This study investigated the effects of digital and non-digital gamification on EFL learners' learning collocations, satisfaction, perceptions, and sense of flow. The participants divided into three groups of digitally gamified, non-digitally gamified, and non-gamified classes were 75 Iranian EFL students at B1 level. In each class, students were…

Despite the growing interest in AI for language assessment, there remains a significant research gap regarding its usefulness for assessing less proficient language skills, particularly those of learners of English as a second or foreign language (S/FL). AI models often prioritize proficient writing, neglecting the intricacies of learner language.…

Background/purpose: This study examined Vietnamese English majors' competence and perception of academic collocations to determine the need for targeted instruction. The research aimed to identify specific challenges these learners face in learning and using academic collocations in their writing. Methods: The study involved 199 Vietnamese English…

This study explored how visual input enhancement impacts caption-reading behaviors, the acquisition of English collocations, and the recall of onscreen captions. The participants comprised 53 Korean undergraduate students at a high-intermediate level of English proficiency. They were assigned to either a baseline or an enhancement group. The…

Legal language is characterized by its specialized lexicology, often formed through derivational processes such as affixation, nominalization, and semantic derivation, making legal texts more challenging to understand. This research examined how university students majoring in legal English linguistics recognize, interpret, and manage the…

The present study implements a corpus-assisted approach with data-driven learning (DDL) in the EFL classroom to investigate its effectiveness in learning target grammatical collocations (verb-, adjective-, and noun-preposition collocations) of Thai undergraduate students and to examine the extent to which the students incorporate the collocational…

Many students who study English as a foreign language (EFL) often find it challenging to paraphrase while writing from source texts. Lacking such an ability can lead to different meanings as well as copying another person's ideas, words or work. However, little research has been done to integrate tool consultation to assist students in…

Complex noun phrases (CNP) are a major vehicle of academic written discourse (Halliday, 1988; 2004). However, in spite of the view that they pose significant challenges to English language learners, they are often overlooked in preparatory English for Academic Purposes (EAP) programs. This mixed methods study aims to investigate to what extent CNP…

Pragmatic formulas have been recognized as linguistic building blocks necessary for successful speech act performance. Current approaches to speech act teaching overlook pragmatic formulas, promoting an incomplete view of pragmatics instruction. This paper reports on the results of a classroom-based study in which a formula-enhanced treatment…

A growing number of studies have probed the effectiveness of certain exercise formats in the learning of multi-word expressions (MWEs) in classroom settings. However, a number of important variables, such as MWE retention over an extended period of time and the role of repetition, have so far not been considered. Furthermore, studies have focused…

This study discusses the impact of interactionist output-oriented approaches, specifically, the effects of collaborative text reconstruction on subjunctive recognition and production in the written modality by English-dominant Spanish second-language learners. It also examines whether students' text length and text complexity increase after…

This study aimed to investigate the production of stress in English compound nouns and phrasal verbs by L1 Thai learners. Based on the Interlanguage Hypothesis (Corder, 1982; Selinker, 1972), it was hypothesized that (1) there is a positive relationship between English proficiency levels and accuracy in stress assignment in compound nouns and…

This study examined the effect of blended learning through meaning-focused input and output activities on learning collocations. The participants were 124 EFL learners selected from an initial pool of 162 participants, based on their performance on an Oxford Placement Test. The 124 learners were divided into four groups consisting of a…

Despite the growing body of studies on collocation learning in SLA research, there are hardly any studies taking the perspective of the individual learner or studies that have examined the effect of individual differences. This study--a qualitative component of a mixed-methods longitudinal project--presents an in-depth exploration of the intro-…

The current study examines the role of instruction in developing L2 learners' ability to comprehend two types of implicatures: indirect refusals and indirect opinions. According to Taguchi (2005), these implicatures differ in the degrees of conventionality involved in producing them, hence requiring different degrees of processing effort on the…