This study builds upon previous research investigating the construct validity of phraseological complexity as an index of L2 development and proficiency. Whereas previous studies have focused on cross-sectional comparisons of written productions across proficiency levels, the current study compares the "longitudinal" development of…

This paper provides an experimental study of interlanguage phonological characteristics of Chinese students learning Thai as a foreign language and the accentedness perceived by native Thai speakers. Both production and perception experiments were designed to see how Chinese students acoustically produced Thai final nasal consonants and how Thai…

The present study investigated the impact of chunk reading training (CRT) on the online syntactic processing and verbal working memory (WM) of Japanese EFL (English as a foreign language) learners in secondary school. For four weeks, the treatment group (N = 31) underwent CRT, while the control group (N = 25) participated in reading training in…

This study assessed the influence of a 10-week teacher emotionally supportive quasi-experimental intervention on the perceived teacher emotional support (PTES), basic psychological needs (BPNs) satisfaction, emotions of anxiety and enjoyment, and emotional engagement of learners of English as a foreign language (EFL). Strategies targeting the…

This article reports the results of an explorative, quantitative study designed to investigate the pedagogical potential of Flip (formerly Flipgrid) as a connectivist and transmedia tool for developing English language learners' productive skills to provide a basis for their continued improvement. The study suggests that the connectivist practice…

This study investigates the influences of early and intense L2 exposure on children's L1 causative verb production, assessed by an experimental causative verb production task. Turkish expresses causality by morphological and lexical means, whereas English does so by periphrastic and lexical means. Learning L2 English might enhance L1 Turkish…

This research investigated the impact of processing instruction (PI) on the acquisition of the English third-person singular present tense by Chinese English-as-a-foreign-language (EFL) learners and whether this effect would extend to the acquisition of other language components. This study featured the pretest-immediate-posttest design and…

This study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English-speaking (non-EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and…

This study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English-speaking (non-EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and…

This study aims to extend statistical learning (SL) research to multilinguals and provide an insight into what could facilitate word segmentation. We studied how the number of cues available in the input as well as the number of languages spoken influence SL and word segmentation. We used two SL tasks: one involving the tracking of transitional…

This is the first large-scale study of resources as a form of "language management" -- that is, a way of influencing children's language practices. We introduce the distinction between child-directed resources (i.e. those providing parents with opportunities to engage with their children in the languages they are transmitting) and…

Learning a second language (L2) is dependent upon numerous external and internal factors, among which motivation plays a relevant role. In fact, motivation has been recognized as crucial in the L2 learning process (Ushioda, 2012). Such has been its importance that interest in L2 motivation has led to the development of theories such as the L2…

This study examined the extent to which textual enhancement and task manipulation affect the learners' attentional processing and the development of second language (L2) grammatical knowledge. A total of 73 Korean college students read an opinion news article in one of four experimental conditions: (1) textually enhanced, careful reading, (2)…

The Attention, Relevance, Confidence, and Satisfaction (ARCS) model provides a basis for integrating motivational dynamics and technological affordances into the design and implementation of instructions to maintain learner motivation and interest. Little attention has been paid to this potential in teaching the complex and often demotivating…

Comparing language tests and test preparation materials holds important implications for the latter's validity and reliability. However, not enough studies compare such materials across a wide range of indices. Therefore, this study investigated the text complexity of IELTS academic reading tests (IRT) and IELTS reading practice tests (IRPrT).…