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Yi Han; Nazifah Hamidun; Rozilawati Mahadi – International Journal of Web-Based Learning and Teaching Technologies, 2025
This study investigates the effectiveness of Conceptual Metaphor Theory (CMT)-based instruction in enhancing vocabulary acquisition and learner interest among Chinese university students learning English as a Foreign Language (EFL). Using a quasi-experimental design, 73 undergraduates were divided into an experimental group (n = 37) receiving…
Descriptors: Figurative Language, Concept Formation, Vocabulary Development, English (Second Language)
Büsra Aras; Sultan Bozkurt; Serap Önen – Novitas-ROYAL (Research on Youth and Language), 2024
This research aimed to scrutinize and delineate the figures of speech manifesting in English hit songs. A selection of songs from Spotify's Top 30 Hit Songs List was chosen as the study material. The study employed a qualitative content analysis approach to classify the type and calculate the frequency of the figures of speech within the corpus of…
Descriptors: Figurative Language, English (Second Language), Second Language Learning, Second Language Instruction
Hanna L. Binks; Enlli Môn Thomas – International Journal of Bilingual Education and Bilingualism, 2024
Numerous studies suggest that bilinguals demonstrate smaller vocabularies than monolinguals, and that bilinguals' breadth of vocabulary knowledge - both expressive and receptive - is linked to input frequencies in each language [e.g. Hoff, E., S. Welsh, S. Place, and K. Ribot. 2014. "Properties of Dual Language Input That Shape Bilingual…
Descriptors: Welsh, English (Second Language), English, Cognitive Ability
Laffey, Dennis – English Teaching, 2023
Using vocabulary learning strategies allows learners to gain vocabulary autonomously. This study presents data from a self-report survey of Korean university students comparing meaning discovery strategies they employ to comprehend unknown singleword items and unknown idioms. Survey data recorded strategies used by learners, and effectiveness of…
Descriptors: Language Processing, Figurative Language, Vocabulary Development, Second Language Learning
Developing an Intelligent Tool for Computer-Assisted Formulaic Language Learning from YouTube Videos
Lin, Phoebe – ReCALL, 2022
This paper presents IdiomsTube (https://www.idiomstube.com), the first-ever computer-assisted language learning tool for facilitating the learning of English idiomatic expressions from YouTube videos. The web-based tool is designed to automatically (1) assess the speech rate and lexical difficulty level of any learner-chosen English-captioned…
Descriptors: Second Language Learning, Second Language Instruction, Video Technology, Teaching Methods
Epsimari, Chrysi; Mouti, Anna – International Journal of Bilingual Education and Bilingualism, 2022
The purpose of this study is to explore the use of equivalent conceptual metaphors and the correspondent linguistic expressions in refugee students' L1s and L2s and examine the possible positive effects conceptual metaphors can induce for vocabulary learning and retention in second language learning. Moreover, another aim of the research is to…
Descriptors: Multilingualism, Second Language Learning, Native Language, Refugees
Gholami, Leila – Modern Language Journal, 2022
Focus on form (FonF) studies have predominantly addressed its effectiveness in improving learners' syntactic, lexical, orthographic, and phonological knowledge. Extending the scope of this line of research to formulaic FonF practices, this study investigates the relative effectiveness of incidental FonF targeting formulaic versus nonformulaic…
Descriptors: Phrase Structure, Grammar, Second Language Learning, Second Language Instruction
Gholami, Leila – Foreign Language Annals, 2021
Research on incidental focus on form (FonF) has established associations among the nature of learner error, corrective feedback (CF), and effectiveness of CF measured through uptake. In this line of research, the analysis of learner error has been limited to errors with grammar, pronunciation, vocabulary, and spelling (nonformulaic). Consequently,…
Descriptors: Grammar, Phrase Structure, Second Language Learning, Second Language Instruction
Zhang, Hong – English in Education, 2021
The meaning of words can be influenced by their co-occurrences. Semantic prosody (SP) is attitudinal and evaluative meaning inferred from the habitual lexical environment of a word in a corpus. By introducing SP in an English teaching classroom, teachers can reveal more implicit knowledge about language usage and assist students in reaching…
Descriptors: Semantics, Language Usage, Computational Linguistics, Intonation
Gholami, Leila – Language Awareness, 2022
Research on corrective feedback (CF) and language teachers' beliefs and practices on the provision of CF has been mainly limited to learners' non-target-like use of grammar, vocabulary, pronunciation, and spelling (non-formulaic forms). Consequently, learners' non-target-like use of formulaic sequences, that is, collocations, idioms, lexical…
Descriptors: Phrase Structure, Grammar, Teacher Attitudes, Figurative Language
Reima Al-Jarf – Online Submission, 2024
Multimodal learning refers to teaching strategies that involve multiple sensory systems simultaneously. Teachers can create materials for students with different learning styles (auditory, visual, kinesthetic reading, and writing). Multimodal learning keeps students engaged, encourages them to apply what they learn in real-life situations,…
Descriptors: Grammar, Multimedia Instruction, Problem Solving, Student Projects
Hessel, Annina K.; Murphy, Victoria A. – Journal of Child Language, 2019
We explored the vocabulary and metaphor comprehension of learners of English as an additional language (EAL) in the first two years of UK primary school. EAL vocabulary knowledge is believed to be a crucial predictor of (reading) comprehension and educational attainment (Murphy, 2018). The vocabulary of five- to seven-year-old children with EAL…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Vocabulary Development
Britton, Emma R.; Austin, Theresa Y. – Journal of Language, Identity, and Education, 2023
This ethnography examines how teachers interpret and enact language-in-education policies in an adult ESL classroom in the United States, where students simultaneously received job training as Certified Nursing Assistants (CNAs). We draw on postmodern and interpretive lenses from the ethnography of communication, considering how workforce-oriented…
Descriptors: Ethnography, English (Second Language), Second Language Learning, Second Language Instruction
Al-Jarf, Reima – Online Submission, 2021
Introduction: Many ESL college students have reading comprehension problems in English, such as difficulty understanding ideas explicitly or implicitly stated in a text, making inferences, and inferring meanings of difficult words from context. Aims: The article proposes the integration of inspirational quotes in the teaching of English to EFL…
Descriptors: Language Teachers, Second Language Learning, Second Language Instruction, English (Second Language)
Wu, Wen-Chi Vivian; Lin, I-Ting Doris; Marek, Michael W.; Ou Yang, Fang-Chuan – SAGE Open, 2021
Employment of idioms is essential to reach higher English expressive levels, especially for English as Foreign Language (EFL) learners. However, English idioms are challenging for both instructors and learners because the complex content of idioms depends on understanding their cultural context. Most mobile language applications are for vocabulary…
Descriptors: Figurative Language, Second Language Learning, Second Language Instruction, English (Second Language)