NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
No Child Left Behind Act 20011
Showing 1 to 15 of 768 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Simone A. Luchini; James C. Kaufman; Benjamin Goecke; Oliver Wilhelm; Yoed N. Kenett; Daisy Lei; Mathias Benedek; Janet G. van Hell; Roger E. Beaty – npj Science of Learning, 2025
Creativity is a key 21st-century skill and a consistent predictor of academic learning outcomes. Despite decades of research on creativity and learning, little is known about the cognitive mechanisms underlying their relationship. In two studies, we examined whether creativity supports associative learning through associative thinking--the ability…
Descriptors: Creativity, 21st Century Skills, Associative Learning, Association (Psychology)
Peer reviewed Peer reviewed
Direct linkDirect link
Jia-Hua Zhao; Patcharin Panjaburee; Gwo-Jen Hwang; Wararat Wongkia – Interactive Learning Environments, 2024
Scholars have suggested English classrooms with sufficient context and fun activities to increase English performance and promote learning motivation. With the rapid growth of technology-enhanced learning, virtual reality (VR) has become increasingly popular in English learning. Using VR without a well-designed learning environment, however, may…
Descriptors: Foreign Countries, Metacognition, Game Based Learning, Computer Simulation
Peer reviewed Peer reviewed
Direct linkDirect link
Ran Wei; Dan Hu – SAGE Open, 2025
This longitudinal mixed-method study investigated effects of the reading-while-listening mode on the incidental learning of two dimensions of vocabulary knowledge, namely receptive knowledge and productive knowledge, in a Chinese EFL classroom context. Additionally, EFL learners' attitudes toward the reading-while-listening mode of incidental…
Descriptors: Foreign Countries, Vocabulary Development, Listening, English (Second Language)
Peer reviewed Peer reviewed
Direct linkDirect link
Ting-Chia Hsu; Ching Chang; Tien-Hsiu Jen – Interactive Learning Environments, 2024
Young learners' vocabulary learning needs interaction with language input when they are engaged in an activity. Given that AI-supported image recognition technologies offer hands-on learning in authentic contexts, and that self-regulated learning (SRL) enables learners to monitor and evaluate their learning when interacting with multi-sensory…
Descriptors: Metacognition, Multisensory Learning, Vocabulary Development, Learning Strategies
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Abdullah Albalawi – Australian Journal of Applied Linguistics, 2024
This review paper explores the role of individual differences in second language vocabulary learning, focusing on three key factors: out-of-class exposure (e.g., viewing TV, playing video games and listening to songs), strategic vocabulary learning, and motivation. Individual differences significantly impact vocabulary learning, making it crucial…
Descriptors: Individual Differences, Metacognition, Vocabulary Development, Linguistic Input
Peer reviewed Peer reviewed
Direct linkDirect link
Zhongling Pi; Xin Guo; Caixia Liu; Jiumin Yang – Active Learning in Higher Education, 2025
Students are often encouraged to explain recently-taught information to others to enhance their learning in various settings including face-to-face in the classroom, through text, or in educational videos. However, nearly all studies on the impact of explaining things to others have focused on the effects of explaining to a less-knowledgeable…
Descriptors: Peer Teaching, Prior Learning, Video Technology, Peer Relationship
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Mingjie Zou; Binhai Ren – Journal for the Psychology of Language Learning, 2024
Flow, a subjective state of optimal engagement and immersion, is characterized by a balance of perceived challenges and skills, interest, attention, and a sense of control (Csikszentmihalyi, 1990). Investigating flow in language learning can provide valuable insights into effective learning processes and contexts (Egbert, 2003). Self-regulated…
Descriptors: Metacognition, Learning Strategies, English (Second Language), Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Peter T. Richtsmeier; Allison Gladfelter; Michelle W. Moore – Language, Speech, and Hearing Services in Schools, 2024
Purpose: This study examined learning via perception, learning via production, and semantic depth as contributors to word learning in preschool-aged children. There is broad evidence that semantic depth is an important contributor to word learning, especially when semantic cues are repeated and spaced out over time. Perceptual learning and…
Descriptors: Preschool Children, Semantics, Perceptual Development, Vocabulary Development
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Altalhab, Sultan – International Journal of Education and Literacy Studies, 2023
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…
Descriptors: Vocabulary, Learning Strategies, Undergraduate Students, Cooperative Learning
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Adnan Shehadeh – Anatolian Journal of Education, 2024
This study aimed to investigate students' reflections on using smartphones to enhance vocabulary learning. The sample consisted of 64 college students enrolled in required English as a Foreign Language (EFL) reading course. A twenty-two-item questionnaire was developed to elicit students' reflections on their experiences in terms of three aspects;…
Descriptors: Telecommunications, Handheld Devices, English (Second Language), Second Language Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Brian Strong; Paul Leeming – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2024
In recent years, there has been considerable interest in how to maximize learners' retention of multiword expressions. One technique that has been shown to be highly effective is the use of exercises such as those found in mainstream English as a second language textbooks. In the present study, we investigated how the execution of a gap-fill…
Descriptors: Language Acquisition, Vocabulary Development, Phrase Structure, Verbs
Peer reviewed Peer reviewed
Direct linkDirect link
Jorge Rodríguez-Arce; Esteban Vázquez-Cano; Juan Pablo Cobá Juárez-Pegueros; Salvador González-García – SAGE Open, 2023
Previous works reveal that there is potential in the use of mobile devices as a useful tool to help learn new vocabulary and it allows the learning materials can be displayed with different Learning Content Representation (LCR) types. Nevertheless, there are no conclusive results about which LCR type is better to improve L2 vocabulary acquisition…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Vocabulary Development
Peer reviewed Peer reviewed
PDF on ERIC Download full text
John Duplice – Vocabulary Learning and Instruction, 2025
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…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, Learning Strategies
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Qian Xu; Jennifer C. Richardson – Online Learning, 2024
Scholars indicated that learners who are strategic with their language learning (e.g., selfregulated learning [SRL], cognitive and meta-cognitive strategies) tend to be more efficient, resourceful, and flexible, and thus have better language learning outcomes (Oxford, 2016; Heo et al., 2012; Plonsky, 2011). Besides focusing on the knowledge,…
Descriptors: Metacognition, Learning Strategies, Outcomes of Education, Vocabulary Development
Peer reviewed Peer reviewed
Direct linkDirect link
Hugo Wing-Yu Tam; Sun-A Kim – International Journal of Multilingualism, 2024
This present study investigated the Chinese vocabulary learning strategies of adolescent learners of Mandarin at two heritage language (HL) schools in Korea. A total of 450 participants from two secondary schools completed the Vocabulary Learning Strategy Inventory (VLSI). The quantitative analysis of the questionnaires was conducted through…
Descriptors: Second Language Learning, Second Language Instruction, Learning Strategies, Vocabulary Development
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  52