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Min Teng; Jinfen Xu – Language Teaching Research, 2025
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…
Descriptors: Receptive Language, Expressive Language, Vocabulary Development, Mastery Learning
Yumei Zou; Sathiamoorthy Kannan; Gurnam Kaur Sidhu – SAGE Open, 2024
Task design has been viewed to be essential in the context of language assessment. This study investigated whether increasing task complexity affects learners' writing performance. It employs three writing tasks with different levels of complexity based on Robinson's Componential Framework. A cohort of 278 participants was selected using a simple…
Descriptors: Difficulty Level, College Students, Foreign Countries, Writing Achievement
Gregory J. Heathco – Communication Teacher, 2025
University classrooms are increasingly populated by students with diverse nationalities and native languages (L1). The growing number of students in English-led classrooms who speak English as a second or lower language (L2) may face added difficulties in understanding the specific task objectives or directions, as explained by native-…
Descriptors: English (Second Language), Second Language Learning, Comparative Analysis, Language Processing
Lin, Rongchan – Language Assessment Quarterly, 2023
Communication in the real world often entails the interpretation, evaluation, and integration of content from different sources. However, it appears that the ability to integrate content into discourse has not been explicitly scored for in existing studies. This study operationalizes content integration in the analytic scoring of a…
Descriptors: Listening Comprehension Tests, Generalization, Chinese, Second Language Learning
Barrientos, Fernanda – Second Language Research, 2023
The extent to which exposure to new phonemic contrasts (i.e. contrasts that are present in the L2 but not in the L1) will lead to the creation of a new phonemic category in L2 speakers, as well as the phonological nature of these categories, remains an open question insofar as there is no consensus on whether acquiring a new contrast would result…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Phonology
Lee, Andrew H.; Lyster, Roy – Language Awareness, 2023
The present study investigated the effects of different types of form-focused instruction (FFI) on the acquisition of French grammatical gender attribution. A quasi-experimental study was conducted with 140 participants in six intact French as a second language (L2) classes. The classes received six 80-minute instructional sessions consisting of…
Descriptors: Grammar, Second Language Instruction, Second Language Learning, French
Yuko Hayashi; Yusuke Kondo; Yutaka Ishii – Innovation in Language Learning and Teaching, 2024
Purpose: This study builds a new system for automatically assessing learners' speech elicited from an oral discourse completion task (DCT), and evaluates the prediction capability of the system with a view to better understanding factors deemed influential in predicting speaking proficiency scores and the pedagogical implications of the system.…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Japanese
Yoko Suganuma Oi – Journal of Pan-Pacific Association of Applied Linguistics, 2024
This paper analyzes writing tasks in academic writing textbooks for Japanese university students, focusing on the organization and difficulty of these tasks based on the Common European Framework of Reference for Languages (CEFR). A total of 411 writing tasks from 30 textbooks were coded by two experienced Japanese English teachers. The author…
Descriptors: Textbooks, Writing Instruction, Language Proficiency, Second Language Learning
Kazunari Shimada – Journal of Pan-Pacific Association of Applied Linguistics, 2023
This study explored how the first language (L1) influences discourse marker use in second language (L2) speech. Some studies (e.g., Liu, 2013; Sankoff et al., 1997) have addressed the issue of L1 transfer of discourse markers in L2 speech, suggesting that non-native speakers' L1 use may influence the frequency and usage of English discourse…
Descriptors: Task Analysis, Discourse Analysis, Second Language Learning, Native Language
Investigating EFL Teachers' Perceptions of Task-Based Language Teaching in Higher Education in China
Liu, Yuying; Mishan, Freda; Chambers, Angela – Language Learning Journal, 2021
While task-based language teaching (TBLT) is a teaching methodology favoured by the Chinese Ministry of Education, it has not been sufficiently researched to be validated empirically in practice in the EFL classroom. Few studies have investigated teachers' responses to TBLT in the Chinese college English context. This research contributes to…
Descriptors: Foreign Countries, Second Language Learning, Second Language Instruction, English (Second Language)
Diana Angélica Parra Pérez; Jennyfer Paola Camargo Cely; María Catalina Caro Torres; Miguel Eduardo Uribe Moreno – Journal of Educators Online, 2025
This paper is a quantitative study about learners' engagement and self-efficacy within a Virtual Reality (VR) learning environment while studying vocabulary in English in a classroom implementing a Content and Language Integrated Learning (CLIL) approach. VR was used as a tool for students to learn and better understand specific concepts studied…
Descriptors: Computer Simulation, Learner Engagement, Self Efficacy, Content and Language Integrated Learning
Katz, Jonah; Moore, Michelle W. – Journal of Speech, Language, and Hearing Research, 2021
Purpose: The aim of the study was to investigate the effects of specific acoustic patterns on word learning and segmentation in 8- to 11-year-old children and in college students. Method: Twenty-two children (ages 8;2-11;4 [years;months]) and 36 college students listened to synthesized "utterances" in artificial languages consisting of…
Descriptors: Phonetics, Child Language, Children, College Students
Ha, Thi Yen Nhi; Pham, Hong Hai; Tran, Trung Nghia – Online Submission, 2023
The study aims to measure the effect of Task-based language teaching on grammatical achievement and the motivation of EFL learners at Dong Nai Technology University. The research will conduct a quick grammar test to administer 48 students at the school to achieve this goal. After sitting the test, the learners will undergo a 6-week course applying…
Descriptors: Task Analysis, English (Second Language), Second Language Learning, Second Language Instruction
Duong, Phuong-Thao; Montero Perez, Maribel; Desmet, Piet; Peters, Elke – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2021
This paper reports on a quasi-experimental study that explored the differential effects of input- and output-based tasks on L2 vocabulary learning. The study adopted a pretest-posttest within-participants design, with sixty Vietnamese EFL university students. Participants in the experimental group completed four input and four output tasks in an…
Descriptors: Vocabulary Development, Linguistic Input, Recall (Psychology), Comparative Analysis
LaBrozzi, Ryan M.; Villegas, Álvaro – Hispania, 2020
This study investigates whether dynamic visual enhancement affects the recall of second language (L2) vocabulary and whether working memory interacts with visual enhancement and vocabulary recall. Participants in four groups completed a pre-test, immediate post-test, and delayed post-test that measured the effects of the type of dynamic…
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Vocabulary Development