This study examined the impact of experiential education through the utilization of vignettes on graduate student knowledge, skills, and attitudes in the area of written language disorders. Graduate students enrolled in a written language disorders class completed assessment measures designed to examine clinical understanding and confidence when…

The benefit of Content and Language Integrated Learning (CLIL) for second language (L2) development has been addressed by second language acquisition theory and investigated by empirical studies. However, previous studies have not demonstrated the effectiveness of CLIL precisely as most of their study participants took CLIL and non-CLIL courses…

This study assessed the extent to which captions, textually unenhanced and enhanced, can draw learners' attention to and promote the acquisition of a second language (L2) grammatical construction. A pretest-posttest-delayed posttest experimental design was employed. Seventy-two Korean learners of English were randomly assigned to an enhanced…

This experimental study examines the role of oral and written repetition strategies in consolidating new vocabulary in the classroom context. The participants in this study were divided into three treatment groups: oral, written and oral+written. A pretest and three delayed post-tests given at one day, one week and six weeks intervals were…

This study compared the effectiveness of deductive instruction and guided inductive instruction for developing semantic radical knowledge of Chinese characters. The evaluation was conducted through a quasi-experimental 3-week intervention involving 46 intermediate learners of Chinese as a foreign language (CFL). The results indicated that guided…

This study explored whether being told stories by a teacher in school 4 days a week for 10 weeks would lead to improvements in 6- and 7-year-old children's oral language, written language, and self-perception. We also explored whether these improvements would be greater than those experienced by an active comparison group that was read the same…

The present study investigated the effect of written languaging (WL) based on indirect written corrective feedback (WCF) on Chinese EFL (English as a foreign language) learners' written accuracy. WL refers to using the written mode to reflect upon and reason about language use. Two groups of students participated in the study over 16 weeks. Both…

In the present study, 144 second- and 150 fourth-grade Chinese students were recruited to complete a Chinese character learning task to explore the specific contributions of sensory-motor components (i.e., visual, motor, and haptic systems) of handwriting to Chinese character learning. After matching for age, nonverbal IQ, and a series of…

This study launched an investigation into the extent to which textual enhancement in captions can promote learner attention to and subsequent development in second language (L2) grammar. Using eye-tracking, it also intended to extend research on the relationship between attention and L2 learning. A pretest-posttest experimental design was…

Despite a growing amount of research on collaborative dialogue during task performance, little attention has been given to the occurrence of collaborative dialogue across task modality and its impact on language development. To expand our current understanding of task modality effects on learning opportunities, we examined the process of engaging…

This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added…

Computers have become an important piece of technology in classrooms for implementing academic interventions. Often, students' responses to these interventions are used to help make important educational decisions. Therefore, it is important to consider the effect of these interventions across multiple contexts. For example, previous research has…

The study of teaching translation has always been influenced by the theory of foreign language teaching, regardless of the theoretical or practical approaches the researchers used. In the classroom, students are frequently bored with translating grammar because they are seldom taught how grammar works. In view of this teaching gap, this study…

This paper studies the pragmatic competence of U.S. heritage speakers of Spanish in an attempt to determine (a) the degree of pragmatic transfer from English to Spanish experienced by heritage speakers when producing different types of requests in Spanish; and (b) how to best teach pragmatics to students of Spanish as a Heritage Language (SHL).…

This study examined the impact of e-book interactivity design on the learning of Chinese characters by fourth graders (10-year-old children). This study was guided by two main questions: (1) Are there any differences in achievements (Chinese character writing, lexical comprehension, and lexical usage) between groups of young learners who read…