This research investigated the consequence of textual enhancement and input processing on developing EFL university learners' linguistic development. It aimed to examine the extent to which these two techniques are useful for learning and teaching the passive voice. A total of 60 in the non-credit remedial foundation course (090) students were…

This research aims to study the problems of translating word and sentence structures from English into Thai made by students and to solve the English-to-Thai translation problems occurred in the paper test. The samples consisted of 127 students majoring in English for International Communication at Rajamangala University of Technology Tawan-Ok.…

Although retrieval of lexical forms is a prerequisite for language production, research of L2 vocabulary learning has focused much more on meanings and form-meaning mappings than on development of detailed, accessible mental representations of forms. This is particularly true with respect to multi-word items (MWIs). We report an experimental study…

This study combines explicit (pen-and-paper) and sensitive (time-pressured) measures to gauge the impact of three instructional interventions (contextualized input with meaning-focused activities, contextualized input with word-focused activities, and decontextualized input with word-focused exercises) on the learning of 20 L2 French target verbs.…

Artificial grammar learning (AGL) has been probed with forced-choice behavioral tests (active tests). Recent attempts to probe the outcomes of learning (implicitly acquired knowledge) with eye-movement responses (passive tests) have shown null results. However, these latter studies have not tested for sensitivity effects, for example, increased…

Recent research on the effects of processing instruction (PI) have incorporated online research methods in order to demonstrate that PI has effects on cognitive processing behaviors as well as on accuracy (e.g. Lee & Doherty, 2019a). The present study uses self-paced reading and a moving windows technique to examine the effects of PI on second…

There have been plenty of research studies which have demonstrated the efficacy of focus on form (FonF) approach in language teaching. However, processing instruction as a kind of FonF approach has not been given due attention. As such, the present study is an attempt to shed more lights upon the effects of the processing instruction (PI) on EFL…

This research paper presents a quasi-experimental empirical study investigating the effects of structured input and structured output tasks on the acquisition of English causative forms. This research is framed on VanPatten's (1996) input processing theory. The grammatical form chosen for this investigation is affected by a processing strategy…

This instructional intervention investigated the potential for the text reconstruction task "dictogloss" to facilitate the learning of English verb-noun collocations, for example 'carry a risk'. Research has shown that learners have difficulties in using such collocations, but few useful instructional techniques are on offer.…

The study investigates to what extent English as a second language (ESL) learners develop explicit and automatised explicit knowledge of two target-forms (third person singular 's' and future conditional if-clause) after input and output based instruction and whether learning effects differ depending on the target forms. The study follows a…

Vocabulary as an undeniable part of language learning is a main component in communication which requires to be taught in innovative ways. The purpose of this study was to examine the effect of musical mnemonic on vocabulary recalling, and long-term retention of words by young learners. The design of study was experimental. Sixty teenagers from…

This dissertation explores why grammatical structures are better learned implicitly or explicitly by investigating differential object marking (DOM) in Spanish. To address the effectiveness of implicit versus explicit instruction in the classroom, the researcher focused on two of the main features that constrain DOM in Spanish: animacy and…

In the first phase of this study, how English simple past is being taught in the classroom was examined through a questionnaire. The findings report how primary and secondary teachers perceived the difficulties faced by Cantonese English as a second language learners when acquiring English simple past, and the dominant teaching approaches or…

The two main components of Processing Instruction (PI) are Explicit Information (EI) and Structured Input (SI). Most researchers have concluded that the SI is more responsible for learner gains than the EI (Benati, 2004a, 2004b; VanPatten & Oikennon, 1996; Wong, 2004). However, some researchers have found that EI does significantly impact…

This study investigates pragmatic development among Chinese EFL learners, with reference to accuracy improvement in grammar. Sixty college students in mainland China were pre- and post-tested on their pragmatic and grammatical comprehension and production over one academic year. Their test results were compared with those of 14 native English…