Testing can potentiate new learning, which is often called the "forward testing effect." One potential explanation for this benefit is that testing might enable participants to use more effective learning strategies subsequently. We investigated this possibility by asking participants to report their encoding strategies in a multi-list…

The current study attempts to explore and analyze errors of word choice made in written language by Saudi undergraduates at King Khalid University. It additionally tries to determine the probable sources of errors and provide remedies to them. The study focuses on word choice errors in four areas, viz., literal translation, collocation, subject…

Languaging--that is, using language to mediate thinking, orally or in writing--facilitates second language (L2) learning. As languaging requires the deliberate, analytical action of L2 learners, learners with higher language aptitude are likely to benefit more from languaging than those with lower aptitude. Thus, this study investigated the extent…

The present study explored the processing units of high-proficiency second language (L2) Chinese learners in on-line reading in an eye-tracking experiment. The critical aim was to investigate how learners segment continuous characters into words without the aid of word boundary demarcations. Based on previous studies, the embedded words of 2- and…

Recently, there has been a shift in the perception of tasks. Tasks are no longer viewed as 'one-off' activities, and the importance of studying the role of task repetition has been increasingly addressed (Bygate, 2018). However, the way task repetition effects are mediated by other instructional conditions such as corrective feedback has not been…

This dissertation study investigated how L2 doctoral students regulate their emotions upon receiving written feedback from their mentors. The study took a multiple-case-study approach that entailed stimulated recall of the feedback-reading and revision process. Three international doctoral students who were engaged in high-stakes writing in the…

Background: Mobile-assisted language learning (MALL) has long been advocated to promote students' language study outcomes. However, little is known about how using instant messaging applications (an example of MALL) affect student motivation, language anxiety, and actual achievement. Objectives: To help close this gap, we have conducted a…

The research on English as a Foreign Language (EFL) writing has garnered considerable attention over the years, particularly concerning the impact of corrective feedback (CF) on students' errors. However, in the context of Kurdish EFL students, this area of research has received limited attention, despite its potential to enhance their grammatical…

The current study investigated EFL learners' preferences for written corrective feedback (WCF) and the rationale for their preferences. A mixed-methods approach, combining quantitative and qualitative data collection, was used to explore this phenomenon. The data were collected using an internet-based questionnaire and a semi-structured interview.…

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…

The purpose of this study is to determine whether a rich repertoire of meaningful, relevant comments posted on social media sites can facilitate or increase L2 listeners' comprehension of videos. The study utilized a quasi-experimental design with an experimental group (n = 29) that watched two YouTube videos and read comments, as well as a…

Text messaging is the most popular form of communication (Lionbridge, 2019; Ceci, 2022), and mobile phone ownership is high, especially among university students (Chen & Denoyelles, 2013). Research on mobile language learning is increasingly found on the forefront of computer-assisted language learning (CALL) (Loewen et al., 2019; Stockwell,…

Written languaging (WL) as a facilitator of second/foreign language (L2) learning has been investigated by several researchers. Yet, the dynamic nature of WL episodes has remained under-researched. This study aimed to examine whether the focus of e-collaborative writing and the mediation modalities in Google Docs would have differential impacts on…

Despite the building up of research on the adoption of automated writing evaluation (AWE) systems, the differential effects of automated written corrective feedback (AWCF) on errors with different severity levels and gains across writing tasks remain unclear. Thus, this study fills in the vacuum by examining how AWCF through Grammarly affects…

Studies on feedback given to second language (L2) learners have focused primarily on learners' response to feedback on language. This study explores how L2 learners in one university EAP class respond to teacher written feedback on all aspects of writing and the factors that may affect their response. Using data from student initial and revised…