The present study investigates the impact of meaningful input on L2 learners' vocabulary use and their fluency in oral performance (immediate and repeat tasks), as well as whether the effects are mediated by learners' prior vocabulary knowledge and working memory. Ninety university students learning English as a foreign language were randomly…

This research aims to improve the vocabulary knowledge of Thai EFL students by using audio-visual aids as instructional tools. Hopefully, this study serves as an initial foundation to develop students' vocabulary knowledge and benefit the pedagogical development in Thailand. Consequently, this research aimed to explore the effectiveness of…

This article aims to uncover how alignment affects second language (L2) vocabulary acquisition by Chinese-speaking learners of English as they interact with various interaction loads (i.e. input text, peers and video). It also explores how tasks with varying interactional intensity in relation to the interaction loads influence the alignment…

While it is established that parental "wh"-questions, as a high-quality language input, are associated with child language outcome, less is known about the role of children's "wh"-questions in their language development. This study examines whether children's "wh"-questions during a dinnertime conversation are…

Specific features of adult linguistic input may play a larger, or smaller role, at different child ages, across different language outcomes, in different cohorts. This prospective, longitudinal study explored associations between the quantity and quality (i.e. diversity and responsiveness) of maternal linguistic input and child language. This…

Purpose: The current study was designed to investigate the differences in language input related to family factors (maternal level of education [MLE] and socioeconomic level of deprivation [SLD]) and their association with language outcomes in preschoolers. Method: This study used New Zealand SLD and MLE classification systems to examine…

Knowing enough vocabulary is crucial for second language learners to comprehend and produce the language. Therefore, a substantial bulk of research has aimed at finding the most effective ways to acquire new words. The Task-induced Involvement Load Hypothesis (Laufer & Hulstijn, 2001) states that vocabulary tasks are efficient when they induce…

Content and Language Integrated Learning (CLIL) has become the focus of Foreign Language (FL) research within the last decades. CLIL provides a more complete, naturalistic, and meaningful context to FL learning, which has proven to bring many benefits to learners, such as a higher motivation and promotion of creativity, and better results in…

This study examines whether semantic relatedness facilitates or impedes the acquisition of English collocations by conducting two experiments respectively on Chinese undergraduates. Each experiment was composed of a reading session, a productive test, and a receptive test. Experiment 1 began with the reading session of 28 paired-up words and their…

The present study aimed at investigating the effects of scaffolding strategies using input and output-oriented tasks on Iranian EFL learners' receptive and productive knowledge of lexical collocations. For this purpose, 540 adult intermediate-level EFL learners--both male and female--were selected and divided into six experimental groups; three…

This research study emphasized the importance of explicit instruction and repeated exposure to the target vocabulary for effective reception and production of new words among the second language learners of English. The purpose of the study was to examine the efficacy of the researcher-created supplementary for the prescribed set of vocabulary in…

Language researchers and teachers have long been interested in the timing of learning, and the distributed practice effect, whereby greater inter-session intervals result in longer retention, is well-known (Kim & Webb, 2022). Many L2 studies have focused on the intentional learning of lexis (Edmonds, Gerbier, Palasis, & Whyte, 2021),…

The current study investigates the effect of massed and spaced instruction on vocabulary recall and retention. To fulfill this objective, 75 Iranian pre-intermediate EFL learners (16 to 19 years) took part in 15 sessions of 60 minutes. The participants were randomly divided into three experimental groups; a spaced distribution group (n = 25), a…

Early trilingual development is an excellent testing ground for input reduction effects on acquisition outcomes. This article reports a study investigating input-outcome relations in a child Leo in Hong Kong, who was addressed to in Mandarin, Cantonese and later also in English by caretakers through 'one caretaker-one language' and 'one day-one…

This article examines factors that promote active multilingualism. For this purpose, the "Peabody Picture Vocabulary Test" was used with 48 children. Their results were linked to a parental questionnaire designed to evaluate the children's linguistic input in their immediate environment. The study shows that, besides a minimum amount of…