies focuses on accumulating empirical evidence on the relationship between frequency of VLS use and vocabulary acquisition by using the frequency-based measures of VLSs. Our study by contrast, examined which VLSs are perceived as important and useful, and how they are employed by Japanese…

This paper represents a summary and discussion of the three studies presented at the morning session of the Fall 2022 JALT Vocabulary SIG. The papers, which were written by Ali Al-Hoorie, Masaki Eguchi, Derek Canning, Stuart McLean, Christopher Nicklin, and Joseph Vitta, represent a range of topics and study designs that are common in recent…

Research on advanced L2 adult learners and viable classroom instruction for them has become increasingly important along with increasing global connections. This study investigated the effects of different kinds of spoken input modification on listening comprehension and incidental vocabulary learning by 106 advanced Chinese speakers of Japanese…

Despite the increasing awareness of digital games' potential for language learning, only a handful of studies focus on their integration into classrooms. Informed by bridging activities, this mixed methods case study recruited six students to engage in instructed gameplay in class and game-related activities after class. Both qualitative and…

This study aims to examine the efficacy of Mobile-Assisted Language Learning (MALL) of English as a foreign or second language (L2) through two perspectives: learning gain and learner autonomy. Previous studies have shown that L2 learning combined with media could activate the learning processes, resulting in an easier recall of the target…

This mixed-methods case study examines how an online extensive reading project impacted the 11 participants' motivation, habits, and linguistic abilities regarding L2 English reading. The participants engaged in extensive reading for one year on Xreading (an online extensive reading website). They were all female Japanese nationals aged between 30…

Purpose: The integration of mobile technology in ESL/EFL contexts has garnered significant attention from contemporary researchers, teachers, and learners due to the advancements in technology, dynamic features, and multimodal applications. With this growing interest, there is a need to synthesize the existing literature and identify current…

This study expands arguments calling for a more rigorous approach to high-frequency vocabulary list-based learning in EFL learning environments. Test and flashcard item designs were validated through quantitative (midterm and final test) and qualitative (survey) results to explore the impact of digital flashcards designed to build recall-level…

Aural vocabulary knowledge (AVK) of high-frequency words is critical for second language listening comprehension. However, learners of English as a foreign language (EFL), despite considerable periods of language study, often do not have the AVK needed for basic communicative competence. A mixed methods approach is applied to determine whether…

This edited book documents practices of learning-oriented language assessment through practitioner research and research syntheses. Learning-oriented language assessment refers to language assessment strategies that capitalise on learner differences and their relationships with the learning environments. In other words, learners are placed at the…

The purpose of this study is to determine whether a vocabulary size test is a valid and reliable measure of longitudinal growth in vocabulary size (VS), and to investigate the relationship between growth in VS and use of vocabulary learning strategies (VLS). Kasahara's (2006) revised version of Mochizuki's (1998) Vocabulary Size Test (VST) was…