Research has shown that novel words can be learned through the mechanism of statistical or cross-situational word learning (CSWL). So far, CSWL studies using adult populations have focused on the presentation of spoken words. However, words can also be learned through their written form. This study compared auditory and orthographic presentations…

This study investigates whether re-thinking the separation of lexis and grammar in language testing could lead to more valid inferences about proficiency across modes. As argued by Römer, typical scoring rubrics ignore important information about proficiency encoded at the lexis-grammar interface, in particular how the co-selection of lexical and…

The paper deals with the problem of carrying on online written exams in the University of Milan, suddenly closed due to the Covid-19 emergency. Main goal of the paper is to present and compare the different scenarios envisioned, depending on the number of students to be monitored in parallel to avoid cheating. For limited numbers, direct…

The development of spelling skill is an intricate process for children with or at risk of Specific Learning Disabilities and requires targeted interventions. This problem exacerbates in the Greek orthographic system owning to its high complexity. The current study presents a novel spelling intervention program for Greek 3rd graders at risk of…

Second languages (L2s) are often learned through spoken and written input, and L2 orthographic forms (spellings) can lead to non-native-like pronunciation. The present study investigated whether orthography can lead experienced learners of English[subscript L2] to make a phonological contrast in their speech production that does not exist in…

The triad dimensions of complexity, accuracy, and fluency (CAF) has been widely used for assessing second language performance and development. Unlike accuracy and fluency, the construct of Chinese syntactic complexity has not been comprehensibly conceptualized or operationalized. Moreover, not tailored to the typological differences such as the…

This study examined the encoding specificity principle in relation to traditional and computer-based note taking and assessment formats in higher education. Students (N = 79) took lecture notes either by hand (n = 40) or by computer (n = 39) and then completed either a computer or a paper-based assessment. When note taking and assessment formats…