Grammatical and vocabulary knowledge (i.e., breadth and depth) are widely acknowledged as key predictors of reading comprehension in a second language (L2). However, it remains unclear how different aspects of vocabulary depth may independently contribute to L2 reading comprehension and how learners' proficiency may moderate the relative…

Using concordancers in English classes is demanding, time-consuming, and challenging to both teachers and learners. On the other hand, research points to the effectiveness of data-driven learning (DDL) in improving second/foreign language learning. The present study proposed a new task type, that is, DDL focus on form (FonF) tasks, as a…

Having its roots in Vygotsky's Socio Cultural Theory of mind (SCT), Dynamic Assessment (DA) helps learners perform beyond their independent functioning abilities. This study seeks to investigate the effects of DA on Persian listening comprehension. An Iraqi university student learning Persian language was provided with listening comprehension…

This study aims to investigate English as a foreign language (EFL) learners' use of context information under various noise conditions. The participants were seven Japanese undergraduate students. A noise test adopted from the Speech-Perception-in-Noise (SPIN) test (Kalikow et al., 1977) was used. Four signal-to-noise ratio (SNR) conditions (SNR =…

Reading-while-listening (RWL) has been suggested to facilitate reading comprehension by establishing letter-to-sound correspondences in the word recognition process. However, previous findings are inconsistent regarding the effect of RWL on foreign language (L2) reading comprehension. To understand why such inconsistency occurs, the moderating…

Numerous studies have compared the effect of input mode (video-based vs. audio-only) on the listening comprehension of adult second language (L2) learners. However, there is a notable absence of research regarding how various types of audio-visual input in a listening test affect young learners' listening comprehension. To address this gap, this…

Recent research focusing on the sources of listening anxiety identified individual and external factors (IEF), listeners' control over input (LC), and perceived level of task difficulty (PTD) as the main causes of anxiety among L2 listeners. This correlational study aims to explore whether the sources of anxiety in L2 listening have a causal…

This study reviews the effect of comprehension and perceived text difficulty in promoting reading enjoyment and interest to read more among novice learners practicing extensive and pleasure reading. Sixty-seven college students in their first semester of Spanish were asked to read a children-like story picture book in Spanish and were then given…

This study investigates the impact of integrating English movies on the listening comprehension and attitudes of tenth-grade EFL students at a school in Kalasin Province, Thailand. Despite the pivotal role of listening skills in language acquisition, EFL learners often face limited exposure to listening materials, leading to challenges in…

This article proposes a conceptual and measurement framework for postpubertal, L2 speech learning aptitude that is centered around domain-general auditory processing (i.e., representing spectral and temporal characteristics of sounds). To this end, we examine the construct and reliability of a battery of auditory processing tests by presenting the…

Online reading strategies have been a crucial issue in EFL learning because reading strategies are essential for students reading comprehension and the increasing penetration of information and communication technology into foreign language learning has transformed reading and current studies have shown that online text reading requires new…

This study examined whether university students perceive holds (i.e., a listener's temporary cessation of dynamic movement) as a visual cue of nonunderstanding. Conversations between English second language (L2) university students were sampled to extract episodes of other-initiated repair through open clarification requests (e.g.,…

Background: Second language (L2) reading is a complex process in which two languages constantly interact. L1 reading and L2 proficiency are two well-acknowledged factors contributing to L2 reading comprehension. Other factors, such as strategy use and anxiety, might also predict L2 reading comprehension, but their roles have not been examined in…

Research on the effects of second language (L2) listening strategy instruction (SI) has gained momentum in recent years (e.g. Vandergrift & Tafaghodtari, 2010). However, the reported results have been inconclusive and varied across studies. Synthesizing the results of quantitative research in this domain, the present meta-analysis sought to…

Morphological knowledge is a complex construct integral to vocabulary breadth and reading comprehension. To understand its complexity, researchers examine its dimensionality. First, this study contributes to this broad topic by investigating whether morphological awareness and affix knowledge, related concepts with a long history of investigation…