The present study explores the effects of structured input and traditional instruction on the acquisition of English causative passive forms using online measurements (eye-tracking). Previous empirical research investigating the effects of processing instruction through offline measurements (sentence and discourse) has overall shown positive…

Research on pre-task planning to date has mainly focused on task performance. However, the effects of planning are contingent on what learners actually do during planning time. One important factor that may determine the quality and usefulness of planning is whether it is done in the first language (L1) or the second language (L2). This research…

Purpose: This study aimed to investigate the intelligibility of children's atypical speech in relation to listeners' language background. Method: Forty-eight participants listened to and transcribed isolated words repeated by children with speech sound disorders. Participants were divided into, on the one hand, a multilingual group (n = 29) that…

The current study examines the influence of word type (i.e., emotion-label vs. emotion-laden) and valence (i.e., positive vs. negative vs. neutral) on the processing of emotion words among bilinguals. To this end, three groups of Arabic--English bilinguals (n = 120 per group) completed the tasks of free recall, ratings for concreteness,…

New linguistic information must be integrated into our existing language system. Using a novel experimental task that incorporates a syntactic priming paradigm into artificial language learning, we investigated how new grammatical regularities and words are learned. This innovation allowed us to control the language input the learner received,…

While previous investigations on online machine translation (MT) in language learning have analyzed how second language (L2) learners use and post-edit MT output, no study as of yet has investigated how the learners process MT errors and what factors affect this process using response and reading times. The present study thus investigates L2…

Artificial intelligence (AI) for supporting second language (L2) writing processes and practices has garnered increasing interest in recent years, establishing AI-mediated L2 writing as a new norm for many multilingual classrooms. As such, the emergence of AI-mediated technologies has challenged L2 writing instructors and their philosophies…

Many studies have explored the second language (L2) acquisition of relative clauses (RCs) and whether L2 speakers transfer a resumptive strategy from first language (L1) to L2. While evidence seems to suggest that there are significant L1-L2 differences in the processing of RCs, relatively little is known about the source of non-target-like L2…

First language (L1) has been an affecting factor in learning English as a foreign language (EFL) that causes negative transfer including in thesis writing. The effect can be observed by looking at English productive skills, more specifically written form, as well as thesis writing. This research investigated how L1 interfered student's English…

The study explored the correlation between teaching lexical bundles and improving writing skills in English composition courses. The study addressed two research questions. First, to what extent can the explicit teaching of lexical bundles facilitate greater comprehension and retention of the elements of the bundles? Second, the study investigated…

Task-based approach is commonly used in second language teaching and it has been adopted in translation teaching too. However, driven by the lack of studies on task-based approach in translation especially in the very early stages of teaching translation, Saudi universities are no exception, this study focuses on the significance of implementing…

Early conceptions of aptitude were concerned with explicit learning abilities in formal learning settings, which according to MLAT (Modern Language Aptitude Test) were measurable based on a phonemic coding ability, an inductive learning ability, an associative memory, and a grammatical sensitivity (Carroll, 1962). However, recent understanding on…

Prosody is crucial for language comprehension because it highlights underlying structures. This study explores whether prosody facilitates "memory recall" to the same extent in L1 and L2, and whether memory recall is poorer in L2 or whether language-specific differences can mitigate L2 processing difficulties. Nineteen Greek learners of…

Whatever the epistemological underpinnings and the resulting pedagogies that one adopts for translator education, it is critical that one sets the learning goals adequately. After all, irrespective of whether one follows the lines of the "read-and-translate" methodology, constructivism or emergentism, one needs to know whether the…

The indicated research aimed to identify pupils' reactions to the deploying scaffolding technique to learn English phonology. In this research, the data were assembled for 5 months, starting from February to June 2022, and they were gained through observation and distributing questionnaires by individual and group assessment. It involved 48…