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Alsadoon, Reem – English Language Teaching, 2021
In the AI field of language learning, chatterbots are an interesting area for language learning and practice. This research investigates Arabic EFL vocabulary learning using an interactive storytelling chatterbot. A chatterbot was created and equipped with four vocabulary tools: a dictionary, images, an L1 translation tool, and a concordancer. The…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, English (Second Language)
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Masoudi, Golfam – English Language Teaching, 2017
The present study was designed to investigate empirically the effect of Vocabulary Self-Selection strategy and Input Enhancement strategy on the vocabulary knowledge of Iranian EFL Learners. After taking a diagnostic pretest, both experimental groups enrolled in two classes. Learners who practiced Vocabulary Self-Selection were allowed to…
Descriptors: Vocabulary Development, Linguistic Input, English (Second Language), Second Language Instruction
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Rikhtegar, Omid; Gholami, Javad – English Language Teaching, 2015
The purpose of this study was to find out the possible effects of pre-versus post-presentation input flooding via reading on simple past tense acquisition among young Iranian EFL learners. Sixty one elementary EFL learners were divided into two experimental and one control group. The experimental groups were exposed to pre and post presentation…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Grammar
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Khatib, Mohammad; Safari, Mahmood – English Language Teaching, 2013
The present study investigated the effect of input enhancement on the acquisition of English politeness strategies by intermediate EFL learners. Two groups of freshman English majors were randomly assigned to the experimental (enhanced input) group and the control (mere exposure) group. Initially, a TOEFL test and a discourse completion test (DCT)…
Descriptors: Linguistic Input, Pragmatics, English (Second Language), Second Language Learning
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Negari, Giti Mousapour; Rouhi, Mahdieh – English Language Teaching, 2012
The present article reports on the results of a study designed to investigate the effects of two types of lexical modification i.e., lexical simplification and elaboration, on incidental vocabulary acquisition of Iranian EFL learners.To this end, four versions of experimental texts containing 20 target words were created: baseline and simplified…
Descriptors: Foreign Countries, Vocabulary Development, Incidental Learning, English (Second Language)
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Yi, Baoshu; Sun, Zhinong – English Language Teaching, 2013
The study aimed to investigate whether or not negotiation of meaning is effective in L2 vocabulary acquisition of Chinese learners of English in the classroom setting. In the study there were two experimental groups (pre-modified input and negotiation of meaning) and two control groups (pre-modified input). The four groups were required to do a…
Descriptors: Second Language Learning, Vocabulary Development, Language Tests, Pretests Posttests
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Mahvelati, Elaheh Hamed; Mukundan, Jayakaran – English Language Teaching, 2012
The differences in cognitive style between individuals and the effect these differences can have on second language learning have long been recognized by educators and researchers. Hence, this issue is the focal center of the present study. More precisely, the purpose of this study was to investigate the role of participants' cognitive style…
Descriptors: Cognitive Style, Experimental Groups, Second Language Learning, Second Language Instruction
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Guo, Siao-cing – English Language Teaching, 2012
Current literature points to the importance and benefits of extensive reading. Extensive reading provides contextualized clues for better reading comprehension (Krashen, 1982), and substantial linguistic input (Bell, 1998) needed for language development. Several studies have found a correlation between extensive reading and specific linguistic…
Descriptors: Reading Materials, English (Second Language), Second Language Learning, Second Language Instruction
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Zhang, Shumei – English Language Teaching, 2009
This paper is a research in the second Language acquisition (SLA) with its focus on the role of input, interaction and output in the development of oral fluency in the EFL context from both a theoretical point of view and a case study. Two instruments were used: tests of oral fluency and face-to-face interviews. The findings showed that non-native…
Descriptors: Linguistic Input, Oral Language, Language Fluency, English (Second Language)