Although there is robust research on vocabulary learning strategies (VLSs), little is known about the strategies that learners use in pair work. Therefore, this study examines the VLSs employed by 40 Saudi undergraduate students whilst working in pair tasks. This study also investigates whether there is a relationship between using certain…

Research suggests that bilinguals often have weaker vocabulary in their second language compared to that of monolinguals (e.g., Hoff, 2013). It is thus important to identify factors that may facilitate vocabulary learning for bilinguals. One suggested factor is the presence of orthography while learning new oral vocabulary. The current study aims…

Although research shows that second language (L2) learners have major difficulties in developing their productive vocabulary skills, little research has been conducted on how to facilitate productive mastery of learned words. With this in mind, this study investigated the effects of task type and repetition frequency on improving receptive word…

This study investigates the impact of task-induced involvement and time on task on incidental second language (L2) vocabulary acquisition. Utilizing a 3 (task-induced involvement) × 2 (time on task) × 2 (post-test time) research design, three task-induced involvement conditions were employed based on the Involvement Load Hypothesis (ILH): reading…

Second language (L2) speakers often experience difficulties in learning words with L2-specific phonemes due to the unfaithful lexical encoding predicted by the fuzzy lexical representations hypothesis. Currently, there is limited understanding of how allophonic variation in the first language (L1) influences L2 phonological and lexical encoding.…

Scheduling of practice to create a spacing effect has been observed to lead to superior retention of L2 vocabulary and grammar. Two of the various methods of scheduling L2 task practice discussed widely in recent times are interleaving and blocking. In a desirable difficulty framework, both of these methods have been recommended for task…

The present study examines the mechanisms of lexical case acquisition in Russian by two-to-five-year-old Russian monolingual (n = 54) and Russian-English bilingual children (n = 38). Participants performed a picture-based sentence completion task. Sentences were constructed to elicit production of real Russian words (n = 24) and nonce words (n =…

This study examined the effects of involvement load-based tasks on vocabulary learning in a foreign language, as well as the extent to which task effects are predicted by learners' metacognition (i.e. metacognitive knowledge and regulation). A total of 120 Chinese university students of English as a foreign language (EFL) were randomly assigned to…

Communication strategies interlocutors use to avoid or resolve potential problems in face-to-face (FTF) and computer-mediated interactions can facilitate English learners' second language acquisition (SLA) (Smith, 2003). Such strategies are beneficial because they encourage English learners to practice the second language (L2), learn vocabulary,…

The present study investigates the use of generative strategies and their effect on second language (L2) vocabulary retention and learner confidence in vocabulary knowledge over time. Generative strategies (or generation) are one in a group of learning methods known as desirable difficulties -- strategies that improve long-term learning by adding…

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…

Previous research has shown that L1-L2 congruency is a facilitative factor in collocation processing. The present study explores the congruency effect between learners' L2 and L3. Thirty-three proficient Norwegian learners with Lithuanian as their L1 and English as their L2 completed a phase acceptability task consisting of three groups of…

English is undoubtedly an important language for educational and socio-economic mobility in numerous countries including Malaysia. Regardless of its importance, studies to document English language acquisition among Malaysian children acquiring English in the local context remain scarce. This normative data is imperative for syllabus-designers,…

This paper investigates the cognitive processes involved in English word recognition among young EFL learners using eye-tracking methodology. A quasi-experimental mixed method design was used to investigate how young L2 learners engage with basic words, with or without pictorial cues. A total of seventeen 6th-grade pupils from two schools…

In her article, Graham (2017) concludes 'that very little of the research regarding the teaching of listening has made it into the classroom in England, not least in a positive way' (p. 117). She suggests that teachers rarely delve into the process of second language (L2) listening in class; instead, listening comprehension is treated more as a…