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Raffaele Di Fuccio; Joanna Kic-Drgas; Joanna Wozniak – Smart Learning Environments, 2024
This paper addresses the limited exploration of the impact of virtual and augmented reality on the learning process, particularly within the context of foreign language learning among young learners. Motivated by this research gap, the EULALIA, conducted from 2019 to 2023 (2019-1-IT02-KA203-063228), sought to evaluate the efficacy of integrating…
Descriptors: Computer Simulation, Computer Oriented Programs, Second Language Learning, Cultural Awareness
Terai, Masato; Yamashita, Junko; Pasich, Kelly E. – Studies in Second Language Acquisition, 2021
In paired-associate learning, there are two learning directions: L2 to L1 (L2 words as stimuli and L1 words as responses) and L1 to L2 (L1 words as stimuli and L2 words as responses). Results of previous studies that compared the effects of the two learning directions are not consistent. We speculated that the cause of this inconsistency may be L2…
Descriptors: Learning Processes, Vocabulary Development, Second Language Learning, Second Language Instruction
Kumar, Tribhuwan; Soozandehfar, Seyyed Mohammad Ali; Hashemifardnia, Arash; Mombeini, Rasoul – Language Testing in Asia, 2023
Assessment has several advantages like involving students in learning and making them cognizant of their strengths and weaknesses. The effects of peer assessment and self-assessment as two main kinds of assessment have not examined on EFL learners' self-regulated learning, critical thinking, and problem-solving skills; therefore, the present…
Descriptors: Peer Evaluation, English (Second Language), Second Language Learning, Second Language Instruction
Contemori, Carla; Mossman, Sabrina; Ramos, Alba K. – Studies in Second Language Acquisition, 2022
Learners of a nonnull subject language (e.g., English) whose first language (L1) is a null subject language (e.g., Spanish) can show some optionality in the interpretation of overt subject pronouns in the second language (L2). By exposing L2 learners to nativelike interpretations of pronouns in discourse, we aim at understanding how exposure can…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Spanish
Yilmaz, Rabia Meryem; Topu, Fatma Burcu; Takkaç Tulgar, Aysegül – Education and Information Technologies, 2022
The purpose of this study is to discover pre-school children's vocabulary learning, retention levels, and perspectives of English language learning using augmented reality (AR) technology. To achieve this goal, a one-group pre-test, and post-test design was used to assess the effect of using AR-supported educational toys on pre-school children's…
Descriptors: Vocabulary Development, Retention (Psychology), Preschool Children, English (Second Language)
Yanagisawa, Akifumi; Webb, Stuart – Language Learning, 2021
The involvement load hypothesis (ILH) was designed to predict the effectiveness of instructional tasks for incidental L2 vocabulary learning. In this meta-analysis we examined 398 effect sizes from 42 empirical studies (N = 4,628) to explore (a) the overall predictive ability of the ILH, (b) the relative effects of different components of the ILH…
Descriptors: Linguistic Theory, Vocabulary Development, Second Language Learning, Second Language Instruction
Katasila, Phichitra; Poonpon, Kornwipa – English Language Teaching, 2022
The present study aimed to investigate the effects of blended learning instruction on vocabulary knowledge of Thai primary school students and students' perceptions toward learning vocabulary through blended learning instruction. A mixed-methods approach was used. Quantitatively, a single group pretest-posttest design was used to measure students'…
Descriptors: Blended Learning, Teaching Methods, Student Attitudes, Elementary School Students
Moreno, Nina; Malovrh, Paul A. – Hispania, 2020
The present study provides empirical data measuring the effects of a flipped and blended course design for beginning-level Spanish on the four skills of reading, writing, speaking, and listening, compared to a control group following a traditional present-practice-produce instructional format. The study provides a template for the successful…
Descriptors: Teaching Methods, Educational Change, Blended Learning, Spanish
Wang, Min; Shen, Huiyang; Boland, Julie E.; Wei, Hang – Modern Language Journal, 2021
This study investigates how visual context influences second language (L2) long-term structural priming for the Chinese "ba" construction. The experiment consisted of a baseline phase, an exposure phase, an immediate posttest, and a delayed posttest. L2 Chinese learners (N = 120) were assigned to 1 of 4 groups for the exposure…
Descriptors: Chinese, Second Language Learning, Second Language Instruction, Pretests Posttests
Vu, Duy Van; Peters, Elke – Studies in Second Language Acquisition, 2022
This longitudinal study investigates the effect of mode of reading on the incidental learning of collocations and factors that affect learning. One hundred Vietnamese pre-intermediate learners of English as a foreign language (EFL) were assigned to either an experimental group or a control group (no treatment). In 9 weeks, the experimental group…
Descriptors: Linguistic Input, Phrase Structure, Vocabulary Development, Predictor Variables
Hill, Aryn C. – English Language Teaching, 2022
The overall purpose of this study is to explore and understand how students acquire and apply new information (in particular, vocabulary) and how we as instructors can aid in this process. Communicative Language Teaching (CLT) as a whole tends to prioritize implicit learning but it is my belief that certain content can be understood more…
Descriptors: Mnemonics, English (Second Language), Second Language Learning, Second Language Instruction
Inpanich, Pipittaporn; Somphong, Monnipha – English Language Teaching, 2022
This study aimed to investigate the effects of the integration of indirect feedback and concordances on improving grammatical accuracy in Thai EFL undergraduate students' writing and to explore the students' perceptions toward the intervention. Thirty third-year undergraduate students who studied at a government university in Bangkok were the…
Descriptors: Writing Instruction, English (Second Language), Second Language Learning, Second Language Instruction
dos Santos, Jardel Coutinho; Ramírez-Ávila, María Rossana – TESL-EJ, 2022
This quasi-experimental research aimed to examine if and to what extent the adaptation of the 4/3/2 technique and self-assessment contributes to the improvement of students' speaking fluency. 24 ninth graders ranging from 11 to 13 years old were separated randomly into control and experimental groups, each having 12 participants. The data were…
Descriptors: Speech Communication, Comparative Analysis, Teaching Methods, Feedback (Response)
Pratiwi, Damar Isti; Ubaedillah, U.; Puspitasari, Armyta; Arifianto, Teguh – International Journal of Instruction, 2022
Since the teaching-learning process must go online, it is assumed that conducting a flipped classroom could promote students' active learning. Thus, this classroom-based research attempts to investigate the implementation of the flipped model in an online speaking class. It examines students' learning outcomes on speaking skills after studying in…
Descriptors: Foreign Countries, Flipped Classroom, Teaching Methods, Learning Processes
Cheng, Ching-Hsue; Chen, Chung-Hsi – Computer Assisted Language Learning, 2022
Many scholars have highlighted the importance of motivation and anxiety in language learning. They have also indicated the advantages of integrating learning content into a mobile-assisted English learning system environment. Meanwhile, a few studies have explored the impacts of a mobile-assisted English learning system on the motivation and…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Student Attitudes