Choosing which words to teach is a key consideration for language teachers and materials writers. Some studies have shown that teaching words in semantically related clusters can make learning more difficult. However, others argue it is the physical similarity of the referents of words that causes confusion. Importantly, studies have employed…

In a replication of Daly and K. Dounavi (2020), the researchers evaluated the effect of foreign tact and bidirectional intraverbal teaching on the emergence of untaught relations. Three university students learned three stimulus sets through three types of teaching: native-foreign intraverbal teaching (vocalizing Spanish words that refer to a…

This paper reports a bibliometric analysis of two small data sets: a set of 34 papers that make up "The Routledge handbook of vocabulary studies" (Webb, 2020) and a set of papers dealing with second language (L2) vocabulary research taken from a single journal "Frontiers in Psychology." Bibliometric maps based on author…

This article reports a meta-analysis of studies on the effects of teachers' verbal lexical explanation (TVLE), as one type of lexical focus on form, on second language vocabulary learning. The dataset for this meta-analysis included 14 studies, representing a total of 36 independent samples (N = 3,304). The results of this study reveal that TVLE…

Vocabulary represents one of the fundamental components influencing the development of linguistic activities and strategies, communicative competence, and thereby the overall acquisition of the target foreign language. As Laufer and Sim (1985) state, insufficient vocabulary knowledge is the biggest obstacle in understanding a foreign language,…

There has been little research investigating the effects of notetaking on foreign language (FL) learning, and no studies have examined how it affects vocabulary learning. The present study investigated the vocabulary written in notes of 86 students after they had listened to a teacher in an English as a foreign language (EFL) class. The results…

Grounded in Vygotsky's Sociocultural Theory, Dynamic Assessment (DA) can provide fine-tuned information regarding learners' development and opportunities to promote further development. Vocabulary knowledge, because of its complex nature, requires a more sensitive assessment, especially for second language (L2) learners. This systematic literature…

A growing body of literature on the pedagogical effectiveness of clickers in a second language (L2) context has revealed that clickers can promote learning. However, the extent to which clickers play a role in L2 acquisition compared to other pedagogical approaches lacks consensus; in addition, most research has focused on adult learners and has…

This study examined the effects of spaced practice on second language (L2) vocabulary learning under different learning conditions. One hundred fifty Korean learners of L2 English were divided into five groups: one control (no treatment) and four experimental groups based on learning condition (fill-in-the-blanks vs. flashcards) and spacing type…

There are calls for developing ways to teach language that can inspire and motivate students to study additional languages. While previous research has pointed toward benefits of arts-based activities in language learning, combining language and dance has mainly been studied with younger language learners. Contextualized within the course…

This article presents an exploratory genre-based writing lesson conducted in a third-year collegiate German language course. While genre-based approaches to writing have gained recognition in second language (L2) contexts, little attention has been given to learner perceptions of genre-based writing activities. Additionally, there is a lack of…

This study examines the effectiveness of animated movies (AM) in increasing students' vocabulary and determines what students think about English language learning in Pakistan. Particularly in the education field, vocabulary is an essential factor for foreign language learning in academic achievements. This research aimed to determine whether…

This exploratory, mixed methods study proposes that pedagogical translation be implemented for biliteracy acquisition in mixed heritage language (HL)-second language (L2) secondary Spanish classrooms. It investigates the mediation of pedagogical translation for reading comprehension in two mixed HL-L2 secondary Spanish classrooms at a suburban…

The present study involved the analysis of 81 second language instructed vocabulary acquisition (L2 IVA) studies over 2 phases. In Phase I, we categorized and coded the effect sizes of the studies. Observing that the basic between- and within-subject design dichotomy lacked the sensitivity to capture the heterogeneity of observed effects, we…

Vocabulary experts recommend first language (L1) translation equivalents for establishing form-meaning mappings for new second language (L2) words, especially for lower proficiency learners. Empirical evidence to date speaks in favor of L1 translation equivalents over L2 meaning definitions, but most studies have investigated bi- rather than…