L2 teachers' written feedback (WF) has been widely researched as one key cognitive factor in students' learning of a new language. Little research, however, has viewed WF as a contextually embodied and socially mediated activity that may be influenced by professional development. We compared five Iranian EFL teachers' WF before and after a…

Second language acquisition (SLA) researchers have long searched for patterning in the development of linguistic elements (e.g., grammar and morphology). However, little attention has been given to the examination of systematicity in vocabulary acquisition, limiting our understanding about how overall vocabulary is learnt. The current study…

Children learning Chinese must cope with an opaque orthography lacking transparent relations between oral pronunciations and written characters: a challenge heightened for L2 learners. Use of digital Pinyin input may facilitate connections between oral and written language by allowing learners to access vocabulary they cannot yet write. We…

This study investigated three key issues in heritage language (HL) research. Previous research shows HL speakers have an advantage on oral production tasks compared to L2 speakers who instead perform better on written tasks. Furthermore, both L2 and HL speakers are claimed to have a "yes-bias" towards retaining ungrammaticality in GJTs.…

In order to distinguish between language-related ideologies, Ruiz (1984) proposed three language orientations, namely 'language-as-problem', 'language-as-right' and 'language-as-resource'. Although this typology has been applied to various countries and regions around the globe, relevant research in China, a multi-ethnolinguistic country, remains…

Derivational suffixes are known to play a crucial role in assigning stress to multi-syllabic words among native English speakers. However, it is unclear whether second language (L2) learners of English can effectively use derivational suffixes as stress cues in written words. To address this gap, we studied if native Chinese-speaking adults…

This study investigates the effects of the flipped classroom approach on five aspects of written communicative competence of learners of English as a foreign language (EFL): lexis, syntax, cohesion, pragmatics, and discourse. It experimented on two groups of Chinese undergraduates in a regular college English course, using a flipped learning…

The flipped classroom is a teaching method that combines technology and group collaboration activities. The flipped classroom can be a good approach for this teaching method because it encourages students' interest in learning. This study aims to find the difference in effectiveness between written and video-based materials for a flipped classroom…

This study used eye-tracking to investigate the real-time processing of phonetic and semantic radicals (components of Chinese characters that give clues to their pronunciation and meaning) by intermediate-level university Chinese foreign language (CFL) learners. Additionally, the study examined how knowledge and awareness of radicals affect…

When inferring the meaning of unknown words in a second language, learners make use of a variety of cues including the cross-linguistic formal similarities of loanwords and cognates. However, because learners do not always recognize these cross-linguistic relationships, cognate strategy training has been recommended. The present study investigated…

This study examines the production of third language (L3) German consonant clusters by 26 L1 Cantonese-L2 English bilinguals, with the aim of uncovering the possible cross-linguistic influences on L3 pronunciation. Learners' production of 17 onset and 21 coda German consonant clusters were auditorily analysed with respect to accuracy and error…

Task modality (oral vs. writing) has been found to affect the production, nature and resolution of the language-related episodes (LREs) produced by adult learners in collaborative interaction, a finding also attested in very recent and still limited research with young learners, a population that deserves greater attention in the literature.…

Although lexical diversity is often used as a measure of productive proficiency (e.g., as an aspect of lexical complexity) in SLA studies involving oral tasks, relatively little research has been conducted to support the reliability and/or validity of these indices in spoken contexts. Furthermore, SLA researchers commonly use indices of lexical…

This paper presents the adaptation of the POMAS classification of spelling errors (Silliman et al., Developmental Neuropsychology 29:93-123, 2006, Bahr et al., Journal of Speech, Language & Hearing Research 55:1587-1599, 2012; International Journal of Bilingual Education and Bilingualism 18:73-91, 2015) to Polish orthography. We identified the…

For many Indigenous Nations and organizations, computer-assisted language learning (CALL) courses have become an effective means to support Indigenous language revitalization and reclamation (ILR) efforts. Engaging a methodology of storywork and highlighting relationships between relevant fields of ILR, CALL, and applied linguistics, this article…