In light of mixed findings in existing input enhancement research, Issa and Morgan-Short in a 2019 article urged researchers to compare the relative effects of input enhancement that taps into learners' attention to the external format of second language (L2) target forms (e.g. through capitalizing or boldfacing the forms) and input enhancement…

Cross-situational word learning, the ability to decipher word-referent links over multiple ambiguous learning events, has been documented across development and proposed to be key to vocabulary acquisition. However, this work has largely focused on learning from one-to-one structure, where each referent is consistently linked with a single label.…

This article explores how leading textbook authors select and instruct vocabulary in beginner and intermediate Chinese textbooks used in the United States. Leading textbook authors were approached; subsequently; four authors completed interviews with pre-designed questions. Grounded theory methodology was used to analyse the interviews, and their…

Chinese has a rich and diverse vocabulary of terms, especially verbs, expressing power relationships. This paper selected 25 power relationship terms from the Chinese Proficiency Scale for International Chinese Education, and used a true-false format to test the differences in acquisition between international students from Confucian cultural…

This research investigates the enhancement of English public speaking skills among Thai EFL (English as a Foreign Language) students through imitating TED Talks videos. By applying Vygotsky's Zone of Proximal Development (ZPD) and Krashen's Input Hypothesis, the study integrates authentic materials for effective learning. A mixed methods approach,…

This study examines the role of receptive vocabulary knowledge on outcomes of the TOEFL reading comprehension task. Participants included 18 native speakers of Spanish learning English as a foreign language and 17 native speakers of English ranging in age from 19-25 years. Lexical stimuli were presented auditorily and were divided into…

An important issue in theories of word learning is how abstract or context-specific representations of novel words are. One aspect of this broad issue is how well learners maintain information about the source of novel words. We investigated whether listeners' source memory was better for words learned from members of their in-group (students of…

The incidental or implicit learning of vocabulary has long been a topic of interest in various disciplines. In studies on foreign language acquisition, reading is often the activity that researchers use to generate their findings. "Reading in a Foreign Language" has maintained its position at the forefront of this research, consistently…

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…

The frequency of word exposure in teaching materials, along with corrective feedback, has often been identified as a powerful variable in the learning of vocabulary in a foreign language. The effect of the number of times an action is presented as accurate in digital game-based language learning scenarios (i.e., knowledge of correct response [KCR]…

This study examines the common pedagogical approaches of L2 Spanish textbooks that are currently used at the college-level in the United States, and investigates whether they embrace the notion of input as a key concept in aiding L2 learners in learning new vocabulary words through activities that guide them from input/comprehension to…

One of the more rapidly advancing subfields of second language acquisition research is Digital-game based language learning (DGBLL) and many studies have found that Commercial off-the-shelf (COTS) games can have a positive effect on vocabulary acquisition. COTS games are specifically made for entertainment purposes, while serious games, which…

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 relationship between second language (L2) learners' orthographic vocabulary knowledge and extensive reading is quite well researched. However, the way phonological vocabulary knowledge and extensive listening/viewing interacts remains not so well investigated. The current study examines the effect of extensive viewing of English movies…

While there is increasing evidence that learners pick up new words while viewing video with captions (i.e. L2 subtitles), little is known about the role of instructional interventions prior to viewing. This study uses eye-movement registration to investigate the effect of pre-learning vocabulary before watching a captioned video. Thirty…