Aural lexical knowledge (ALK) is crucial for second language (L2) listening. Despite its importance, there is scant research that has validly explored the relationship between ALK and L2 listening across different English as a Foreign Language (EFL) contexts. In an effort to broaden this research base, the current study closely replicates a…

This study quantifies second language (L2) knowledge of aural single words and aural phrasal verbs (PVs) and investigates their relationship with L2 listening comprehension. An aural first language (L1) meaning recall test format was used to measure knowledge of 81 single-word and 81 PV target items (with equivalent frequencies of occurrence)…

This study considered the songs currently in use in Gaelic groups for 0-3 year olds in Scotland, whilst investigating how practitioners use them in the groups. In this article, I argue that Gaelic Early Years practitioners insufficiently understand the potential of song in relation to Gaelic language acquisition with young children and their…

This study investigated the effects of multisensory memory strategies of pairing visual and aural learning strategies of aural lexical advance organizers (LAO) and read-alouds on 146 Korean high school students learning the meaning and pronunciation of 18 unfamiliar English words. In this quasi-experimental design, the control group learned the…

Aptitude-treatment interaction (ATI) research is of both theoretical and practical interest to second language (L2) learning, since it provides insights into the processes linking learner-internal individual difference factors and learner-external contextual variables including instructional approach--variables that jointly determine L2 outcomes.…

Augmented reality (AR) technology has been used to successfully improve traditional literacy. However, there has been a paradigm shift in literacy education from traditional literacy to multimodal literacy. Little research has explored how students establish effective multimodal meaning-making using AR technology. This study is an investigation of…

The following research investigates the effect that unprescribed conversation with native speakers of the target language had on learners' L2 listening comprehension skills at the beginning (n=21) and advanced intermediate levels of Spanish (n=27). Treatment groups completed two-thirty-minute conversations with native speakers via…

This research was done to have the answers of these main questions; 1) what learning style dominates the reading ability?; 2) how is the implementation of E-6tslearning?; and 3) how is the effectiveness of E6tslearning in teaching reading for academic purpose?. The objectives of this study are 1) to explain the learning style dominates the reading…

EFL learners at all ages and proficiency levels are usually confronted with various problems in vocabulary learning and retention. This study sought to introduce strategies for improvement of vocabulary learning and retention. Therefore, the effects of using aural/visual storytelling on Iranian EFL learners' vocabulary learning and retention were…

The present study attempted to identify the preferred learning styles of non-Arabic speaking EFL faculties hired to teach at the Saudi universities and those of Saudi EFL university students towards learning English and to use learning styles data to inform e-learning design for Saudi EFL university students. The study used a mixed-methods design…

In this study, the scripts of 288 television episodes were analyzed to determine the extent to which vocabulary reoccurs in related and unrelated television programs, and the potential for incidental vocabulary learning through watching one season (approximately 24 episodes) of television programs. The scripts consisted of 1,330,268 running words…

This study investigated the learning styles of adult English as a second language (ESL) students in Northwest Arkansas. Learning style differences by age, gender, and country of origin were explored. A total of 69 northwest Arkansas adult ESL students attending 7 adult-education centers were administered the VARK Learning Styles Questionnaire.…

Two studies investigated: (1) aspects of the language of native-English-speaking (ES) and non-native-English-speaking (NES) parents of children learning English and (2) the demands made on the listening of young children learning English from native-speaking parents and non-native-speaking parents. Information in the parent study was drawn from…

Presents the results of a questionnaire (in appendix) that asked 1,388 students to identify their perceptual learning style preferences. Analyses of the questionnaires indicated that nonnative speakers' learning style preferences often differ significantly from those of native speakers. Many variables are related to differences in learning styles…

This study investigated the effects of phonological processing on vocabulary development of learners of English as a Second Language. A list of 30 relatively unfamiliar academic English words of from 1-4 syllables was developed. A control group of 28 subjects, first-year students in a University of Hong Kong English enhancement course, were given…