Successful vocabulary acquisition hinges on the harmonious interplay of various factors. Despite some studies that have been conducted to examine the direct effect of self-regulation on vocabulary learning, few of them tapped into the relationship among self-regulation, motivational beliefs, vocabulary learning strategies and vocabulary…

Vocabulary knowledge strongly predicts second language reading, listening, writing, and speaking. Yet, few tests have been developed to assess vocabulary knowledge in French. The primary aim of this pilot study was to design and initially validate the Context-Aligned Two Thousand Test (CA-TTT), following open research practices. The CA-TTT is a…

Embodied models of language comprehension assume that words become associated with sensorimotor experiences during word learning. Novel word learning paradigms may provide insight into embodied effects, but studies in this domain have yet to account for how concepts and information known in first language (L1) might influence the sensorimotor…

The present study aimed to validate a 70-item Korean bilingual version of the Vocabulary Size Test (VST) using Rasch modeling. The goal was to assess the applicability of this Korean version of the VST for Korean learners of English in an English as a foreign language (EFL) context by examining validity evidence based on Messick's framework.…

This research explores the relationship between morphological awareness (MA) and linguistic aspects by examining how MA affects postgraduates' academic writing, particularly in English as a second language (L2), dealing with writing challenges and vocabulary issues. This study investigates the relationship between MA and academic writing and the…

This study explores whether middle-school students can exploit explicitly addressed crosslinguistic lexical similarities between German and English to learn vocabulary more efficiently. Across six weeks, 260 Swiss German learners of English as a foreign language (17 classes) completed three vocabulary learning tests (T1, T2 and T3). Additionally,…

The Cross-linguistic Lexical Task (CLT; Haman, Luniewska & Pomiechowska, 2015) is a vocabulary task designed to enable cross-linguistic comparisons both across and within (bilingual) children. In this paper we assessed the validity of the CLT as a measure of language proficiency in bilingual children, by determining the extent to which: (1)…

The present study investigates the writing strategies used by 135 Indonesian English Foreign Language undergraduate students with different English proficiency and the relationship between their English proficiency, indicated by students' receptive vocabulary knowledge, and the quality of text they produced. The writing strategies questionnaire by…

Self-Directed Language Learning (SDLL) which aims at developing learner autonomy, improves learner engagement since learners are able to use higher-level critical thinking. Thus, the present study was conducted in an English for Academic Purposes (EAP) classroom in Sri Lanka, in order to investigate how to incorporate Self-Directed Learning in the…

The present study explores lexical collocations and their relation to speaking proficiency of Taiwanese EFL college students learning English for academic purposes (i.e., EAP). The data is obtained from 92 English majors at a national university of science and technology in southern Taiwan. The results show that: (a) direct collocation instruction…

Based on 312 samples, this study investigated the relationship between two dimensions of L2 vocabulary knowledge (VK) and listening comprehension (LC) by comparing written and oral vocabulary measurements and further examined the mediating effect of L2 vocabulary fluency (VF) by using Bootstrapping and Monte Carlo Method. Results show that: (1)…

Research has suggested the important role of vocabulary knowledge in second language (L2) speaking proficiency. However, earlier studies tended to disregard the congruence in test format between assessing vocabulary knowledge and speaking skills with the former predominantly measured in written format. The current study measured vocabulary…

This study aims to determine the possible relationships among foreign language vocabulary size, foreign language grammar proficiency, and critical thinking skills. To this end, 126 adult language learners were examined in terms of vocabulary size, grammar proficiency, and critical thinking skills. The results revealed that participants' grammar…

Enabling learners to successfully use their second language (L2) in meaningful ways is a critical goal of instruction. Ultimately, most learners want to meet the L2 demands of the contexts in which they will use the language. To accomplish this, learners must develop linguistic knowledge and apply it in a manner that is contextually appropriate…

This paper examined to what extent causal explanation speaking tasks (CESTs) are cognitively appropriate for assessing young language learners' (YLLs) L2 speaking. Ninety-six YLLs (48 from Grade 4 and 6 each) in China performed two CESTs in both L1 (Chinese) and L2 (English). They also completed receptive and productive L2 vocabulary size tests.…