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Uztosun, Mehmet Sercan – Journal of Further and Higher Education, 2017
This study aims to describe the language learning backgrounds of Turkish pre-service teachers of English as a foreign language (EFL) with reference to their perceived language competence and satisfaction with perceived speaking ability. Quantitative and qualitative data were collected through a questionnaire that was administered to 365 first-year…
Descriptors: Foreign Countries, Profiles, Preservice Teachers, Language Teachers
Candry, Sarah; Deconinck, Julie; Eyckmans, June – Language Awareness, 2017
Research has shown that prompting learners to elaborate on the appropriateness of form-meaning links can be an efficient vocabulary learning exercise (Deconinck, Boers & Eyckmans, 2017). In this paper we wish to shed more light on the mental processes that occur during this specific elaborative task by investigating the influence of individual…
Descriptors: Metalinguistics, Second Language Learning, Likert Scales, Protocol Analysis
Tomita, Kei – Journal of Educational Multimedia and Hypermedia, 2016
In response to concerns regarding effects of hyperlinked annotation on reading comprehension, this study was undertaken to compare hyperlinked annotation with student highlighting of unknown/difficult words. An online highlighting tool was used to help students reflect their prior vocabulary in a hyperlink-based annotated passage. Highlighting…
Descriptors: Japanese, Control Groups, Vocabulary Development, Teaching Methods
Boonkongsaen, Nathaya; Intaraprasert, Channarong – English Language Teaching, 2014
The present study was intended to examine the effects of 1) fields of study (arts, business and science-oriented); and 2) language-learning experiences (whether limited or non-limited to formal classroom instructions) on the use of VLSs among Thai tertiary-level students. The participants were 905 Thai EFL students studying in the Northeast of…
Descriptors: Vocabulary Development, Learning Strategies, Postsecondary Education, Learning Experience
Farley, Andrew; Pahom, Olga; Ramonda, Kris – Hispania, 2014
This study examines the lexical representation and recall of abstract words by beginning L2 learners of Spanish in the light of the predictions of the dual coding theory (Paivio 1971; Paivio and Desrochers 1980). Ninety-seven learners (forty-four males and fifty-three females) were randomly placed in the picture or non-picture group and taught…
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Coding
Ebsworth, Miriam Eisenstein; McDonell, Tommy – Journal of Multilingual Education Research, 2013
Our study contributes to our understanding of Internet reading by Emergent Bilinguals (EB) and Native English speakers (NS) by investigating their recall of two Internet reading passages containing additional information available through either hypertext links or footnotes. Participants included 25 EB and 25 NS college students. Answers to cued…
Descriptors: College Students, Native Speakers, Bilingual Students, Internet
Wu, Xiaoli; Lowyck, Joost; Sercu, Lies; Elen, Jan – British Journal of Educational Psychology, 2013
Background: The study deepened our understanding of how students' self-ef?cacy beliefs contribute to the context of teaching English as a foreign language in the framework of cognitive mediational paradigm at a ?ne-tuned task-speci?c level. Aim: The aim was to examine the relationship among task complexity, self-ef?cacy beliefs, domain-related…
Descriptors: Student Attitudes, English (Second Language), Second Language Learning, Vocabulary Development
AbuSeileek, Ali Farhan Munify – CALICO Journal, 2008
This study explored whether hypermedia annotation presentation in different locations of the text facilitates EFL vocabulary acquisition and reading comprehension. It also examined participants' preferences for the location of hypermedia-annotated text (at the end of the text, in the margin, at the bottom of the screen, or in a pop-up window).…
Descriptors: Reading Comprehension, Prior Learning, Hypermedia, Vocabulary Development