This paper aims to highlight the significance of color that captivates human attention in learning English collocations in an educational setting. In order to expedite the impact of color on memory, an empirical research was conducted, in which 30 South Asian ESL students of a local university in China were selected as participants, equally…

Emotions and cognitive processes are intertwined terms and can frame how we behave and learn. The main aim of this research was to investigate the effect of emotion on attention during L2 subtitle processing and to scrutinize emotional intensity as a factor on delayed L2 vocabulary recall tasks. In this experimental study, quantitative method was…

The present study explored the effect of task repetition with and without explicit instruction on EFL learners' (n = 26) explicit and implicit English regular past tense structure development. One group (REP) repeated the same task (n = 12) while another group (EI + REP) received explicit instruction between performances of the same task (n = 14).…

A reading experiment combining online and offline data evaluates the effect on second language learners' reading behaviors and lexical uptake of three gloss types designed to clarify word meaning. These are (a) textual definition, (b) textual definition accompanied by picture, and (c) picture only. We recorded eye movements while intermediate…

The purpose of this quasi-experimental study is to examine whether attention cueing benefits learners of ancient Egyptian culture using mobile-assisted instrumentation. A self-regulatory, mobile phone based set of visualizations depicting ancient Egyptian culture served as the primary instrument. A total of 50 learners of English as a foreign…

One common claim in second language (L2) acquisition research is that attention is crucial for development to occur. Although previous empirical research supports this claim, methodological approaches have not been able to directly measure attention. This thesis utilized eye-tracking to directly measure attention and thus provide converging…

There has been a rapid proliferation of electronic books in recent years. Given that dual-language books may impose extra cognitive load on children's information processing capacity, we investigated whether multimedia features in e-books (i.e., audio narration and tracking animation) were effective in directing preschoolers' attention to print in…

The studies regarding using a cross sectional view of speech organs enriched with attention cueing and written text to probe learners' learning efficiency and behavior through mobile phones is scant. The purpose of this study was to examine whether the presence of attention cueing can benefit learners with different amounts of prior knowledge in…

Adults tend to perceive speech sounds from their native language as members of distinct and stable categories; however, they fail to perceive differences between many non-native speech sounds without a great deal of training. The present study investigates the effects of categorization training on adults' ability to discriminate non-native…

Perception of American Sign Language (ASL) handshape and place of articulation parameters was investigated in three groups of signers: deaf native signers, deaf non-native signers who acquired ASL between the ages of 10 and 18, and hearing non-native signers who acquired ASL as a second language between the ages of 10 and 26. Participants were…

This article presents the authors' reply to Rod Ellis's comments on their study on motivated classroom behavior. As Ellis correctly summarizes, the three student variables selected for investigation in the authors' study were attention, participation, and volunteering for teacher-fronted activity. These three components were then summed up in a…

Addressed three issues in a description of techniques used to study how people learn structured sequences. These are the content of what is learned, the role of conscious awareness in syntactic learning, and the role of limited-capacity processing or focal attention in syntactic learning. (Contains 86 references.) (Author)