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Zhang, Haomin; Koda, Keiko – Studies in Second Language Acquisition, 2018
This exploratory study aimed to examine whether early exposure to Chinese as a heritage language (CHL) provides facilitation in word-knowledge development in collegiate CHL learners by comparing word-level subskills, including oral vocabulary knowledge, print vocabulary knowledge, morphological awareness, and lexical inferencing ability, between…
Descriptors: Comparative Analysis, Vocabulary Development, Chinese, Heritage Education
Chang, Chi-Cheng; Warden, Clyde A.; Liang, Chaoyun; Chou, Pao-Nan – Journal of Computer Assisted Learning, 2018
This study examines differences in English listening comprehension, cognitive load, and learning behaviour between outdoor ubiquitous learning and indoor computer-assisted learning. An experimental design, employing a pretest-posttest control group is employed. Randomly assigned foreign language university majors joined either the experimental…
Descriptors: Listening Comprehension, Cognitive Processes, Difficulty Level, Computer Assisted Instruction
Al-Jarrah, Abdelnaser – Educational Research Quarterly, 2016
This study investigated the level of cultural intelligence among international students and whether significant statistical differences could be found in their cultural intelligence at the level (a = 0.05) due to the students' gender and the nationality. To achieve the study aims, a cultural intelligence scale were adopted (Yordonova, 2011). The…
Descriptors: Cultural Awareness, College Students, Foreign Students, Foreign Countries
Li, Shaofeng; Fu, Mengxia – Language Teaching Research, 2018
This study investigated the comparative effects of strategic and unpressured within-task planning on second language (L2) Chinese oral production and the role of working memory in mediating the effects of the two types of planning. Twenty-nine L2 Chinese learners at a large New Zealand university performed a narrative task after watching a…
Descriptors: Short Term Memory, Strategic Planning, Comparative Analysis, Second Language Learning
Soltani, Azimeh; Kheirzadeh, Shiela – Journal of Language and Linguistic Studies, 2017
This study aimed to explore EFL students' use of writing strategies and their attitudes towards reading-to-write and writing-only tasks. The primary purpose of this study was to see whether there was any significant difference between the writing performance of reading-to-write and writing-only task groups of Iranian EFL learners. Also, this study…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Questionnaires
Shimono, Torrin R. – Reading in a Foreign Language, 2018
The progression of silent reading rates and reading comprehension were examined among Japanese university students (N = 55) over one academic semester. Participants were divided into three quasi-experimental groups. The first group practiced a combination of timed reading and repeated oral reading with attention paid to chunking and prosody. The…
Descriptors: Oral Reading, Reading Fluency, Second Language Learning, Second Language Instruction
Ngo, Huong; Spooner-Lane, Rebecca; Mergler, Amanda – Innovation in Language Learning and Teaching, 2017
Despite the plethora of literature examining higher education students' motivation to learn a second language, it is not known if students who choose to study English as their major differ from those who are required to study English as the minor component of their wider degree. Drawing on self-determination theory, this paper reports on the…
Descriptors: Comparative Analysis, Majors (Students), Nonmajors, English (Second Language)
Ghanizadeh, Afsaneh; Jahedizadeh, Safoura – International Journal of Instruction, 2017
Scholars in higher education deem reflective thinking as integral to the development of professional disciplinary practices. One of the major issues in studying reflective thinking pivots around its conceptualization and assessment. Over the years, researchers have used several methods and scales to measure reflective thinking. One of the most…
Descriptors: Validity, Questionnaires, Indo European Languages, Reflection
Suk, Namhee – Reading Research Quarterly, 2017
Several empirical studies and syntheses of extensive reading have concluded that extensive reading has positive impacts on language learning in second- and foreign-language settings. However, many of the studies contained methodological or curricular limitations, raising questions about the asserted positive effects of extensive reading. The…
Descriptors: Reading Rate, Multivariate Analysis, Control Groups, Experimental Groups
Bava Harji, Madhubala; Gheitanchian, Mehrnaz – Turkish Online Journal of Educational Technology - TOJET, 2017
Albeit Task-Based Language Teaching (TBLT) has been extensively researched, there appears to be limited studies that focus on the effects of multimedia technology (MT) enhanced TBLT approach on EFL development. A study was conducted to examine the effects of a MT imbued TBLT, i.e. Multimedia Task-Based Teaching and Learning (MMTBLT) approach on…
Descriptors: English (Second Language), Language Proficiency, Language Fluency, Oral Language
Bernardo, Aránzazu; Amérigo, María; García, Juan A. – Journal of Multilingual and Multicultural Development, 2017
This paper presents a study on the use of learning strategies in foreign languages, and more specifically Spanish. The study was conducted with 376 Chinese and American students who were studying Spanish in their countries of origin. The results obtained from a latent class cluster analysis identified five groups of participants based on the…
Descriptors: Second Language Learning, Learning Strategies, Spanish, Second Language Instruction
Bataineh, Ruba Fahmi; Mayyas, Mais Barjas – Teaching English with Technology, 2017
This study examines the effect of Moodle-enhanced instruction on Jordanian EFL students' reading comprehension and grammar performance. The study uses a quasi-experimental, pre- /post-test design. A purposeful sample of 32 students, enrolled in a language requirement course at a Jordanian state university, was randomly divided into an experimental…
Descriptors: Online Courses, Large Group Instruction, Educational Technology, Technology Uses in Education
Phung, Linh – Language Teaching Research, 2017
While learners' engagement has been recognized as important for second language (L2) learning in task-based language teaching (TBLT), how engagement is manifest in learners' L2 use during task performance and how tasks can be designed to facilitate better engagement have not received enough attention in the L2 research. This study investigates the…
Descriptors: Task Analysis, Second Language Learning, Second Language Instruction, Language Usage
Ahmadian, Moussa; Pasand, Parastou Gholami – Reading Matrix: An International Online Journal, 2017
This study explores Iranian EFL learners' online reading metacognitive strategy use and its relation to their self-efficacy in reading comprehension. It further examines the effect of gender in this respect. To these ends, the Online Survey of Reading Strategies (OSORS) and reading selfefficacy questionnaire were adopted and administered to 63…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Reading Strategies
Laufer, Batia; Rozovski-Roitblat, Bella – Language Teaching Research, 2015
We examined how learning new second language (L2) words was affected by three "task type" conditions (reading only, reading with a dictionary, reading and word focused exercises), three "number of encounters" conditions and their combinations. Three groups of L2 learners (n = 185) were exposed to 30 target words (one group in…
Descriptors: Vocabulary Development, Second Language Learning, Task Analysis, Dictionaries