Despite the growing body of technology-assisted vocabulary intervention studies, few have addressed learning outcomes beyond target vocabulary and the interaction between the interventions and English language learners' (ELLs) initially different levels of vocabulary knowledge. The study examined the differential effects of a texting-based…

Neural Machine Translation (NMT) has gained increasing popularity among EFL learners as a CALL tool to improve vocabulary, and many learners have reported its helpfulness for vocabulary learning. However, while there has been some evidence suggesting NMT's facilitative role in improving learners' writing on the lexical level, no study has examined…

Over the past two decades, the Involvement Load Hypothesis (ILH) has become a popular buzzword in the field of Second Language Acquisition (SLA). Although applications of the ILH can improve students' learning of productive vocabulary, this effect appears to be transitory. Students' learning of productive vocabulary often fades over time, as shown…

Growing research suggests that digital flashcards may facilitate students' technical vocabulary learning efforts. The primary purpose of this quasi-experimental study was to compare the effect of digital flashcards (DFs) and wordlists on learning technical vocabulary as well as to explore students' perceptions regarding the use of DFs. Using…

Owing to the plethora of user-friendly audio/video creation and editing applications as well as free full-featured hosting platforms, videoing and sharing has become a lifestyle of today's students. Utilizing these spontaneous practices, the current study examined the effects of digital media assignments (DMAs) and accompanying asynchronous…

Repeated viewing of the same video is a common strategy among autonomous language learners as well as a much used pedagogical strategy among foreign language (FL) teachers. Learners may watch the same video more than once, to increase global comprehension of the target language or to focus their attention on linguistic aspects, such as new…

The purpose of this study was to examine whether technology-based learning environments have the potential to support dual-language learners' (DLLs) vocabulary learning in their less dominant language. Interrogating Dual-Coding Theory (Paivio, 1986), this study investigates whether DLLs benefit from media content that is delivered both orally and…

This article describes the development of "Bande à Part", a mobile music application (app) for second language (L2) learners of French. Our focus on the pedagogical use of music results from the reported benefits that it offers language learners (e.g., it encourages repetitive exposure to the L2 in an enjoyable way, it extends the reach…

The research discussed in this article is specifically aimed at non-Afrikaans-speaking international students served by the Language Centre at Stellenbosch University. As a result of students who would like to become proficient in Afrikaans during their stay in South Africa, many of them choose the course "Beginner Afrikaans Vlak 1"…

This study examined university undergraduate English language learners' (ELLs) perspectives on an intervention, Word Matters, that aimed to enhance functional academic vocabulary learning critical to their cognitive academic language proficiency development (Cummins, 1989), a challenge faced by many ELLs in English-medium universities. This…

This paper reports on task interaction, task success and word learning among second language (L2) learners of different levels of word recognition from speech (WRS) proficiency who used a CALL application previously shown to be effective in the development of L2 WRS. Participants (N = 65) were categorised into three levels of L2 WRS proficiency…

This study compared how three different gloss modes affected college students' L2 reading comprehension and vocabulary acquisition. The study also compared how results on comprehension and vocabulary acquisition may differ depending on the four assessment methods used. A between-subjects design was employed with three groups of Mandarin-speaking…

A strong relationship between L2 vocabulary knowledge and L2 reading and listening comprehension is well established. However, less research has been conducted to explore correlations between pedagogic interventions to increase vocabulary knowledge and score gains on standardized L2 proficiency tests. This study addresses this gap in the research…

This paper describes the implementation and evaluation of a year-long reading while listening (RWL) program run for university first-year students at a private university in Japan. The program was developed to give students practice in listening to a large volume of spoken English--a practice that the majority of Japanese students lack. The…

This study examines (1) the effects of hypertext gloss use on L2 vocabulary acquisition in computerized reading contexts; (2) which specific combination of either text-only (single) or text + visual (multiple) hypertext glosses is more effective on L2 vocabulary acquisition; and (3) potential moderators to systematically account for between study…